The variation pattern of cooperative learning models implementation to increase the students creative thinking and learning motivation

Abstract

The learning process that uses less-varied learning model can cause students to feel bored during discourse process. This study aimed to find the right pattern of variation in applying cooperative learning model to improve the student creative thinking and learning motivation. The method was quasi-experiment by using pretest-posttest design. The research conducted at three classes of the fourth-semester students, i.e. classes of experiment I, II and control. Learning process at the class of experiment I used variations of Student Team Achievement Division (STAD), Numbered Head Together (NHT), and Group Investigation (GI) models, experiment II used STAD and GI models, and control used discussion, question-and-answer, and presentation. Essay test and questionnaire were used to collect the data that furtherly were analyzed using ANOVA test. The results showed that a significant difference in student creative thinking among experiment I, II and control classes. Students in experiment I showed the highest creative thinking ability, followed by experiment II and control, respectively. Student learning motivation in the class of experimental I and II was also significantly better than in control class. The findings indicate practicing the variation of cooperative learning models can improve both student creative thinking ability and learning motivation.