Cooperative Learning Research Articles

The Effectiveness of The Stad-Type Cooperative Learning Model on The Mathematical Problem-Solving Ability of Elementary School Students

Students’ ability to solve problems is still lacking because they often rely on memorizing concepts. The purpose of this research is to determine the effectiveness of the STAD-type cooperative learning model in helping students solve mathematical problems. This type of research used descriptive quantitative research. This research approach used an experiment with a Quasi experimental design in the form of a pre-test post-test control group design. This research was conducted using a sample of fifth-grade students at Dukuhan Kerten State Elementary School, even semester of the 2022/2023 academic year. This research used a cluster random sampling technique where two experimental and control classes were obtained. Independent Sample T-Test is one type of data analysis test used. STAD and conventional learning models show different levels of effectiveness, as seen from the Sig. (2-tailed) of 0.044 < 0.05 indicated that is rejected. In the Independent sample t-test the mean value of the experimental class also bigger than the mean of the control class, which is 0.4280 > 0.2708. It showed that in improving fifth-grade students’class V mathematics problem solving skills on geometric material, the STAD learning model is more effective to use.

Analisis Penerapan Model Pembelajaran Kooperatif Tipe STAD Dilihat Dari Hasil Belajar IPA

This study aims to describe the application of the STAD type cooperative learning model to science learning outcomes. This research is a qualitative descriptive study. The subjects of this study were fourth grade students and teachers at MI Muhammadiyah 27 Surabaya. Data collection techniques used in this study are observation, interviews, and documentation. The results of the study show that the application of the STAD Type Cooperative learning model has been carried out properly and well. The STAD Type Cooperative Learning Model has 5 steps, namely the goal of directing learning and motivating students, presenting information, organizing and guiding students in groups, giving quizzes, and giving awards. The impact of applying this learning model can be seen during the learning process, namely by looking at the teachers and students who have implemented the 5 steps of the learning model correctly, so that the learning process goes well. Interaction between students and students with teachers is also visible and students can interact in groups. There was an increase in science learning outcomes after the implementation of the STAD Type Cooperative learning model.

Application of Cooperative Learning Model Integrated Reading and Composition (CIRC) Assisted By Flashcardmediato Improve Reading Comprehension Ability of Dyslexic Students In Elementary Schools Providing Inclusion Education

This study intends to describe the Cooperative Integrated Reading Composition (CIRC) learning model's deployment with the use of Flashcard media and the improvement in dyslexic students' reading comprehension skills following the use of the CIRC model with Flashcard media. Research of this kind is referred to as classroom action research. This study's focus was on one student with special needs, namely dyslexia in class VI. The research site is at SDN Banjarworo II, Bangilan District, Tuban Regency. This study was conducted in two cycles, with each cycle consisting of one meeting. This research is class action research using a qualitative and qualified approach. The stages or steps carried out are (1) the planning stage, (2) the implementation stage, (3) the observation stage, and (4) the reflection stage. Data collection techniques use interview techniques, observations, tests, and documentation. Research instruments are interview sheets, observation sheets, and test sheets. Research results: At the stage of implementing the application of the CIRC model assisted by flashcard media, students pay attention to text and reading and make initial predictions. With the assistance of teachers, dyslexic students work in groups and practice doing presentations and class discussions, then do the reading comprehension ability test questions. In cycle 1, the assessment of teacher activities in implementing the CIRC learning model assisted by flashcard media was 80% with the criteria "good" and experienced an increase in cycle II of 95% with the criteria "excellent". The assessment of the activities of class VI dyslexic students in following the learning process using the CIRC learning model assisted by flashcard media was 70% with the criteria "good" and experienced an increase in cycle II by 85% with the criteria of "excellent". For the assessment of the reading comprehension ability of dyslexic students in the first cycle, which is 65, this score is still insufficient because it is below the school's KKM score. In the second phase, the assessment of reading comprehension ability increased to 80. This shows that the application of the Cooperative Integrated Reading and Composition (CIRC) learning model assisted by flashcard media can improve the reading comprehension ability of grade VI dyslexic students at SDN Banjarworo II, Bangilan District, Tuban Regency.

