Cooperative Learning Method Research Articles

APPLICATION OF COOPERATIVE LEARNING METHOD OF STUDENT TEAM ACHIEVEMENT DIVISION MODEL TO IMPROVE ARABIC LANGUAGE LEARNING OUTCOMES FOR CLASS X STUDENTS AT MADRASAH ALIYAH DARUL FIKRI SIDOARJO

This article aims to find out how the cooperative learning method of the student team achievement division model is applied in Arabic language subjects and the effectiveness of the cooperative learning method of the student team achievement division model on the Arabic language learning outcomes of class X students at Madrasah Aliyah Darul Fikri Sidoarjo. This article uses classroom action research (PTK) carried out using qualitative and quantitative approaches. A qualitative approach was taken to analyze changes in students during the implementation of actions until changes occurred, namely by conducting observations, interviews and documentation. A quantitative approach was taken to determine the effectiveness of learning strategies on student learning outcomes. The population taken by the author was all students in class X of the Madrasah Aliyah Darul Fikri religious program (PK), totaling 18 students. The results of this research are the cooperative learning method using the Student Team Achievement Division model, which is carried out by dividing students with diverse Arabic language mastery into one group to help each other understand the learning material and after data processing it was found that the Cooperative Learning Method using the Student Team Achievement Division model was improving students' Arabic learning outcomes as evidenced by Increased percentage of student absorption rate

Employing Cooperative Learning to Enhance the University Students’ Reading Comprehension

Cooperative learning is considered one of the most effective learning methods to improve students’ language skills. Reading is an essential language skill for students in language learning. Therefore, this study was aimed at improving reading comprehension through cooperative learning. The result data showed that the score in each cycle improved significantly. The grand mean of the first cycle was 78.26, and 85.22 in the second. The grand mean score of the first and second cycles is much higher than the mean score of the initial reflection. Moreover, the questionnaire result showed comparative percentages of 41.62%, 41.62%, 16.76%, and 0% for items A, B, C, and D, respectively. The questionnaire results indicated that most of the students were actively engaged in learning reading comprehension. Therefore, this study implies that lecturers should utilize the cooperative learning method more intensively in teaching English.

The Effectiveness of Higher Vocational Education Services in Selected Schools in China, Basis for Enhanced Learning Program

According to the tabulated data, 88% were female and 12% were male, in terms of age, descriptive statistics revealed that 68% were 18 years old, 28% were 19 years old, 3% were 20 years old, and only 1% were 21 years old or older. The data revealed that the majority of students are from the liberal arts. the respondents' perceptions of the effectiveness of higher vocational services in terms of employment opportunities, which obtained an overall mean score of 3.30 and a standard deviation of 0.50. This means that they agree that the students broaden their professional knowledge and that the informal training program encourages students to practice and improve their soft skills. Additionally, they concur that the primary goal of the vocational lessons taught is accomplished through work immersion and that the discussion and cooperative learning methods helped them to develop their productivity and teamwork skills. Findings indicate that there is no significant difference in the assessments of the respondents concerning the effectiveness of higher vocational education services when demographic profiles are taken into account. However, there is a significant relationship between respondents' assessments of service effectiveness and factors contributing to its effectiveness. These findings underscore the importance of understanding the multifaceted aspects of higher vocational education services and suggest implications for enhancing the quality of learning programs in vocational education institutions.

THE EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING STRATEGY AMONG BACHELOR NURSING STUDENTS AT ZIAUDDIN UNIVERSITY, KARACHI

Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning strategy among Bachelor nursing students. Material and Methods: The quasi-experimental study was conducted from July to December 2021 at Ziauddin University Faculty of Nursing and Midwifery, Karachi, among 60 students of 4th year BSN, approached by non-probability consecutive sampling method. The willing students of BSN year VI were included. The participants were divided into A and B groups. Group A was interventional, and group B was non-interventional. Independent t-test, Mann-Whitney U test, and Fisher exact test were applied for inferential statistics. Results: The majority, 80% of the participants, were female, and almost half, 31 (51.67%) study participants were between 23-26 years. The average score of the participants through jigsaw cooperative learning and lecture method was18.73±3.5 and 14.13±2.42, respectively. Moreover, it was also found to be statistically significant (p-value<0.001). Conclusion: It is concluded that the jigsaw cooperative learning strategy was found effective as compared to the traditional teaching style. To increase the quality of education in the health sectors, the educational system must accept and apply modern interactive technologies. Keywords: Jigsaw method, lecture method, nursing students

