Application of STAD Cooperative Learning Model with Authentic Assessment of Increasing Knowledge Competencies and Competencies of Social Attitudes of Students at SMPN 40 Makassar
Abstract
The national education exam above explains that Indonesia's implementation of education is directed at preparing quality human resources, namely obedience to religious teachings, healthy body and soul, knowledgeable, independent, creative, and responsible. This study aimed to obtain, analyze, interpret, and describe/describe the data regarding the level of knowledge competence and social attitude competence of class VIII students of SMPN 40 Makassar through the application of the STAD cooperative learning model with authentic assessment. The research design used was a quasi-experimental design with a nonequivalent control group design in which neither the experimental group nor the control group was chosen randomly. This study's results are the competence of knowledge through the application of conventional learning models for students of class VIIIISMP Negeri 40 Makassar in the excellent category with an average score of 75.6364. The level of knowledge competence through applying the STAD cooperative learning model with authentic assessment for class VIIISMP Negeri 40 Makassar students is in the excellent category, with an average score of 82.3030. The competency level of social attitudes through applying conventional learning models for class VIIISMP Negeri 40 Makassar students is in a suitable category, with an average score of 80.8083. The level of social competence through applying the standard cooperative learning model with authentic assessment for students of the 40 State Viiismp class in Makassar is in the outstanding category with an average of 90.7647. There is a significant effect of applying the standard cooperative learning model with an authentic assessment of students' knowledge competence in class VII SMP Negeri 40 Makassar. There is a significant effect of applying the standard cooperative learning model with an authentic assessment of the competence of students' social attitudes in class VII SMP Negeri 40 Makassar.
References
Power C. The power of education: Education for all, development, globalisation and UNESCO. Vol. 27. Springer; 2014.
Limpo IY, Bachri S, Ilmar A, Patittingi F. Potret of Basic Education in Indonesia. JL Pol’y Glob. 2018;69:89.
Benavot A, Resnik J. Lessons from the past: A comparative socio-historical analysis of primary and secondary education. Educ all Child A Glob agenda. 2006;123–229.
Yang Y-TC, Wu W-CI. Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Comput Educ. 2012;59(2):339–52.
McDonald M, Kazemi E, Kavanagh SS. Core practices and pedagogies of teacher education: A call for a common language and collective activity. J Teach Educ. 2013;64(5):378–86.
Grubb WN. Basic skills education in community colleges: Inside and outside of classrooms. Routledge; 2013.
Kenny DA. A quasi-experimental approach to assessing treatment effects in the nonequivalent control group design. Psychol Bull. 1975;82(3):345.
Maba W. Teacher’s perception on the implementation of the assessment process in 2013 curriculum. Int J Soc Sci Humanit. 2017;1(2):1–9.
Baepler P, Walker JD, Brooks DC, Saichaie K, Petersen CI. A guide to teaching in the active learning classroom: History, research, and practice. Stylus Publishing, LLC; 2016.
Gil C, Montoya MG, Herrada RI, Banos R, Montoya FG, Manzano-Agugliaro F. Cooperative learning and electronic group portfolio: tutoring tools, development of competences and assessment. Int J Learn Technol. 2011;6(1):46–61.
Triventi M. Does working during higher education affect students’ academic progression? Econ Educ Rev. 2014;41:1–13.
Staub FC, Stern E. The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics. J Educ Psychol. 2002;94(2):344.