Cooperative learning before and during the COVID-19 pandemic: the predictive power of teacher expertise

AbstractThe present study aimed to investigate the relative predictive power of teachers’ beliefs about cooperative learning, their participation in professional development courses on cooperative learning, emotional exhaustion, and the frequency of cooperative learning implementation before the outbreak of the COVID-19 pandemic for the frequency of cooperative learning implementation during the COVID-19 pandemic. Two hundred and sixty-eight German teachers participated in an online survey in the spring of 2021 (retrospective self-reports, cross-sectional). The study revealed three key findings: first, teachers used cooperative learning significantly less often in face-to-face teaching during the pandemic than before the pandemic. Second, teachers’ positive beliefs about cooperative learning and their participation in professional development courses predicted the frequency of cooperative learning implementation before the pandemic. But, third, neither of these aspects of teachers’ expertise predicted the implementation of cooperative learning in face-to-face teaching during the pandemic. Only the frequency of implementation before the pandemic predicted implementation during the pandemic which may point to the value of routine in times of crisis. Our findings suggest that the predictive power of aspects of teacher expertise (such as their beliefs) varies with contextual conditions.

Applications to Support Smart Learning Environments in Project-Based Cooperative Learning Models in Java Programming Courses and Applied in Science

This research paper proposes the development of an application to support an intelligent learning environment in a project-based cooperative learning model on Java programming courses. The application is built using the Laravel framework where the end result later lecturers can easily see the student portfolio of each learning access on the java programming course. An intelligent learning environment will enable students to learn from their experiences, adapt to new input, and perform project tasks already assigned to lecturers. This application will also help teachers in groups that are adapted from the cooperative learning model of the STAD type. The proposed application will be designed to make it easier for teachers to form groups based on the ability of students from high, medium and low, so that the groups formed are not homogeneous groups. This application will be useful for a variety of study programmer that have practical programming courses devised. This paper will discuss the benefits of cooperative learning, project-based learning, and intelligent learning environments in the context of Java programming courses. It will also provide insights into the proposed application development process. This application facilitates communication and discussion among students in a group that is easily connected with their lecturer, so that the lecturer can also monitor the activity of the group members. This paper will conclude with a discussion of the potential impact of the proposed applications on the field of education and the future in the learning environment.

Application of the Cooperative Integrated Learning Model Reading and Composition to Improve Chemistry Learning Outcomes

Purpose of the study: The aim of this research is to improve the chemistry learning outcomes of class X students at Public High School 5 Bandar Lampung through the implementation of the Cooperative Integrated Reading and Composition (CIRC) cooperative learning model. Methodology: The subjects in this research were 18 class X Public High School 5 Bandar Lampung students. Meanwhile, the object of this research is the application of the Cooperative type cooperative learning model Integrated Reading and Composition (CIRC) to improve chemistry learning outcomes for class X Public High School 5 Bandar Lampung. Main Findings: Based on research results, the application of cooperative learning strategies of the Cooperative Integrated Reading and type Composition (CIRC) in the learning process in class X Public High School 5 Bandar Lampung improves student learning outcomes. Novelty/Originality of this study: The novelty of this research is to determine the effectiveness of implementing the cooperative integrated reading and composition (CIRC) type cooperative learning model to improve chemistry learning outcomes. In addition, this research also contributes to the educational literature by presenting empirical data regarding the effectiveness of CIRC in improving understanding and retention of chemistry material.

Application of Cooperative Learning Methods through Sending Speeches and Questions to Improve Chemistry Learning

Purpose of the study: This research aims to find out whether the application of learning techniques for sending greetings and questions can achieve complete chemistry learning on chemical bonding material. Methodology: The instruments used in this research are tests, observation and documentation. Tests are carried out to determine student learning outcomes. Observations are carried out to determine the development of teachers and students in the ongoing learning process. Meanwhile, documentation is carried out to obtain school data, teacher data and also student data. Main Findings: Based on the results of data analysis, it was found that student learning completeness (classical) before the action was 42.5%, cycle I 47.5%, cycle II 72.5%, cycle III 87.5%, which increased with each meeting. , so it can be concluded that the application of cooperative learning techniques of sending greetings and questions can achieve complete student learning. Novelty/Originality of this study: The novelty of this research is to determine the effectiveness of applying cooperative learning techniques for sending greetings and questions to achieve complete chemistry learning in chemical bonding material.