Learning With Jigsaw: A Systematic Review Gathering All the Pieces of the Puzzle More Than 40 Years Later

The jigsaw classroom is a cooperative learning method designed in the late 1970s to improve the academic performance of minority children by reducing intergroup conflict and increasing self-evaluations. Despite its high popularity, the available evidence for the effectiveness of this method seems scant and mixed, with neither meta-analysis nor systematic review. To fill this gap, the authors conducted a systematic review of studies conducted from 1978 through 2022 to assess the effects of jigsaw on both academic performance and psychosocial variables (e.g., intergroup relationships, self-evaluations). Sixty-nine studies met the inclusion criteria. This review revealed the research trends, research gaps, and issues of research integrity of the jigsaw literature. If the results indicate that the jigsaw classroom overall leads to positive effects, findings vary depending on the academic subjects and psychosocial variables measured. The authors discuss the challenges of jigsaw activities and the limitations of studies reviewed and conclude with practical recommendations in the context of digital education.

PENERAPAN MODEL PEMBELAJARAN MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR PPKn DI KELAS V MI MA’ARIF NU SUNYALANGU

Students' performance in civics classes is poor due to the application of methods that prioritise memory. Therefore, a new approach in education is needed, which can motivate students to engage in active learning. Make a Match is one of the interactive learning models used, along with other co-operative learning methods. Unlike the teacher who runs the class through lectures, students actively participate in this learning method. This methodology asks the teacher to create two cards: one card contains an answer and the other card contains a question or problem. The students' task is to find their card pair. In terms of solving problems that arise during learning, using this learning model turns out to be the best solution. Before the Make a Match model was implemented, 58.82% of the students met the requirements for mastery; after this model was implemented, this percentage increased to 94%. The conclusion of this study supports the opinion that Make a Match technique can improve students' academic achievement.

The Influence of the Cooperative Script Method on Interest in Learning History

This research aims to determine the influence and how big it is the significance of the influence of the cooperative script learning method on interest study student on eye lesson history in Senior High School 1 Linggang Confused. This approach uses a quantitative approach with experimental methods. The research design used was a posttest – only control design. The sample in there are two classes, namely the experimental class (XI IPS 1) and the control class (XI IPS 2). Data collection uses a questionnaire. Data analysis techniques used is regression with help SPSS 25. The results of hypothesis testing research were carried out based on coefficient data obtained mark significance as big as 0,000 from data the significance 0,000 <0.05 then H0 is rejected. Because H0 is rejected, Ha is accepted, so there is influence connection between method learning cooperative scripts to students' interest in learning, the magnitude of the coefficients for variables X and Y in the experimental class is 0.768 so that in categorize level correlation strong that is on range 0.6 – 0.799. This proves that students need more learning method more creative and innovative in helping teachers deliver material learning in the classroom. And the cooperative script learning method can used in the process learning history in class.

Influence of Cooperative Learning on Foreign Language Anxiety and Intrinsic Motivation of English Major Freshmen in China

In China, the English major freshmen can be easily influenced by anxiety, and the major choosing of higher education is made by students, for the learning of English speaking, whether it is stimulated by intrinsic motivation and its effect on learning is worth to explore. In foreign language learning field, the foreign language anxiety (FLA) and intrinsic motivation (IM) are extensively researched, but studies focus on English major students are few, methods to reduce the foreign language anxiety and promote the intrinsic motivation are also limited. Cooperative learning is widely used in foreign language teaching and learning, but few research focus on its influence on the affective factors of learners. As it is proved that the foreign language anxiety have negative influence on English learning and the intrinsic motivation is of positive effects, for Chinese students, the English speaking is the most difficult practical ability for them to learn. Therefore, helping them to reduce the foreign language anxiety and promote the intrinsic motivation is of significance. The current study involved a total of all 100 English major freshmen (from 2 classes, each 50 students) from one public university in China. Using a questionnaire aimed to explore their level of foreign language anxiety and intrinsic motivation and a cooperative learning course construction as research instruments. All students will be asked to do the questionnaire before and after a 10-weeks’ English speaking course, and all the 100 students will be divided into two group---experimental group (Group A) and control group (Group B), with the experimental group using the cooperative learning course construction in the English speaking course and the control group using the traditional teacher-centered teaching method. The main finding of this study is that the cooperative learning method can reduce the foreign language anxiety and promote the intrinsic motivation in the English speaking learning.

