Classwide Peer Tutoring Research Articles

Impact of Social Factors and Peer Tutoring on Writing Proficiency of EFL Learners in Pakistan at Secondary School Level

This study investigated the impact of social factors and peer tutoring on EFL students’ academic performance. In this research work, peer tutoring strategy was used to examine its effectiveness. Three dimensions of peer tutoring ‘reciprocal peer tutoring, class-wide peer tutoring and cross-age peer tutoring’ were used. The objectives of the study were to find the effectiveness of social factors and peer tutoring on writing fluency and accuracy of EFL learners and to investigate the advantages and disadvantages of peer tutoring in EFL writing skills. The population of the study consisted of the students of 9th and 10th grade from a private school in District Mansehra. A sample of 90 students was taken randomly and these students were divided into control group and experimental group. Quasi experimental design, “Pretest-Posttest Nonequivalent Groups Design” was used to collect data. Among 60 students in experimental group, students who achieved above average marks, were selected as peers. Then posttest was conducted to find the effectiveness of peer tutoring. The data was analyzed through computer software SPSS version 21. The results showed a significant difference in students’ achievement in writing skills in experimental group. It was recommended to practice this technique in classroom to achieve academic skills.

Effectiveness of class-wide peer tutoring on idiom comprehension in middle school students with Specific Learning Disability

Effectiveness of class-wide peer tutoring on idiom comprehension in middle school students with Specific Learning Disability

Effect of Class-Wide Peer Tutoring on Students’ Performance in Physics in Dekina, Nigeria

The study investigated the effect of Class-wide Peer Tutoring (CWPT) on students’ performance in physics in Dekina, Nigeria. Two co-education public secondary schools were purposively selected. A total of 64 (male = 31, female = 33) senior school two (SSII) students were randomly selected from the sampled school. A quasi-experimental design was adopted for the study. The instrument used for this research was a 20-multiple-choice projective Motion Test (PMT) developed by the researcher. The treatment in the experimental group was the teaching of Projectile Motion using the CWPT strategy. Mean, standard deviation, and ANCOVA was used to analyze the data collected. The findings revealed that there was a significant difference between the performance of the experimental group and the control group in the favour of the experimental group and no significant difference in the performance of male and female students when both are taught Projectile Motion using CWPT. It is recommended among others that teachers should be trained to adopt classwide peer-tutoring in schools since it facilitates the academic performance of students in physics.

A COMPARATIVE STUDY OF USING CLASSWIDE PEER TUTORING TECHNIQUE AND ‎STUDENT TEAM ‎ ACHIEVEMENT DEVISION TECHNIQUE IN ‎ TEACHING READING COMPREHENSION AT STATE SENIOR HIGH SCHOOL ‎ ‎1 TUALANG‎

The purpose of this study was to explore which strategy that required a teacher for a better learning process in improving students’ reading comprehension in the eleventh grade at state senior high school Tualang. It was done based on experimental design which focused on the quantitative research group. A group were taken as experimental groups and a group as the comparison group. The sample consisted of 60 students that were taken from the eleventh grade at state senir high school Tualang which were comprised of 30 students from XI-4class for this experimental group 1 (Classwide Peer Tutoring Technique), 30 students from XI-5 class for this experimental group 2 (Student Team Achievement Technique).Observation sheets and reading comprehension tests were used in the study. There are 40 items of multiple choice questions used for the pre-test and post-test. To analyze the data, independent sample t-test were calculated by using SPSS 20 with a significant probability of Ho was accepted if P<0.05 or there was no significant effect after giving the treatments, Ha was accepted if P>0.05 or there was no significant effect after giving the treatments. Classwide Peer Tutoring Technique got the effect size or eta-squared as follows: Eta-squared = 0.84x 100% = 84%. Student Team Achievement Technique got the effect size or eta-squared as follows: Eta-squared = 0.91 x 100% = 91%. The highest effect was from Student Team Achievement Technique, but the two classes did not differ significantly. Therefore, the two strategies could improve the students’ reading comprehension.

