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All Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Eduvest - Journal of Universal Studies
Aynin Mashfufah
Universitas Negeri Malang, Indonesia
Aerospace Engineering Computer Science & IT Education Health Professions Neuroscience Social Sciences

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The Effectiveness of the STAD Type Cooperative Learning Model on Student Learning Outcomes: Systematic Literature Review (SLR) with the PRISMA Protocol Dhea Ayu Anggraini; Aynin Mashfufah; Sri Rahayuningsih; Dedi Kuswandi; M. Ramli
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.50011

Abstract

This systematic literature review (SLR) examines the effectiveness of the Student Teams Achievement Divisions (STAD) cooperative learning model in enhancing student learning outcomes, motivation, and social skills across various educational levels and subjects. Guided by the PRISMA protocol, the study analyzed 35 peer-reviewed articles published between 2019 and 2024. Findings reveal that STAD significantly improves academic performance, collaboration, and engagement, particularly for lower-achieving students, by fostering interactive, student-centered learning environments. The integration of supplementary media (e.g., videos, games) further amplifies these benefits. Compared to conventional methods, STAD demonstrates superior outcomes in promoting critical thinking and active participation. The study highlights STAD’s alignment with 21st-century educational demands, emphasizing its adaptability to diverse subjects, including mathematics, science, and social studies. However, gaps remain in understanding its long-term efficacy, cross-cultural applicability, and integration with emerging technologies like AI and VR. The research underscores the need for future studies to explore these dimensions, ensuring STAD’s relevance in modern, technology-driven classrooms. Implications suggest that educators and policymakers should consider STAD as a viable strategy to enhance collaborative learning, inclusivity, and skill development, ultimately contributing to higher-quality education systems.
Ethics-Based Pedagogical Strategies for Character Formation in Elementary School Students Rina Dwi Maryanti; Ade Eka Anggraini; Aynin Mashfufah; Mardhatillah Mardhatillah
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 4 (2026): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i4.40202

Abstract

This descriptive qualitative study examines how three elementary school teachers translate professional ethics into pedagogical practices associated with students’ character-related behavior in Kertosono, Nganjuk, Indonesia. Data were collected through interviews with three teachers and nine students, one classroom observations at each of three public schools, and instructional documents. The analysis identified assessment of learning needs, differentiated support, collaborative and democratic activities, and assessment and feedback as reported strategies. Their emphases differed: the teacher at Kutorejo described ongoing monitoring and additional support; the teacher at Pandantoyo emphasized accessible language and contextual examples. Interview and observation findings were not always identical: during the observed lessons, both self-confidence indicators were rated as occasionally evident at Pandantoyo and Pelem 1, while several assessment and feedback indicators were also rated as occasionally evident at Pelem 1. Teachers reported challenges involving parent-school expectation. Conceptually, the study interprets the teachers’ code of ethics as a guide to classroom decisions; practically, it identifies strategies and constraints; empirically, it compares evidence across three schools. The findings illustrate opportunities for character-related practice but do not establish causal or long-term changes in students’ character.
Co-Authors Ade Eka Anggraini Dedi Kuswandi Dhea Ayu Anggraini M. Ramli Mardhatillah Mardhatillah Rina Dwi Maryanti Sri Rahayuningsih