Penerapan Pendekatan Kooperatif Model Jigsaw terhadap Keaktifan Belajar Siswa

The aim of this study is to describe the impact of cooperative learning approaches with jigsaw types on student activity. Based on initial observations, the researchers found that students looked bored, inactive in learning, like lazy in answering questions, and embarrassed to express their opinions. This is due to some factors such as conventional learning, teachers dominating learning, the absence of learning media, as well as the lack of learning strategies given to students, such as jigsaw-type cooperative learning. This research uses an approach with a type of qualitative research that is descriptive, although data collection techniques are direct observations, interviews and documentation. Data analysis techniques use Milles and Huberman data analysis techniques that have three stages: data reduction, data presentation, and inference. Through this research, the results were obtained that student activity can be improved while following learning through collaborative jigsaw-type stimulation.

EFEKTIVITAS MODEL TWO STAY TWO STRAY (TSTS) TERHADAP PEMBELAJARAN KETERAMPILAN BERBICARA SISWA KELAS VII SMP NEGERI 1 SUNGGUMINASA

This study aims to describe the conventional learning model in the control class in determining speaking ability, cooperative learning type Two Stay Two Stray in the experimental class in determining speaking ability, and the effectiveness of the use of cooperative learning model type Two Stay Two Stray in determining speaking ability during Indonesian language learning for VII grade students of SMP Negeri 1 Sungguminasa. The approach used in this research is descriptive quantitative approach, the data source is Indonesian language teacher in SMP 1 Sungguminasa. The form of data in this study is the skill of providing reinforcement by Indonesian language teachers. The data collection technique in this research is oral technique. The results showed that the conventional learning model in the control class was in the less category with an average value of 57.65% which means that students are less able to stimulate students' speaking activeness. Furthermore, the Two Stay Two Stray cooperative learning model in the experimental class is in the good category with an average value of 86.94% which means that students are able to improve their speaking skills well. Then, the cooperative learning model of Two Stay Two Stray Type is effectively used in learning students' speaking skills compared to the conventional learning model.

Think Pair Share Type Cooperative Learning to Improve Chemistry Learning Outcomes on Atomic Structure Material

Think Pair Share Type Cooperative Learning to Improve Chemistry Learning Outcomes on Atomic Structure Material

Interest, Collaboration, Autonomous Learning and satisfaction in the Blended Teaching of Martial Arts

This study involves two classes of education majors taking a general Martial Arts course, using traditional teaching methods for one class and blended teaching methods for the other over a semester. It aims to compare the learning outcomes in terms of student interest in Martial Arts, cooperative learning abilities in sports, and independent learning abilities. The goal is to explore the feasibility and effectiveness of the online and offline blended teaching mode in university Martial Arts instruction. The result showed that compared to traditional teaching methods, the implementation of blended learning based on online teaching platforms complements students' interest in learning martial arts, as well as their ability to learn independently and collaboratively. With the implementation of personalized learning, interest has increased, and the abilities to learn independently and through hands-on learning have been cultivated, resulting in improved satisfaction.

Cooperative videodance learning categories for pre-service teachers’ development

ABSTRACT This study demonstrates that videodance has the potential to create a paradigm shift in curriculum analysis and the implementation of hybrid activities in pre-service teachers at both the individual and group levels. Students’ critical perceptions, which had previously been trained in the domains of videodance, intermedial approaches, and cooperative learning, confirm the dimensions of video dance: videodance as an expression of language synergies, self-knowledge development through the use of technology, intermediality as a didactic resource, and the social contextualization of videodance. Pre-service students demonstrate their ability to create intermedial items. The outcomes of an individual creative education based on the requirements of each individual, as well as a collective artistic education based on varied interpretations of society, are demonstrated. Videodance generates an integrative look of the individual towards oneself, that is, awareness of the media (physical and visual) shapes the individual’s social observation and influences the reproduction of oneself towards the world.

