Peer-reviewed article
STAD Learning Model and Learning Styles: Learning Outcomes of Fifth-Grade Students at Primary School
Jela A. Rahawarin, Samuel Patra Ritiauw, Leonid Ritiauw ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how the STAD (Student Teams Achievement Division) cooperative learning model and students' learning styles affect social studies learning outcomes among fifth-grade students in Indonesia. The research compared an experimental class using STAD with a control class using TGT (Teams Games Tournament) and measured outcomes using a validated questionnaire and test. The study found that STAD was more effective than TGT, that visual learning styles performed better than kinesthetic or auditory styles, and that there was a significant interaction between the learning model and learning style.
Key points
- STAD learning model produced significantly higher average scores (81.667) compared to TGT control group (63.267)
- Students with visual learning styles achieved the highest scores (84.400), compared to kinesthetic (69.800) and auditory (63.200)
- There was a significant interaction between learning models and learning styles on student outcomes
- Study involved 42 fifth-grade students at one primary school in Ambon, Indonesia
- Two-way ANOVA analysis was used to evaluate data from both the learning model intervention and learning style categorization
Limitations
This study focuses on academic learning outcomes in social studies only and does not examine broader child well-being dimensions such as health, nutrition, protection, or psychosocial development. The findings are from a single school context with a small sample size, limiting generalizability.
Abstract
Use of less diverse learning models and neglect of students' learning styles can lead to inferior social studies learning outcomes in elementary school children and a lack of classroom participation. This study examines how the Student Teams Achievement Division (STAD) learning model and learning styles affect fifth-grade social studies learning results in Primary School 2 Latihan Ambon. This experiment used a 2x3 factorial analysis and a posttest-only control group. All Primary School 2 Latihan Ambon pupils were studied, with 42 students divided into an experimental class (22 students) using the STAD model and a control class (20 students) using the TGT model, which stands for Teams Games Tournament, another cooperative learning model. A validated learning style questionnaire and learning outcome test were employed. Data was evaluated with a two-way ANOVA. The research findings showed that: (1) The STAD learning model had a significant effect on student learning outcomes (Sig. 0.000 < 0.05), with the average score of the experimental class (81.667) higher than the control class (63.267). (2) Learning styles have a significant influence on learning outcomes (Sig. 0.000 < 0.05), where students with visual learning styles achieved the highest score (84.400), followed by kinesthetic (69.800) and auditory (63.200). (3) There is a significant interaction between learning models and learning styles on student learning outcomes (Sig. 0.002 < 0.05). This study helps educators map student learning styles before choosing a model. These findings also support the STAD cooperative model's ability to boost primary school social studies material achievement.