The Effect of Cooperative Learning Model on Elementary School Students’ Affective Learning Outcomes: A Meta-Analysis

The purpose of this study was to determine the effect of the Cooperative Learning Model Type Team Games Tournament (TGT) Assisted by Multimedia Learning on Cooperation and Learning Outcomes of Fifth Grade Elementary School Students in Social Sciences. The design in this study is a quasi-experimental with one group pre-test post-test. The purpose of using this design is to determine whether or not there is an increase in the application of the cooperative learning model of the type of TGT assisted by multimedia learning on the cooperation and learning outcomes of fifth grade elementary school students in social studies subjects. The subjects in this study were the fifth grade elementary school students totaling 30 students. The research instrument consisted of observation sheets and questionnaires to measure cooperation and student learning outcomes. Based on the research that has been done, it is found that cooperative learning of the type of TGT assisted multimedia learning has an influence on cooperation. It was also found that cooperative learning of the type of TGT assisted by multimedia learning had an influence on student learning outcomes. So it is necessary to increase cooperative learning type TGT to improve cooperation and student learning outcomes.

This study aims to increase creativity and learning outcomes of biology in class X MIPA State Senior High School with problem-based learning model in biology learning. This research is classroom action research carried out in 3 cycles, each cycle consisting of 4 stages; planning, implementing actions, observing, and reflecting. The subjects of this research were 36 students. The data in this study are creativity and student learning outcomes. Creativity data is measured by Mind Mapping observation sheets and cognitive learning outcomes data is measured by test questions at the end of each cycle, affective learning outcomes are measured by attitude assessment observation sheets, psychomotor learning outcomes are measured by skills observation sheets. Data on creativity and cognitive, affective and psychomotor learning outcomes were analyzed using the percentage technique and then described comparatively for each cycle. The results showed that there was an increase in creativity in the first cycle of 42%, the second cycle 55% and the third cycle 78%. While cognitive learning outcomes in cycle I 66%, cycle II 72% and cycle III 88%, affective learning outcomes in cycle I 41%, cycle II 63% and cycle III 74%, psychomotor learning outcomes in cycle I 36%, cycle II 50 %, cycle III 69%. The research data shows that the application of the Problem Based Learning model with YouTube can improve creativity and student learning outcomes. The increase in creativity occurred in cycle I to cycle II 13%, cycle II to cycle III 23%. Cognitive learning outcomes from cycle I to cycle II 6%, cycle II to cycle III 16%, affective learning outcomes from cycle I to cycle II 22%, cycle II to cycle III 11%, psychomotor learning outcomes from cycle I to cycle II 14 %, cycle II to cycle III 19%. PBL activities such as dealing with problems, analyzing and solving problems so as to make students creative in compiling works in the form of Mind Mapping and increasing cognitive, affective and psychomotor learning outcomes.

This study discusses the effect of team games tournament-type cooperative learning model on student learning outcomes in the Qur'an Hadith class VIII at MTs Al-Ahsan Bogor. This study aims to determine the learning outcomes of the Qur'an Hadith in the control group at this school, to determine the learning outcomes of the Qur'an Hadith in the experimental group at this school, and to determine the effect of team games tournament-type cooperative learning model on student learning outcomes in the Qur'an Hadith at this school. The researchers used a quantitative approach and quasi-experimental method, with data collected through learning outcomes tests given to 40 students in the control group and 40 students in the experimental group. The study results showed that (1) the average score of posttestposttest learning outcomes for the experimental group was 85.15, (2) the average score of posttestposttest learning outcomes for the control group was 67.38, (3) the results of the independent sample t-test test resulted in a t value of 7.834 with a value of Sig. (2-tailed) 0.00 <0.05 indicates a significant effect of the team games tournament type cooperative learning model on student learning outcomes in the Qur’an Hadith subjects in class VIII at MTs Al-Ahsan Bogor City. Therefore, this study accepts the alternative hypothesis (Ha) and rejects the null hypothesis (Ho). Therefore, if schools want to improve student learning outcomes, they should choose appropriate and effective learning models to create a conducive and enjoyable learning environment.

Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective learning outcomes more in depth and connects these with other learning outcomes. To get more insight in how students vary with respect to affective learning outcomes, we apply the MISS-model in a cross-continental simulation context. Study participants included 133 students. Students’ differences were explored using independent t tests, one-way ANOVA and ANCOVA. Results show student variation for all affective learning outcomes and thus support for applying the MISS-model to measure affective learning outcomes of simulations more in depth. Findings are discussed with regard to simulation practice and future research on simulation effects.

This quantitative experimental study aims to investigate the effect of the cooperative learning model on science learning outcomes for fourth-grade elementary school students. Using a quasi-experimental non-equivalent control group design, the research involved 16 students in the control class (IV-A) and 16 students in the experimental class (IV-B). Pre- and post-tests consisting of cognitive questions were conducted to collect data. The t-test and effect size analysis were employed to determine the influence of the cooperative learning model on science learning outcomes. The results revealed a significant effect of the cooperative learning model on science learning outcomes for fourth-grade students. Furthermore, the effect size calculation indicated a large effect, suggesting the substantial impact of the cooperative learning model. This study highlights the potential of cooperative learning in enhancing science education and provides implications for educators to adopt effective instructional strategies to improve learning outcomes.
 Highlights:
 
 Cooperative learning model significantly improves science learning outcomes in fourth-grade elementary students.
 Quasi-experimental research design used to investigate the effect of cooperative learning on science learning outcomes.
 Findings indicate a large effect size, emphasizing the substantial impact of cooperative learning on student achievement.
 
 Keywords: Cooperative learning, Science learning outcomes, Fourth grade, Elementary school, Quasi-experimental design

Introduction. To better support the development of domain expertise, there has been considerable interest in the instructional strategies that afford opportunities for problem solving. Simulation-based learning includes case-based activities that support learners' transition into practice through experience and reflective debriefing. Review of the Literature. Simulation-based learning serves as a means for learners to practice psychomotor, affective, and cognitive skills. Although the literature suggests this is an effective strategy for supporting problem-solving skills, much of the literature is focused on measuring cognitive outcomes within a single case. As such, very few studies have simultaneously investigated (a) how debriefing in simulation-based education supports problem solving and (b) the degree to which cognitive and affective learning outcomes are variable throughout the problem-solving process. Methodology. To address this gap, this repeated-measures study examined the role of debriefing strategies in simulation-based learning experiences, which was designed to practice both cognitive and affective skills. In the control condition, participants were given 2 simulation-based laboratory instructional sessions and then assessed on cognitive (problem representation and solution generation) and affective learning (perceived self-efficacy) outcomes. In the comparison condition, participants engaged in debriefing sessions after each of the 2 simulation-based laboratory instructional sessions. For the cognitive outcomes, participants were assessed using the Think-Aloud Standardized Patient Examination instrument, which measured problem representation and solution generation. Acute care confidence survey was used to measure perceived self-efficacy. Results. The study found statistically significant gaps in early-stage measures of cognitive problem representation, but no difference was found in solution generation or perceived self-efficacy measures. Conclusion. This study reinforces the importance of debriefing in simulation-based education. Specifically, this study suggests that cognitive learning outcomes are variable during the problem-solving process, but affective learning outcomes are more fixed and may need more targeted debriefing.

