Academy of Education Journal

Vol. 17, No. 2, July 2026, Page: 199-204

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

199

Jemmy Handry Fransisco Pandey et.al (Improving Motivation And Learning....)

Improving Motivation And Learning Outcomes In

Social Studies Through The Stad Type Cooperative

Learning Model In Grade 7 Students Of Frater Don

Bosco Tomohon Junior High School North Sulawesi

Province

Jemmy Handry Fransisco Pandey

a,1

, Theodorus Pangalila

b,2

, Julien Biringan

c,3

Master of Social Studies Education Study Programme, Manado State University

b,c

Departement of Pancasila and Citizenship Education, Manado State University

Email Corresponding: handrypandey@gmail.com

ARTICLE INFO

ABSTRACT

Article hisrory:

Received: February 25, 2026

Revised: May 18, 2026

Approved: June 24, 2026

Available Online: July 1, 2026

Motivation is one of the factors that influence students’ learning outcomes.

With high learning motivation, it is expected that students will achieve

better and more satisfactory results. One of the learning models that can be

used to improve students’ motivation and learning outcomes is the

cooperative learning model of the Student Teams Achievement Divisions.

This study aims to improve students’ motivation and learning outcomes

through the implementation of the cooperative learning model of the

Student Teams Achievement Divisions type on the topic of social interaction.

This model emphasizes cooperation in heterogeneous groups, where

students help each other understand the material and are then evaluated

individually to contribute to the group score. In this study, motivation and

learning outcomes are considered successful if more than 80% of students

show improvement (classical completeness). The data were obtained from

motivation questionnaires and students’ learning achievement tests

administered before and after the implementation of the Student Teams

Achievement Divisions learning model at SMP Frater Don Bosco Tomohon

North Sulawesi Province. The results show that the implementation of the

Student Teams Achievement Divisions cooperative learning model was able

to improve students’ learning motivation, with 77.8% of students showing

improvement in cycle I, increasing to 85.2% in cycle II. In addition, students’

learning outcomes also showed significant improvement, as indicated by the

increasing number of students achieving learning mastery in each cycle. A

total of 23 out of 27 students (85.2%) experienced improvement after

participating in the Student Teams Achievement Divisions learning model,

which falls into the very high category on the topic of social interaction.

Keywords:

Improvement

Motivation

Learning Outcomes

This is an open access article under CC BY-SA license

1. Introduction

Education is a fundamental aspect of human resource development, with teaching and

learning activities at the core of the process. At the junior high school (SMP) level, Social

Studies (IPS) plays a crucial role in shaping students' understanding of the relationships between

humans, society, and their environment. However, the reality on the ground shows that not all

Academy of Education Journal

Vol. 17, No. 2, July 2026, Page: 199-204

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

200

Jemmy Handry Fransisco Pandey et.al (Improving Motivation And Learning....)

students have a strong interest in this subject. Based on observations and discussions with a 7th-

grade Social Studies teacher at Frater Don Bosco Tomohon Middle School, it was discovered

that most students lacked interest and struggled to master basic IPS concepts, particularly in the

topic of Social Interaction. Several key problems identified in the classroom learning process

included: (1) students tended to be passive and less actively involved in learning activities; (2)

the teaching method used was still dominated by lectures, resulting in a monotonous and boring

learning environment; and (3) student grades fell far below the Minimum Completion Criteria

(KKM) set by the school. These conditions indicate serious problems that require solutions to

ensure successful learning objectives.

According to Suprijono (2009), motivation is the factor that most significantly influences

student learning outcomes. Motivation is the drive within a person to strive for behavioral

changes for the better in order to meet needs and achieve goals. Motivation is divided into two

types: intrinsic motivation (originating from within) and extrinsic motivation (originating from

outside the self). Although intrinsic motivation is considered stronger and more desirable, in

reality, many students lack it. Therefore, teachers are required to be able to foster this motivation

by selecting appropriate learning strategies and models that can activate students and foster

curiosity about the material being studied.

