Modelo de aprendizaje cooperativo tipo STAD y modelo de aprendizaje convencional: estudio comparativo de los resultados del aprendizaje de las técnicas básicas de pase inferior en voleibol (STAD-type cooperative learning model and conventional learning model: a comparative study on the learning outcomes of basic volleyball lower passing techniques)
DOI:
https://doi.org/10.47197/retos.v55.103770Palabras clave:
Learning Model, Cooperative, STAD, Conventional, Volleyball PassingResumen
Esta investigación analiza el impacto de los modelos de aprendizaje cooperativo de tipo STAD y los modelos de aprendizaje convencionales en los resultados del aprendizaje de las técnicas básicas de pase de voleibol. El estudio se llevó a cabo entre los estudiantes de la Escuela Secundaria Estatal 1 Siak Hulu en el año académico 2023/2024, utilizando una técnica de muestreo aleatorio para seleccionar un total de 72 estudiantes. Los participantes se dividieron en dos grupos: un grupo de control y un grupo experimental, cada uno compuesto por 36 estudiantes. Análisis asistido por SPSS 26. El resultado de significación de 0,000 < 0,05 es significativo. Los resultados indican que el uso de la técnica STAD mejora significativamente el aprendizaje y el dominio de habilidades específicas del voleibol, superando los resultados obtenidos mediante estrategias convencionales. El modelo de aprendizaje cooperativo tipo STAD permite a los alumnos colaborar, compartir ideas y evaluar respuestas de forma colectiva dentro del grupo, proporcionando un enfoque sencillo y fácil de entender. Se hace hincapié en el dominio de las técnicas básicas del voleibol como factor crucial para el rendimiento individual de los jugadores. Los factores que afectan al compromiso de los alumnos en el aprendizaje del pase superior incluyen aspectos internos (comprensión limitada del material, práctica incorrecta y ejecución desordenada) y factores externos (enfoque de aprendizaje de los profesores y limitaciones de espacio, tiempo de clase y tamaño de la clase). Estos resultados subrayan la importancia de adoptar métodos de enseñanza eficaces para optimizar las experiencias y los resultados de aprendizaje de los alumnos en las técnicas de pase en voleibol.
Palabras clave: Modelo de Aprendizaje, Cooperativo, STAD, Convencional, Resultados de Aprendizaje, Técnica Básica, Pase de Voleibol.
Abstract. This research investigates the impact of STAD-type cooperative learning models and conventional learning models on the learning outcomes of basic volleyball passing techniques. The study was conducted among students of State Junior High School 1 Siak Hulu in the academic year 2023/2024, utilizing a random sampling technique to select a total of 72 students. The participants were divided into two groups: a control group and an experimental group, each consisting of 36 students. Analysis assisted by SPSS 26. The significance result of 0.000 < 0.05 is significant. The results indicate that the use of the STAD technique significantly improves learning and proficiency of specific volleyball skills, exceeding the results achieved through conventional strategies. The STAD type cooperative learning model allows students to collaborate, share ideas and assess answers collectively within the group, providing a simple and easy-to-understand approach. Proficiency in basic volleyball techniques is emphasized as a crucial factor for individual player performance. Factors affecting student engagement in learning the upper pass include internal aspects (limited understanding of the material, incorrect practice, and haphazard execution) and external factors (teachers' learning approach and constraints of space, class time, and class size). These findings underscore the importance of adopting effective teaching methods to optimize students' learning experiences and outcomes in volleyball passing techniques.
Keywords: Learning Model, Cooperative, STAD, Conventional, Learning Outcomes, Basic Technique, Volleyball Passing.
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