THE EFFECTIVENESS OF STUDENT TEAM-ACHIEVEMENT DIVISION TO INCREASE SELF-REGULATED LEARNING

THE EFFECTIVENESS OF STUDENT TEAM-ACHIEVEMENT DIVISION TO INCREASE SELF-REGULATED LEARNING Ruseno Arjanggi, Erni Agustina Setiowati College of Psychology Sultan Agung Islamic University, Semarang (INDONESIA) Abstract Problems arose within the fist semester learning process happened in the college of Nursing resulted in students need for adjustment from didactic to self learning. Besides, students of nursing college were also required to have good sense of team work, that it was expected to help them collaborate with other professions such as doctor and other medical professions. In order to resolve this, appropriate learning strategy was needed to enhance the student s independence as well as sense of team work. Student Team Achievement Division (STAD) was believed to be one of the cooperative learning methods mainly focus on student independence to work either indepedently or in team. Research question for this study was is STAD effective to improve student s self learning? The purpose of this study was to examine the effectiveness of Student Team Achievement Division (STAD) toward self-regulated learning. The Quasi experimental design used was the untreated control group design with pre-test post-test. The instrument used to test the effectiveness of the learning model belonged to the learning scale based on self regulation. The research subject was 70 nursing college students from the first semester. This subject was categorized into control group consisted of 33 students and experimental group consisted of 37 students. Of the result in one way Anova, it was found that STAD learning method was effective to improve selfregulated learning either to the dimension of motivation or to the dimension of learning strategy. This study concludes that STAD has been proven to have impact to the students self-regulated learning. The result of the this showed that STAD was able to improve motivation and effort of the students in attempt to achieve the learning target. Therefore, changing in paradigm from teacher centered to student centered learning is needed. Keywords: Learning Strategy, Learning Motivation, Student Team-Achievement Division. 1 INTRODUCTION Students in senior high school have equal right to study at college. Among them is the diversity in terms of cognitive ability and social competence. Graduated high school has the cognitive capability continue their study into college. These conditions mean college challenge to use appropriate methods to boost productivity and achievement of students. This is in accordance with the Law on National Education System in Indonesia Chapter III, article 5 that every citizen has an equal right to education. The active learning characterized by the involvement of more students to obtain discovery or problemsolving, rather than listening to a lecture that direct transmission of knowledge occurs without effort, students engage in a variety of small group activities, programmed learning process that involves higher-order thinking and exploration of students their own attitudes and values [1]. So on the active learning program appears interdependence cooperation among students, as well as social competence helps seeking and help giving behavior or otherwise providing help to friends who have less control. As a lecturer or teacher when we deal with learning in a class of intelligent students special course not difficult to give an understanding by applying the conventional learning methods. However, in a heterogeneous classroom is a tough challenge. In fact the subject of this study is not used as a major course of study program to be a place of research, so it is possible that the diverse interests of students who followed him as not included in the core competencies. One of the constraints of the active learning of the lecturer of the preparation program, so that it can be said in an active learning activity with the teacher involvement with students. On the one hand Proceedings of INTED2014 Conference 10th-12th March 2014, Valencia, Spain 2379 ISBN: 978-84-616-8412-0

students work together with a group of discovery and problem solving, on the other hand prepare teachers with the disclosure of the information or the development of knowledge and prepare enough materials for students. Self-regulation and strategic approach to the different aspects of our lives are becoming increasingly important to address the higher demands and more complex everyday situations [2]. Further explained that a proactive approach in the field of learning, when students choose their destination, actively manage their business and selecting appropriate learning strategies, also leads to higher achievement [2]. Self-regulated learning is based on social cognitive models that conceptualize effective learning as a continuous process of evaluation and cognitive processes during academic tasks [3]. The cycling process can be seen in three phases: planning, performance, and self-evaluation [4]. Further explained that the planning phase involves weighing the motivation and goal orientation prior to beginning the task. Phase assessing performance including learning and adaptation to the demands of the task. Self-evaluation is a phase that involves the measurement of the students themselves about what they learned and what they do learn to approach effective [4]. Self-regulated learning as a proactive and cycling process that is used by students to control their own learning process in the form of cognition, motivation, and behavior, such as setting goals, choosing and using the most appropriate learning strategies with resources and situation, as well as mutually monitor each other and not the students who are impersonal reactive want for achievement [5]. In the process, self-regulated learning is based on students' learning strategies to monitor and regulate what they do. Monitoring activities include checking the contents of the lecture, completing learning difficulties, measuring and predicting sustainability learning outcomes [6]. Self-regulated learning based on a multi-dimensional activity that involves cognition, emotion, action and environment, teachers need to provide advice to students on self-assessment, setting goals, learning strategies, motivation and monitoring [6];[7]. Advantage of students who have self-regulated learning that is able to predict academic achievement. Several studies support that is based on several previous studies such as research [2], [5], [8] there was a significant relationship between learning based on self-regulation (self-regulated learning) with academic achievement. The study found that there is some correlation between aspects of selfregulated learning with academic achievement that is the aspect, namely the control aspects of learning beliefs, self-efficacy, and resource management strategies. Cooperative learning is one type Student Team Achievement Division (STAD). STAD is an easy application of learning methods ranging from secondary education. Based on the research [1] that the study of mathematics by using STAD can increase student engagement during the learning process as well as an increase in student achievement. Other studies related to the use of cooperative learning methods of the high school chemistry for all subjects [9]. The study concluded that STAD more effective than conventional learning. STAD method is the use of heterogeneous teams to learn and practice. Given individual quizzes on the material studied to earn team points. If students want their team to gain some form of recognition of a team's performance, they have to help their teammates learn the material [9]. So the problem is formulated in this study is whether there is influence learning Student Team Achievement Division (STAD) of the on self- regulated learning. 2 METHOD 2.1 Sample Group Participants in this study were 70 students of the first semester of School of Nursing in Semarang. All students involved this study is that students take courses in psychology nursing. Determination of the subjects in groups using cluster random manner to minimize suspicion of respondents. Consistent research subjects involved from the beginning of treatment until the end of treatment and complete filling scale with 37 students in the experimental group and the control group of 33 students. Then tested whether the initial conditions initial conditions subject to entry in the control group and the experimental group at the level of the same dependent variable. Data description baseline control group with the experimental group can be seen in the following table: 2380