The Effectiveness of Cooperative Learning (CL) on Reading Comprehension of EFL Learners at Tertiary Education

The Effectiveness of Cooperative Learning (CL) on Reading Comprehension of EFL Learners at Tertiary Education

Implementasi Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) dalam Meningkatkan Kemampuan Problem Solving dan Kreativitas Peserta Didik Pada Pembelajaran Matematika di SMK Negeri 2 Medan

This research aimed to improve the problem-solving abilities and creativity of students in class XI TITL-5 at SMK Negeri 2 Medan in learning mathematics through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model. The research design used was Classroom Action Research (CAR) with two cycles of action. The research subjects were 30 students of class XI TITL-5. The instruments used included problem-solving ability tests, creativity questionnaires, Lesson Plans (RPP), Student Worksheets (LKPD), and observation sheets. The results showed that the application of the STAD cooperative learning model could significantly improve students' problem-solving abilities and creativity. In cycle I, the average problem-solving ability of students was 58.78, and the average creativity was 51.33. After the actions in cycle II, the average problem-solving ability increased to 81.03, and the average creativity reached 75.16. Thus, the STAD cooperative learning model proved effective in improving the problem-solving abilities and creativity of students in class XI TITL-5 at SMK Negeri 2 Medan.

KOMPARASI HASIL BELAJAR SISWA YANG DIAJARKAN DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT)

This study is motivated by the observation that most students still make mistakes in understanding and applying problems in algebraic form, and the learning process is still teacher-centered. This study aims to determine which is better between mathematics learning outcomes in MTs students taught using the Think Pair Share (TPS) cooperative learning model and the Numbered Heads Together (NHT) cooperative learning model on algebraic form material in class VII. One of the efforts that can be made to actively involve students in learning is to apply the Think TPS cooperative learning model and the NHT cooperative learning model. The type of research used is experimental research with Post Test Group Design research design. In this study, the population used was all students of class Vll consisting of 3 classes with a total of 78 students, selected using purposive sampling technique, namely class VII1 as the first experimental class taught with the TPS cooperative learning model and class VII3 as the second experimental class taught with the NHT) cooperative learning model. For each class there were 31 and 23 students, so that the total number of samples in this study was 54 people. The instrument used in this study is a test question consisting of 4 description questions. Based on the t-test statistical analysis, the Sig. (2-tailed) value of 0.006 is smaller than α = 0.05 so there is a significant difference between the two models. Furthermore, the Mean value in the Group Statitics table shows that the Mean value of Think Pair Share is 62.19 and the Mean value of Numbered Heads Together is 50.19. these results can prove that the superior learning model is the TPS Cooperative Learning Model .

Teachers’ Strategies in Teaching English Vocabulary by Using the EWA Application

This study investigates teachers' strategies for applying the EWA application in the classroom. Using qualitative methods, data were collected from teachers through observation, interviews, and documentation. The documentation consisted of materials from teachers who used the EWA application, while structured interviews provided detailed insights into their experiences teaching English vocabulary with the app. The results highlight two main strategies: Cooperative Learning and the Clustering Method. In Cooperative Learning, students share and exchange vocabulary, promoting peer-to-peer learning. The Clustering Method involves using pictures to prompt students to identify related vocabulary, enhancing visual learning. Both strategies actively engage students and make learning enjoyable due to the EWA app's interactive and visually appealing features. However, internet connectivity issues pose challenges. Teachers utilize LCD projectors and computer labs to overcome these, ensuring that lessons proceed smoothly. This study concludes that using Cooperative Learning and the Clustering Method with the EWA application can significantly enhance student participation and enjoyment in learning English vocabulary.

