Abstract
This research aims to investigate the effect of small-group peer learning (SGPL) on 10th-grade students’ social cognitive outcomes (SCO). Seventy-two students who were selected as samples attended the chemistry subject for five weeks in a public high school in Jakarta, Indonesia. In a quasi-experimental design, two intact classes were recruited and randomly assigned as the experimental and control groups by flipping a coin. Students’ SCO was obtained from the Social Cognitive Outcomes Questionnaire (SCOQ). The SCOQ consisted of 3 constructs: self-efficacy (8 items), self-regulation (10 items), and avoidance of unrelated memorizing (3 items). The obtained data was analyzed using an independent sample t-test and paired sample t-test. The result of the t-test revealed that SGPL has positive effects on students’ SCO. It can be concluded that there is a positive effect of SGPL on students’ SCO. In other words, SGPL is effective in developing students’ social cognitive outcomes. Based on this finding, teachers are recommended to use the SGPL method in order to promote students’ SCO.
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