Table 1. Descriptive Statistic. Group N Mean SD Min Max Experiment 37 228.24 29.032 146 281 Control 33 221.48 23.553 158 258 Different test results mean pre-test scores between the experimental group with a control group of known F value of 1.127 with p equal to 0.292 (p> 0.05), which means no significant difference. Under this condition are then drawn the conclusion that the two groups are in a different condition and ready to be intervention. 2.2 Data Gathering Tool Measurement instrument used in this study is based on self-regulated learning scale study that has been used by researchers in several previous studies. Scale study of self-regulated learning based on an adaptation of the original scale Motivated Strategies Learning Questionnaire (MSLQ) that the original version was developed by [9], and has been used in several studies in several countries [4]. The scale in Indonesia have also been used by several studies to gauge the test results are quite satisfactory. In this research study measuring devices based on Motivated Strategies Learning Questionnaire has been tested on students who have characteristics similar to the study participants. Objective researchers tested this measure so that the resulting data as accurate as possible in accordance with the measurement and aim to provide an accurate picture of research data. Based on the try out analysis results have known that the motivation dimension correlation coefficient 0.300 to 0.729 with a value of α (Cronbach Alpha) of 0.912. Dimensional regulation of learning strategies has a correlation coefficient of between 0.344 to 0.719 with a value of α (Cronbach Alpha) of 0.951[10]. Based on the analysis, we can conclude that it is feasible to use measuring instruments. 2.3 Experiment Procedure STAD cooperative learning techniques that is simple. STAD consists of five major components[11]: class presentation, teams, quizzes, individual improvement scores, and team recognition. (a) Presentation of the Class lectures was introduced in direct instruction. Students should pay close attention during class presentations. (b) The team consists of four or five students work in heterogeneous teams with complementary performance assumptions. Team met to study the worksheet, discuss common problems, compare answers, and misunderstanding. The main function of this team is to promote its members to do their best at their job. (c) Quiz that students take individual quizzes. During the quiz is not allowed to help each other. This will ensure that each student is responsible for knowing the material. (d) The individual scores improved student quiz scores compared with the average of the previous score. Students earn points for their team based on how much value they can exceed their previous value. When students make progress on their quizzes, all groups increased mean feat. (e) Recognition of the team if the average score of students exceeds certain criteria, the team will receive a certificate or other award. Application of the experimental procedure is based on modules STAD (Student Team-Achievement Division), which divides subjects into groups based on random. Students are divided into groups each day to receive the material to be studied as a group, then briefly explained by the lecturer, and students to clarify the material being studied, and discussed again in groups, and each group will carry out checks on their understanding each member of the group. The next stage of the quiz is given to all students and should be working on their own. Through contracts that individual quiz grades are expected to value the group members of the group who has a better mastery of the material helps control group members are less. Quiz results will be announced at the next meeting. 2.4 Data Analyses The data derived from pretest and posttest between experiment and control group were evaluating using Statistical Package for Service Solution 18.0 through arithmetic mean, standard deviation, minimum and maximum score. Beside analysis one way anova to explore the comparison between experiment and control group. 2381

