Implementation of cooperative learning model type STAD with RME approach to

understanding of mathematical concept student state junior high school in Pekanbaru

Dian Mita Nurhayati, and Hartono

Citation: AIP Conference Proceedings 1848, 040002 (2017); doi: 10.1063/1.4983940

View online: https://doi.org/10.1063/1.4983940
View Table of Contents: http://aip.scitation.org/toc/apc/1848/1
Published by the American Institute of Physics

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Implementation of Cooperative Learning Model Type STAD
with RME Approach to Understanding of Mathematical
Concept Student State Junior High School in Pekanbaru
Dian Mita Nurhayati1, a) and Hartono2
1
Universitas Pendidikan Indonesia/ Department of Mathematics Education, Jln. Dr. Setiabudhi 229 Bandung,
Indonesia.
2
State Islamic University of Sultan Syarif Kasim Riau/Department of Mathematic Education, HR. Subrantas Street
Km. 15 Pekanbaru, Indonesia..
a)
Corresponding author: dianmitanurhayati@yahoo.com

Abstract. This study aims to determine whether there is a difference in the ability of understanding the concept of
mathematics between students who use cooperative learning model Student Teams Achievement Division type with
Realistic Mathematic Education approach and students who use regular learning in seventh grade SMPN 35 Pekanbaru.
This study was quasi experiments with Posttest-only Control Design. The populations in this research were all the
seventh grade students in one of state junior high school in Pekanbaru. The samples were a class that is used as the
experimental class and one other as the control class. The process of sampling is using purposive sampling technique.
Retrieval of data in this study using the documentation, observation sheets, and test. The test use t-test formula to
determine whether there is a difference in student’s understanding of mathematical concepts. Before the t-test, should be
used to test the homogeneity and normality. Based in the analysis of these data with t0 = 2.9 there is a difference in
student’s understanding of mathematical concepts between experimental and control class. Percentage of students
experimental class with score more than 65 was 76.9% and 56.4% of students control class. Thus be concluded, the
ability of understanding mathematical concepts students who use the cooperative learning model type STAD with RME
approach better than students using the regular learning. So that cooperative learning model type STAD with RME
approach is well used in learning process.

INTRODUCTION
The understanding of the concept is the ability of students to understand or take over a matter or objects in
learning process. Yulelawati states that a student can be said understand if he has the ability to describe a material or
a substance to another material or another substance, explain the narration (vocabulary statement) into the numbers,
interpret things through a statement with his phrase or with summary [1]. If a student has these abilities, it can be
said that he already understood the subject. Moreover, if a student understands a concept, he will be able to
generalize it in other situations. In other words, he can use that concept into another situations, not only the
exemplified situations.
One of mathematics education purposes which is said by Zakaria [2], is to make students understand
mathematics. Furthermore, in the regulation of the Minister of national education Republic of Indonesia number 22
in 2006 quoted by Mulyasa [3] states that the purpose of learning mathematics at school is to make learners have the
ability to understand mathematical concepts, explains the linkages between concept and apply concepts or
logarithms flexibly, accurately, efficiently and appropriately in solving the problem. Based on the purpose of
mathematics that has been expressed above, it is clear that the first purpose of mathematics is to make students have
the ability to understand the concept.
However, the situation in the field is not yet in accordance with the expected. Based on the information obtained
from author interviews with mathematics teacher in Junior High School 35 Pekanbaru on 09 August 2012, obtained

Mathematics, Science, and Computer Science Education (MSCEIS 2016)

AIP Conf. Proc. 1848, 040002-1–040002-5; doi: 10.1063/1.4983940
Published by AIP Publishing. 978-0-7354-1520-1/$30.00