Effectiveness of the Teams Games Tournament (TGT) Cooperative Learning Method towards the Arabic Language Learning Achievement of Students at SMP Muhammadiyah 2 Kalasan

This study utilizes the cooperative learning strategy known as Teams Games Tournament (TGT) along with crossword puzzle games to enhance Arabic language acquisition at SMP Muhammadiyah 2 Kalasan. This study aimed to assess the efficacy of implementing the cooperative teams games tournament approach in enhancing students' academic performance. The research methodology employed is quantitative with a nonequivalent control group design. The study sampled two classes: experimental class 8e and control class 8d. The study employed a census sample, encompassing all pupils in each class, totaling 35 students. Data were gathered using observation techniques, interviews, and Pre Post Test assessments. The data collected using SPSS version 25 indicates that the independent sample t-test yielded a two-tailed significance value of 0.000, which is less than 0.05. Therefore, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. There is a considerable difference in average student learning achievement between using Teams Games Tournament cooperative learning and not using it. This method of learning facilitates quicker comprehension for pupils by engaging them in educational games relevant to the study topic.

PENERAPAN METODE PEMBELAJARAN COOPERATIVE STAD UNTUK MENINGKATKAN HASIL BELAJAR

This researcher aims To find out whether the application of the Cooperative STAD learning method can improve the learning outcomes of class VIII students at SMP Negeri 3 Onolalu for the 2023 academic year.The Cooperative STAD learning mode is a group learning method where students who play a more active role learn from several topics that have been determined by the teacher which can improve student learning outcomes in studying social studies. This research was carried out at SMP Negeri 3 Onolalu with the research subjects being students in class VIII Semester 1 of the 2023 academic year, totaling 28 people consisting of 12 boys and 16 girls. The research method used is classroom action research (PTK). Each cycle consists of two meetings plus one meeting for giving a learning outcomes test. The research results from processing the percentage of student learning completeness in cycle were 71.4% complete and 28.6% incomplete. Meanwhile, the results of research in cycle II were 92.9% complete and 7.1% incomplete. The conclusion in this research is that the application of the STAD Cooperative learning method can improve students’ learning abilities in the teaching and learning process, student activity in the teaching and learning process without being in cycle II after implementing the STAD Cooperative learning method. The results of this research are the efforts of researches in collaboration with social studies subject teachersb At the research location, students’activeness in the teaching and learning process was visible in cycle II after implementing the STAD Cooperative Learning method Suggestions that can be given by researchers are (1) in carrying out the learning process, subject teachers should choose and apply learning models (2) teachers should use learning models that involve students actively during the teaching and learning process,(3) research results should be This will be a consideration for future researchers.

Student Perceptions of Class Management With Cooperative Learning Methods Using "Couple Cards" on Student Satisfaction

