INCREASING SCIENCE AND SOCIAL STUDIES LEARNING OUTCOMES THROUGH THE USE OF THE STAD LEARNING MODEL ASSISTED BY THE STORYTELLING BOX

Abstract

This study aims to improve student learning outcomes by stimulating active engagement, digital literacy, and collaborative skills through the Student Teams Achievement Divisions (STAD) learning model. The methodology employed in this study is Classroom Action Research (CAR). The instructional procedure begins with a brief introductory lesson linked to daily life, serving as a prompt to trigger students' curiosity. Subsequently, students work in heterogeneous groups to discuss and explore a manipulative teaching aid called The Storytelling Box, which concretizes the concept of energy transformation through visual narratives. Student comprehension is then assessed independently through individual quizzes on Google Forms, followed by the socialization of self-made promotional posters. The findings indicate that integrating manipulative teaching aids with digital instruments significantly enhances active student engagement in a transparent and objective manner; it is also proven to be more effective and engaging than traditional methods. Furthermore, the implementation of the STAD model assisted by the Storytelling Box teaching aid is highly relevant to meeting the learning needs of Grade 6 students at SD Negeri Sampay 01, thereby improving their learning outcomes. Students also successfully acted as agents of change, bringing a positive impact on the behavior of the entire school community. This was demonstrated through a follow-up social action where students designed educational posters using the Canva application and conducted an energy-saving campaign targeted at students in Grades 1–5.