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Improving Student Discussion Activeness in Chemistry Education through Student Teams Achievement Division (STAD): A Classroom Action Research on Acid-Base Learning

Miza Azrina(1), Nurma Azizah(2), Tsabit Albanani(3), Setia Rahmawan(4),


(1) UIN Sunan Kalijaga
(2) UIN Sunan Kalijaga
(3) MAN 3 Sleman
(4) UIN Sunan Kalijaga
Corresponding Author

Abstract


This classroom action research (CAR) investigated the use of the Student Teams Achievement Division (STAD) cooperative learning model to improve student activeness in group discussions during chemistry learning on acid-base material. The study was conducted with Grade 11 students and followed the CAR model through iterative stages of planning, action, observation, and reflection. Student activeness was evaluated through classroom observation, questionnaires, documentation, and field notes, with particular attention to questioning, expressing opinions, responding, and group cooperation. The implementation of STAD was associated with stronger participation in group discussions, supported individual responsibility, and encouraged students to contribute more actively to collaborative learning. STAD can provide an effective cooperative structure for improving student engagement in chemistry education, particularly in acid-base learning that requires discussion, conceptual reasoning, and active participation.

Keywords


Acid-base learning; Classroom action research; Cooperative learning; Student Teams Achievement Division; Student activeness.

References


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