One alternative solution that can be implemented is the use of cooperative learning

models. One type of cooperative learning that the author believes can motivate students to

participate actively in the teaching and learning process is the Student Teams Achievement

Divisions (STAD) cooperative learning model. According to Trianto (2010), in this STAD

cooperative learning model, students work in heterogeneous groups of four. After the teacher

presents the prerequisite material, the groups work together to understand the material, discuss it,

help each other, and ensure all members have mastered the lesson (in this case, the teacher

guides students as needed to grasp the concepts). Next, the results of the student groups' work

are discussed together in front of the class. Each student is free to express and communicate their

ideas with other students. Then, at the end of the learning activity, students are given a quiz on

the material learned that day. Based on theoretical considerations and field conditions, this study

aims to determine whether the application of the STAD cooperative learning model can improve

the motivation and learning outcomes of grade 7C students at Frater Don Bosco Tomohon

Middle School in the subject of Social Interaction.

This research is expected to provide the following benefits:

• For Teachers: To serve as a reference and alternative learning method that can be used to

improve and enhance the quality of the classroom learning process, particularly in Social

Studies.

• For Students: To help increase motivation, interest, and learning outcomes, as well as foster

social skills and collaboration among peers.

• For Schools: To contribute ideas to efforts to improve the quality of education and learning at

Frater Don Bosco Tomohon Middle School.

• For Researchers: To increase insight and real experience in implementing the STAD type

cooperative learning model and solving learning problems in the classroom.

Academy of Education Journal

Vol. 17, No. 2, July 2026, Page: 199-204

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Jemmy Handry Fransisco Pandey et.al (Improving Motivation And Learning....)

2. Method

a. Research Design

This study used the Classroom Action Research (CAR) method. CAR was chosen because

it aims to solve real-life classroom problems and improve learning practices. The model

used refers to the Kemmis and Taggart model, which consists of iterative cycles, with each

cycle containing four main stages: Planning, Action, Observation, and Reflection. This

research was conducted in two cycles until the success indicators were achieved.

b. Research Location and Subjects

The research was conducted at Frater Don Bosco Middle School, Tomohon, specifically in

class 7C from March to April 2026. The research subjects were 27 students, consisting of

12 boys and 15 girls.

c. Research Procedure

Cycles I and II:

Planning: Developing a Lesson Implementation Plan (RPP), Student Worksheets (LKS),

motivation questionnaire, and learning outcome test. Formation of heterogeneous study

groups.

Implementation of Actions: Implement learning according to the STAD model: material

delivery, group discussions, individual quizzes, and awarding awards.

Observation: Observe student activity, cooperation, and classroom atmosphere during the

learning process.

Reflection: Analyze questionnaire and test data to evaluate the success of the actions and

determine improvements for the next cycle.

d. Data Collection Techniques

Motivation Questionnaire: Use a Likert scale (4 answer choices) to measure students'

motivation levels before and after the actions.

Learning Outcome Test: Use descriptive questions to measure students' mastery of the

material, administered in the form of a pre-test, a final test for Cycle I, and a final test for

Cycle II.

Observation: Observation sheets to assess student participation and cooperation during the

learning process.

e. Data Analysis Techniques

Data were analyzed descriptively and quantitatively using the following steps:

1. Calculate the average score and percentage increase in motivation and learning

outcomes.

2. Categorize improvements based on the following criteria: Very High (>80%), High

(65%–79.9%), Low (50%–64.9%), and Very Low (<50%).

3. Research success is indicated by an increase of more than 65% for motivation and more

than 80% for learning outcomes, and classical mastery of learning outcomes reaching

>75%.

Academy of Education Journal

Vol. 17, No. 2, July 2026, Page: 199-204

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Jemmy Handry Fransisco Pandey et.al (Improving Motivation And Learning....)

3. Result and Discussion

a. Description of Initial Data

Before implementing the action, initial data were obtained to illustrate the actual

conditions:

• Learning Motivation: The average score on the initial questionnaire indicated that

student motivation was in the moderate category. There was no indication of

widespread active participation.

• Learning Outcomes: The average initial test score was 67.8, with a completion

percentage of only 51.8%. Most students had not yet mastered the basic concepts of

Social Interaction.

