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All Journal Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Wahana Pendidikan
Najamudin Marsaoly
Institut Sains Dan Kependidikan (ISDIK) Kie Raha Maluku Utara
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Model Pembelajaran STAD terhadap Kemampuan Berpikir Kritis Siswa Multietnis di SMP Negeri Kota Ternate Ermin Ermin; Najamudin Marsaoly
Jurnal Ilmiah Wahana Pendidikan Vol 7 No 8 (2021): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (197.517 KB) | DOI: 10.5281/zenodo.5781366

Abstract

Critical thinking is an effective and reasonable thinking process that focuses on beliefs and actions that are carried out reliably. Critical thinking skills have an important role in improving human quality. However, critical thinking skills in schools have not been empowered properly. Until now, conventional learning is still a common model in learning because it is considered to be an option to be applied to an application of learning that requires a relatively short time, the scope of the material taught is wider and can equip students with conceptual understanding. The learning approach that must be taken by the teacher in improving students' critical thinking skills is to use cooperative learning. The model that is expected to empower students' critical thinking is STAD type cooperative learning. This research is a quasi-experimental research (quasi-experimental). Experimental research aims to determine the effect of the STAD learning model on the critical thinking skills of multiethnic junior high school students in Ternate City. The design used in this research is the Pretest-Posttest Nonequivalent Control Group Design. The number of samples was 38 students consisting of students from SMP Negeri 2 which opened 18 people and SMP Negeri 3 which found 20 people. The entire sample of students consisted of ethnic Ternate 13, Makian 12 and Tidore 13 students. The STAD learning model has a significant effect on the critical thinking ability of multiethnic students in Ternate City Junior High School, ethnicity has a significant effect on the critical thinking ability of multiethnic students in Ternate City Junior High School and the interaction of learning and ethnic models significantly affects students' critical thinking skills. Further test results showed that the STAD learning model might improve the critical thinking skills of Ternate, Makian and Tidore ethnic students.
Penerapan Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Untuk Meningkatkan Hasil Belajar Ipa Biologi Peserta Didik Kelas X SMA Negeri Kecamatan Sulabesi Barat Kabupaten Kepulauan Sula Najamudin Marsaoly
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 1 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (179.599 KB) | DOI: 10.5281/zenodo.5832638

Abstract

This study aims to improve learning outcomes of Biology science learning for class X SMA Negeri Sula Besi Barat District, Sula Islands Regency through Numbered Heads Together (NHT) cooperative learning. The research method used is classroom action research (CAR) using a descriptive percentage approach. At the end of the individual test implementation cycle, to find out how far the students mastered the material in the second cycle. The researcher motivates students to be more serious in working on the questions, this is because the increase in the score of questions obtained in cycle I and cycle II contributes scores to their respective groups and determines the award that will be obtained at the end of the meeting. The research was carried out at SMA Negeri Sula Besi Barat District, Sula Islands Regency. The time of this research was carried out for one month starting from April 27 to May 27, 2020. The subjects of this research were students of class X SMA Negeri Sula Besi, West Regency. The variable in this study is student learning outcomes. The instrument used is a test to obtain data on student learning outcomes. The data analysis technique used in this research is descriptive percentage data analysis technique. The results showed that the presentation of student learning outcomes after learning using the NHT method in the first cycle was 61.25 and student learning outcomes increased in the second cycle to 86.25 from the data using the NHT learning method to improve student learning outcomes in class X State SMA, Sula District Besi Barat, Sula Islands Regency.
Boosting Metacognition through STAD and NHT: A Study of Multiethnic Middle Schoolers in Ternate Ermin Ermin; Najamudin Marsaoly; Paramitha Cahyani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8012

Abstract

Metacognitive skills are essential for 21st-century learners, enabling students to plan, monitor, and evaluate their thinking processes. However, these skills remain underdeveloped among junior high school students in Ternate, particularly in multiethnic classroom settings. This study investigates the effectiveness of cooperative learning models—STAD, NHT, and a combined STAD–NHT model—in enhancing students' metacognitive skills across different ethnic groups. This quasi-experimental study employed a pretest–posttest nonequivalent control group design involving 76 multiethnic Grade VII students from four public junior high schools in Ternate City. Students were grouped into four treatment conditions: STAD, NHT, combined STAD–NHT, and conventional learning. Data on metacognitive skills were collected through an essay-based test aligned with Corebima’s rubric, and analyzed using ANCOVA with LSD post hoc tests to examine the effects of learning models, ethnicity, and their interaction. The combined STAD–NHT model produced significantly greater improvements in students’ metacognitive skills compared to individual models and conventional learning. Ternate ethnic students showed higher metacognitive gains than their Makian and Tidore peers. A significant interaction between learning models and ethnicity was found, indicating that sociocultural factors influenced the effectiveness of cooperative learning. Findings suggest that combining STAD and NHT can support metacognitive development in multiethnic classrooms. However, cultural responsiveness in instructional design is critical. Further research is needed to explore how cultural norms shape collaborative learning and metacognitive growth.
Co-Authors , Mugiyanto , Mugiyanto Enjel Ngongoru Ermin ermin Ermin Ermin febriyanti zulkifli Jean N Kasehung Mirlin Alisani Paramitha Cahyani Sumarni koroy