The findings arrive at a time when educators worldwide are seeking effective ways to make mathematics more engaging and accessible. Many schools continue to struggle with low student participation, limited classroom interaction, and learning environments that remain heavily teacher-centered. The study from Universitas Negeri Makassar offers practical evidence that structured peer collaboration can help address these challenges in primary education.
Why Mathematics Learning Remains a Challenge
Mathematics plays a crucial role in developing logical reasoning, problem-solving abilities, and critical thinking skills. Yet many elementary school students still experience difficulties mastering mathematical concepts, particularly when instruction relies primarily on lectures and individual work.
Before the intervention, fifth-grade students at UPTD SD Negeri 15 Parepare were underperforming on the topic of plane figures and area measurement. The average class score was 75, below the school’s minimum achievement criterion of 80. Only a minority of students met the expected standard, while most struggled to reach the required level of mastery. Classroom observations also revealed limited student participation, low motivation, weak collaboration skills, and insufficient opportunities for discussion and teamwork.
According to the researchers from Universitas Negeri Makassar, these conditions suggested that the learning environment was not sufficiently encouraging active engagement or cooperative learning, both of which are essential for effective mathematics instruction.
How the Study Was Conducted
The research used a Classroom Action Research (CAR) approach involving 26 fifth-grade students, consisting of 16 girls and 10 boys. The study was conducted during the second semester of the 2025/2026 academic year and was organized into two learning cycles. Each cycle included planning, implementation, observation, and reflection activities.
To evaluate the impact of the STAD model, the researchers collected information through:
- Classroom observations
- Student mathematics tests
- Learning documentation and records
The analysis combined qualitative observations of classroom dynamics with quantitative measurements of student achievement. Success was measured by improvements in both the learning process and student performance.
What Is the STAD Learning Model?
The Student Teams Achievement Division (STAD) model is one of the most widely used forms of cooperative learning. Students are organized into groups with mixed academic abilities and work together to understand lesson content. Each student remains individually accountable for learning outcomes, while the group shares responsibility for collective success.
The model encourages students to:
- Discuss concepts with peers
- Solve problems collaboratively
- Support classmates who need assistance
- Participate actively in classroom activities
- Develop communication and teamwork skills
Researchers note that STAD has been associated with higher motivation, stronger social interaction, and improved academic achievement in various educational settings.
Significant Improvement in Student Achievement
During the first cycle, teachers implemented the standard STAD procedure, including lesson presentations, group discussions, quizzes, and team recognition. Although some students participated actively, others remained passive and depended heavily on their teammates.
Based on these observations, the teaching strategy was refined for the second cycle. Teachers provided stronger motivation, assigned clearer responsibilities within groups, and offered additional support to students experiencing learning difficulties. As a result, classroom interaction improved substantially. Students became more confident, participated more actively in discussions, and collaborated more effectively with their peers.
The numerical results reflected these improvements:
- Average mathematics score increased from 73.5 in Cycle I to 81.3 in Cycle II.
- Learning mastery rose from 69.2% to 84.6%.
- More students achieved the required competency standards by the end of the intervention.
- Student participation, collaboration, and individual responsibility improved across the classroom.
The researchers concluded that the STAD cooperative learning model effectively enhanced both classroom learning processes and mathematics achievement among fifth-grade students.
Implications for Schools and Education Policy
The significance of the study extends beyond one classroom in Parepare. As education systems increasingly emphasize student-centered learning, the findings demonstrate that cooperative learning models can serve as practical tools for improving educational quality without requiring expensive technology or major infrastructure investments.
For teachers, the research provides evidence that structured group learning can increase engagement and deepen conceptual understanding. For schools, it highlights the importance of supporting innovative teaching methods and professional development opportunities. For policymakers, the study reinforces the value of instructional approaches that promote collaboration, communication, and active participation in elementary education.
The researchers from Universitas Negeri Makassar emphasize that the success of STAD is not solely reflected in higher test scores. The model also creates a more participatory, collaborative, and student-centered classroom environment where learners actively contribute to the learning process.
In ethical paraphrase, Yonathan S. Pasinggi, Imron Burhan, and Taufiq Mirajad Sule of Universitas Negeri Makassar argue that cooperative learning environments encourage positive interaction, shared responsibility, and peer support, factors that collectively strengthen both academic achievement and the overall quality of mathematics instruction.
Author Profiles
Yonathan S. Pasinggi is a researcher affiliated with Universitas Negeri Makassar, with academic interests in elementary education and innovative learning strategies.
Imron Burhan serves as the corresponding author and researcher at Universitas Negeri Makassar. His expertise includes elementary education, instructional methods, and learning innovation.
Taufiq Mirajad Sule is an academic and researcher at Universitas Negeri Makassar whose work focuses on educational development, classroom learning models, and student-centered teaching approaches.
Source
Article Title: Application of The Cooperative Learning Model Type Student Teams Achievement Division (STAD) To Improve Mathematics Learning Outcomes of Fifth Grade Students at UPTD SD Negeri 15 Parepare
Authors: Yonathan S. Pasinggi, Imron Burhan, Taufiq Mirajad Sule
Affiliation: Universitas Negeri Makassar, Indonesia
Journal: International Journal of Sustainable Applied Sciences (IJSAS)
Year: 2026
Volume and Issue: Vol. 4, No. 7, pp. 735–744
DOI: 10.59890/ijsas.v4i7.26
URL: http://ijsasjournal.my.id/index.php/ijsas
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