Effects of the Student Teams Achievement Division (STAD) Model on Basketball Chest Pass Learning Outcomes
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Students in Physical Education classes often experience difficulties in mastering basic basketball skills, particularly the chest pass technique. Preliminary observations in Class X Culinary 4 at SMK Negeri 4 Denpasar revealed that students' learning outcomes were still low and classroom learning remained predominantly teacher-centered. This study aimed to improve students' learning outcomes in the basic chest pass technique of basketball through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model in Class X Culinary 4 of SMK Negeri 4 Denpasar during the 2025/2026 academic year. This study employed Classroom Action Research (CAR) consisting of two cycles, involving 42 students as the research subjects. Each cycle included four stages: planning, action, observation, and reflection. Data were collected through practical tests and observations. The results showed that the implementation of the Student Teams Achievement Division (STAD) cooperative learning model improved students' learning outcomes. Classical learning mastery increased from 47.62% in Cycle I to 90.48% in Cycle II. Based on these findings, it can be concluded that the Student Teams Achievement Division (STAD) cooperative learning model effectively improved students' learning outcomes in the basic chest pass technique of basketball among Class X Culinary 4 students of SMK Negeri 4 Denpasar in the 2025/2026 academic year. The findings indicate that STAD promotes collaborative learning, active participation, and peer-assisted skill acquisition, making it an effective instructional strategy in Physical Education classes. Therefore, Physical Education teachers may consider integrating STAD into basketball instruction to enhance students’ skill mastery and classroom engagement.
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