OPEN FOR DISCUSSION: РАЗВИТИЕ НАВЫКОВ РАЗГОВОРНОЙ РЕЧИ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОМУ ЯЗЫКУ СО СТУДЕНТАМИ ХИМИЧЕСКОГО ФАКУЛЬТЕТА

In the context of studying foreign languages, speaking skills are generally viewed as the key criteria of success yet the most challenging aspect of language learning. This requires special approach and efforts on the side of the teacher who should be able to create proper conditions and apply certain methods to encourage students to speak. Open for Discussion is a language course specifically developed to support chemistry students in practising real-world speaking skills within the framework of problem-solving teaching strategy and provocation in teaching. The present article gives an overview of the course, its underlying concepts and practical application. At that, special focus is made on cooperative learning strategies and collaborative discussion as the most effective ways to enhance the communicative competence and boost English speaking skills. The described course may be used to strengthen methodological support for foreign-language teachers at nonlanguage faculties.

The Evolution of Collaboration Skills Research in Education : Trends, Intellectual Structure, and Research Topics

This study aims to examine the evolution of collaboration skills in the field of education including publication trends, intellectual structure, and research topics. This study uses the bibliometric method which is part of the literature review, with descriptive data analysis. Analysis was carried out on 723 documents from the Scopus database that had been selected. The results show that the trend of document publications on collaboration skills began to increase at the beginning of the 2001s until reaching the highest number of publications in 2023 with 104 documents. In the early period (1986-2004), there were five schools of thought that became the foundation of its intellectual structure, namely the practice of collaboration, small group learning, learning theory and its implementation, software design, and engineering studies. Meanwhile, in the next period (2005-2023) there are learning theory and its implementation, collaborative learning, interprofessional education, cooperative learning, and computer-supported learning. If the schools of thought in the two periods are compared, it can be seen that there has been an evolution of the intellectual structure of collaboration skills. Evolution also occurred in the collaboration skills research topics, which can be seen from the keywords data that often appeared in the early period, namely active learning, communication skills, and cooperative learning. In the following period, it changed to collaboration, interprofessional education, and higher education. These research findings can provide information regarding the knowledge base of collaboration skills and related research topics that have been carried out.

Environmental Management in SD Alam Al Fath’s Bilingual Program: A Case Study

In the modern era, bilingual competencies not only enhance job opportunities and international collaboration but are also critical for effective environmental management in educational programs. Thus, environmental management of bilingual programs must be thoroughly examined and well-implemented. This article analyzes the policies and implementation of environmental management, along with influencing factors, at SD Alam Al Fath in Jambi City. The research employs a qualitative approach with a case study method developed from an interpretive paradigm. Through interviews, observations, documentation, and interactive analysis using Miles Huberman's approach, it is concluded that the environmental management of the bilingual program at SD Alam Al Fath in Jambi City is implemented through a well-structured series of daily, weekly, monthly, and yearly activities. There are five main supporting factors for these activities and three hindering factors: time constraints in the school environment, the lack of some supporting facilities, and various levels of language proficiency. This study suggests that student categorization can improve the effectiveness of bilingual programs in schools and similar programs elsewhere. However, if there is no possibility, inductive and expository strategies with direct and cooperative learning approaches could be preferred to improve the Arabic and English language proficiency of heterogeneous learners.

Understanding of Linear Algebra Concepts through the TAPPS (Thinking Aloud Pair Problem Solving) Learning Model at the Faculty of Computer Science, Dharma AUB University of Surakarta

Education aims to improve the quality of human life which is technically through lectures. A good lecture produces a positive influence on students' ability. The interaction between lecturers and students in the class is an important role in achieving the goals. Linear Algebra is an important subject in the Mathematic. Many students think that Linear Algebra are difficult. Linear Algebra at the Faculty of Computer Science, Dharma AUB University of Surakarta have not been able to improve students' understanding of Linear Algebra concepts. Because of class that are centered on lecturers. Based on the description above, the author applies the TAPPS (Thinking Aloud Pair Problem Solving) cooperative learning model to increase concept understanding of Linear Algebra. Formulation of the problem in this research: "Is there an increase concept understanding of Linear Algebra after using the TAPPS learning model?". This research is a qualitative descriptive group with the type of Classroom Action Research. The data used are field notes and documentation. Based on the research results, it can be concluded that there is an increase in understanding of the concept of Linear Algebra through the TAPPS (Thinking Aloud Pair Problem Solving) model.