Penelitian ini berjudul “Persepsi Siswa dalam Pengelolaan Kelas Melalui Metode Pembelajaran Kooperatif Menggunakan “Couple Card” Terhadap Kepuasan Siswa”. Masalah yang diangkat dalam penelitian ini adalah adanya tingkah laku siswa yang dapat menyebabkan proses belajar mengajar menjadi kurang kondusif. Hal ini diduga adanya persepsi siswa mengenai pengelolaan kelas oleh guru yang belum sesuai harapan. Selain itu, pembelajaran selama ini masih cenderung monoton dan belum divariasikan dengan metode yang lebih variatif. Oleh karena itu, penelitian ini bertujuan untuk mengevaluasi kontribusi penggunaan metode pembelajaran kooperatif menggunakan “couple card” terhadap kepuasan belajar siswa. Penelitian ini menggunakan metode deskriptif dengan pendekatan kuantitatif. Populasi yang dijadikan sumber data dalam penelitian ini sebanyak 607 siswa dari populasi tersebut diambil sampel sebanyak 86 siswa sebagai sampel. Berdasarkan pengolahan data yang dihitung dengan menggunakan teknik WMS (Weight Means Scored) diperoleh bahwa rata-rata kecenderungan umum untuk persepsi siswa mengenai pengelolaan kelas melalui metode pembelajaran kooperatif menggunakan “couple card”berada dalam kategori baik dan rata-rata kecenderungan umum untuk kepuasan siswa pun berada dalam kategori baik. Dapat disimpulkan bahwa persepsi siswa mengenai pengelolaan kelas oleh guru memberikan kontribusi yang positif dan signifikan. Karena telah diketahui adanya kontribusi yang cukup kuat, maka implikasinya semakin baik pengelolaan kelas akan semakin puas pula siswa atas pelayanan sekolah, dalam hal ini pelayanan guru dalam pengelolaan kelas. Hal ini memberikan petunjuk bagi pihak sekolah untuk meningkatkan kemampuan guru dalam pengelolaan kelas serta untuk meningkatkan mutu sekolah, maka sekolah perlu memperhatikan persepsi para siswa atas pelayanan yang telah diberikan.
 This research is entitled "Students' Perceptions of Class Management Through Cooperative Learning Methods Using "Couple Cards" on Student Satisfaction." The problem raised in this research is the existence of student behavior that can cause the teaching and learning process to become less conducive. This is suspected to be students' perceptions regarding classroom management by teachers that do not meet expectations. Apart from that, learning so far still tends to be monotonous and has not been varied with more varied methods. Therefore, this research aims to evaluate the contribution of using cooperative learning methods using "couple cards" to student learning satisfaction. This research uses a descriptive method with a quantitative approach. The population used as a data source in this research was 607 students. From this population, 86 students were taken as samples. Based on data processing calculated using the WMS (Weight Means Scored) technique, it was found that the average general trend for student perceptions regarding classroom management through cooperative learning methods using "couple cards" was in the good category and the average general trend for student satisfaction was also is in the good category. It can be concluded that students' perceptions regarding classroom management by teachers provide a positive and significant contribution. Because it is known that there is a fairly strong contribution, the implication is that the better the classroom management, the more satisfied the students will be with school services, in this case the teacher's service in classroom management. This provides guidance for schools to improve teachers' abilities in classroom management and to improve school quality, schools need to pay attention to students' perceptions of the services provided.

Fostering Effective Communication: Exploring Students' Views on the Group Investigations to Enhance Arabic Speaking Skills

The Arabic language has become strategically important in the era of globalization, which demands multilingual competence. However, developing Arabic speaking skills is often perceived as complex and uninteresting for students. Therefore, this research aims to evaluate the effectiveness of Cooperative Learning Methods, precisely the Group Investigations approach, in enhancing students' Arabic speaking abilities in secondary schools. This study employs a mixed-method approach. The research sample consists of 30 eighth-grade students from a secondary school. The results indicate that cooperative learning methods, particularly the Group Investigations approach, can effectively improve students' Arabic speaking abilities. These findings underscore the importance of adopting engaging and student-involved teaching methods in the Arabic language learning process in the classroom

IMPROVING MATHEMATICS LEARNING OUTCOMES OF PYTHAGOREAN THEOREM THROUGH JIGSAW TYPE COOPERATIVE METHOD

This research aimed to determine the extent to which the learning outcomes of class VIII G students of SMP Negeri 14 Denpasar had improved through the Jigsaw Type Cooperative learning method in learning mathematics regarding the Pythagorean Theorem. This research was classroom action research with the research subject being class VIII G of SMP Negeri 14 Denpasar Semester 1 in the academic year 2023/2024. Data on student learning outcomes was collected using written tests in the form of multiple choices. The result of this research showed that the first increase occurred in cycle I, 22 of the 42 students who took the test completed the test with a percentage of 52.4%. In cycle II, there was an increase in students who completed the test by 34 students out of 42 students who took the test with a percentage of 81%. It could be concluded that there was an increase in student learning outcomes in learning mathematics regarding the Pythagorean Theorem by applying the Jigsaw Type Cooperative learning method.

