Student Teams Achievement Divisions

Collaboration skills and learning outcomes are important aspects that support students’ success in science learning. However, these competencies are often not optimally developed through conventional learning approaches. This study aimed to examine the level, improvement, and significance of the increase in collaboration skills and learning outcomes of Grade VIII students at SMPN 27 Makassar through the implementation of the Student Teams Achievement Division (STAD) model assisted by Sketchfab. The study employed a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 34 students from Class VIII.10 selected through purposive sampling. Data were collected using a collaboration skills questionnaire and a learning outcomes test and were analyzed using descriptive and inferential statistics. The results showed that the average collaboration skills score increased from 61.06 to 73.91, while the average learning outcomes score increased from 8.26 to 11.97. The N-Gain values indicated a moderate improvement in collaboration skills (0.32) and learning outcomes (0.55). In addition, the t-test results revealed a statistically significant increase in both variables (p < 0.05). Therefore, the STAD model assisted by Sketchfab can effectively enhance students’ collaboration skills and learning outcomes in science learning.

This study aimed to: (1) examine the efficiency of learning activities for basic Thai word reading using electronic books integrated with the Student Teams - Achievement Divisions (STAD) cooperative learning technique for Grade 5 students based on the 80/80 criterion; (2) compare students’ basic Thai word reading ability before and after the instruction; and (3) investigate students’ satisfaction with the learning activities. The sample consisted of 36 Grade 5/1 students from Mueang Wapi Pathum School during the first semester of the 2025 academic year, selected through simple random sampling. The research instruments included lesson plans, a basic Thai word reading ability test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and a dependent t-test. The results revealed that: 1) the learning activities achieved an efficiency of 82.39/85.83, exceeding the 80/80 criterion 2) students’ basic Thai word reading ability after the instruction was significantly higher than before the instruction at the .01 level and 3) students’ satisfaction with the learning activities was at the highest level.

این مطالعه با اهداف زیر انجام شد: (۱) بررسی کارایی فعالیت‌های یادگیری برای خواندن واژگان پایه زبان تایلندی با استفاده از کتاب‌های الکترونیکی تلفیق‌شده با تکنیک یادگیری مشارکتی Student Teams - Achievement Divisions (STAD) برای دانش‌آموزان پایه پنجم بر اساس ملاک ۸۰/۸۰؛ (۲) مقایسه توانایی خواندن واژگان پایه زبان تایلندی دانش‌آموزان پیش و پس از آموزش؛ و (۳) بررسی میزان رضایت دانش‌آموزان از فعالیت‌های یادگیری. نمونه شامل ۳۶ دانش‌آموز پایه پنجم/۱ از مدرسه Mueang Wapi Pathum در نیمسال اول سال تحصیلی ۲۰۲۵ بود که به روش تصادفی ساده انتخاب شدند. ابزارهای پژوهش شامل طرح درس، آزمون توانایی خواندن واژگان پایه زبان تایلندی و پرسشنامه رضایت بودند. داده‌ها با استفاده از درصد، میانگین، انحراف معیار و آزمون t وابسته تحلیل شدند. نتایج نشان داد: ۱) فعالیت‌های یادگیری به کارایی ۸۲٫۳۹/۸۵٫۸۳ دست یافتند که بالاتر از ملاک ۸۰/۸۰ بود؛ ۲) توانایی خواندن واژگان پایه زبان تایلندی دانش‌آموزان پس از آموزش به طور معناداری در سطح ۰۱/۰ بالاتر از پیش از آموزش بود؛ و ۳) میزان رضایت دانش‌آموزان از فعالیت‌های یادگیری در بالاترین سطح قرار داشت.