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The potential of Remap STAD in improving motivation and academic achievement

Students need to have the motivation to engage in learning so that they can obtain optimal academic achievement. Many studies confirm students’ low motivation and achievement that need to be improved. This study aimed to investigate the Reading-Concept Mapping-Student Team Achievement Division (Remap-STAD) effect on students’ learning motivation and achievement. This study employed a nonequivalent pretest-posttest control group design and was conducted in SMA Negeri 4 Malang. The classes participating in this study were selected using the cluster random sampling method. XI MIPA 4 was assigned as the experimental group, XI MIPA 1 was designated as the positive control group, and XI MIPA 2 was assigned as the negative control group. The total number of participants was 102 students. The students’ learning motivation was assessed using a questionnaire, and the students’ learning achievement was evaluated using essay tests. Kruskal-Wallis non-parametric test was run to analyze the data. The Dunn test followed the data analysis. Based on the analyses, learners in the Remap-STAD group showed a significant improvement in motivation and achievement than those in the STAD and conventional classes.