The Influence of Cooperative Learning Models and Learning Styles on Social Skills in University Student

Abstract

The affective domain is very important in supporting students' social skills as a predictor of academic success. The purpose of this study was to test the effectiveness of the Jigsaw learning model compared to the Student Team Achievement Division (STAD) learning model as an effort to improve students' social skills. The method in this study uses an experimental method with a 2x2 factorial design. The population in this study were 270 students of the Department of Physical Education who contracted the Taekwondo Learning course. The sample involved in this research was 64 people using a cluster random sampling technique. The instruments used were the VARK Questionnaire to determine student learning styles, and the Social Skills Improvement System questionnaire. Data analysis technique using Factorial ANOVA test. The results showed that the value of the main effect on the learning model has a significant value. 0.274 > 0.05, which means that there is no significant difference in the effect of applying the learning model on students' social skills, but there is an interaction between the learning model and learning styles. The Jigsaw learning model has a significant effect compared to the STAD learning model for students with the Kinesthetic learning style, whereas for students with the Aural learning style there is no significant difference between the two models. Both social skills can be improved through the Jigsaw and STAD learning models, but when students who have a Kinesthetic learning style are more advised to use the Jigsaw learning model.