Improving Student Activity and Learning Outcomes in Religiosity Education through the STAD Cooperative Learning Model

Abstract

Religiosity Education that is still dominated by lecturing tends to position students as passive recipients of information, so their engagement and learning outcomes remain suboptimal. The same condition was found in Grade X at SMKS Farmasi Citra Farma Wlingi, marked by low participation, students’ reluctance to ask questions and voice opinions, and group work that had not yet run effectively. This study therefore aimed to improve student activity and learning outcomes on the topic of Cultural, Religious, and Belief Fanaticism through the Student Teams Achievement Division (STAD) learning model. It was a classroom action research study with quantitative and qualitative approaches, conducted in two cycles. Data were collected through observation of student learning activity, student group work, and teacher activity, together with an objective test, and were analyzed descriptively. The results show that student group-work activity increased from 75.00% to 84.75%, teacher activity from 79.41% to 92.65%, and the mean objective test score from 80.77 to 92.31.