Application of STAD Approach in Differentiated Learning Assisted by Chromebooks to Improve Science Learning Outcomes in Class VI

Juli Putra Sinambela; Ryan Dwi Puspita

doi:10.22460/jpp.v4i2.27401

Authors

Juli Putra Sinambela Universitas Terbuka
Ryan Dwi Puspita IKIP Siliwangi

DOI:

https://doi.org/10.22460/jpp.v4i2.27401

Keywords:

Chromebook, Differentiated Learning, Learning Outcomes, STAD Approach.

Abstract

This study is motivated by the need to improve the quality of teaching and student learning outcomes in elementary schools in the context of rapid technological development. The research aims to analyze the impact of implementing the Student Teams Achievement Divisions (STAD) approach in differentiated learning assisted by Chromebooks on the science learning outcomes of sixthgrade students at SD Negeri 2 Harian, Samosir. The STAD approach emphasizes cooperative learning and shared achievement, while differentiated learning accommodates students’ diverse needs in terms of content, process, and assessment. Chromebooks were utilized to support learning flexibility and access to digital resources. This study employed a descriptive qualitative method with a case study design. Data were collected through participatory observation, in-depth interviews, and analysis of students’ learning outcome documents. The research involved seven sixth-grade students with diverse learning characteristics. The results indicate that the integration of the STAD approach with Chromebookassisted differentiated learning increased student engagement, collaboration, and interaction during learning. Quantitative data showed that 85.7% of students achieved scores above the Minimum Completeness Criteria. In addition, qualitative findings revealed improvements in students’ critical thinking, problemsolving abilities, and digital literacy. In conclusion, integrating the STAD approach with Chromebooks creates a collaborative, adaptive, and effective learning environment that enhances science learning outcomes while fostering essential social and technological skills in elementary education.

References

Alnahdi, G. H. (2020). Inclusive education: Teachers’ intentions and behavior. International Journal of Disability, Development and Education, 67(4), 404–420. https://doi.org/10.1080/1034912X.2019.1585528

Amini, A., Manangsang, A., Wahyudin, A., & Susanti, E. (2023). Penerapan pembelajaran berdiferensiasi untuk meningkatkan partisipasi aktif siswa kelas XI SMA Negeri 1 Palembang pada mata pelajaran PPKn. Innovative: Journal Of Social Science Research, 3(2), 6136-6145.

Asidin, K., Umar, U., & Takdir, T. (2024). Penggunaan Chromebook Dalam Pembelajaran PAI Dan Ujian Online. Jurnal Al-Ilmi Jurnal Riset Pendidikan Islam, 5(1), 46-59.

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(50), 1–24. https://doi.org/10.1186/s41239-020-00201-0

Brown, A., Smith, J., & Green, T. (2023). Technology-Enhanced Learning Environments: Improving Engagement and Learning. International Journal of Research and Innovation in Social Science, 8(10), 1305-1314.

Fairus, A. N., Anzani, D., & Atikah, H. F. (2024). Analisis Urgensi Pembelajaran Berdiferensiasi Dalam Menciptakan Lingkungan Belajar Inklusif. CENDEKIA: JURNAL ILMIAH PENDIDIKAN, 12(2), 177-186.

Farhan, M., Nathaniel, D., & Pratama, F. P. (2024). Peningkatan Literasi Digital Siswa melalui Kuis Berbasis Aplikasi Quizizz Oleh Kampus Mengajar Angkatan 6 di SMPS Muhammadiyah 55 Kandangan. ABDIKAN: Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi, 3(4), 272-280.

Fitriana, E., & Ridlwan, M. K. (2021). Pembelajaran transformatif berbasis literasi dan numerasi di sekolah dasar. TRIHAYU: Jurnal Pendidikan Ke-SD-An, 8(1).

Florian, L., & Black-Hawkins, K. (2017). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3

Huda, M., Susilowati, S., & Kurniawan, D. A. (2021). Cooperative learning model to improve students’ science learning outcomes. Journal of Physics: Conference Series, 1788, 012038. https://doi.org/10.1088/1742-6596/1788/1/012038

Johnson, D. W., & Johnson, R. T. (2021). Learning Together and Alone: The History of Our Involvement in Cooperative Learning. In Pioneering Perspectives in Cooperative Learning (pp. 1-19). Routledge.

Ma'ruf, S., & Hasan, M. S. R. (2024). Pengaruh Model Pembelajaran Kooperatif Tipe STAD Terhadap Hasil Belajar Siswa Mata Pelajaran Akidah Akhlak di MTs Miftahul Huda Silir Wates (Doctoral dissertation, STIT Al Urwatul Wutsqo Jombang).

Matona, A. B. T. (2024). Implementasi Strategi Cooperative Learning Tipe Stad Untuk Meningkatkan Delapan Indikator Motivasi Belajar Pada Materi Hari Akhir Pada Siswa Kelas V SD Negeri 17 Wonosari. Al-Mihnah: Jurnal Pendidikan Islam Dan Keguruan, 2(5), 1945-1965.

Putri, J., & Nuvitalia, D. (2024). Implementasi Pembelajaran Berbasis Kurikulum Merdeka dalam mendukung Kemampuan Komunikasi Matematis Siswa Sekolah Dasar. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 5(2), 202-209.

Putri, N. S., & Istiyono, E. (2022). Technology-assisted learning to improve student engagement in science education. Jurnal Pendidikan IPA Indonesia, 11(2), 250–260. https://doi.org/10.15294/jpii.v11i2.33452

Rahmawati, Y., Ridwan, A., & Nurbaity. (2021). Integrating cooperative learning and digital media in science learning. Journal of Science Learning, 4(3), 199–207. https://doi.org/10.17509/jsl.v4i3.30877

Saliana, S. M., Dhani, I. M. R., & Siswoyo, A. A. (2024). Implementasi Model Pembelajaran Stad Berbasis Instrumen Non Tes Guna Meningkatkan Hasil Belajar Siswa Pada Pembelajaran Pendidikan Pancasila Di Sekolah Dasar. Jurnal Media Akademik (JMA), 2(12).

Schindler, L. A., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2017). Computers in education: A meta-analysis. International Journal of Educational Technology in Higher Education, 14(25), 1–18. https://doi.org/10.1186/s41239-017-0069-1

Slavin, R. E. (2015). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon.

Smith, J. M., Jones, S. J., & Brown, J. D. (2022). Using the Zone of Proximal Development to Improve Electric Vehicle Technician Training Outcomes. Scientific Research Publishing.

Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008

Tahariah, T. (2025). Studi Strategi Pembelajaran Kooperatif Tipe STAD untuk Peningkatan Hasil Belajar PAI. Analysis, 3(1), 104-110.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: ASCD.

Utia, M., Mas, S. R., & Suking, A. (2024). Implementasi Kurikulum Merdeka Dalam Meningkatkan Kemandirian Belajar Siswa. Equity In Education Journal, 6(2), 69-76.

Wahyudi, S. A., Siddik, M., & Suhartini, E. (2023). Analisis Pembelajaran IPAS dengan Penerapan Pendekatan Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka. Jurnal Pendidikan MIPA, 13(4), 1105-1113.