Development A Set Of Mathematics Learning Activities By Collaborative Learning With STAD Technique On The Numeral Factorization Of Primary Education.

Abstract

This research has objectives to1) To study the format of a set mathematics learning activity in collaboration with STAD technique on the numeral factorization for primary education student's grade 6.2) Develop a set of collaborative mathematics learning activity with STAD technique on the numeral factorization for primary education students grade 6 to be effective according to criteria 70/70.3) Compare the learning achievement before and after studying by using a set of the mathematics learning activity that were studied in cooperation with STAD technique on the numeral factorization. 4) To study satisfaction of student on the set a collaborative mathematics learning activity with STAD technique the numeral factorization. The sample group used in this research was 30 students in Primary School, HuaywaWittayakhom School, Ban Fang District, KhonKaen Province for the academic year 2020. The tools used in this research are 1) A set of mathematics learning activities that are studied collaborative with STAD techniques on the numeral factorization. 2) A test to measure academic achievement with a set of collaborative mathematics learning activities studied by STAD with 30 questions. 3) To study students' satisfaction of a set of collaborative mathematics learning activity that studied by STAD techniques. The statistics used to analyze the data are basic statistics and t-test for dependent samples. The result of research found that 1) A set of mathematics learning activities that were studied in collaboration with STAD technique. The efficiency value of the media E1/E2was 74.33 / 70.71, which is higher than the set criteria.2) The academic achievement of students studying with a set of mathematics learning activities that were studied in collaboration with STAD technique. After studying higher than before study statistically significant at 0.5 level. 3) Satisfaction of students with a set of mathematics learning activities that were studied in collaboration with STAD technique at a very high level (x = 4.47).