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reality that understanding the mathematical concepts of seventh grade students is still considered low, with the
following tendencies: 1) if the teacher gives questions that the model is slightly different from the example, most of
the students have difficulties to solve it; 2) if the teacher asks again about the concept of mathematics lesson
materials previously, most of the students are unable to answer it; 3) if the students given the task, most of the
students are unable to analyze and interpret the problems, so they answer it wrongly; 4) most of the students tend to
memorize the formula so that they have trouble to solve the given problems; 5) if the students given a homework
most of students wait until he can cheat his friend’s answer in school.
Based on those tendencies, it takes effort from teachers to make students learn actively so that students have the
ability to understand the concept and mathematics learning goals can be achieved as expected. Teachers need to use
a learning model that varies with the appropriate approach in order to encourage students to ask questions, give their
opinions and answer about a problem, think critically and explain the reason of the answer that they gave.
Understanding mathematical concepts is one of the most important goal in mathematics learning. Hudoyo [4]
states that "the goal of teaching is to make the presented knowledge can be understood by the learners". Therefore,
in order to achieve the purpose of teaching, a teacher must convey the material properly and guide learners in order
to understand the concept of a lesson. Mathematics learning can be said success when students can understand math
concepts well and can apply those concepts in solving a problem. The students can be said understand when
indicators of understanding are achieved. As for indicators that demonstrate understanding of the concept are: 1)
restate a concept; 2) classify the objects according to a specific properties (in accordance with the concept); 3) give
examples and non-examples of the concept; 4) presents the concept in various forms of mathematical representation;
5) develop necessary or sufficient conditions of a concept; 6) use, utilize, and choose specific procedures or
operations; 7) applied the concept or problem-solving algorithms.
Cooperative learning is a social-based learning where students are grouped into several groups and they are
required to cooperate in resolving a problem. Rusman [5] states that cooperative learning is a form of learning by
students studying and working in small groups in a collaborative whose members consist of four to six people with a
heterogeneous group structure. One of a simple cooperative learning model is cooperative learning model Student
Teams Achievement Division (STAD) type. Slavin [6] suggested that STAD is one of type of cooperative learning
simplest method and the best model for starters for teachers who are new to a cooperative approach.
In STAD, students formed in small groups consisting of 4 or 5 people with different abilities, gender, and
ethnicity. In practice, the teacher presents the lessons and then students learn in groups to ensure that each member
in the group has mastered the material. STAD consists of five main components: class presentation, team, quizzes,
individual progress score, team recognized. The material in the STAD explained in the class presentations by the
teacher. At the presentation, students should really pay attention to because it will be very helpful for them to solve
the quiz in learning, and their quiz score determine their team score. Individual student progress score contribute
points for his team and this is based on how much their score have increased compared to the early score that they
have accomplished on the last quiz.
Realistic Mathematic Education (RME) approach is an approach that tried to use the reality (everything that can
be observed and understood from the students environment) to facilitate the learning process in schools. RME
provide opportunities for students to rediscover and construct mathematical concepts based on realistic issues given
by the teacher. Psychologists generally agree that students easily understand complex concepts and abstract if
accompanied by concrete examples and worked together. Learning with realistic approach tried to use the reality in
the daily life, so it is believed that it will facilitate students to understand math concepts. Suwangsih and Tiurlina say
that in RME, the learning begins with contextual issues (real world) allows students to use prior experience directly
[7]. Therefore to bridge the math concepts with everyday experience of children need to be considered mathematical
everyday experience (mathematization of everyday experience) and the application of mathematics in everyday.
The formulation of the problem in this research is, whether there is a difference in the ability of understanding
the mathematical concepts among students who use cooperative learning model STAD type with RME approach and
the students who use the regular learning in seventh grade SMPN 35 Pekanbaru. In line with the formulation of the
problem, then the purpose of this research is to know is there the difference of mathematical concepts
comprehension among students who use cooperative learning model STAD type with RME approach and students
who use regular learning in seventh grade SMPN 35 Pekanbaru. The hypothesis in this research is that there are
differences in the ability of understanding the concept of mathematics between students who use cooperative
learning model STAD type with RME approach and students who use regular learning in seventh grade SMPN 35
Pekanbaru.

