Cooperative Learning Process Research Articles

PENGGUNAAN METODE JIGSAW DALAM PEMBELAJARAN MATA KULIAH TRANSLATION UNTUK MENGHASILKAN KEEFEKTIFAN DALAM MENYELESAIKAN TERJEMAHAN

Translation learning is a complex process that requires a profound understanding of both the source and target languages. This study aims to explore the use of the Jigsaw method in the context of translation course learning, with a focus on enhancing students' effectiveness in completing translations. The Jigsaw method is a cooperative learning approach where students work in small groups to understand parts of the material and then take responsibility for teaching that material to other group members. This study integrates the Jigsaw method into translation learning by utilizing complex and varied source language texts. Students are divided into small groups and assigned tasks to study specific sections of the text to be translated. After thoroughly understanding their respective sections, they regroup with other members who have studied different parts. Through collaboration and discussion, students exchange information and discuss translation strategies. The results of this study indicate that the use of the Jigsaw method significantly enhances students' effectiveness in completing translations. Collaboration among students allows for the exchange of ideas and strategies that can improve their understanding of the source text and produce more accurate and detailed translations. Additionally, through this cooperative learning process, students also develop important social and communication skills essential in the translation profession.

Critical review: the effectiveness of student teams-achievement divisions vs numbered heads together cooperative learning in improving students' mathematical critical thinking abilities

Critical review: the effectiveness of student teams-achievement divisions vs numbered heads together cooperative learning in improving students' mathematical critical thinking abilities

Jigsaw Classroom: A Process of Cooperative Learning and Discussion

The jigsaw classroom is a non-traditional classroom teaching style. Rather than forming a large group of students around a teacher, students are taught to work in smaller, interdependent groups; each student is assigned a part of a topic to study, and when finished, the students fit their pieces of the subject area together to produce a whole "jigsaw" picture. A thorough understanding of theoretical topics in geology, such as those in The Study of Rocks, is essential for exam reasoning, problem solving, and technical skill enhancement. Nevertheless, learners and teachers both commonly perceive this subject as being arid, unpredictable, and challenging to comprehend. The causes could include the breadth of the subject, the effectiveness of student learning, the length of the study period (greater than one hour), the physical environment within the classrooms (one-way teaching by the instructor), and so on. These factors contribute to a lack of student attentiveness and boredom in the classroom. The purpose of this study was to determine the efficacy of implementing jigsaw classroom approaches in theoretical courses. A quantitative approach was used to collect empirical data by sending the questionnaire survey amongst 125 civil engineering students at UiTM Pahang,Cawangan Jengka. The collected data was analysed using a descriptive version of the Statistical Package for Social Sciences for Windows Version (SPSS) software, such as mean score, percentage, and frequency. The study found that the majority of respondents agreed that Jigsaw Classroom Learning (JCL) could improve their communication skills. Besides that, JCL is an effective and faster way to learn theoretical subjects, especially in geology topics. JCL can also help students build self-confidence, especially among shy and hesitant students in the class. Using a jigsaw classroom as a cooperative learning technique can improve teaching and learning efficiency for students while also enhancing their academic performance.

THE USE OF ENGLISH INTERACTION STRATEGIES IN COOPERATIVE LEARNING: A CASE STUDY OF FOUR CHINESE COLLEGE STUDENTS’ SPOKEN DISCOURSE

Background and Purpose: Previous studies have examined the efficacy of the cooperative learning approach to enhance speaking outcomes, but little is known about what happens in the interaction process of cooperative learning and how cooperative learning works to promote speaking interaction. The current study examines Chinese college students’ interaction strategies in cooperative learning activities and how cooperative learning instruction influenced their interaction strategy use.
 
 Methodology: This research adopted the sequential explanatory design. Thirty students from an intact class at a Chinese public university participated in a 12-week cooperative learning instruction and kept learner diaries over time. One cooperative learning team of four members was randomly chosen for observing their interaction strategy use throughout the semester fortnightly. The frequencies of their interaction strategies employed in the transcribed recordings were analysed through descriptive statistics and the learner diaries were analysed through thematic analysis.
 
