The Effectiveness of Student TeamsAchievement Division (STAD) in Enhancing

Higher Order Thinking Skills in Learning

the Concept of Light Energy

KAVITHA MASLAMANY
SK TAMAN DATO HARUN
(2)

ABSTRACT
The Effectiveness of Student Teams-Achievement Division (STAD)
in Enhancing Higher Order Thinking Skills in Learning the
Concept of Light Energy
Student Teams-Achievement Division (STAD) is one of the cooperative
learning method that able to aid development of high-order thinking
skills, besides enhancing motivation and peer relations (Slavin,1985). The
purpose of this action research intervention over two cycles, referring to
Spiral Model by Kemmis & Taggart (1988) is to examine the effectiveness
of STAD approach in enhancing selected Year 5 students higher order
thinking skills and improve students achievement. The intervention was
carried out during their science lesson on light energy unit. Purposive
sampling was used to select 16 participants from the Year 5 Terbilang
(consisted of 8 girls and 8 boys) who represented high, medium and low
achievers in science. Data were collected through pre-test and post-test,
interviews and classroom observations. Significant positive effect in
students higher order thinking skills and students achievement is
expected after the intervention of STAD, a learner-centred approach.

Refl
ection/Problem Statem ent
28/34
students were
not able to
answer HOTS
questions
during their
diagnostic test
and mid term
science exam

Students have
misconceptions
in
understanding
light energy

Reflectio
n/
Problem
stateme
nt

students lacked
skills related to
higher-order
thinking, lacked the
ability to explain
problem-solving
strategies, and
lacked the ability to
transfer knowledge
to new situations

Students do
not actively
take part in
the group
activities
(becoming a
sleeping
partner)

W hat is STAD ?
CLASS
PRESENTATIO
NS

QUIZZES

INDIVIDUAL
IMPROVEME
NT SCORES

TEAM
RECOGNITIO
N

STA
D
TEAMS

LITERATU RE REVIEW
Slavin, 1980
Findings from 25
different studies)
show that
cooperative
learning
strategies are
more effective
than traditional
strategies for
student
achievement

Husamah&
Pantiwati,2014
STAD improved
the quality of the
learning,
including the
activity,
motivation,
thinking skills,
scientific work,
and learning
outcomes

Lie (2002)
Thinking skill
empowerment
can occur
because the
small groups on
the STAD learning
consist of
students with
heterogeneous
academic ability
and background.

(Wena, 2011)
STAD helps
students to
improve their
self-skills,
motivation, and
learning
outcomes
(Susanti &
Mochtar, 2007).

O BJECTIVES
The objective of this intervention is

to observe whether STAD

cooperative learning as a teaching
strategy would enhance students
higher-order thinking skills and
improve their understanding of the
concept of light energy.

RESEARCH Q U ESTIO N
1)What are the effects of STAD
cooperative learning on students
higher order thinking skills?
2) What are the effects of STAD
cooperative
learning on students understanding of
light energy concepts?

M ETH O D O LO GY
Classr
oom
action
resear
ch

2
cycles
of
action
(each
cycle
consist
ed of 2
meetin
gs: 2
periods
of
lesson
for
each
meetin
g)

Purposi
ve
sampli
ng
(16
student
shetero
genous
)

Quan
titativ
e&
Qualit
ative
data
collec
tion

M ETH O D O LO GY
RESEARCH
QUESTIONS

TYPES OF DATA

1)What are the effects of Higher Order

STAD on students
Thinking Skills
higher order thinking
(Critical Thinking &
skills?
Creative Thinking)
Learning outcomes
2)What are the effects of
STAD on students
understanding of the
concept of light energy?

INSTRUMENT

-Marzano thinking skill

questionnaire (2000)

-Classroom observation
-Interviews
Achievement Test (Pre &Post)