Pengaruh Model Pembelajaran Kooperatif Tipe Team Games Tournament (TGT) Terhadap Hasil Belajar Siswa

Education is the most important part for every individual in increasing their knowledge. Education in Indonesia is currently not said to be good, especially in mathematics education. The use of methods that can generate enthusiasm for learning is indeed important, such as the TGT-type cooperative learning method that combines games and tournaments in learning. The purpose of this study is to determine the implementation and influence of the Team Games Tournament (TGT) type cooperative learning model on the learning outcomes of grade IV students in plan figure mathematics subjects at MI Miftahul Ulum Pandanarum. Using a type of research two group pre-test post-test design. With a class IV research sample of 50 students. In the implementation of the team games tournament (TGT) type cooperative learning model, data analysis obtained that the average learning outcomes of experimental class students were 77.4 while the control class was 57.6, so the average score of experimental class students was better than in the control class.

Cooperative learning methods and algebraic proficiency: insights from secondary school education

Cooperative learning, a collaborative approach where students work together in small groups to comprehend academic content, has gained recognition as an effective pedagogical method. Algebra, a mathematical discipline employing letters and symbols to represent quantities and figures, often poses challenges for secondary school students. Despite advancements in teaching strategies, Mathematics achievement among students remains a concern. Existing literature suggests that cooperative learning may offer superior results in enhancing students' mathematical performance compared to traditional methods. This study aims to assess the influence of cooperative learning on students' proficiency in comprehending algebraic expressions. Employing a quantitative approach, data was gathered through a questionnaire. 68 samples of secondary students in Kelantan, Malaysia were obtained and analysed using SPSS. The results demonstrate a positive impact of cooperative learning on the secondary students’ achievement in understanding algebraic expressions.

Meningkatkan Keaktifan Siswa Pada Mata Pelajaran PAI Melalui Model Pembelajaran Kooperative Tipe Jigsaw Di Kelas VIII SMPN 10 Kota Serang

This research aims to analyze: First, the level of implementation of the jigsaw type cooperative learning method; student learning activity before and after applying the jigsaw type cooperative method. This research was conducted at SMP N 10 Serang City, specifically in class VIII B. This research used the classroom action research (PTK) method, which is one of the efforts that teachers can make to improve the quality of teachers' roles and responsibilities, especially in managing learning. What focuses on the learning process is known as Classroom Action Research. The sample in this study was 38 students in class VIII B. The research procedures or steps carried out are divided into activity cycles which refer to the Kemmis and Kaggart model, where each cycle consists of planning (Plan), Implementation (Action), Observation (Observation), and Reflection (Reflection), these four activities take place simultaneously and the sequence can be modified. The research instruments used observation sheets, questionnaires, and skills/psychomotor assessment tests

Peran Metode Cooperative Learning dalam Meningkatkan Kemampuan Menghafal Al-Qur’an Siswa Kelas X di MAN 2 Kabupaten Bogor

Based on the author's observations of class X MAN 2 Bogor Regency students, 70% of students still experience low Al-Qur'an memorization skills. With this data, it is necessary to improve learning about memorization. The purpose of this study was to find out whether there was a significant difference in improving the ability to memorize the Qur'an after the Cooperative Learning method was applied. The method that will be used in this study is the Quasi Experimental Test method. The form of this research design is Nonequivalent Control Group Design, namely research to find the effect of the Cooperative Learning method on the memorization ability of class X students at MAN 2 Bogor Regency. In this study the test was administered twice: first, students were given a pre-test to find out the amount of student memorization in both the control and experimental groups. Second, students are given a final test (post-test) using traditional methods in the control class and using the Cooperative Learning method in the experimental class. From the results of the test, it can be concluded that there was an increase in the ability to memorize the Al-Qur'an for class X MAN 2 Bogor Regency students who were taught by traditional methods. It was seen that the average number of memorization increased by 13.45 verses, and there was an increase in the ability to memorize the Al-Qur'an class X MAN 2 Bogor Regency who were taught by Cooperative Learning method seen from the average number of memorization increased by 17.95. Whereas in the T-test, there is a difference in the ability to memorize the Koran for class X MAN 2 students in Bogor Regency after the Cooperative Learning method is applied, it is seen that the significance is 0.000 <0.05, so it can be concluded that the Cooperative Learning method can increase the memorization of class X MAN 2 students Bogor Regency.