 Findings: The findings indicated that the four students’ Modified-Interaction strategies were employed much less frequently than Social-Interaction strategies when they worked cooperatively, and training in Modified-Interaction strategies was greatly needed for promoting students’ effective interaction and language development. It has also been found that cooperative learning instruction was helpful in promoting students’ Social-Interaction strategy use as it provided a natural and conducive environment for students to socialize and cooperate towards the group goals. 
 
 Contributions: This study can provide insights into implementing cooperative learning activities and training interaction strategies in a formal language classroom context.
 
 Keywords: Cooperative learning, peer interaction, interaction strategies, modified interaction, social interaction.
 
 Cite as: Jia, J., & Stapa, M. (2024). The use of English interaction strategies in cooperative learning: A case study of four Chinese college students’ spoken discourse. Journal of Nusantara Studies, 9(1), 25-52. http://dx.doi.org/10.24200/jonus.vol9iss1pp25-52

RAMPART: Reinforcing Autonomous Multi-agent Protection through Adversarial Resistance in Transportation

In the field of multi-agent autonomous transportation, such as automated payload delivery or highway on-ramp merging, agents routinely exchange knowledge to optimize their shared objective and adapt to environmental novelties through Cooperative Multi-Agent Reinforcement Learning (CMARL) algorithms. This knowledge exchange between agents allows these systems to operate efficiently and adapt to dynamic environments. However, this cooperative learning process is susceptible to adversarial poisoning attacks, as highlighted by contemporary research. Particularly, the poisoning attacks where malicious agents inject deceptive information camouflaged within the differential noise, a pivotal element for differential privacy (DP)-based CMARL algorithms, pose formidable challenges to identify and overcome. The consequences of not addressing this issue are far-reaching, potentially jeopardizing safety-critical operations and the integrity of data privacy in these applications. Existing research has strived to develop anomaly detection-based defense models to counteract conventional poisoning methods. Nonetheless, the recurring necessity for model offloading and retraining with labeled anomalous data undermines their practicality, considering the inherently dynamic nature of the safety-critical autonomous transportation applications. Further, it is imperative to maintain data privacy, ensure high performance, and adapt to environmental changes. Motivated by these challenges, this paper introduces a novel defense mechanism against stealthy adversarial poisoning attacks in the autonomous transportation domain, termed Reinforcing Autonomous Multi-agent Protection through Adversarial Resistance in Transportation (RAMPART). Leveraging a GAN model at each local node, RAMPART effectively filters out malicious advice in an unsupervised manner, whilst generating synthetic samples for each state-action pair to accommodate environmental uncertainties and eliminate the need for labeled training data. Our extensive experimental analysis, conducted in a Private Payload Delivery Network (PPDN) —a common application in the autonomous multi-agent transportation domain—demonstrates that RAMPART successfully defends against a DP-exploited poisoning attack with a \(30\% \) attack ratio, achieving an F1 score of 0.852 and accuracy of \(96.3\% \) in heavy-traffic environments .

Wellness and Integrative Health Education Campaign by undergraduate students in Music Therapy

Introduction: educational experiences based on the model of critical pedagogy favor the appropriation of knowledge and information used in the fields of social and cultural exchange as well as in the acquisition of competences that contribute to the graduate's profile through the operative and instrumental design, as is the case of the health education campaign on wellbeing and integral health carried out by students of the Bachelor's Degree in Music Therapy at the University of Business and Social Sciences (UCES). Methods: the study is qualitative with a narrative approach and dialogic analysis. Results: educational objectives were achieved in a double sense on the one hand in students of the Bachelor's Degree in Music Therapy and in the community participating in the activity of the health education campaign of wellbeing and integral health within the framework of the evaluation instance of the bimonthly optional curricular space: Public Health developed on October 6, 2023, highlighting the relevance of the task and the value of dimensioning the discipline of music therapy in health sciences. Conclusions: the contributions referred to are materialized as symbolic elaborations that resignify the educational experience, the cooperative learning process, the strengthening of competences defined in the graduate's profile, the integration of music therapy in public health scenarios and devices, as well as the community practice mediated by a programmed activity, elaborated, and developed in situ linking the relationship between the university and the community.

