Experiment shows STAD enhances mathematics performance in gifted students with underachievement, indicating its potential in collaborative learning approaches.
Enhancing educational outcomes for underachieving gifted students, defined as those with an IQ ≥ 110 but mathematics scores below 80%, requires innovative teaching strategies. This study investigates the effectiveness of the Student Teams Achievement Divisions (STAD) compared to conventional teaching for improving mathematics learning outcomes among underachieving gifted students. Using a experimental design with randomised pre-test and post-test groups, 60 students from class XII IPA at SMA Negeri 5 Surabaya were assigned to either the STAD (n=30) or control group (n=30). Data were analyzed using descriptive statistics and an independent t-test. The STAD group achieved a mean gain score of 39.633, compared to 27.267 for the control group, with a significant difference (t(58) = 7.380, p <0.001, d =1.91). These findings suggest STAD is effective for enhancing mathematics performance in this Indonesian population, supporting its use in collaborative learning contexts. Further research should explore long-term effects and additional outcomes.
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Suryandari et al. (2025) studied this question.
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