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 This research is expected to be benefit for students, by implementing cooperative learning model STAD type
with RME approach, students can train the ability of understanding his mathematical concepts. Furthermore, this
model can be an alternative choice of learning model that can be applied in school learning.

METHODOLOGY
This research is a quasi experiment, because the researcher was not able to control all the variables that may
affect the student ability of understanding mathematics concepts. As for the design used is the posttest only control
design. One group was given preferential treatment while the other group does not. Both of the group was given
only posttest, without any pretest. The population in this research was the students of class seventh grade in second
semester SMPN 35 Pekanbaru lesson year 2012/2013. The selection of the sample is done by purposive sampling
which is based on the consideration of mathematics teacher who taught in seventh grade, so it has been selected that
class VII. 5 as experiment class and VII. 4 as the the control class.
There are two variables in this research, independent variable and dependent variable. The independent variable
was learning with cooperative model STAD type with RME approach, and the dependent variable was the ability of
understanding the mathematical concepts of seventh grade students. Research procedure consists of three stages:
preparation phase, implementation phase and final phase. In the preparation phase, researcher prepared learning
implementation plans (RPP), student worksheet (LKS), and the quiz. The collection of data in this research was
done with observation and documentation. The instrument used in this research was student mathematical concept
understanding ability test.
In mathematical concept understanding ability tests, it is used essay question with 7 problems. The tested
material in that test is the material given during the research, Set (Himpunan). Before the test given to samples,
conducted trials of the test question to know whether the question feasible or not. The calculation of the difficulty
index and distinguishing power of each questions shows that all questions can be used and obtained the calculate
reliability of test is 0.76. After compared with the reliability table, it can be concluded that the instruments used are
reliable. The results of the calculation of validity also demonstrate that all questions is valid with high criteria, it
means that the questions can be used.
Hypothesis testing is done with t-test. But before the hypothesis testing, there are requirements tests. The
requirements test is normality test with Liliefors method and homogeneity test using F test. After it is obtained that
both of classes data distributed normal and homogeneous, it is continued with t-test.

RESULT AND DISCUSSION

Based on tests conducted at the end of the research, it is obtained an overview of student’s capability of
understanding the mathematical concepts as in Table 1 and it can be seen that the experiment class students have
higher average value than control class. Standard of deviation control class higher than the experiment class. This is
shows that the ability of understanding the mathematical concepts of grade control is more diverse than the
experiment class.
TABLE 1. The Ability of Understanding Mathematical Concepts of Sample Class Test Data
Class N Xmaks Xmin X S
Experiment 39 96.25 32.5 74.78 15.58
Control 39 92.50 25 64.84 16.13

Then the researcher do hypothesis testing of the data. Before hypothesis test, there are tests of normality and
homogeneity, so it is acquired that the ability of understanding the mathematical concepts of both sample classes
have normal and homogeneous distribution. Therefore, since both of classes have normal and homogeneous
distribution, researcher used the t-test to test the hypothesis with a significant level Į = 0.05 with it test criteria,
accept H0 if tcalculate < ttable and reject H0 if it is otherwise. Based on calculations by using the t-test, it is obtained that
tcalculate = 2.92 with df = 76 and ttable = 1.99. It means that H0 is rejected dan H1 is accepted, in other words there is a
difference in the ability of understanding the mathematical concepts of student in experiment class and control class.
Based on the average value, it is proved that the ability of understanding the mathematical concepts of students who
studying with the cooperative model STAD type with RME's approach better than the students who learn with
regular learning method.