Analysis of teachers’ cooperative learning strategies and practices in physical education

ABSTRACT Teachers as implementers of the curriculum have a vital role in delivering (Casey et al., 2009) reflecting teaching approaches in physical education classes. Cooperative learning is a teaching approach that meets the curricular requirements in Germany as well as considers the increasing heterogeneity of students. However, there is limited research about strategies and practices, which teachers use to implement cooperative learning successfully in physical education. To bridge this gap, our study examines teachers’ perspectives on implementation strategies and application approaches of cooperative learning lessons. Semi-structured interviews were conducted with 20 German physical education teachers based on the principle of contrasting. The interviews were conducted from October to November 2022 as problem-related interviews, guided by a theory-based semi-structured guideline. We used qualitative content analysis to analyse the interview data. Analysis was expanded to identify different types of practicing cooperative learning in physical education. The findings reveal that teachers address and implement forms of cooperative learning quite heterogeneously. Teachers’ implementation strategies were bottom-up, top-down or hybrid. Reactions to difficulties were avoidance, flexibility, implementing rules, training social skills or restructuring. In addition, five different types of cooperative learning practices were determined (‘the avoider’, ‘the quitter’, ‘the student-centred’, ‘the theory-led’ and ‘the flexible one’). While ‘the avoider’ and ‘the quitter’ type teachers stopped using cooperative learning, the other types used this teaching approach often in their physical education classes. ‘The flexible one’ used the hybrid implementation of cooperative learning and reported the lowest difficulties. Our findings contribute to a better understanding of teachers’ strategies and practices to depict how cooperative learning processes in physical education are implemented. Findings can be used to further develop concepts for cooperative learning in physical education. At the same time, this may help to better prepare teachers to realise cooperative learning arrangements and to deal successfully with corresponding challenges.

Application of Guidance Counseling with Cooperative Learning Methods to Increase Middle School Students' Learning Motivation

Cooperative learning is one method that can be applied to the classroom. Cooperative learning carried out together with other students is a method that can increase learning motivation. This type of research is an experiment with a one group pretest post-test design method. The research was conducted on Malidar Middle School students in Bekasi City, class VII in the 2018/2019 semester. The total research sample was 34 students. The data collection technique is to use pre-test and post-test to determine learning motivation. Data were analyzed using the paired t-test, and data normality and homogeneity tests were carried out. The results of the research show that there is an increase in motivation when using the cooperative method. The cooperative learning process begins with group division and the teacher provides case studies which are discussed by the group and presented.

Integrating Social Robot in a Jigsaw Cooperative Activity: Insights from an International Workshop with Students from Universities in Germany and Israel

A Jigsaw activity represents an educational approach providing students opportunities to exercise collaborative learning targeting topics from across domains and levels including those addressing innovative technologies. This paper presents our efforts targeting a Jigsaw workshop addressing educational activities enhanced by Social Robots (SR). SR includes AI-enabled features becoming accessible through software affording to develop motivating and engaging cooperative learning processes. In light of these trends, we present a Jigsaw learning activity we conducted and supported by a Social Robot (SR). We conducted the activity as part of a mutual effort exercised by the authors of this paper in the framework of an Erasmus+ project in Social Robotics involving German and Israeli higher education Institutions. We examined this activity while focusing on various aspects corresponding to its interrelated phases and the educational interactions exercised by students. Results reveal a high potential for applying Jigsaw learning activities in groups of international students. The positive effects seem to be enhanced by choosing to focus the collaboration on an innovative learning environment such as social robots, designing the activity to maximize creativity, autonomy, and ownership, and addressing authentic application contexts to enhance the quality of the educational experience.

