The impact of implementing of INSTAD model toward student’s mathematics learning outcome for 5th grade elementary school students

Abstract

Abstract This research paper aims to identify the process and results of the implementation of the Inquiry-Student Team Achievement Division (INSTAD) learning model, find out students’ learning outcomes and identify the effect of the implementation of the INSTAD model on students’ learning outcomes in mathematics learning. This type of research is a quasi-experimental study with nonequivalent control group design. This study involved 60 elementary students. The instrument used is a test of learning outcomes which consists of 10 items. Students’ learning outcomes were analyzed using the t-test formula through of SPSS 20.0 for Windows. The results of descriptive analysis and hypothesis testing revealed differences significantly in learning outcomes between the experimental class and control class, it was indicated by the results of using the t-test on students’ learning outcomes obtained that H0 was rejected because the value of t-count > t-table (4.340> 1.99547) and p value (0.000 <0.05 = α). Based on the value of post-test learning outcomes in the experimental class is an average score of 78.3 while for the average score of the control class is 71.0 and the average N-gain of the experimental class is 0.49, while the N-gain of the control class is 0.22. It can be concluded that the point of N-gain of experimental class is greater than point of the control class. It can be said that the use of the INSTAD learning model has a positive effect on improving students’ mathematics learning outcomes.