Study of Level Learning and Satisfaction with the Cooperative Learning Method and Active Engagement of Students in the Course Subjects Interpretation of the Holy Quran

Introduction:Common teaching methods such as lectures for learning theoretical courses are not effective according to studies, and it is necessary to use methods to engage students and take responsibility for learning. The aim of this study was to determine and compare the level of learning and satisfaction of students with the collaborative teaching method and active engagement of students in the course subjects Interpretation of the Holy Quran in Hamadn university of medical sciences. Methods:This study was semi-experimental (before-after). The intervention was carried out for the theoretical course unit "subjects Interpretation of the Holy Quran" in Hamadan University of Medical Sciences. The sample size consist of 90 students from the faculties and randomly divided into two equal groups. According to the course plan, the common method (lecture) was used in the control group, and the cooperative learning method was used in the intervention group. The educational content and designed slides, the instructor and the number of sessions were the same for both groups. The study tool included two questionnaires, one measuring the level of learning with 15 MCQ and measuring the level of satisfaction of students from the course with 17 items. A pre-test and post-test were held for both groups. The data were analyzed using descriptive statistical tests (frequency and percentage) and analytical (independent t-test and one-sample t-test) with STATA statistical software. Results: The level of learning in the intervention group was significantly 4.53 units higher than the common method (p<0.05). The mean and standard deviation of satisfaction was 3.69 ± 0.33 (of 5 score). The level of students' satisfaction in the areas of course content, presented assignments, and produced content was 74.03, 38.88, and 88.46 percent, respectively. The highest satisfaction average was related to the produced content area and this difference from the overall average was statistically significant (p<0.05) Conclusion: Considering the increase in learning and satisfaction of students in the collaborative teaching method and active engagement, it is recommended to use this method as one of the complementary methods to provide theoretical lessons to professors.

Analysis of Students’s Mathematical Communication Ability in Learning Mathematics Using the Jigsaw Cooperative Method

This research aims to determine students' mathematical communication skills in mathematics which was carried out using the Jigsaw cooperative method. The research method uses experimental research. The design in this research leads to a true experimental design with a posttest-only control design. The sampling technique was simple random sampling taken from odd semester student report cards. The research sample consisted of 2 classes, namely class VIIA and VIIB. The research instrument consists of a test sheet consisting of five descriptive questions with material about plane figures and an observation sheet containing two indicators of mathematical communication, written and oral. The data analysis technique uses an independent T-Test, so it can be concluded that (1) the Jigsaw type cooperative learning method has an effect on students' mathematical communication skills. (2) Independent sample T-Test with a significance value of showing a significant difference between class VII A as the experimental class and class VIIB as the control class.

Efforts to Improve Learning Outcomes of Class X Science1 Students for the 2020/2021 Academic Year on Bacteria Material Using Cooperative Learning Method

The research aims to improve biological learning outcomes on bacterial material through cooperative learning with the jigsaw method for students of the X grade of IPA1 MAN 1 Serang in the Odd Semester of the 2020/2021 academic year. The study was conducted for six months, from July to December. The subject of the study was 32 students of the X grade of the 1st semester of Odd MAN 1 Serang. The class action research was conducted in two cycles. Each cycle consists of four stages: planning, taking action, observing, and reflecting. Data analysis used comparative descriptive analysis by comparing the initial values of class action research from the initial and final conditions. Data collection techniques using observation, documentation, testing, and non-testing techniques. Data is collected from no treatment conditions, cycles I and II results. The study's results show an increase of 8% in the average of the initial condition to cycle 1 with an average of 75 to 81. Cycle I to Cycle II increased by 13.58%, from 81 to 92. Initial to final conditions increase by 22.66% from the average value of 75 to 90. Students' learning activity and motivation increased.