<![CDATA[AbstrakTujuan penelitian tindakan kelas ini adalah untuk meningkatkan kualitas pelajaran Sejarah melalui pengajaran model kooperatif tipe Student Teams Achievement Division (STAD) pada siswa kelas XI.IPS. Rancangan penelitian ini adalah penelitian tindakan kelas melalui model kooperatif tipe Student Teams Achievement Division (STAD) menggunakan dua siklus, setiap siklus terdiri atas empat tahap, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah guru dan siswa kelas XI.IPS-2 di SMA PGRI 1 Majalengka Kabupaten Majalengka. Teknik pengumpulan data menggunakan observasi dan tes. Hasil penelitian menunjukkan bahwa: (1) Keterampilan guru pada siklus I diperoleh skor 20 dengan kriteria baik, siklus II dengan skor 24 dengan kriteria Baik, (2) Aktivitas siswa siklus I memperoleh skor 21 dengan kriteria baik, siklus II diperoleh skor 25 dengan kriteria baik. (3) Ketuntasan klasikal hasil belajar siswa siklus I pertemuan I sebesar 46,15% dan siklus I pertemuan II sebesar 50,00%. Pada siklus II pertemuan I sebesar 61,54% dan siklus II pertemuan II sebesar 88,46%. Kesimpulan penelitian ini adalah melalui model kooperatif tipe Student Teams Achievement Division (STAD) dapat meningkatkan keterampilan guru, aktivitas siswa, dan hasil belajar pada pelajaran Sejarah. Kata kunci: Model kooperatif tipe STAD, kualitas pelajaran Sejarah, SMA PGRI 1 MajalengkaAbstractThe purpose of this classroom action research is to improve the quality of history lessons through teaching the Student Teams Achievement Division (STAD) cooperative model to class XI.IPS students. The design of this research is classroom action research through a cooperative model of the Student Teams Achievement Division (STAD) type using two cycles, each cycle consisting of four stages, namely planning, implementation, observation, and reflection. The research subjects were teachers and students of class XI.IPS-2 at SMA PGRI 1 Majalengka, Majalengka Regency. Data collection techniques using observation and tests. The results showed that: (1) The skills of the teacher in the first cycle obtained a score of 20 with good criteria, the second cycle with a score of 24 with good criteria, (2) Student activities in the first cycle obtained a score of 21 with good criteria, the second cycle obtained a score of 25 with the criteria good. (3) The classical mastery of student learning outcomes in the first cycle of the first meeting was 46.15% and the first cycle of the second meeting was 50.00%. In the second cycle, the first meeting was 61.54% and in the second cycle, the second meeting was 88.46%. The conclusion of this research is that through the cooperative model the Student Teams Achievement Division (STAD) type can improve teacher skills, student activities, and learning outcomes in history lessons. Keywords: STAD cooperative model, quality of history lessons, SMA PGRI 1 Majalengka ]]>
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