Application of Student Teams-Achievement Divisions (STAD) on Material of Land Degradation and Impact for Human
Deasy Arisanty, Nevy Farista Aristin, Mrs Misna
Available Online November 2017.
- https://doi.org/10.2991/icsse-17.2018.11How to use a DOI?
- STAD, Learning outcomes, geography
- The students' geography learning result was influenced by various external factors. One of external factors was teacher learning model. The objective of research is to analyze the using of STAD learning model to improve student learning outcomes on the material of degradation of land and its impact for human life on Class X, SMA Negeri 9 Banjarmasin. The study was used quasi experimental experimental research. The population of research was student at SMA Negeri 9 Banjarmasin. Samples of research is class X-5 as the experimental class with the number of respondent is 36 students and class X-4 as the control class with the number of respondent is 35 students. The data analysis technique was gain score calculation and t test. The result of this research was the implementation of STAD learning model. The result of research showed that gain score of experimental class was tcount = 4.82227 and ttable = 1.690924. Control class was tcount = 47.6248 and ttable= 1.69236. The result of t test of experiment class and control class is 0.000 <0.05 then Ho is rejected and Ha accepted. STAD could be improved the students' geography learning outcomes on the material of land degradation and its impact for human life.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Deasy Arisanty AU - Nevy Farista Aristin AU - Mrs Misna PY - 2017/11 DA - 2017/11 TI - Application of Student Teams-Achievement Divisions (STAD) on Material of Land Degradation and Impact for Human BT - Proceedings of the 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017) PB - Atlantis Press SP - 44 EP - 46 SN - 2352-5398 UR - https://doi.org/10.2991/icsse-17.2018.11 DO - https://doi.org/10.2991/icsse-17.2018.11 ID - Arisanty2017/11 ER -