The Implementation of Cooperative Learning Approach with Multimedia for Children’s Literature Learning at Elementary School  in the Characters Building Perspective

Andayani Andayani,Rukayah Rukayah,Y Slamet

doi:10.20961/ijpte.v2i1.15798

The Implementation of Cooperative Learning Approach with Multimedia for Children’s Literature Learning at Elementary School in the Characters Building Perspective

Andayani Andayani, Rukayah Rukayah + Show 1 more

Open Access

https://doi.org/10.20961/ijpte.v2i1.15798

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Abstract

<p class="Abstract">The purposes of this study were (1) finding the effectiveness of cooperative learning approach with multimedia for children’s literature learning at elementary school; and (2) describes the acceptability of collaborative learning approach with multimedia for children’s literature learning at elementary school based on the stakeholders’ opinions. The method used is quasi-experimental research. The study location includes six elementary schools in Central Java, Indonesia. The data sources this study includes (1) the informant; (2) events, namely the children’s literature learning activities in fourth and fifth grade of elementary school where studied; (3) the document, in the form of syllabi, lesson plans, and other relevant documents; and (4) test results. The samples size is 161 students. The data validity used correlation point biserial, and reliability data was used KR-20 formula. The data analysis technique used ANOVA. The research results showed that 1) Fcount on fourth grade was 22.141 with Ftable is 3.91. Then, Fcount in fifth grade was 11.380 with Ftable is 3.91. There are mean that children’s literature learning result which is resulted from a cooperative learning approach with multimedia is better than conventional approach, and (2) children’s literature learning model with cooperative learning approach with multimedia in elementary school and “Guidelines for Children’s Literature Learning within Cooperative Learning Approach in Elementary School” can be accepted by stakeholders. The conclusion of this research is children’s literacy learning in elementary used cooperative learning approach with multimedia can improve the quality of learning processes and children’s literature teaching result, both from the aspect of cognitive, affective, and psychomotor. Besides, that can be said the children’s literacy learning in elementary school can be used to improve the supreme nature, moral education and the development of national character values.</p>

Highlights

The main function of literature learning in elementary school was mind smoothing, enhancing the humanity sense and social sensitivity, cultural appreciation and ideas distribution, imagination and expression with creative and constructive manner, both orally and in writing (Depdiknas, 2004)
Based on the effectiveness test results, it was shown that the children’s literature learning with cooperative learning approach in elementary school looks any meaningful progress. It is evident from the comparison of pretest scores with post-test scores after children’s literature learning with cooperative learning approach with multimedia better than conventional one
Based on the study results and discussion, the experimental research of children’s literature learning models with cooperative approach in elementary school can be summarized as follows: 1) The cooperative learning more effective than the conventional learning; and 2) Acceptance of children’s literature learning model with cooperative approach in elementary school in this study as well as a dissemination stage are as the socialization of the final product in the form of “Guidelines of Children’s Literature Learning with Cooperative Learning Approach in Elementary school”

Summary

Introduction

The main function of literature learning in elementary school was mind smoothing, enhancing the humanity sense and social sensitivity, cultural appreciation and ideas distribution, imagination and expression with creative and constructive manner, both orally and in writing (Depdiknas, 2004). According to Moody (1979), the literature learning was useful to establish the language skills, enrich science, supporting the development of the soul, as well as help to build the character. The purposes of children’s literature learning in elementary school in the curriculum are (1) to enjoy and take advantage of literary works to broaden their horizons, and refine the character, as well as increasing the knowledge and language skills; (2) respect and be proud of Indonesian literature as a cultural and intellectual repertoire of Indonesia society (Depdiknas, 2006). The children’s literature learning was very useful for elementary school students because it helps their mental development. According to Akhadiah (1992), there are at least five benefits for life when appreciating literature, namely (1) the aesthetic benefits; (2) the education benefits; (3) the inner sensitivity and social benefits; (4) add insight; and (5) the psychiatric benefits or personality development. Huck et al (1987) argued that through interaction with literature, at least the students will get some values for their development, namely (1) the language development, (2) cognitive development, (3) the personality development, and (4) social development

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