The Implementation of the STAD Cooperative Learning Model Assisted by Kahoot Media to Improve Students’ Learning Outcomes

Abstract

Observations indicated that students’ learning outcomes were relatively low, presumably due to the use of less suitable learning models. The Student Teams Achievement Division (STAD) cooperative learning model assisted by Kahoot media is considered effective in improving learning outcomes by fostering peer collaboration, interest, and enjoyment. This study aimed to improve the learning outcomes of eleventh-grade students by implementing the STAD model assisted by Kahoot. The research employed a Classroom Action Research (CAR) design consisting of four main stages: planning, implementation, observation/assessment, and reflection. The study involved 20 students over one month and was conducted in two cycles, targeting improvements in learning outcomes from Cycle I to Cycle II, measured by the percentage of students achieving mastery. In Cycle I, students’ learning outcomes had not reached the 70% target, with teacher activity categorized as fair (67.10%), student activity at 75% (good), and student learning outcomes averaging 57.60% (low). In Cycle II, significant improvements were observed: teacher activity reached 91.44%, student activity rose to 90.17% (very good), and student learning outcomes increased to 77.9% (high). Improvements were achieved through enhanced communication, guided discussions, motivation, and stronger collaboration. These findings demonstrate the positive impact of the STAD model assisted by Kahoot media on both the learning process and outcomes. The novelty of this research lies in its specific focus on enhancing student learning outcomes through the integration of the STAD cooperative model with Kahoot, which remains rarely examined in related studies.