Abstract:

Problems arose within the fist semester learning process happened in the college of Nursing resulted in students’ need for adjustment from didactic to self learning. Besides, students of nursing college were also required to have good sense of team work, that it was expected to help them collaborate with other professions such as doctor and other medical professions. In order to resolve this, appropriate learning strategy was needed to enhance the student’s independence as well as sense of team work. Student Team–Achievement Division (STAD) was believed to be one of the cooperative learning methods mainly focus on student independence to work either indepedently or in team.

Research question for this study was “is STAD effective to improve student’s self learning?”
The purpose of this study was to examine the effectiveness of STAD toward self-regulated learning.
The Quasi experimental design used was the untreated control group design with pre-test post-test. The instrument used to test the effectiveness of the learning model belonged to the learning scale based on self regulation. The research subject was 70 nursing college students from the first semester. This subject was categorized into control group consisted of 33 students and experimental group consisted of 37 students.

Of the result in one way Anova, it was found that STAD learning method was effective to improve self-regulated learning either to the dimension of motivation or to the dimension of learning strategy.

This study concludes that STAD has been proven to have impact to the students’ self-regulated learning. The result of this showed that STAD was able to improve motivation and effort of the students in attempt to achieve the learning target. Therefore, changing in paradigm from teacher centered to student centered learning is needed.

Keywords:

Learning Strategy, Learning Motivation, Student Team-Achievement Division.