Cooperative Learning Process in the 21st Century Era: Does It Still Have an Impact on Students' Understanding of Concepts?

This research was conducted to determine the effect of the Cooperative Learning learning model on understanding concepts in business and energy material. This type of research is quantitative research. The population in this study were all students of class The sampling technique was carried out using a purposive sampling technique because the data previously obtained from the three classes was normal and homogeneous. The design in this research is post-test only because the samples used have initial abilities that can be said to be the same. Based on data analysis, the average score for the experimental class was 52.3 and the average score for the control class was 47.6. Apart from obtaining the average value, in this study it was also found from the results of the t test that Cooperative Learning learning did not have a significant influence on classes that did not use the Cooperative Learning learning model.

The Comprehensive Instructional Language Learning Model: Exploring its Feasibility and Characteristics

The necessity for a comprehensive theoretical framework is underscored, given that current theories, such as behaviorism, cognitivism, or constructivism, concentrate on distinct facets of language learning. Scholars contend that language learning and teaching necessitate a comprehensive theoretical framework. The theory under consideration is characterized as possessing descriptive, instructional, and evaluative qualities, thereby offering a pragmatic framework for practitioners in English language teaching. This article introduces a comprehensive theoretical framework for language learning that seeks to encompass all the elements inherent in language learning, namely cross-linguistic applicability, psychological adequacy, contextual variables, and a comprehensive and cooperative learning process that is initiated with input, followed by competency building, and ends with engagement. The theory is expounded upon through the utilization of the Evaluative Matrix of a Comprehensive Instructional Language Learning Theory (EMCILLT), which evaluates the various aspects of the teaching-learning experience, utilizing Grice’s maxims (1975) quantity, quality, manner, and relevance. This comprehensive model that encompasses all the aspects of the learning process serves as a basis for comprehending and delineating the intricate nature of language learning. Moreover, it assists teachers in engaging in self-evaluation of their instructional strategies and practices and/or in evaluating methods, approaches, and techniques to enhance the overall teaching-learning experience.

Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning

Teacher scaffolding is crucial to promote students’ cooperative learning processes, but little is known about the cognitive attention underlying teachers’ scaffolding behavior. This study aims to investigate the scaffolding behavior teachers exhibit while intervening in students’ cooperative learning and to explore the relation between teachers’ scaffolding behavior and visual perception when applying supportive strategies. Four secondary teachers in China were studied during mathematics lessons using eye-tracking glasses complemented by an additional classroom camera with interviews. The results show that the teachers applied scaffolding strategies very often, followed by the usage of diagnostic strategies. Furthermore, they were more concerned about the cognitive aspects of students’ learning processes than the social aspects. The applied strategies were significantly related to fixation patterns during scaffolding. Detailed analysis suggests that (1) the teachers diagnosed students’ understanding mainly by observing the material with an attention or scan pattern; (2) during scaffolding processes, when applying a cognitive performance strategy, teachers paid attention to both the students and their material; (3) while regulating cognitive processes, most teachers scanned students’ material quickly; and (4) teachers generally focused more on materials to provide interaction-related help than on students’ facial expressions. Additionally, the study points out that teachers’ perception skills and behaviors during class activities may be influenced by the task being performed, teachers’ teaching experience, and their beliefs.