Korean Student Perceptions of Classwide Peer Tutoring for Mechanical Exercises

This study examines learner perceptions into the use of Classwide Peer Tutoring (CPT) as an approach to conduct a mechanical exercise (ME). This research analyzed learner preferences between CPT and other methods of conducting MEs (i.e., oral MEs and written MEs), examined learner perceptions of CPT’s learning effectiveness, and also inquired into student perceptions of CPT’s peer corrective feedback (CF) approach. Forty-six Korean university students participated in this study by completing a survey after experiencing CPT, oral MEs, and written MEs over the course of nine lessons. The data were analyzed through chi-squared, goodness-of-fit tests and descriptive statistics. The results indicated the participants preferred CPT and perceived CPT as more interesting and motivating than the other ME methods. The results also indicated the participants perceived CPT to be more effective than alternative ME approaches. Lastly, the participants had positive perceptions of CPT’s peer CF approach and believed CPT’s peer CF approach was more effective than the CF approach in oral MEs.

Implementing Class Wide Peer Tutoring to Enhance Students' Mathematical Reasoning Ability in Understanding Absolute Value Equations and Inequalities

This article aims to determine the effectiveness of Class Wide Peer Tutoring (CWPT) implementation to improve students' mathematical reasoning abilities. This research is experimental research with a mixed-method approach. The research sample was determined through cluster random sampling. Data were collected through mathematical reasoning tests arranged according to indicators of mathematical reasoning ability. Data were analyzed using inferential statistics with the stages of normality, homogeneity, and hypothesis testing. The result shows that the implementation of CWPT enhances students' mathematical reasoning on Equations and Inequalities of an Absolute Value. Mathematical reasoning test results show that the 10th grader score of mathematical reasoning is 76.75 (Good). The indicator of mathematical reasoning that is the most difficult for students to master is "drawing logical conclusions" with the acquisition of a mathematical reasoning score of 35.81 (poor), while the easiest mastered by students is "Presenting mathematical statements or premises in writing, drawings or graphics" with mathematical reasoning score of 80.14 (Very Good). The students' mathematical reasoning ability on the indicator "compiling an analogy or explanation of the problem and its solution" is 74.09 (Good). The mathematical reasoning ability of students on the indicator "mathematical manipulation" is 42.10 (fair).
 Keywords: Mathematical Reasoning, Students’ ability, Class Wide Peer Tutoring

일반 대학생의 댄스스포츠 수업을 통한 학급전체 또래교수의 효율성 비교 연구

The purpose of this study was to investigate the effect of classwide peer tutoring in the collegiate dance sport classes. The subjects for this study were 66 college students who enrolled in dance sport classes. Three different treatment groups, classwide peer tutoring group, traditional group, and control group were randomly assigned as the independent variables. Closed basic steps(noble task) were the task used in this study. Student’s academic achievement (closed basic steps, cognitive understanding on skill process characteristics) was the dependant variable and perception on successful and unsuccessful experiences were collected. Kruskal Wallis nonparametric test and frequency analysis showed that classwide peer tutoring group performed the best than any other groups on two dependent variables. Students’ successful and unsuccessful experiences indicates that their experiences were valuable. This study shows that classwide peer tutoring might be a good choice as a new alternative teaching strategy in dance class. The implication of classwide peer tutoring can be used as a valuable teaching strategy for dance skill learning.

