The Influence of Cooperative Learning Models and Formative Test Types on Students' Civic Education Learning Outcomes

Abstract

This study examines the influence of cooperative learning models and formative test types on students' Civic Education learning outcomes. This research employed a 2x2 factorial design. The sample consisted of 80 students selected randomly using cluster random sampling techniques. Data were collected using a test instrument, and data analysis was performed using analysis of covariance (ANCOVA). The results of the study indicate that: (1) students taught using the Jigsaw cooperative learning model achieved higher Civic Education learning outcomes than those taught using the NHT (Numbered Heads Together) model; (2) students given essay-type formative tests achieved higher learning outcomes than those given multiple-choice tests; (3) there is an interaction effect between cooperative learning models and formative test types on students' Civic Education learning outcomes; (4) among students given essay-type formative tests, those taught with the Jigsaw model achieved higher learning outcomes than those taught with the NHT model; (5) among students given multiple-choice formative tests, there was no significant difference in learning outcomes between those taught with the Jigsaw model and those taught with the NHT model; (6) among students taught with the Jigsaw model, those given essay-type formative tests achieved higher learning outcomes than those given multiple-choice tests; (7) among students taught with the NHT model, there was no significant difference in learning outcomes between those given essay-type and multiple-choice formative tests.