The Effects of STEAM-Based Activities Gifted Students’ STEAM Attitudes, Cooperative Working Skills and Career Choices

STEAM is one of the teaching strategies frequently used in science education in recent years to ensure the development of students of different ages and characteristics. This study aimed to reveal the effect of STEAM-based activities on gifted students' STEAM attitudes, cooperative working skills, and career choices. For this purpose, a single group pre-test post-test design was used. Thirty-seven secondary school fifth-grade students (10-11 years old) diagnosed as gifted participated in the research. STEAM-based activities were applied to the students for ten weeks. STEAM Attitude Scale, Cooperative Learning Process Scale, and an open-ended question form for career choices were used as data collection tools. The Wilcoxon Signed Rank Test was used for the quantitative data analysis, and thematic analysis was used for qualitative data. At the end of the application, it was observed that the students' attitudes toward STEAM increased; cooperative working skills improved; they turned to STEAM disciplines in their career choices. It is recommended to give STEAM education to gifted students from an early and guide them to shape their careers.

The Effect of Language Content-Based Cooperative Learning Against Public Speaking Skills

This study aims to determine the significance of the effect of cooperative learning on the development of students' speaking skills in public. The population in this study was 100 people and a sample of 10 students as the control class and 10 students as the experimental class. The research instrument is a questionnaire in the form of questions with reference to indicators 1) speaking fluency; 2) accuracy of word choice; 3) sentence structure; 4) intonation of reading sentences and 5) speaking expressions. Data analysis concluded that: (1). The cooperative learning process was carried out well with a 50% presentation in the high category. (2). The tendency of students' speaking ability has a good development tendency with a presentation of 30% in the sufficient category. (3). There is a positive and significant effect of cooperative learning on the development of students' public speaking skills with a connectedness coefficient of 95.6%.

A Study Comparative: Cooperative Learning Model and Process Skills

Cooperative Learning Model and Process Skills in the personality of each student are very important to have to maximize the activities and learning outcomes of each student. This study aims to analyze the differences and also the relationship between student process skills and student responses to the jigsaw learning model in mathematics subjects. This research is important so that teachers or educators know the students' process skills and student responses to the jigsaw learning model. The urgency of this research is as a reference for educators in carrying out teaching so that it is more optimal by using the jigsaw learning model to improve students' process skills in mathematics subjects at SDN/MIS. This type of research is quasi-experimental quantitative research by comparing 8 classes using a jigsaw model with material velocity and discharge. The sample in this study was 288 elementary school students, the sampling technique was purposive sampling. This study uses quantitative data analysis with the help of SPSS 25 statistics. Based on the correlation test of student process skills and student responses to the jigsaw model with speed and discharge material, there is a relationship between student process skills and student responses to the jigsaw model with speed and discharge material.

The Diagnostics of the Development of Cooperative Skills of Future Primary School Teachers

The study has focused on the importance of implementing the main provisions of the NUS concept, which produce the educational process based on subject-subject interaction. It has been emphasised that the new paradigm of future primary school teacher training generates new ideas into educational practice based on dialogue, cooperation, co-creation, collective action, respect for each individual, the need to understand another position, etc., which are formed in the process of cooperative learning. Therefore, pedagogical higher educational establishments should provide conditions in the system of professional training for the development of students’ cooperative skills. The purpose of the study is to describe the diagnosis of the readiness of future teachers to improve cooperative skills with the help of interactive technologies in the educational process of primary school. The study applied the following methods: “Value orientations” (M. Rokych) and “Map of research of the motivational component of readiness”, questionnaires, “Map of research of the communicative component of readiness”. The authors have described the results of the study on motivational and value, cognitive, activity and communicative components of the readiness of future primary school teachers to form cooperative skills in younger students. It has been found that applicants for higher education in the second year of study are dominated by the average level of development of cooperative skills on all criteria, which aims to further improve the educational process in the lens of research. It has been emphasised that interactive technologies involve the organisation of cooperative learning, when individual tasks grow into a group, where each member of the group contributes to joint activities. The recommendations have been developed that are useful to take into account when organising the process of cooperative learning in classes at higher educational establishments

Efficient Resource Allocation for Multi-Beam Satellite-Terrestrial Vehicular Networks: A Multi-Agent Actor-Critic Method With Attention Mechanism

