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.v55.103770Keywords:
Learning Model, Cooperative, STAD, Conventional, Volleyball PassingAbstract
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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