A comparison of stad and drill strategy in increasing grade v students cognitive achievement on ratio

Rimba, Dorothy (2016) A comparison of stad and drill strategy in increasing grade v students cognitive achievement on ratio. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Based on the observation of grade V students in learning mathematics, it was found that some students did not understand the lesson or they did not do the correct arithmetic operations in solving problems. The teaching strategy might cause this students’ lower cognitive achievement. This research was aimed to know whether grade V students’ cognitive achievement could increase using STAD and drill strategy. This research also aimed to compare STAD and drill strategy in order to increase grade V students’ cognitive achievement on ratio in learning mathematics. The design of this research was a pretest-posttest two group design. This research was conducted from October 16th, 2015 until November 06, 2015. The research subjects were 18 students of class A and 18 students of class B. The descriptive statistics and non-parametric statistics were the techniques that were used to analyze the data. Wilcoxon matched pairs was used to analyze the pretest and posttest in both classes while to analyze the result of pretest and pretest or posttest and posttest from both classes, the researcher used Mann-Whitney U test for two independent samples. The result showed that the grade V students’ cognitive achievement on ratio increased after studying mathematics using STAD and drill strategy. However, there was no different between STAD and drill strategy in increasing grade V students’ cognitive achievement on ratio. Therefore, the grade V students’ cognitive achievement in both classes increased at similar level using STAD and drill strategy./ Berdasarkan pengamatan pada siswa kelas V dalam pembelajaran matematika, ditemukan bahwa terdapat beberapa siswa yang tidak memahami materi pembelajaran atau siswa tidak melakukan operasi aritmatika (perhitungan) yang benar dalam mengerjakan soal. Strategi pembelajaran mungkin menyebabkan rendahnya pencapaian kognitif siswa. Penelitian ini bertujuan untuk mengetahui apakah pencapaian kognitif siswa kelas V dapat meningkat menggunakan STAD dan drill strategy. Penelitian ini juga bertujuan untuk membandingkan STAD dan drill strategy dalam meningkatkan pencapaian kognitif siswa kelas V pada topik perbandingan dalam pembelajaran matematika. Desain dari penelitian ini adalah pretest-posttest two group design. Penelitian ini dilaksanakan pada 16 Oktober 2015 sampai dengan 06 November 2015. Subjek penelitian adalah 18 siswa dari kelas A dan 18 siswa dari kelas B. Statistik deskriptif dan statistik non-parametrik adalah teknik yang digunakan untuk menganalisis data pada penelitian ini. Ranking bertanda Wilcoxon uji beda dua sampel berpasangan digunakan untuk menganalisis hasil pretest dan posttest pada kedua kelas sedangkan untuk menganalisis hasil pretest dan pretest atau posttest dan posttest dari kedua kelas, peneliti menggunakan Mann-Whitney U test uji beda mean dua sampel independen. Penelitian ini menunjukkan bahwa pencapaian kognitif siswa kelas V pada topik perbandingan meningkat setelah pembelajaran matematika menggunakan STAD dan drill strategy. Namun, tidak ada perbedaan antara STAD dan drill strategy dalam meningkatkan pencapaian kognitif siswa kelas V pada topik perbandingan. Maka dari itu, pencapaian kognitif siswa kelas V pada kedua kelas meningkat pada tingkatan yang hampir setara dengan menggunakan STAD dan drill strategy.

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