Development of Moodle-Assisted STAD Cooperative Learning Model to Improve Students’ Conceptual Understanding and Self-Regulated Learning on Elementary School

Mariani Suryadi; Euis Eti Rohaeti; Asep Samsudin

doi:10.22460/jiml.v9i3.31171

Authors

Mariani Suryadi IKIP Siliwangi, Cimahi, Indonesia
Euis Eti Rohaeti IKIP Siliwangi, Cimahi, Indonesia
Asep Samsudin IKIP Siliwangi, Cimahi, Indonesia

DOI:

https://doi.org/10.22460/jiml.v9i3.31171

Keywords:

Conceptual Understanding , Self-Regulated Learning , Cooperative Learning Model , Moodle , STAD

Abstract

Conceptual understanding of fractions among elementary school students remains relatively low, and many learning practices still rely on conventional teaching methods that do not fully support digital learning environments. In addition, students self-regulated learning skills are often not optimally developed in mathematics learning. This study aims to develop a Student Teams Achievement Division (STAD) cooperative learning model supported by the Moodle Learning Management System (LMS) (STAD–Moodle) to improve students conceptual understanding of fractions and self-regulated learning. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were fifth-grade elementary school students selected through purposive sampling. Data were collected using conceptual understanding tests, self-regulated learning questionnaires, observation sheets, and interview guidelines. The developed model was validated by subject matter experts, media experts, and learning experts to determine its validity and feasibility. The effectiveness of the model was analyzed using the N-gain test to measure the improvement in students learning outcomes. The results indicated that the developed STAD–Moodle model achieved a high level of validity based on expert evaluations. The implementation results showed that the integration of Moodle features facilitated concept exploration, collaborative discussion, and digital assessment with immediate feedback. The effectiveness test revealed an increase in conceptual understanding with an N-gain of 67% and an increase in students self-regulated learning of 66%, both categorized as medium–high improvement. It can be concluded that the STAD–Moodle model is a valid, practical, and effective digital learning innovation for improving students conceptual understanding of fractions and strengthening self-regulated learning in elementary mathematics learning.

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