Cooperative Learning Research Articles

Implementation of the Cooperative Learning Model in Arts and Culture Subjects in Elementary Schools

This research aims to determine the planning, implementation and impact of the jigsaw type cooperative learning model on class V arts and culture subjects at SDN 1 Gumantar. The research subjects were the principal and teachers of arts and culture subjects. The research instruments are in the form of observation guidelines, interview guidelines and documentation guidelines that measure planning, implementation and impacts produced using the jigsaw type cooperative learning model in arts and culture subjects. Data collection techniques in this research used observation, interviews and documentation. Data analysis techniques are carried out using Data Reduction, Data Display (data presentation), Conclusion Drawing/Verification (drawing conclusions and verifying). There are various kinds of learning models that can be implemented in a learning activity. One of them is the jigsaw type cooperative learning model which is a learning model where students can learn to collaborate, work together and be responsible for understanding certain material and conveying it to their group friends. So that when implementing the jigsaw type cooperative learning model in arts and culture subjects, learning activities can indirectly foster the value of student cooperation. The objectives of this research are as follows: 1) to describe the planning of the jigsaw type cooperative learning model in arts and culture subjects, 2) to describe the jigsaw type cooperative learning model in arts and culture subjects, 3) to describe the impact of the jigsaw type cooperative learning model on The 11th unit of visual arts material culture lesson is making works of art from recycled household waste materials.

Notes on gamification and education

The classroom is a dynamic space where active and exploratory methodologies, such as gamification, promote cooperation, critical thinking, motivation, and meaningful learning. Gamification, which uses game elements adapted to teaching, has shown advantages such as increased creativity, autonomy, and digital skills. Its application has been notable in Primary and Secondary Education, as well as in various university disciplines. However, debates persist about its potential and the tendency to prioritize numerical assessment over learning, generating skepticism in certain areas of higher education.

Benefits of Problem-Solving First for the Success of Cooperative Learning with Videos

Explainer videos (EV) can enhance learning by increasing motivation and illustrating complex content, yet they may also cause cognitive overload or reduced cognitive activation. Addressing these challenges requires well-designed instructional strategies. Our study hypothesized that cooperative problem-solving before watching an EV improves learning outcomes. We tested this with 58 undergraduates examining the topic of light and shadow. The findings revealed that students who engaged in problem-solving prior to viewing the EV demonstrated superior knowledge transfer compared to those who watched the EV first. This suggests that starting with cooperative problem-solving can effectively prepare learners for EV, fostering deeper understanding and successful application of new knowledge.

Implementasi Model Pembelajaran Berbasis Proyek dan Kooperatif Terhadap Pemahaman Siswa SMA

This study aims to examine the implementation of the Project-Based Learning (PBL) model and the Cooperative Learning (CL) model on the understanding of high school students. This study uses a qualitative approach with a focus on literature studies. The data sources that will be used in this study are scientific articles, books, journals, research reports, and other literature sources that are relevant and related to the influence of project-based and cooperative learning models in biology learning. The data analysis method used in this study is literature analysis or systematic literature review. The results of the study showed that both PBL and CL had a positive effect on the understanding of high school students. PBL provides opportunities for students to be actively involved in learning, build deep understanding, and develop critical thinking skills. CL enhances student understanding through interaction and collaboration, facilitates the exchange of understanding, and improves communication and cooperation skills. This research has important implications for educational practice, such as helping teachers choose the right learning model and encouraging the development of teacher training programs on PBL and CL

Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Pengaruh Model Pembelajaran Kooperatif Tipe Make a Match terhadap Hasil Belajar Pendidikan Pancasila Siswa Kelas V SD Negeri Rayung II

The learning model is a conceptual framework that describes a systematic procedure in organizing learning experiences to achieve learning goals. This study aims to determine the influence of the make a match type cooperative learning model on the learning outcomes of Pancasila education for grade V students of SD Negeri Rayung II. This research method is quantitative with a pre-experimental design of one group pretest posttest design. All students in grade V of SD Negeri Rayung II for the 2023/2024 school year were used as the population in this study. Sampling uses nonprobability sampling techniques with total sample types. The research sample was 26 students. The data collection technique in this study uses test questions and observation sheets. The results of the study prove that the make a match type cooperative learning model can have an influence on student learning outcomes. The make a match type cooperative learning model was implemented well according to its syntax, so that it affected the results of the t paired sample t-test test with a calculated value of 16.223 ≥ 1.708 so that Ha was accepted, namely there was a difference in the value of learning outcomes between the pretest and the posttest using the make a match type cooperative learning model. This shows that there is an influence of the make a match type cooperative learning model on the learning outcomes of Pancasila education for grade V students of SD Negeri Rayung II.

Pengembangan Pembelajaran Ekonomi Berbasis Nilai Pancasila dan Nilai Budaya Lokal

The design of economic learning based on pancasila values and local cultural values to improve students’ knowledge, attitudes and economic behavior is the objective in this study. This type of research uses design-based research (DBR), through cooperative learning with the type of student teams achievement division (STAD). The collection of research data was carried out by essay tests, questionnaires and interviews with high school students as respondents. Feasibility testing of product design is validated by experts from State University of Malang, Indonesia including: learning design experts, economic materials, local culture and practitioners. Based on the analysis of factual models, it was found that current economic learning practices have not improved students’ knowledge, attitudes and behavior. The results of validation and testing of learning design prototypes are declared very useful and feasible to be implemented in economic learning in high schools. The results of the study show that economic learning design based on Pancasila values and local cultural values can improve knowledge, attitudes and economic behavior based on the nation’s ideology. This study can contribute to educational institutions in developing economic learning programs based on the nation’s ideology.

