The Effect of STAD-Type Cooperative Learning Based on a Learning Tool on Critical Thinking Ability in Writing Materials

Abstract

The purpose of this study is to determine the influence of STAD-type cooperative learning based on a learning tool on critical thinking skills in the students’ learning outcomes. This study is a 2x3 factor design quasi-experimental one. The data were collected through multiple-choice tests, descriptions, observations, and documents. Multiple-choice tests, explanations, observations, and documents were implemented to collect the data. Using the SPSS16 application, the hypothesis test by two-way ANOVA had a significance level of 5. In relation to the impact of STAD-type co-operatives learning based on learning tools for critical thinking skills in students’ outcomes has shown significant values in the areas of cognition, psychomotor, and affective. The cognitive domain score was 0.314, the psychomotor domain score was 0.032, and the affective domain score was 0.038. The results of the test decide that the significance is less than 0.05, namely 0.00 < 0.05. The conclusions of this research are: 1) STAD-type cooperative learning based on a learning tool has a significant effect on critical thinking skills on student psychomotor and affective learning outcomes, 2) students' academic abilities do not affect student learning outcomes.