ABSTRACT
An effective learning process is capable of improving the results of study and effecting a positive change in student behavior. This research aims to establish the effectiveness of Student Team Achievement Division (STAD) on academic achievement and social behavior. This research uses the quasi-experimental method by performing the treatment on a student group. The research design used was a pre-test/post-test control group design. Data collection was done using post-test and questionnaire. Data analysis for student learning outcomes used a Mann-Whitney test, while an analysis of the cooperative behavior of students used descriptive analysis. The results of this research indicate that: (1) learning with STAD can improve student behavior including motivation, activity, cooperation, responsibility, requests for help, mutual respect, and confidence; (2) student learning outcomes in cognitive improvement are also quite significant. The implications of the application of this model are the increased cognitive and effective aspects of students.