This study aims to see the effect of the cooperative learning model type of group investigation and adversity quotient of students on the mastery of chemical concepts on salt hydrolysis. This research is a quasi-experimental research with a control group posttest only design using a 2 × 3 factorial design. The research was conducted in class IX MIA SMA N 10 Batanghari with two classes. Sampling was done by total sampling. Data collection techniques are questionnaires, tests and documentation. The test instrument was used to determine the value of mastery of chemical concepts on salt hydrolysis. Meanwhile, the questionnaire instrument was used to determine the level of adversity quotient of students. Data processing used two-way ANOVA. The results showed that the cooperative learning model group Investigation type and the adversitiy quotient of the climber type students had high mastery of chemical concepts, but there was no interaction between the group investigation type learning model and the adversity quotient on the mastery of chemical concepts on salt hydrolysis due to the learning model and adversity quotient influence on mastery of chemical concepts independently. Based on the results of the study, it can be concluded: (1) there is an effect of the group investigation type cooperative learning model on the mastery of chemical concepts (2) there is an effect of students adversity quotient on chemical concept mastery (3) there is no interaction between the cooperative learning model group investigation type with students' adversity quotient on mastery of chemical concepts in salt hydrolysis.

Social interaction is the relationship between one individual and another individual, one individual can influence other individuals so that there is reciprocity. The better the students' social interactions, the better their learning outcomes will be. Learning outcomes examined in this study are affective learning outcomes. This study aims to reveal whether the better social interaction, the better the affective learning outcomes of fifth-grade students in SDN throughout Kaliwates Jember District. The population of this research is the fifth-grade students of SDN in Kaliwates Jember District. This study is a correlation study with a population of 182 and a sample of 25 students. The main methods of collecting data are questionnaire and observation. To test the research hypothesis using the product-moment correlation formula with the help of SPSS 20 at a significance level of 5%. The results of the research analysis obtained the value of r_count> r_tabel (0.748 > 0.266) and the coefficient of determination 56%. This shows that social interaction has a contribution of 56% to affective learning outcomes the remaining 44% is influenced by other factors. It can be concluded that the better social interaction, the better the affective learning outcomes of fifth-grade students of SDN in Kaliwates Jember District . Keywords : Social interaction, affective learning outcomes, elementary school student

Vocabulary is an element of a language. Vocabulary learning is learning where students don't just memorize the vocabulary, but can also use it in communication both in speech and in writing. Mind Mapping is a creative note-taking method using how children's radiant thinking works so that there is a balance between the functions of the two brains. The cooperative learning model is a learning activity in groups to work together to help each other construct concepts and solve problems.The use of mind mapping and cooperative learning models in vocabulary learning aims to make learning fun, not boring, and for students to teach one another, increasing Arabic vocabulary. This study aims to: (1) Determine the effect of mind mapping in increasing the Arabic vocabulary of class VIII SMP Yamassa Surabaya. (2) Knowing the effect of the cooperative learning model on increasing the Arabic vocabulary of Grade VIII students at SMP Yamassa Surabaya. (3) Knowing the effect of mind mapping and cooperative learning models on increasing Arabic vocabulary for class VIII SMP Yamassa Surabaya.This study uses a quantitative approach with multiple linear regression. The sampling technique was carried out randomly, the data was expressed in numbers and analyzed with statistical techniques to test the established hypothesesThe conclusions of this study are as follows: (1) there is an effect of mind mapping on increasing students' Arabic vocabulary by looking at the results of T Count = 3.302 greater than T Table = 2.030 and a significance level of 0.002 less than 0.050. (2) there is an effect of the cooperative learning model on increasing students' Arabic vocabulary by looking at the results of T Count = 2.360 greater than T Table = 2.030 and a significance level of 0.024 less than 0.050. (3) there is an influence between mind mapping and cooperative learning models on increasing students' Arabic vocabulary with the result that F count = 40.250 is greater than F table = 3.23 and a significant point of 0.000 is less than 0.05. It is hoped that this research can make a positive contribution, especially at SMP YAMASSA SURABAYA.

The goal of achieving student learning outcomes is not entirely only values in numbers or cognitive learning outcomes. But it also attaches great importance to the affective learning outcomes shown in attitudes or behavior. This study aims to analyze the effect of contextual learning approaches and teacher morale on learning motivation and its impact on student affective learning outcomes. The population in this study were 728 grade 8 students of SMP Negeri 20 and SMP Negeri 23 in Tampan. With the cluster random sampling technique a sample of 155 students was obtained. Data collection used a questionnaire then the data were analyzed by path analysis. The results found that contextual learning approaches have an influence on student motivation, the experience of working with friends while learning has an effect on student motivation and learning behavior, a positive effect on behavior is shown in attitudes manifested in affective domain learning outcomes. The work spirit of the teacher contributes to student affective learning outcomes, high teacher enthusiasm and the teacher's ability have an effect on student motivation to positively impact student affective learning outcomes.