IMPROVING STUDENTS’ READING COMPREHENSION BY USING CLASSWIDE PEER TUTORING (CWPT) METHOD (A Classroom Action Research to the Tenth Grade Students of SMKN 6 Pontianak in the Academic Year of 2019/2020)

This research was conducted to investigate how to improve students' reading comprehension after being taught using the Classwide peer tutoring (CWPT) method of tenth grade students of SMKN 6 Pontianak in the academic year 2019/2020. The form of this research is Classroom Action Research (CAR). The subjects of this study were 33 tenth grade students. Data collection techniques used were observation and measurement techniques. Observation sheets, field notes and reading tests were used as tools to collect data. Based on research findings, it showed that Classwide Peer Tutoring (CWPT) method can improve students' reading comprehension. Classwide Peer Tutoring (CWPT) method of successfully solving students' problems in reading. That is evident from the increase in student behavior and student grades. The students were shown by a significant increase in student scores which proved the improvement from the first cycle got an average score of 46.5. The score has not yet reached the average score, but after the researcher made improvement in the second cycle, the score increased to 70. This can be seen from the condition and behavior of students in teaching and learning and interested students are also introduced by using the Classwide Peer Tutoring (CWPT) method. Finally, the researcher concluded that students liked the Classwide Peer Tutoring (CWPT) method. This method can help students to improve students' reading comprehension by providing situations and ideas. Therefore, teachers need to use this method in class to improve students' reading comprehension in English. Keywords: Class Wide Peer Tutoring (CWPT) Method, Reading Comprehension

Universal Design for Learning and Intellectual Disabilities

Universal Design for Learning (UDL) is an approach to educational design that promotes the idea of producing physical environments and tools in the school system in order to improve the experience of each and every student. This idea is developed through a neuropsychological model that has valuable implications in teaching practice. In fact, the identification of the three brain networks and the recognition of the uniqueness of the subjective functioning constitute the foundation of the principles and guidelines of UDL, for the creation of flexible, egalitarian and accessible to all curricula. This work aims to support the applicability of the UDL model, with its neuropsychological framework, to students with Intellectual Disabilities (ID). The integration between the UDL framework and teaching strategies, such as, functional behavior analysis, teacher made interventions, class wide peer tutoring and curriculum modifications, can promote universal design for learning and inclusive teaching for all students, even with different level of ID.

Utilizing Peers to Support Academic Learning for Children With Autism Spectrum Disorder.

The inclusion of students with autism spectrum disorder in academic settings is becoming more common. However, most practices focus on increasing social skills even though students also struggle in academic areas. There is a need for strategies that address both social and academic skill deficits, are evidence based, and are easy to implement in the classroom. Peer-mediated interventions have evidence supporting their use in promoting social and academic behavior change and are socially valid and cost-effective. The purpose of this paper is to present examples of how to implement 2 common peer-tutoring strategies: Classwide Peer Tutoring and Peer-Assisted Learning Strategies. Examples for implementing both strategies are provided using a hypothetical student in a general education setting, followed by a brief summary of evidence supporting the peer-mediated academic instruction.

Classwide peer tutoring in a martial arts alternative education program: Enhancing social and psychomotor skills

Alternative Education Settings (AES) aim to provide active and inspiring instructional strategies that would reengage students at-risk in learning and improve their academic achievements. Classwide Peer Tutoring (CWPT) is an evidence-based instructional method that when combined with behaviorally oriented procedures yields positive effects on academic performance. The purpose of this study was to examine whether CWPT could advance the social and motor performance of four third-grade students in an innovative martial arts program in an urban charter school. An ABAB single subject design was used to examine the effects of CWPT on social skills (i.e., providing and receiving feedback) and correct motor performance. Results suggested improvement in social performance for three participants and mixed results for motor performance. Implications for practice in AES programs are provided.

Effect of Class wide peer tutoring on learning Backstroke swimming skills and attitude to work in small groups

The study aimed to investigate the effect of Class-wide peer tutoring cooperative learning on backstroke learning swimming performance of novice pre-service students at department of physical education and kinesiology department at Qassim University. The study sample were 60 novice students at the first year and second semester (age= 18.4 SD=1.9) were randomly assigned in two groups (experimental and control) each group had 30 students. Experimental group exposed to Class wide peer tutoring cooperative learning and control group exposed to traditional teaching method. The intervention program lasted for 6 weeks. Students evaluated in 25-meter backstroke swimming performance with pull boy between their thighs. The results showed there is significant differences between the two groups in backstroke swimming performance. The results also indicated that the experimental group had more positive attitude to work together in small group and had positive interaction between. The study recommended to use Class wide peer tutoring cooperative learning to teach backstroke swimming performance to pre-service novice students at the faculties and departments of physical education because the students at the peer tutoring group enjoyed the active learning engagement in swimming lectures than traditional methods, and had more positive attitude to work together.

