COMPARING THE EFFECTIVENESS OF STAD AND PBL MODELS ON LEARNING OUTCOMES AND COLLABORATION IN SCIENCE CLASS

Abstract

This study compares the effectiveness of the Student Teams-Achievement Division (STAD) and Problem-Based Learning (PBL) models in improving learning outcomes and collaboration skills in science subjects among eighth-grade students at SMP Negeri 2 Singkep. Using a quantitative quasi-experimental design with a Nonequivalent Control Group, the research involved two classes of 29 students each: Class VIII-D (STAD) and Class VIII-E (PBL). Data were collected through pretest and posttest scores and analyzed statistically. Findings showed that the STAD model significantly enhanced learning outcomes (mean score increased from 77.59 to 83.45; p = 0.038), indicating its greater effectiveness in academic achievement. Conversely, the PBL model produced higher collaboration scores (86.31 vs. 81.48; p = 0.026), demonstrating its superiority in developing students’ collaborative skills. These results suggest that STAD is more effective for cognitive learning improvement, while PBL is better suited for fostering social interaction and teamwork. The study concludes that integrating both models can create a balanced and holistic learning experience in science education.