PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD (STUDENT TEAM ACHIEVEMENT DIVISION) TERHADAP HASIL BELAJAR DITINJAU DARI SELF CONFIDENCE PESERTA DIDIK KELAS IX SMP NEGERI 29 SIJUNJUNG

Abstract

This study was motivated by the low mathematics learning outcomes of students and their lack of self-confidence during the learning process. This condition was indicated by the high percentage of students who had not achieved the Learning Objective Achievement Criteria (KKTP), low participation in discussions, and students’ hesitation in expressing their opinions and solving mathematics problems. This study aimed to determine students’ learning outcomes in terms of self-confidence through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model and to determine whether students who received STAD-based instruction achieved better learning outcomes than those who received conventional instruction. This study employed a quantitative approach using a true experimental design with a posttest-only control group design. The population consisted of all ninth-grade students at SMP Negeri 29 Sijunjung in the 2025/2026 academic year. The samples were selected using random sampling, with class IX.2 as the experimental group and class IX.1 as the control group. Learning outcome data were collected using an essay test, while self-confidence data were obtained through a Likert-scale questionnaire. Data analysis involved normality testing, homogeneity testing, and a one-tailed t-test. The results showed that the mean learning outcome of the experimental group was 62.03, while that of the control group was 40.68. The hypothesis test resulted in tcount = 2.573, which was greater than ttable = 1.692 at a significance level of 0.05, indicating that the research hypothesis was accepted. In terms of self-confidence, students with high levels of self-confidence tended to achieve high and moderate learning outcomes. Thus, the implementation of the STAD cooperative learning model produced better mathematics learning outcomes than conventional learning.