With the rapid development of intelligent transportation systems, there is an increasing demand for a variety of vehicular services, such as automated driving assistance, emergency alert, infotainment, etc. However, in some situations (e.g., remote areas or maritime scenarios), the terrestrial networks alone cannot serve the vehicular applications very well due to the infrastructure deployment and maintenance issues. Satellite networks have become an effective supplement to terrestrial networks, which complement well in terms of coverage, flexibility, reliability, and availability. In this paper, we consider the low orbit multi-beam satellite-terrestrial networks to serve for vehicles. We model this problem as a cooperative multi-agent reinforcement learning process, where each beam acts as an agent, and the global bandwidth is cooperatively shared among all the agents. A multi-agent actor-critic method with attention mechanism is proposed to allocate resources for vehicles with strict delay requirements and minimum bandwidth consumption. When allocating bandwidth, the channel efficiency, the angle of the beams and the priorities of requests in different regions are also considered. Centralized training and distributed execution is performed in the training of the agents. Extensive simulation results verify the effectiveness of our proposed method, where all the agents can well cooperative to achieve efficient resource allocation on-demand for the vehicles under strictly limited bandwidth resources.

A Student Grouping Method for Massive Online Collaborative Learning

As a brand-new learning strategy, cooperative learning can greatly improve the quality of classroom teaching and the teamwork and learning efficiency of students. The conventional student grouping models for cooperative learning take less consideration of the complementarity of students’ knowledge structures and learning interests, so they are not quite suitable for online teaching, which is provided for a huge number of students and has a large scale of learning resources and great freedom of choice. To this end, this paper studies the student grouping method for massive online collaborative learning. Firstly, the problem of identifying the student’s knowledge state was described and characterized, and a diagnosis model of students’ knowledge state simulating the cooperative learning process was constructed based on the gated recurrent neural network. The creation of an online collaborative learning scenario that considers both the knowledge state and interests of students was regarded as an NP-hard problem, and then, the enhanced particle swarm optimization algorithm was adopted to realize the grouping of students for massive online collaborative learning. The experimental results verified the effectiveness of the model constructed in this paper.

ANALISIS METODE NUMBERED HEAD TOGETHER TERHADAP KEAKTIFAN BELAJAR SISWA

This study aims to determine whether the application of the NHT (Numbered Head Together) type of cooperative learning model can increase the learning activity of class XII-A students of SMA Nurul Islah in PAI subjects. The type of this research is descriptive qualitative research. The subjects of this research are students of SMA Nurul Islah class XII-A even semester of the academic year 2022/2023 while the object of research is the activity of class XII-A students of SMA Nurul Islah in the subject of Islamic Religious Education. From the results of this research, it is stated that the learning activity of class XII-A SMA Nurul Islah students in PAI subjects using the Number Head Together model has increased. This is shown based on the results of the analysis of the observation sheet, the analysis of the transcription of the video recordings and the analysis of the transcription of the interview recordings of the students, it was concluded that the students were quite active. This can be seen from the analysis of the observation sheet data which says 66.14% of students are quite active to active, and also from the transcription of video recordings that show an active and cooperative learning process in accordance with the Numbered Heads Together method.

Metacognition and Performance in Mathematical Problem- Solving Among Bachelor of Elementary Education (BEEd) Pre-service Teachers

This study assessed the metacognition and performance in mathematical problem- solving of Bachelor of Elementary Education (BEEd) pre- service teachers. A survey questionnaire was used to explore the knowledge and regulation of cognition of the respondents based on the model of Schraw and Dennison (1994). Also, a test was administered to determine the performance of pre- service teachers in mathematical problem- solving. The study involved 151 respondents who already finished their content area courses that included strategies in mathematical problem- solving. Descriptive-correlation design was utilized in the study as it ascertained the association between the metacognition and performance of the pre- service teachers in mathematical problem- solving. The result of the study shows that pre- service teachers have gained the average level of metacognition and have satisfactory performance in mathematical problem- solving. 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