The Effect of ICT-based Classwide Peer Tutoring (CWPT) Application and Motivation to Biology Education Student Creativity in ICT Learning

Abstract. The rapid development of ICT, especially in learning, could not be parted from ICT intervention. Many benefits obtained from ICT developments, if this technology is utilized optimally in learning, there will have an impact on improving the quality of learning in particular and the quality of education in general. The lack of student knowledge and motivation for ICT technology can have an impact on students' creativity in using this technology optimally in learning. Peer tutoring can be an alternative solution to this problem. Peers who have more understanding and skill in using existing applications in ICT can be empowered to overcome these problems. Peer Tutoring type Classwide Peer Tutoring (CWPT) will be able to help students who are lacking in knowledge, understanding, skills and creativity. The aim of this study is to find out the influence of the application of ICT-based Classwide Peer Tutoring (CWPT) and Motivation towards the creativity of Biology education students in ICT learning.This research is an experimental study with a 2x2 factorial design. The independent variable in the form of experimental treatment, namely: Peer Tutoring strategy consisting 2 factors, namely CWPT and conventional type, while for attribute variables namely motivation, also consists of 2 factors, namely: high motivation and low motivation. Both of these independent variables will be examined for their influence on the dependent variable, namely student creativity in ICT learning. The population is 6th semester biology education students and the sample was taken by Total Sampling technique. The data analysis technique uses descriptive data analysis and inferential statistics of 2-ways ANOVA.The results of the study show that 1. There is no effect of the CWPT model on student creativity. 2. There is a motivational influence on student creativity in learning ICT. 3. There is no interaction between the model and the motivation to learn ICT with student creativity. Thus, the role of motivation is very large in influencing student creativity.
 
 Keywords: Classwide Peer Tutoring (CWPT) model, motivation, creativity
 
 Abstrak. Perkembangan ICT yang begitu pesat, dunia pendidikan khususnya dalam pembelajaran juga tidak luput dari intervensi ICT ini. Banyak manfaat yang diperoleh dari perkembangan ICT yang kalau teknologi ini dimanfaatkan secara maksimal dalam pembelajaran maka akan berdampak pada peningkatan kualitas pembelajaran khususnya dan mutu pendidikan umumnya. Kurangnya pengetahuan mahasiswa dan motivasi mahasiswa akan teknologi ICT ini dapat membawa dampak terhadap kreatifitas mahasiswa dalam menggunakan teknologi ini secara maksimal dalam pembelajaran padahal banyak manfaat yang dapat diperoleh dari teknologi ini.Peer Tutoring dapat menjadi alternatif pemecahan masalahnya. Teman sebaya yang memiliki pemahaman yang lebih dan terampil dalam menggunakan aplikasi yang ada dalam teknologi ICT ini dapat diberdayakan untuk mengatasi permasalahan tersebut. Peer Tutoring tipe Classwide Peer Tutoring(CWPT) akan dapat membantu mahasiswa yang rendah pengetahuan, pemahaman, skill dan kreativitasnya. Tujuan pene;itian ini adalah untuk mengetahui pengaruh penerapan Classwide Peer Tutoring (CWPT) berbasis ICT dan Motivasi terhadap kreativitas mahasiswa pendidikan Biologi dalam pembelajaran ICT. Penelitian ini merupakan penelitian eksperimen dengan desain faktorial 2x2. Variabel bebas berupa perlakuan eksperimen yaitu: strategi Peer Tutoring yang terdiri dari 2 faktor yaitu tipe CWPT dan tipe konvensional, sementara untuk variabel atribut yaitu motivasi juga terdiri dari 2 faktor yaitu: motivasi tinggi dan motivasi rendah. Kedua variabel bebas ini akan diteliti pengaruhnya terhadap variabel terikatnya (variabel dependent) yaitu kreativitas mahasiswa dalam pembelajaran ICT. Populasinya mahasiswa pendidikan biologi semester 6 dan sampelnya diambil dengan teknik Total Sampling. Teknik analisis datanya dengan menggunakan analisis data deskriptif dan statistik inferensial anava 2 arah. Hasil penelitian memperlihatkan bahwa 1. tidak terdapat pengaruh model CWPT terhadap kreativitas mahasiswa. 2. Terdapat pengaruh motivasi terhadap kreativitas mahasiswa dalam belajar ICT. 3. Tidak terdapat interaksi antara model dengan motivasi belajar ICT siswa dengan kreatifitas mahasiswa. Dengan demikian peranan motivasi sangat besar sekali dalam mempengaruhi kreatifitas mahasiswa.
 