3 FINDING Results of normality test of data distribution in the control group and normal group known experiment as seen from the magnitude of the Kolmogorov-Smirnov Z value of 0.108 for the control group and the experimental group was 0.077 and p value for dick group or the experimental group is greater than 0.05. If the distribution of the normal pre-test score data, the data of this study deserve to be tested with parametric statistics. The next assumption is a useful test of homogeneity of variance to determine group differences have to be tested the same variant. Based on the analysis of the data found that the homogeneity of variance of the results known homogeneous Lavene's Statistic of 1.261 with p equal to 0.265. Subsequent analysis of the results will be presented descriptive statistical analysis that will be presented in table 2: Table 2. Comparison of self-regulated learning between control and experiment group. Group Test N Min Max Mean SD Control Pretest 33 158 258 221.4 23.55197 Posttest 33 174 261 221.82 16.984 Experiment Pretest 37 146 281 228.24 29.03198 Posttest 37 180 294 246.08 26.742 Based on the descriptive data above is known that the mean score of the pretest and posttest scale study of self-regulation based on almost the same control group mean of 221.4, while the average pretest posttest is 221.82. The mean pretest scores of the experimental group are 228.24 lower than the mean score of 246.08 posttest. In order to know the difference then need to be tested using a path analysis of variance and F value of 19 293 obtained with p equal to 0.000, which means there is a significant difference with p value <0.05. One way ANOVA test results on the dimensions of motivation known F value of 6,013 with p equal to 0.017, which means there are significant differences. While the dimensions of learning strategies F value of 11 920 obtained with p equal to 0.001, which means there are significant differences. 4 DISCUSSION AND CONCLUSIONS 4.1 Discussion The findings in this study are STAD effective to improve self-regulated learning. Based on several previous studies note that the method is able to learn STAD improve student performance throughout the learning process in the classroom or self-study process than conventional methods or didactic[1]. Students who were in the experimental group in this case STAD cooperative learning has some allegedly better in class than the control group using conventional methods. Besides the F-test based on known significant degree of influence can be seen from the mean difference between the control group and the experimental group. The experimental group had a higher average than the control group. The value of F-test learning strategies dimension higher than the dimension of motivation, this means that the progress of regulatory strategies learned during STAD method applied is higher than the change in students' learning motivation. Students engaged in learning STAD have the motivation to learn better than students who were in the conventional classroom, they are more willing to talk and give each other feedback, interpersonal relationships and the ability to increase teamwork to achieve a common goal [12]. Similar findings also occur in mathematics that can improve student achievement and positive student attitudes toward these subjects using STAD cooperative learning [13] [12]. STAD also provide a better understanding of the influence of the students found in the study [9]. This is in line with the results of this study found that the STAD can improve student achievement. students who have self-regulated learning has the independence to determine the orientation purposes and selecting appropriate learning strategies with the potential and the opportunity to get and give help with peers. Opportunity for mutual understanding check also occurs in STAD method that will increase student self-efficacy. This process happens because self-regulated learning as a proactive and cycling process that is used by students to control their own learning process in the form 2382

of cognition, motivation, and behavior, such as setting goals, choosing and using the most appropriate learning strategies with resources and situation, as well as mutually monitor each other and not the students who are impersonal reactive want for achievement [5]. 4.2 Conclusion This study concludes that STAD learning method effective to improve self-regulated learning. The influence of research that brings implication STAD method is one method of student-centered learning more effectively applied to increase student independence in learning. So should be considered for application in learning of college. ACKNOWLEGMENT The authors would like to thank to the Minister of Education who gave support funding for this research. REFERENCES [1] M. I. Majoka, M. H. Dad, and T. Mahmood, Student team achievement division (stad) as an active learning strategy : empirical evidence from mathematics classroom, pp. 16 21, 2010. [2] B. S. Fritz and C. Peklaj, Processes of self-regulated learning in music theory in elementary music schools in Slovenia, Int. J. Music Educ., vol. 29, no. 1, pp. 15 27, 2011. [3] B. J. Zimmerman, Self-regulated learning and academic achievement : an overview, Educ. Psychol., vol. 25, no. 1, pp. 3 17, 1990. [4] B. M. Ness and M. J. Middleton, Intervention in School and Clinic, no. December 2011, 2012. [5] B. J. Zimmerman, Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects, Am. Educ. Res. J., vol. 45, no. 1, pp. 166 183, Mar. 2008. [6] E. C. K. Cheng, The Role of Self-regulated Learning in Enhancing Learning Performance, vol. 6, no. 1, pp. 1 17, 2011. [7] M. Barak, Motivating self-regulated learning in technology education, Int. J. Technol. Des. Educ., vol. 20, no. 4, pp. 381 401, Sep. 2010. [8] A. M. Kosnin, Self-regulated learning and academic achievement in Malaysian undergraduates, vol. 8, no. 1, pp. 221 228, 2007. [9] N. M. a. Balfakih, The effectiveness of student team-achievement division (STAD) for teaching high school chemistry in the United Arab Emirates, Int. J. Sci. Educ., vol. 25, no. 5, pp. 605 624, May 2003. [10] R. Arjanggi and A. Setiowati, Meningkatkan Belajar berdasar Regulasi Diri melalui Pembelajaran Kooperatif Tipe Jigsaw, Makara Seri Sos. Hum., vol. 17, no. 1, pp. 55 63, 2013. [11] R. E. Slavin, Educational Psychology. Boston: Pearson, 2006. [12] T. Wang, A. English, and H. W. College, Applying Slavin s Cooperative Learning Techniques to a College EFL Conversation Class, vol. 5, no. June, pp. 112 120, 2009. [13] K. Tarim and F. Akdeniz, The effects of cooperative learning on Turkish elementary students mathematics achievement and attitude towards mathematics using TAI and STAD methods, pp. 77 91, 2008. 2383