The Implementation of the STAD Type Cooperative Learning Model in Enhancing Students' Self-Control and HOTS

Abstract

This study aims to evaluate the impact of the STAD (Student Teams-Achievement Divisions) cooperative learning model in developing self-control and higher-order thinking skills (HOTS) in Akidah Akhlak lessons at MAN 2 Kota Bengkulu. Using a qualitative descriptive research approach, the study explored how this model is implemented in a classroom setting, focusing on the planning, execution, and evaluation phases. Data were collected through interviews with 6 Akidah Akhlak teachers, 3 students, and 2 school administrators, as well as classroom observations and document analysis. The research applied Miles and Huberman’s data analysis framework, which involved data reduction, data display, and conclusion drawing. The findings revealed that the STAD model significantly enhanced student engagement and promoted collaboration, with a clear impact on developing self-control and HOTS. The cooperative structure of the model fostered critical thinking and emotional regulation, as students work together in diverse teams. The study also highlighted challenges such as unequal participation within groups and difficulties in managing HOTS-related tasks. Overall, the STAD model proved effective in improving both academic performance and character development, making it a valuable approach for fostering cognitive and emotional growth in students. The study recommends further training for teachers on implementing STAD effectively and suggests adapting the model to better address the needs of students.