The Effect of Quizlet-Assisted STAD on Mathematical Problem-Solving Skills of Eighth-Grade MTs Students

Bulan Naysabilla(1*), Asrul Asrul(2),

(1) UNIVERSITAS ISLAM NEGERI SUMATRA UTARA
(2) UNIVERSITAS ISLAM NEGERI SUMATRA UTARA
(*) Corresponding Author

Abstract


This study aims to determine the effect and size of the effect of the Quizlet-assisted Student Teams Achievement Division (STAD) learning model on eighth-grade MTs students' mathematical problem-solving skills in the Pythagorean theorem material. The research was driven by students' low mathematical problem-solving abilities, particularly in devising strategies and evaluating solutions. Grounded in a quantitative quasi-experimental framework, the research implemented a Non-equivalent Control Group Design to evaluate intervention outcomes.The research population comprised all 62 eighth-grade students at MTs Zia Salsabila, all of whom were selected as the sample using a saturated sampling technique. The sample was divided into an experimental class (32 students) receiving the STAD model integrated with Quizlet and a control class (30 students) taught via conventional methods. Data were collected using a mathematical problem-solving test structured around Polya's indicators, followed by analysis using an Independent Samples t-Test and Cohen’s d effect size. The findings revealed a significance value (Sig. 2-tailed) of 0.001 (p < 0.05), indicating a significant impact of the Quizlet-assisted STAD model on students' mathematical problem-solving skills. Furthermore, the cohen’s d value of 0,879 indicates a large effect size, suggesting that the STAD learning model assited by Quiizlet had a subtantial effect on improving students’ mathematical problem-solving ability.

Keywords


Student Teams Achievement Division, STAD, mathematical problem-solving skills, Quizlet application, Pythagorean theorem, mathematics learning.

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DOI: https://doi.org/10.31327/jme.v11i2.2875

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