The Impact of Cooperative Learning Method on Learning Motivation and Academic Achievement of Elementary School Students

Abstract

This study aims to investigate the impact of Cooperative Learning Method on learning motivation and academic achievement among elementary school students in Indonesia. Employing a quantitative research design, Likert scale-based questionnaires were distributed directly to students to measure learning motivation, while academic achievement was assessed through examination scores. The study found significant positive relationships between the Cooperative Learning Method and both learning motivation and academic achievement. Moreover, learning motivation emerged as a crucial mediator, partially explaining the observed positive influence on academic achievement. The theoretical contribution lies in enhancing our understanding of the intricate dynamics between instructional methods, motivation, and academic outcomes. From a practical standpoint, the study suggests that educators and policymakers should prioritize the implementation of Cooperative Learning Methods and focus on cultivating and sustaining students' motivation to learn. However, it is crucial to acknowledge the study's limitations, including its regional focus and reliance on self-reported measures. Future research could expand the scope and incorporate diverse contexts, employing mixed-methods approaches for a more comprehensive exploration of these relationships.