Affective Learning Outcomes of Short-Term Study Abroad: The Impact of Academic vs. Trip Characteristics

The purpose of this study was to investigate the relationship among Taiwanese high school students’ learning style, sense of presence, cognitive load, and affective and cognitive learning outcomes in an immersive virtual reality-based learning environment. This study used a teaching experiment intervention method. Seventy-seven students participated in the virtual reality-based learning environment and completed related scales and a test. This study found that although the students’ learning style does not influence learning outcomes, it may influence the subjective sense of presence and cognitive load in the learning process. Regarding the affective learning outcome, involvement/immersion, sensory fidelity, and mental effort are positive predictors. In addition, involvement/immersion, interface quality, mental load, and mental effort are negative predictors of cognitive learning outcomes. The conclusion from this study is that students with some learning style preferences must bear a greater cognitive load to achieve the same learning outcomes as other students. This study also points out that the components of sense of presence and cognitive load generate inconsistent predictive effects on affective and cognitive learning outcomes, respectively. Therefore, it is important to deeply explore the influence of sense of presence and cognitive load structure on learning in virtual environments.

The purpose of the research was to determine the effect of cooperative learning models consisting of cognitive, affective and psychomotor on improving the quality of learning outcomes of SMPN 13 Bekasi students. The research method uses quantitative with the experimental type of pre-test, post test, non-equivalent control group design with primary data sources derived from the results of interviews and student observations, while secondary comes from journals, books, documents that support the results of research with data analysis using descriptive statistics and partial tests. The results showed that the cooperative learning model through the group investigation method had no effect on cognitive, affective and psychomotor learning outcomes in SMPN 13 Bekasi students which could be caused by less than optimal implementation, different student abilities, unsupportive group dynamics, minimal interaction between students or groups not functioning properly, this could result in stagnant learning outcomes and external variables that were not taken into account.

This study aims to determine the effect of the cooperative learning model of the Teams Games Tournament (TGT) type on science and social studies (IPAS) learning outcomes. This research uses the cooperative learning model of the Teams Games Tournament (TGT) type, which is one of the most suitable methods to be used as a learning aid in IPAS. The model consists of five stages: class presentation, team formation, games, tournament, and team recognition. The results of the study show that the cooperative learning media of the Teams Games Tournament type led to an average difference of 9.17 points between the pretest and posttest scores, with an average posttest score of 69.6 and a pretest score of 55.6. This difference is statistically significant, as supported by the results of the paired sample t-test. The analysis shows that the significance value (2-tailed) is .005 (< 0.05), indicating a significant difference between the pretest and posttest scores. Based on the results, the TGT learning model has a significant effect on learning outcomes in the theme My Wealthy Indonesia (Indonesiaku Kaya Raya) for IPAS subject content. This research employed a quantitative experimental method with data collection techniques including observation and documentation. The findings suggest that the TGT media can be a viable alternative.

Cooperative learning can increase students' learning motivation. Numerous studies have examined the effect of these models on students' motivation to learn. This meta-analysis study was designed to generalize the impact on science learning motivation in elementary, junior high, and senior high school students. This study aims to examine the effect of cooperative learning models on students' learning motivation at the elementary, junior high, and high school levels, as well as the difference in mean motivation scores between the control and experimental groups. This study was conducted using meta-analysis techniques. The data used in this study came from 13 previous studies. The data were then analyzed using descriptive and inferential statistics. The research findings revealed that the effect of the cooperative learning model on learning motivation at the junior high school level was greater than that at other educational levels. Additionally, there was no discernible difference in the mean motivation score between the experimental group using the cooperative learning model and the control group using the conventional learning model.