 Kata kunci: Model Classwide Peer Tutoring (CWPT), motivasi, kreativitas

Class Wide Peer Tutoring (Cwpt) Strategy: Its Impact to Students’ Readin Comprehension of Grade Eight Students of SMP 1 Sungai Rumbai Dharmasraya

Class Wide Peer Tutoring (CWPT) Strategy is chosen to be applied in order to develop the teacher’s strategy in teaching learning process especially Narrative Text. The objective of the research is to examine whether or not Class Wide Peer Tutoring (CWPT) Strategy can improve students’ Reading Comprehension of grade eight students of SMP 1 Sungai Rumbai Dharmasraya. Besides, the researcher is also designed to study what happens when Class Wide Peer Tutoring (CWPT) Strategy applied.To get the data in this research, the researcher used test as an instrument. The researcher gave them multiple choice, to know how well the students already mastered reading comprehension on narrative text. The data of the research were collected in three steps as stated, Pre-test. The researcher gave pret-test to the control and experimental groups in order to know students reading comprehension level and to cover students score in mastering reading comprehension. Than treatment, The researcher prepared materials by giving treatment using CWPT in teaching narrative text for experimental group focused on reading comprehension and Questioning strategy for control group in order to compare both of the strategy given. The last Post-test. The researcher gave post-test to experimental group and control group after giving the treatment. After gathering the data, the researcher analyzed the students’ result by using a statistical formula which is called t-test. The researcher calculated the significant differences for Class Wide Peer Tutoring. By using CWPT strategy the teacher can increase students ability in reading comprehensin. The finding reveal that Class Wide Peer Tutoring (CWPT) strategy can improve students’ reading comprehension, where students work in pair, help each other to accomplish individual and pair task. Furthermore, in CWPT strategy the teacher guides the students in pair activities, provides feedback on pair fuctioning and intervenes when necessary. Class Wide Peer Tutoring (CWPT) Strategy as used in this research gave good Impact to students’ Reading Comprehension, especially in narrative text of SMP 1 Grade Eight students Sungai Rumbai Dharmasraya. The use of this strategy helped the students comprehend the text, made the students participate actively in the learning process, gave good response during pairing activity, and provided fun which facilitated more learning.

Effects of classwide peer tutoring on academic achievement, self-leadership and interpersonal ability of nursing students

Effects of classwide peer tutoring on academic achievement, self-leadership and interpersonal ability of nursing students

A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time Among High School Students Who Present Challenging Behavior

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted behavioral concerns and poor academic performance within mathematics general education courses. Results indicated all OTR interventions were effective in improving percentage of academic engaged time and reducing behavioral disruptions. Using visual analysis and an additional replication phase, response cards proved to the most efficacious in improving student outcomes. Implications for the existing knowledge base on the efficacy of OTR as well as future research within high school settings are discussed.