This condition underpins the need to implement a new learning model.

b. Research Results for Cycle I

Implementation of Action: In Cycle I, learning was carried out according to the STAD

steps. Students were divided into six groups. The process went quite well, but several

obstacles were still encountered, such as: some students were passive in their groups,

discussion time was not distributed evenly, and some students still had difficulty

completing the evaluation questions.

Data Results:

1) Learning Motivation:

o The average questionnaire score increased from 72.4 to 76.8.

o A total of 21 of 27 students (77.8%) experienced an increase in their scores.

o Improvement Category: High.

2) Learning Outcomes:

o The average test score increased from 67.8 to 74.2.

o Nineteen out of 27 students (70.4%) achieved the Minimum Criteria (KKM).

o The percentage increase in learning outcomes reached 70.3%.

Cycle I Reflection:

Although there was improvement, this figure did not meet the maximum success

indicator (>80%). Therefore, the research continued to Cycle II with improvements in

group assignments and more intensive teacher guidance.

c. Cycle II Research Results

Improved Actions:

In Cycle II, the teacher provided a clearer assignment for each group member, provided

more guidance to weak groups, and re-emphasized the rules of cooperation. The classroom

atmosphere was more controlled and students were more enthusiastic.

Data Results:

1) Learning Motivation:

o The average questionnaire score increased to 81.5.

o Twenty-three out of 27 students (85.2%) experienced an increase in their scores.

o Improvement Category: Very High.

2) Learning Outcomes:

o The average test score increased to 82.1.

o A total of 23 out of 27 students (85.1%) achieved the Minimum Competency (KKM).

Academy of Education Journal

Vol. 17, No. 2, July 2026, Page: 199-204

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Jemmy Handry Fransisco Pandey et.al (Improving Motivation And Learning....)

o The percentage increase in learning outcomes reached 85.2%.

Reflection on Cycle II:

The results in Cycle II exceeded the established success indicators. Significant

improvements were seen in both motivation and learning outcomes. The research was

discontinued until Cycle II.

d. Discussion

Based on the data obtained, it was evident that the implementation of the STAD

cooperative learning model had a significant positive impact.

Improved Learning Motivation:

The increase in motivation from 77.8% to 85.2% indicates that the STAD model is able to

stimulate students' enthusiasm for learning. This aligns with Slavin's theory, which states that

the group reward system and individual responsibility in STAD create an atmosphere of

healthy competition and a sense of social responsibility. Students who were previously passive

become more active because they are encouraged by their groupmates to achieve rewards for

their group. The aspects of cooperation and mutual assistance also create a more enjoyable

learning atmosphere, increasing enjoyment and interest in social studies material.

Improved Learning Outcomes:

The increase in learning completion from 51.8% to 85.1% demonstrates the model's

effectiveness in facilitating conceptual understanding. In STAD, students not only receive

material from the teacher but also teach it to their group mates. The process of re-teaching the

material to others has been shown to strengthen students' conceptual understanding.

Furthermore, the presence of individual quizzes encourages each student to strive to master the

material in order to contribute points to their group. This aligns with Trianto's opinion that

cooperative learning can improve academic outcomes due to cognitive interaction between

students.

Consistency with Relevant Research:

The results of this study align with research by Armanisah (2021), which found that the

implementation of STAD increased student learning motivation by up to 89%, and research by

I Ketut Gerot Winarta (2020), which showed learning completion reached 88%. This

strengthens empirical evidence that the STAD model is effective in social studies.

4. Conclusion

Based on the data analysis and discussion outlined above, the following conclusions can be

drawn:

a. The implementation of the Student Teams Achievement Divisions (STAD) cooperative

learning model can improve the learning motivation of 7th-grade students at Frater Don

Bosco Tomohon Middle School in Social Interaction. The increase in motivation reached

85.2%, which is considered very high.

b. The implementation of the Student Teams Achievement Divisions (STAD) cooperative

learning model can improve the learning outcomes of 7th-grade students at Frater Don

Bosco Tomohon Middle School in Social Interaction. The student learning completion rate

increased to 85.1%, and the improvement in learning outcomes reached 85.2% (a very

high category).

Academy of Education Journal

Vol. 17, No. 2, July 2026, Page: 199-204

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

204

Jemmy Handry Fransisco Pandey et.al (Improving Motivation And Learning....)

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