Differences In Indonesian Learning Outcomes Between Teams Achievement Division and Role-Playing Models

Renanda Sheila Selviani; Niken Vioreza; Nur Hasanah

doi:10.37640/ICE.03.931

Authors

Renanda Sheila Selviani Primary Teacher Education, SD Islam Teladan Yasmin, Indonesia
Niken Vioreza Primary Teacher Education, STKIP Kusuma Negara Jakarta, Indonesia
Nur Hasanah Primary Teacher Education, STKIP Kusuma Negara Jakarta, Indonesia

DOI:

https://doi.org/10.37640/ICE.03.931

Keywords:

Learning Outcomes, Oral Reading Text, Student Team Achievement Division (STAD)

Abstract

This study aims to compare the learning outcomes of students using the Student Teams Achievement Divisions (STAD) model and the Role-Playing model in Grade III Indonesian language oral reading lessons at Madrasah Ibtidaiyah for the 2024/2025 academic year. A quasi-experimental, post-test-only design was employed, with two classes as the sample: Grade III A, taught using STAD, and Grade III B, using Role Playing, each comprising 25 students. Random cluster sampling was applied. Data analysis revealed that the average score for the STAD class was 83.28, while the Role-Playing class scored 78.44. A hypothesis test confirmed the significant difference between the two methods (t__calculated > t__table = 3.09 > 2.01, α = 0.05), leading to the rejection of H0 and acceptance of H1. These findings suggest that students taught with the STAD model perform better in Indonesian language oral reading compared to those taught using the Role-Playing model.