The Development of Blended Co-operative Learning as STAD Technique of Computing Science Course for Ninth Grade Students

Abstract

The objectives of this study were to (1) develop the blended co-operative learning as STAD technique of computing science course for ninth grade students, (2) compare students’ learning achievement between pre-learning and post-learning using blended co-operative learning as STAD technique. (3) examine the relation between team work behavior and students’ learning achievement utilizing blended co-operative learning as STAD technique, and    (4) investigate students’ satisfaction related to blended co-operative learning as STAD technique. The sample were   20 students who were in ninth grade, at Uloke School. This study was experimental research which using research tools were as follows; lesson plans of blended co-operative learning as STAD technique (Student Team Achievement Division), learning achievement test, team work behavior test, and satisfaction questionnaire. The data was analyzed using standard deviation, correlation, and t-test.

            The results revealed that (1) the initiated blended co-operative learning as STAD technique was integrating of two learning approaches included blended learning and STAD technique. The process of activity included 5 steps as STAD technique (Student Team Achievement Division) which was instruction step, team reviewing, quiz step, advance procedure, and group reward. Each process included blended learning into the activities, both in the on-site classroom and online classroom. (2) the students who learned to use blended co-operative learning as STAD technique indicated their learning achievement after learning the initiated approach was higher than before using statistically significant at .01 and also demonstrated that (3) team work behavior and learning achievement of students were positively related statistically significant at .05, including (4) students were satisfied towards blended co-operative learning as STAD technique as a whole in a high level.