Beyond the Numbers: A Case Study of Student Interaction and Peer Scaffolding in STAD Cooperative Learning for Statistics
Keywords:
STAD, Qualitative Case Study, Statistics Education, Classroom DynamicsAbstract
Most research on the Student Teams Achievement Division (STAD) model focuses on quantitative metrics such as test scores and completion rates. However, this focus often overlooks the complex social dynamics and interpersonal processes that drive these improvements. This study employs a qualitative case study approach to investigate "how" and "why" STAD alters student engagement in a Grade VIII Statistics class at SMP Negeri 1 Anggaberi. Data were collected through participant observation, in-depth interviews, and audio recordings of group discussions over six weeks. The thematic analysis reveals three core findings: (1) The "Ice-Breaking" Phenomenon, where shared team goals successfully dismantle passive classroom culture; (2) Natural Peer Scaffolding, where high-achieving students spontaneously develop pedagogical strategies to explain statistical concepts (mean, median, mode) to struggling peers; and (3) Affective Transformation, characterized by a shift from individual anxiety to collective confidence. This study argues that the effectiveness of STAD lies not just in its structure, but in its ability to engineer a "zone of proximal development" through social interaction.
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