Impact of Class-Wide Peer-Tutoring Strategy on Secondary School Slow Learners’ Performance in Redox Reactions in Funtua, Katsina StateNigeria

The performance of senior secondary school students in chemistry has been very poor over the years in Nigeria. Teachers’ use of inappropriate instructional strategies and students varied abilities has been identified responsible for this problem. This study examined the impact of Class-Wide Peer-Tutoring Strategy on secondary school slow learners’ performance in redox reactions in Funtua Education Zone, Katsina State, Nigeria. Quasi– experimental design was adopted for the study. The study involved a population of 977 SS2 Students. A of sample of 108 slow learners drawn from two secondary schools were used. Three research hypotheses guided the study. Treatment involved teaching experimental group by trained peer tutors using CWPT while the control group was taught by the teacher using lecture method. Redox Performance Test (REPT) duly validated by experts with a reliability coefficient of 0.85 obtained using test retest method was used for data collection. Hypotheses were tested using t-test at 0.05 levels of significance. Results revealed that slow learners taught by peer tutors using CWPT performed significantly better than those taught by the teachers using lecture method. The study recommended that chemistry teachers should be train through workshops, seminars and conferences on the use of class-wide peer-tutoring strategy in teaching and learning of chemistry.

Heterogeneous Peer-Tutoring: An Intervention That Fosters Collaborations and Empowers Learners

IntroductionIn this scenario, Nick, an accelerated algebra student who is taking algebra a year early, was the assigned tutor and Heather, a pre-algebra student, was the intended tutee. They were among the 14 students who participated in a Heterogeneous Peer Tutoring (HPT) program designed by the classroom mathematics teacher.Thirty minutes remain until the end of the school day. Fourteen eighth grade students, in an academic assistance period known as advisory, are seated in pairs dispersed throughout a classroom. The students are working on a problem set of classifying linear and nonlinear functions. The classroom teacher, Jake, is circulating the room monitoring students' progress. The teacher frequently questions the students to gauge their understanding of linear and nonlinear functions. While some students are able to explain the key characteristics of linear and nonlinear functions, many others are unable to do so. Two students, Nick and Heather (pseudonyms), are working on a problem that requires them to determine if a given function is linear or nonlinear. Nick is having trouble comprehending this topic and seeks Heather's help. Collaboratively, they discuss possible solution processes to the problem. A few minutes before the end of the advisory, Jake asks Nick, Do you know which of these functions are nonlinear and which are linear? Nick correctly identifies the functions. Jake poses a follow up question: How can you tell the difference between the two, especially with these problems where there is no graph provided? Calm and collected, Nick explains that the functions containing variables with exponents not equal to one are nonlinear. Nick extends his response by referring to a graph, clearly identifying the piece that makes the function non-liner. The teacher is impressed. Nick's partner Heather leans forward and says, He learned that from me, beaming with pride. Nick happily acknowledges.The goal of the program was to help pre-algebra students (tutees) deepen their knowledge of mathematical concepts by providing them an opportunity to collaborate with their peers-accelerated algebra students (tutors). The above snippet provides one instance of students' learning process. Evident also in this example is a role reversal between a tutor and a tutee. Over the duration of the program, the tutees and tutors gained a mutual respect for one another as they realized that they could both learn from each other's distinctive learning experiences. In this paper, we outline key features of an HPT program that was implemented with a group of middle school students, and we describe how this program impacted both the tutors' and the tutees' learning experiences. In so doing, we outline how this model could be used to enact some of the essential attributes of a middle level education program as outlined in the position paper of the Association for Middle Level Education (formerly National Middle School Association), This We Believe: Keys to Educating Young Adolescents (NMSA, 2010).Peer tutoring: An overviewPeer tutoring is a strategy in which, People from similar social groupings who are not professional teachers [help] each other to learn and [learn] themselves by teaching (Topping, 1996, p. 322). There are many forms of peer tutoring such as class-wide peer tutoring, homogeneous peer tutoring, and heterogeneous peer tutoring. Class-wide peer tutoring enables students in a class to tutor one another (Allsopp, 1997). In a homogeneous tutoring environment tutees and tutors are of the same ability level. In contrast, in a heterogeneous tutoring environment, tutees are taught by tutors of a higher ability level (Stenhoff 8c Lignugaris/Kraft, 2007). Many teachers have used an HPT technique as an intervention strategy to enhance student learning in reading, science, and mathematics (Robinson, Schofield, 8c SteersWentzell, 2005). In an academic setting, the use of peer tutoring in heterogeneous classrooms allows students of different learning backgrounds to collaborate and learn together, which often helps remove stigmas associated with receiving tutoring (Allsopp, 1997). …

