CULTIVATING REFLECTIVE THINKING SKILLS THROUGH GAMIFICATION IN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)
Abstract
Reflective thinking enables students to become more self-aware, self-directed, and self-regulated learners, which are critical abilities for attaining success in academic and professional contexts. Choosing the right learning models would enhance students' capacity to think critically and reflect intentionally when they approach a variety of everyday challenges. Student Teams Achievement Division (STAD) enables students to apply their knowledge based on what they have learned and to work cooperatively to solve problems. However, STAD has inevitably drawn much criticism, such as that interdependence may have adverse effects if participants fail to establish any relationship between participation and achievement. This research, thus, integrated gamification in STAD assuming that the manipulation prospectively made significant differences in the students' reflective thinking skills Employing a non-randomized one-group pre-test and post-test design, the questionnaire was administered to collect the data from 15 EFL students of Islamic Junior High School in Jombang. The Wilcoxon signed rank test was run to find out the statistically significant difference between the before and after conditions. The results of the data analysis revealed the obtained value of Sig. was at .003, which means that there was a significant difference in the students' reflective thinking skills before and after the implementation of STAD. Besides, the mean rank value showed that there was an upgrading score from 39.20 to 54.87. Accordingly, STAD is recommended as a prospective learning model to improve the quality of EFL classroom practices and the employment of the Merdeka Curriculum in Indonesia.
Keywords
Full Text:
PDFReferences
Aldila, M., Tapilouw, F. S., Sanjaya, Y. (2018). Students’ cognitive and attitude of secondary school in learning global warming using student team achievement division (STAD) based on gender. Journal of Science Learning 1(3):104. DOI:10.17509/jsl.v1i3.11793
Andrian, D., Wahyuni, A., Ramadhan, S., & Novilanti, F. R. E. (2020). Pengaruh pembelajaran kooperatif tipe STAD terhadap peningkatan hasil belajar, sikap sosial, dan motivasi belajar. INOMATIKA, 2(1), 65-75.
Asshabi et al., (2022). Developing reflective language learning model: structural equation modeling. Department of Foreign Languages, Faculty of Literature, Humanities and Social Sciences; Science and Research Branch, Islamic Azad University, Tehran, Iran.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative Research (4th Ed). Boston: Pearson Education, Inc.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath & Co Publishers.
Dewi, et al., (2020). Improving science learning outcomes through student team achievement division (STAD). Universitas Pendidikan Ganesa.
Erdogan, F. (2019). Effect of cooperative learning supported by reflective thinking activities on students' critical thinking skills. Eurasian Journal of Educational Research, 19(80), 89-112. https://eric.ed.gov/?id=EJ1211625
Ernata, Y. (2017). Analisis motivasi belajar siswa melalui pemberian reward dan punishment di SDN Ngaringan 05 kec. gandusari kab. blitar. Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD), 5(2), 781-790.
Genç, M. A. (2016). Evaluation of gifted and talented students' reflective thinking in visual arts course. Universal Journal of Educational Research, 4(9), 2039- 2048.
Karacop, A. (2017). “The effect of using jigsaw method based on cooperative learning model in the undergraduate science laboratory practices”. Universal Journal of Educational Research, Vol. 5, No. 3 (hlm. 420-434)
Marsaulina, A. T. (2018). Meningkatkan kemampuan berpikir reflektif dalam pembelajaran ips melalui penerapan pendekatan problem-based learning pada siswa kelas V SD Negeri Bendungan Hilir 01 Pagi Jakarta Pusat (Penelitian Tindakan Kelas). Sarjana Thesis, Universitas Negeri Jakarta.
McCollum, S. (2002). Reflection: a key for effective teaching. Teaching Elementary Physical Education. 6- 7.
Munawar, M. (2019). The application of stad-cooperative learning model: efforts to increase motivation and learning outcomes of students in class 5 SD N 07 Ledok Salatiga in Mathematics subjecth in Folding Symmetry and Rotating Symmetry topics.
Nikmah, E. H., Fatchan, A., & Wirahayu, Y. A. (2016). Model Pembelajaran Student Teams Achievement Divisions (STAD), Keaktifan dan Hasil Belajar Siswa. Jurnal Pendidikan Geografi, 3(3), 1-17.
Primandari, P. A., Sulasmono, B. S., & Setyaningtyas, E. W. (2019). “Perbedaan Pengaruh Model Kooperatif Tipe TGT Dan STAD dengan Multimedia Interaktif Ceria Terhadap Sikap Sosial Dan Hasil Belajar Kognitif Pada Pembelajaran Tematik Kelas 5 SD”. Jurnal Basicedu, 3(1), 83-91.
Rodgers, C. (2002). Defining reflection: another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
Rosyid, M. Z. (2018). Reward & punishment dalam pendidikan. Malang: Literasi Nusantara.
Santrock, J. W. (2010). Psikologi pendidikan (3rd ed.). Kencana Prenada Media Group.
Serjali, N. A., & Halim, H. A. (2020). The effectiveness of student team achievement divisions (STAD) model towards students’ achievement in the principles of accounting subject. International Business Education Journal, 1-14. https://doi.org/10.37134/ibej.vol13.sp.1.2020
Slavin, R. E. (2015). Cooperative learning. Bandung: Penerbit Nusa Media.
Stevens, D. D. & Cooper, J. E. (2009). Journal keeping: How to use reflective writing for effective learning, teaching, professional insight, and positive change. Virginia: Stylus Publishing, LLC.
Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif dan r&d. Bandung: PT Alfabeta.
Supartayasa, I. G. M. 2014. Implementasi model pembelajaran kooperatif tipe student teams achievement division (STAD) dalam meningkatkan keterampilan proses dan berpikir kritis tentang ipa pada siswa kelas VI SDN 01 Kalukubula. Catatan Sains Dan Teknologi Tadulako, 3, 91–99. http://ejournal.radenintan.ac.id/index.php/tadris/article/download/2535/pdf
Susanti, Y., Wahjoedi, W., & Utaya, S. (2017). Aktivitas Belajar Tematik Siswa Kelas V Sd Melalui Model Pembelajaran Kooperatif Tipe STAD. Jurnal Pendidikan Humaniora/Sains.
Sutinah, S., & Degeng, N. S. (2017). Model Pembelajaran Kooperatif Tipe Students Team Achievment Devision (STAD). In Prosiding Seminar Nasional Mahasiswa Kerjasama Direktorat Jenderal Guru dan Tenaga Kependidikan Kemendikbud 2016.
Teemuangsai, S. & Tiantong, M. (2013). Student team achievement divisions (STAD) technique through the Moodle to enhance learning achievement. International Education Studies, 6(4), 85–92.
DOI: https://doi.org/10.32682/jeell.v10i2.3499
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Published by English Department of STKIP PGRI Jombang
Jl. Pattimura III/20, Jombang, East Java, Indonesia
Currently, JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang is indexed by:
 |  |  |  | |
 | .jpg){kind=logo} |  |  | |
 |  |  | ||
Dedicated to:
In affiliation with:
Print ISSN 2356-5446, Online ISSN 2598-3059
Published by STKIP PGRI Jombang || http://stkipjb.ac.id/
JEELL (Journal of English Education, Language and Literature) English Departement of STKIP PGRI Jombang English Departement of STKIP PGRI Jombang is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.