Keywords:-
Article Content:-
Abstract
Many studies have been conducted to investigate the impact of collaboration skills. The findings of this study indicate that all learning groups achieved levels ranging from active to highly active, with relatively high levels of collaboration skill attainment. In general, the implementation of the STAD learning model was able to create a conducive and collaborative learning environment, as well as increase student engagement in group work. Furthermore, the implementation of the Student Teams Achievement Division (STAD) learning model had a positive impact on students’ collaboration skills. This is demonstrated by the average collaborative skills score of 70.58%, which falls within the “active” category. Therefore, the STAD model can be considered as a learning alternative capable of supporting the development of students’ collaborative skills in learning activities. Based on the observation results, the implementation of the Student Teams Achievement Division (STAD) learning model has proven effective in improving students’ collaboration skills in mathematics learning. Improvements were observed in the aspects of active participation, cooperation, the ability to express ideas, and cooperation among group members, which fell into the “active” to “very active” categories. This indicates that the STAD model is effective in encouraging student engagement, strengthening positive interactions, and fostering collaborative learning.
References:-
References
Abdurahman, A., Wiliyanti, V., & Tarrapa, S. (2024). 21st-Century Learning Models. PT. Sonpedia Publishing Indonesia.
Aje, A. U. (2022). Cooperative Learning Models: Student Achievement Division (STAD) & Team Games Tournament (TGT). CV. Azka Pustaka.
Arum, D. S., & Hanif, M. (2025). Learning Strategies to Strengthen Motivation for Improving Students’ Academic Achievement. JPGENUS: Journal of Nusantara Generation Education, 3(1), 37–47.
Darmawan, D., Sudrajat, I., Maulana, M. K. Z., & Febriyanto, B. (2021). Planning data collection to identify training needs at training institutions. Journal of Nonformal Education and Community Empowerment, 71–88.
Febriyanti, A. I., Suhartono, S., & Suryandari, K. C. (2025). Improving Collaboration Skills and Numeracy Abilities Through the Application of the Student Team Achievement Divisions (STAD) Model for Second-Grade Elementary School Students. Kalam Cendekia: Scientific Journal of Education, 13(1).
Ichiana, N. N., Razzaq, A., & Ahmad, A. K. (2023). The Merdeka Curriculum Orientation: Barriers toJournal of Science Education, 13(4), 1162–1173.
Ikhsan, M. M., & Sa’adah, N. (2024). The Effect of the STAD Cooperative Learning Model on Students’ Mathematics Learning Outcomes. Discovery: Journal of Science, 9(2), 85–94.
Imda, N. N., & Saefudin, A. (2025). Application of the Student Teams Achievement Divisions (STAD) Learning Model in Developing Students’ Attitudes Toward Cooperation and Creativity in Islamic Religious Education and Ethics Classes in Grade 5 at SD Negeri 3 Bulungan. Action Research Journal Indonesia (ARJI), 7(4), 2510–2527.
LIA, A. C. S. (2021). THE EFFECT OF COMBINING THE FLIP PEER INSTRUCTION LEARNING MODEL WITH STAD ON STUDENTS’ CRITICAL THINKING SKILLS. UIN RADEN INTAN LAMPUNG.
Liu, A. P., Lawe, Y. U., Pare, P. Y. D., & Dinatha, N. M. (2025). The Application of the STAD Cooperative Learning Model to Improve Student Learning Outcomes in Grade 5 Science at UPTD SDI Kolokoa. Journal of Science Education, 15(2), 680–685.
Margalita, C., Hamengkubuwono, H., & Arsil, A. (2025). The Effect of the STAD Cooperative Learning Model on Students’ Motivation in Akidah Akhlak Lessons at Ma Muhammadiyah Curup. Curup State Islamic Institute.
MARIYAM, S. (2024). DEVELOPMENT OF PROJECT-BASED LEARNING STUDENT ACTIVITY SHEETS TO ENHANCE COLLABORATIVE SKILLS AND CREATIVITY AMONG EIGHTH-GRADE STUDENTS AT TULANG BAWANG BARAT STATE JUNIOR HIGH SCHOOL 5. Muhammadiyah University of Metro.
Mubarok, R. (2021). Development of human resource management in Islamic educational institutions. AL-FAHIM: Journal of Islamic Education Management, 3(2), 131–146.
Nirfayanti, N., & Syamsuriyawati, S. (2024). Development of Active, Collaborative, and Inductive Cooperative Learning Models to Improve Junior High School Students’ Mathematical Generalization Skills. De Fermat: Journal of Mathematics Education, 7(1), 46–60.
Noperman, F. (2022). LEARNING INNOVATION: From Creative Ideas in the Mind to Innovative Practices in the Classroom. Laksbang Pustaka.
Nurhayati, S., Septikasari, D., Judijanto, L., Susanto, D., Sudadi, S., Setiyana, R., Willdahlia, A. G., Ramli, A., & Zamroni, Z. (2025). A New Paradigm in 21st-Century Education. PT. Green Pustaka Indonesia.
Pare, A., & Sihotang, H. (2023). Holistic education to develop 21st-century skills in facing the challenges of the digital age. Tambusai Education Journal, 7(3), 27778.
Suryo Widodo, J., Santia, I., & Katminingsih, Y. (2019). Journal of Math Educator Nusantara (JMEN).
Vivando, A., Purnawirawan, O., & Zulvarina, P. (2026). The Effect of the STAD Cooperative Learning Model Assisted by Wordwall on Improving Student Learning Outcomes and Collaboration. Journal of Information Technology and Computer Science Development, 10(4).
Wahyudi, W. (2024). Implementation of the Teams Games Tournament to Improve Collaboration Skills Among Elementary School Students. Scholaria: Journal of Education and Culture, 14(01), 88–97.
ZISPITA, W. (2025). THE EFFECT OF A PEER-REVIEW-ASSISTED COLLABORATIVE LEARNING MODEL ON STUDENTS’ SHORT STORY WRITING SKILLS IN THE INDONESIAN LANGUAGE COURSE FOR FIFTH GRADE AT MI AULIA CENDEKIA IN PEKANBARU. SULTAN SYARIF KASIM RIAU STATE ISLAMIC UNIVERSITY.