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 From student ability of understanding mathematical concepts test data, the average ability of understanding the
mathematical concepts for each indicator can be calculated also. In these tests there are seven indicators of students
understanding of mathematical concepts: 1) restate a concept; 2) classify the objects according to a specific
properties (in accordance with the concept); 3) give examples and non-examples of the concept; 4) presents the
concept in various forms of mathematical representation; 5) develop necessary or sufficient conditions of a concept;
6) use, utilize, and choose specific procedures or operations; 7) applied the concept or problem-solving algorithms.
Based on the test results, it is obtained the results of the calculations in table 2 as follows:

TABLE 2. Average Score of The Ability of Understanding

Mathematical Concept for Each Indicator
Average Score
Indicator
Experiment Class Control Class
1 9.71 7.21
2 9.90 7.98
3 8.78 8.08
4 9.23 8.17
5 7.37 5.58
6 11.83 10.00
7 17.95 17.82

From table 2, we can see that the average score of the ability of understanding mathematical concepts of
experimental class students are better than the average score of the control class for each indicator. This is shows
that students who study using cooperative learning model STAD type and RME approach have an understanding of
mathematical concepts that are better than the students who use the regular learning. Percentage of student
experimental class with score more than 65 was 76.9% and 56.4% of students control class.
This is in line with what was said by Semiawan in Isjoni that the psychologists generally agree that the students
easily understand complex concepts and abstract if accompanied by concrete examples and worked together [8].
Cooperative learning model STAD type with RME's approach is one of the models and approaches that are in
accordance with the opinion of the Semiawan [8]. STAD is cooperative learning model where students learn
together in a heterogeneous group and RME’s approach learning method that begins with a real-world problem, so
STAD collaboration learning with RME’s approach allows students to understand the complicated and abstract
concepts.
In this research, the perceived constraints by researchers is when students were requested to work together and
discuss with friends, there are some students who do not implement it properly. But on the next meeting, the
researcher actually control the students when discussing so that students who are clever can help her friend who was
experiencing difficulties. In addition, the application of this cooperative learning model STAD type and RME’s
approach requires a lot of time. So the time is not wasted in useless, researcher should allocate time effectively and
efficiently. Avoid long time allocation at the moment students set up his seat in group. Therefore, researcher should
keep an eye on students so that students do not mess around.

CONCLUSION
Based on the analysis data, it can be concluded that there is a difference in the student’s ability of understanding
the mathematical concepts of seventh grade of SMPN 35 Pekanbaru 2012/2013 lesson year who study using
cooperative model STAD type with RME approach and the students who study using regular learning. It also can be
seen from the average value of the ability of understanding mathematical concepts of students who study using the
cooperative model STAD type with RME's approach better than students who study using regular learning.
Cooperative learning model STAD type should be considered as one of the learning models that can be applied by
the teacher in mathematics learning because it can help student train the ability of understanding mathematics
concepts.

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 ACKNOWLEDGMENTS
We acknowledge mathematics teacher of seventh grade in SMPN 35 Pekanbaru Riau, and our mathematics
lecturers of State Islamic University of Sultan Syarif Kasim Riau.

REFERENCES
1. E. Yulelawati, Kurikulum dan Pembelajaran (Pakar Karya, Bandung, 2004), pp. 60.
2. E. Zakaria, et al, Trend Pengajaran dan Pembelajaran Matematik (Utusan Publications & Distributors SDN
BHN, Kuala Lumpur, 2007), pp. 81.
3. E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan (Remaja Rosdakarya, Bandung, 2007), pp. 25.
4. H. Hudoyo, Strategi Mengajar Belajar Matematika (IKIP Malang, Malang, 1990), pp. 5.
5. Rusman, Model-Model Pembelajaran (Rajawali, Jakarta, 2011), pp. 203.
6. R. E. Slavin, Cooperative Learning Teori, Riset dan Praktis (Nusa Media, Bandung, 2008), pp. 143.
7. E. Suwangsih and Tiurlina, Model Pembelajaran Matematika (UPI Press, Bandung, 2009), pp. 168
8. Isjoni, Pembelajaran Kooperatif (Pustaka Pelajar, Yogyakarta, 2009), pp. 71.

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