Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) terhadap motivasi dan hasil belajar matematika siswa di SMPN 7 Satap Majene. Jenis penelitian ini menggunakan pendekatan kuantitatif dengan quasi experimental design. Sampel terdiri dari 37 siswa yang dibagi kedalam dua kelas, yaitu kelas VIII A terdiri dari 18 siswa sebagai eksperimen dan VIII B terdiri dari 19 siswa sebagai kelas kontrol. Data penelitian dikumpulkan melalui observasi kegiatan guru dan siswa, angket motivasi dan tes hasil belajar. Hasil penelitian menunjukkan bahwa ratarata post-test motivasi siswa kelas eksperimen mencapai 90 lebih tinggi dari kelas kontrol 85. Sementara rata-rata post-test hasil belajar kelas eksperimen 84, sedangkan kelas kontrol 74. Berdasarkan uji T menunjukkan perbedaan signifikan yaitu : signifikansi motivasi belajar 0,005  0,05 yang artinya H0 ditolak dan H1
diterima. Signifikansi hasil belajar 0,014  0,05 yang artinya H0 ditolak dan H1 diterima. Dari aktivitas guru dan siswa juga menunjukkan bahwa STAD menciptakan pembelajaran yang aktif, kolaboratif dan berdampak positif dalam pembelajaran matematika. Dengan demikian penggunaan model pembelajaran STAD berpengaruh meningkatkan motivasi dan hasil belajar matematika siswa.
This study aims to determine the effect of the Student Teams Achievement Division (STAD) cooperative learning model on students' motivation and mathematics learning outcomes at SMPN 7 Satap Majene. This type of research uses a quantitative approach with a quasi-experimental design. The sample consists of 37 students divided into two classes, namely class VIII A consisting of 18 students as an experiment and VIII B consisting of 19 students as a control class. The research data were collected through observation of teacher and student activities, motivation questionnaires and learning outcome tests. The results showed that the average post-test motivation of experimental class students reached 90 higher than the control class 85. While the average post-test learning outcomes of the experimental class was 84, while the control class was 74. Based on the T test, it showed a significant difference, namely: the significance of learning motivation 0.005  0.05, which means Ho is rejected and H1 is accepted. The significance of learning outcomes 0.014  0.05, wich means H0 is rejected and H1 is accepted. From the activities of teachers and students, it also shows that STAD creates active, collaborative learning and has a positive impact on mathematics learning. Thus, the use of the STAD learning model has an effect on increasing students' motivation and mathematics learning outcomes.