The Effect of the Stad Model Integrated with Wayground AI on Improving Learning Motivation and Learning Outcomes among Grade X Students in Economics at SMAN 1 Nanga Pinoh
Main Article Content
Abstract
Integrating cooperative learning with artificial intelligence (AI)-based technology offers opportunities to strengthen interaction, feedback, and student engagement, but empirical evidence from secondary school economics education remains limited. This study examined changes in learning motivation and economics learning outcomes following the implementation of Student Teams Achievement Divisions (STAD) integrated with Wayground AI at SMAN 1 Nanga Pinoh. A quantitative pre-experimental design involved 144 Grade X students. Motivation was assessed using a four-point Likert-scale questionnaire with a Cronbach’s alpha coefficient of 0.993, while learning outcomes were measured using a 25-item multiple-choice test covering cognitive levels C2–C5. Data were analyzed using descriptive statistics, paired-samples t-tests, 95% confidence intervals, and paired-samples Cohen’s d in IBM SPSS Statistics 31. Mean motivation scores increased from 98.22 (SD = 15.01) to 137.25 (SD = 4.73), representing a mean gain of 39.03 (|t|(143) = 26.04, p < .001, d = 2.17). Mean learning outcome scores increased from 58.53 (SD = 3.68) to 87.32 (SD = 1.29), representing a mean gain of 28.79 (|t|(143) = 90.86, p < .001, d = 7.57). These findings document substantial within-group improvements following the intervention. However, the absence of a control group limits interpretation to pretest–posttest changes and prevents definitive attribution of these gains to the intervention. The findings suggest that STAD integrated with Wayground AI has potential as an active, structured, and responsive approach to economics instruction through interactive assessment and digital feedback.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Lim C.K. (2028)Synergistic Effect of Dual Ionic Liquid PVDF-HFP Polymer Inclusion Membranes: Linking Mechanical, Chemical, Microstructural and Gold Recovery PerformanceKompleksnoe Ispolzovanie Mineralnogo Syra, 345(2), 130-141
-
Primandari S.R.P. (2028)Synthesis Process of Silica–Activated Carbon Composite Ceramic Membranes for Integrated Filtration and Adsorption in Acid Mine DrainageKompleksnoe Ispolzovanie Mineralnogo Syra, 346(3), 99-107
-
Bakhtybayev N.B. (2028)Research and Improvement of Methods for Predicting Hidden Fracturing in a Rock Mass at a Polymetallic MineKompleksnoe Ispolzovanie Mineralnogo Syra, 344(1), 109-116
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Adams, D. A., Nelson, R. R., & Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: A replication. MIS Quarterly, 16(2), 227–247. https://doi.org/10.2307/249577
Adnyana, M. E. (2020). Implementasi Model Pembelajaran STAD untuk Meningkatkan Motivasi dan Prestasi Belajar. Indonesian Journal of Educational Development, 1(3), 496–505. https://doi.org/10.5281/zenodo.4286979
Ahmad, A., Azis, A., & Rasyad, L. (2025). Pemanfaatan Aplikasi Wayground sebagai Pembelajaran Interaktif di MA Darul Amin Palangka Raya. INOVASI: Jurnal Pengabdian kepada Masyarakat, 3(1), 143–146. https://journal.staittd.ac.id/index.php/inv/article/view/641
Ahmad, R., Saputra, A., & Lestari, D. (2025). Pemanfaatan Platform Wayground Berbasis Gamifikasi dalam Menciptakan Pengalaman Belajar yang Interaktif dan Menyenangkan. Jurnal Inovasi Teknologi Pembelajaran, 12(1), 15–28.
Artzt, A. F., & Newman, C. M. (1990). Implementing the standards: Cooperative learning. The Mathematics Teacher, 83(6), 448–452. https://www.jstor.org/stable/41194251
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, Article 100322. https://doi.org/10.1016/j.edurev.2020.100322
Cai, Z., Fan, X., & Du, J. (2023). The impact of artificial intelligence-assisted learning and explanatory feedback on student academic achievement: A meta-analysis. Computers & Education, 11(1), 195–199.
Cai, Z., Gui, Y., Mao, P., Wang, Z., Hao, X., Fan, X., & Tai, R. H. (2023). The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review. Educational Research Review, 39, Article 100521. https://doi.org/10.1016/j.edurev.2023.100521
Chalina, V., & Sembiring, B. (2023). Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe STAD terhadap Motivasi Belajar Siswa pada Mata Pelajaran Ekonomi Kelas XII IPS di SMA Negeri 8 Kota Jambi. SJEE (Scientific Journals of Economic Education), 7(2), 91–94. https://doi.org/10.33087/sjee.v7i2.148
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, Article 100118. https://doi.org/10.1016/j.caeai.2022.100118
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Dahlan, D., Parhah, S., & Herdiansyah, T. (2020). Penerapan Model Pembelajaran Kooperatif Teknik STAD untuk Mengoptimalkan Proses dan Hasil Belajar Mata Pelajaran Ekonomi. Jurnal Pendidikan Akuntansi & Keuangan, 8(1), 77–86. https://doi.org/10.17509/jpak.v8i1.22099
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Fong, C. J., Patall, E. A., Snyder, K. E., Hoff, M. A., Jones, S. J., & Zuniga-Ortega, R. E. (2023). Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research. Educational Research Review, 41, Article 100566. https://doi.org/10.1016/j.edurev.2023.100566
Gardner, C. L., & Amoroso, D. L. (2004). Development of an instrument to measure the acceptance of Internet technology by consumers. In Proceedings of the 37th Annual Hawaii International Conference on System Sciences (pp. 1–10). IEEE. https://doi.org/10.1109/HICSS.2004.1265623
Gençdal, M., & Çoğaltay, N. (2026). The effect of artificial intelligence-supported learning environments on academic achievement and motivation: A meta-analysis. Interactive Learning Environments, 34(1).
Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14(2), 197–213. https://doi.org/10.1016/S0959-4752(03)00068-9
Jogiyanto, H. M. (2008). Sistem Informasi Keperilakuan (Edisi revisi). Andi Offset.
Kriegbaum, K., Becker, N., & Spinath, B. (2018). The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis. Educational Research Review, 25, 120–148. https://doi.org/10.1016/j.edurev.2018.10.001
Kristiyono, A. (2018). Urgensi dan Penerapan Higher Order Thinking Skills di Sekolah. Jurnal Pendidikan Penabur, 17(31), 36–46.
Kuron, M. A., Dungus, F., Komansilan, R., & Londa, T. K. (2025). Gamifikasi dalam Evaluasi Pembelajaran: Kahoot, Wayground dan Wordwall. CV Tahta Media Group. https://tahtamedia.co.id/index.php/issj/article/view/1695
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149. https://doi.org/10.1016/j.edurev.2013.02.002
Lestari, W., & Isnawati, D. (2025). Effectiveness of TGT and STAD models in enhancing motivation and accounting learning outcomes. Jurnal Pendidikan Akuntansi Indonesia, 23(1), 90–103. https://doi.org/10.21831/jpai.v23i01.83964
Nichols, J. D. (1996). The effects of cooperative learning on student achievement and motivation in a high school geometry class. Contemporary Educational Psychology, 21(4), 467–476. https://doi.org/10.1006/ceps.1996.0031
Nova, N., Insyani, N. P., Widyawati, S., Lestari, E. P., Sandi, P. F., Hidayah, Z., & Yunus, Y. S. (2026). Penggunaan Wayground sebagai Media Pembelajaran Interaktif untuk Guru di Gugus VIII Bukik Saroban Kecamatan Lembah Gumanti Kabupaten Solok: Pengabdian. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(3), 19166–19171. https://doi.org/10.31004/jerkin.v4i3.5300
Orhan Göksün, D., & Gürsoy, G. (2019). Comparing the effects of gamification tools on college students’ achievement, engagement, and retention. Social Sciences and Education Research Review, 6(2), 55–80.
Patimah, S. P., Huda, Z. N., Nurfitri, T., & Ertinawati, Y. (2025). Penggunaan Aplikasi Wayground untuk Meningkatkan Kemampuan Bahasa Indonesia Baku bagi Peserta Didik Kelas X SMK Al-Falah Tanjungjaya. Dinamika Pembelajaran: Jurnal Pendidikan dan Bahasa, 2(4), 329–341. https://doi.org/10.62383/dilan.v2i4.2574
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student’s motivation in high school and higher education: A systematic review. Heliyon, 9(8), Article e19033. https://doi.org/10.1016/j.heliyon.2023.e19033
Rizvi, S., Waite, J., & Sentance, S. (2023). Artificial intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review. Computers and Education: Artificial Intelligence, 4, Article 100145. https://doi.org/10.1016/j.caeai.2023.100145
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Shachar, H., & Fischer, S. (2004). Cooperative learning and the achievement of motivation and perceptions of students in 11th grade chemistry classes. Learning and Instruction, 14(1), 69–87. https://doi.org/10.1016/j.learninstruc.2003.10.003
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.
Tangke, N. (2004). Analisa Penerimaan Penerapan Teknik Audit Berbantuan Komputer (TABK) dengan Menggunakan Technology Acceptance Model (TAM) pada Badan Pemeriksa Keuangan (BPK) RI. Jurnal Akuntansi dan Keuangan, 6(1), 10–28. https://jurnalakuntansi.petra.ac.id/index.php/aku/article/view/16151
Triandro, A. Z. (2025). Teori Belajar dan Pembelajaran. Cendekia Publisher.
Tumandung, C. O., Murni, S., & Baramuli, D. N. (2017). Analisis Pengaruh Kinerja Keuangan terhadap Harga Saham pada Perusahaan Makanan dan Minuman yang Terdaftar di BEI Periode 2011–2015. Jurnal EMBA: Jurnal Riset Ekonomi, Manajemen, Bisnis dan Akuntansi, 5(2), 1728–1737. https://ejournal.unsrat.ac.id/index.php/emba/article/view/16376
Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1–17. https://doi.org/10.1080/15391523.2020.1799455
Wicaksono, S. R. (2022). Teori Dasar Technology Acceptance Model. CV Seribu Bintang. https://doi.org/10.5281/zenodo.7754254
Article Sidebar
Page Numbers:
7706-7724
Digital Object ID:
Viewed: 64 times
Downloaded: 18 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Copyright :Authors retain copyright and grant the journal right of first publication.
Explore Our Journals
Find the journal that best fits your research. If this journal does not match your manuscript’s scope, explore our portfolio below to select a more suitable publication venue.