The Effect of STAD Cooperative Learning and Expository Method and Learning Independence on Educational Statistics Learning Outcomes

Abstract

Educational Statistics course is a compulsory subject provided for Bachelor’s degree students of Primary School Teacher Education major, Faculty of Teacher Training and Education Science in Open University Indonesia (S1 PGSD FKIP-UT), which implements a distance learning system. The concept of open education and distance learning system (PTJJ), in its implementation, is mostly completed not in the form of direct face-to-face class meetings, but in the form of a distance learning setting using communication facilities and tools such as printed documents, academic audio and video recordings, as well as radio and television broadcasts. Therefore, the research was aimed at determining to what extent the students’ learning independence and STAD cooperative learning promoted during the tutorials affected their learning outcomes in the Educational Statistics course. The research was conducted in UPBJJ-UT Serang on a study group in Balaraja. The questionnaires were distributed to two tutorial classes; one tutorial class employed the STAD type of cooperative learning and the other employed the expository method. Their learning outcomes were then compared to answer the research problem using SPSS version 17.0 computer program. The obtained results of analyses showed that there were significant differences on the students’ learning independence in those two groups. The students using STAD cooperative learning showed significantly higher rates of learning independence and learning outcomes than those who employed expository learning method.

Keywords: STAD, Expository, Educational Statistics, learning independence