Peer Mediated Instruction and Intervention (PMII) type Classwide Peer Tutoring (CWPT) and Academics Ability of Natural Science-Biology in Vocational High School

Peer Mediated Instruction and Intervention (PMII) tipe Classwide Peer Tutoring (CWPT)dan Kemampuan Akademik pada Pembelajaran IPA Biologi SMK Abstract : Learning science in SMK 1 Bontang still dominated by conventional learning strategy is a method of learning with lecture. This has an impact on learning outcomes of cognitive science that tends biology is still low because the students have not been trained become independent learners, thus learning innovation PMII CWPT types can be used as a breakthrough to develop the cognitive learning. This study was conducted to determine the application CWPT strategies and academic skills in science teaching vocational Biology. Quasi-experimental research with pretest-posttest design Nonequivalent Control Group. Results of the study, namely: (1) there CWPT effect on the cognitive learning, (2) no influence academic ability to cognitive learning outcomes, and (3) there is no interaction effect between learning strategy and the academic ability toward the cognitive learning. Key Words : peer-mediated instruction and intervention, classwide peer tutoring, academic skills, cognitive learning outcomes Normal 0 false false false IN X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Abstrak : Pembelajaran IPA di SMKN 1 Bontang masih didominasi dengan strategi belajar konvensio-nal yaitu metode belajar dengan ceramah. Hal ini berdampak terhadap hasil belajar kognitif IPA biolo-gi yang cendrung masih rendah karena siswa belum terlatih menjadi pebelajar yang mandiri, sehingga inovasi pembelajaran PMII tipe CWPT dapat digunakan sebagai terobosan untuk mengembangkan hasil belajar kognitif. Penelitian ini dilakukan untuk mengetahui penerapan strategi CWPT dan kemam-puan akademik pada pembelajaran IPA Biologi SMK. Penelitian eksperimen semu dengan rancangan pretest-posttest Nonequivalent Control Group. Hasil penelitian, yaitu: (1) ada pengaruh CWPT ter-hadap hasil belajar kognitif, (2) ada pengaruh kemampuan akademik terhadap hasil belajar kognitif, dan (3) tidak ada pengaruh interaksi antara strategi pembelajaran dan kemampuan akademik terhadap hasil belajar kognitif. Kata kunci : peer mediated instruction and intervention, classwide peer tutoring, kemampuan aka-demik, hasil belajar kognitif

Classwide peer tutoring for elementary and high school students at risk: listening to students’ voices

Teaching has become a very challenging profession with the requirements to provide appropriate individualised instruction in large and diverse classes. Problem behaviours displayed by students with special needs exacerbate the difficulties. This is especially true and intense in physical education, where students are exposed to extreme emotional situations under physical demands. Classwide peer tutoring (CWPT) is an evidence‐based teaching strategy that involves programmed interactions between peers and holds promise for the education of students at risk who display antisocial behaviours. This article discusses the implementation and modification of CWPT in third and eighth grades in a K‐12 inner‐city charter school in the USA, directed towards students who have special educational and social needs. First, the two CWPT applications are described. Second, authors share the students’ reactions to the pedagogy. Third, based on students’ responses and the teacher's accumulated experience delivering CWPT, the article discusses how to tailor CWPT better to each of the grade levels.