What’s the Difference? A Comparison of Student-Centered Teaching Methods

Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research.

Pengaruh Penerapan Model Kooperatif Tipe Teams Games Tournament Dengan Pendekatan Saintifik Terhadap Hasil Belajar Matematika Siswa Kelas VII MTs Fie Sabilil Muttaqien Tempurejo Desa Tempuran

The learning model is very important and has many benefits in the teaching and learning process, with the help of the learning model educators can also motivate students to be actively involved in learning and totality so as to affect student learning outcomes. Through a cooperative learning model of the team games tournament type with a scientific approach, it is hoped that it will be able to improve student learning outcomes. This study aims to determine the effect of the application of the cooperative learning model of the team games tournament type with a scientific approach on the mathematics learning outcomes of grade VII MTs Fie Sabilil Muttaqien Tempurejo students for the 2023/2024 school year. The method in this study is a quantitative Quasi Experiment with a posttets only control group design research design. This study consists of independent variables and bound variables. The independent variable is the learning model used, namely a cooperative model of the team games tournament type with a scientific approach while the bound variable is the learning outcome. The subject of this study is grade VII students of MTs FSM Tempurejo with 23 students in the experimental class and 23 students in the control class. Data collection is carried out by means of a posttest given at the end of learning which is used to determine student learning outcomes. The results showed a significant difference with the value of t calculated = 2.134 and t table = 1.080 with a significance level of 0.05. The average score of students after being taught using a cooperative model of teamgames tournament type with a scientific approach was 80.04, while the average score of students with a direct learning model was 68.65. Thus, the application of a cooperative learning model of the team games tournament type with a scientific approach is more effective on the mathematics learning outcomes of grade VII MTs students Fie Sabilil Muttaqien Tempurejo for the 2023/2024 school year.

Implementation of The Teams Games Tournament (TGT) Type Cooperative Learning Model to Improve Learning Outcomes

Implementation of the Teams Games Tournament (Tgt) Type Cooperative Learning Model to Improve Learning Outcomes . This research aims to find out whether the Teams Games Tournament (TGT) learning model can improve student learning outcomes. The research design used was a classroom action research (PTK) design. The research carried out was Class Action Research (PTK). The population of this study included all students of class X TITL 1 SMKN 1 Nganjuk with a total of 3 6 students , carried out in 2 cycles. The data analysis techniques used are quantitative and qualitative analysis. The results of data analysis show that there has been an increase in the average score of the student learning outcomes test from 77.7 to 79.9 and classical completeness from 69% with the incomplete category to 92% classical completeness. Thus, the researcher did not take any more action in cycle III

Application of Scramble-Type Cooperative Learning Model To Improve Learning Outcomes of Class VIII B Junior High School 3 Lamongan

This study aims to improve the learning outcomes of students in class VIII-B SMP Negeri 3 Lamongan by applying the Scramble type Cooperative Learning Model. This type of research is Classroom Action Research. The material used is the respiratory system in humans in science lessons. The research subjects consisted of 1 class, namely class VIII-B as many as 28 students. This research was conducted with 2 cycles, each cycle will consist of 3 meetings. The success of improving student learning outcomes is measured through an increase in student scores from working on test questions. Student learning outcomes in the pre-cycle showed an average student score of 62.32, and after the action the average student score was 66.78 in cycle I and 80.75 in cycle II. Based on the results of the study, it can be concluded that the application of the Scramble Learning Model can improve student learning outcomes.

Application of Cooperative Learning and Flipped Classrooms in University Basketball Courses in China

This study investigates the application of the teaching model combining cooperative learning and flipped classrooms in university basketball courses in China. By analyzing the advantages and disadvantages of the traditional basketball teaching model and students’ satisfaction with the course, the necessity of implementing cooperative learning and flipped classrooms is proposed. The study planned in detail the implementation strategies before class, in the classroom, and after class, and compared them with the control group through an experimental design. The experimental results showed that the new teaching mode demonstrated significant advantages in terms of learning outcomes, student satisfaction, and teacher evaluation. This study provides a valuable reference for the future reform of the physical education curriculum.

Peran Guru Menumbuhkan Kerjasama dan Motivasi Belajar Siswa pada Kelas V Sekolah Dasar

This study was conducted to determine the role of teachers in fostering student cooperation and student learning motivation in learning in the Merdeka Curriculum. This research uses descriptive research with a qualitative approach. The data used is qualitative data. The subject of this research is the fifth-grade teacher of SDN Jomblang 01. The procedure carried out in this research starts from the description, reduction and selection stages. Data collection techniques and instruments are interviews, observation, and documentation. Data analysis used is reduction, data display, conclusion, drawing/verfication. Based on the results of the study, it is found that the role of teachers in fostering student cooperation and student learning motivation is as expected. Learning is carried out in line with the applicable curriculum. In learning in the Merdeka Curriculum, the attitudes developed are the attitude of being actively involved in group work, respecting their friends‘opinions, being able to do cooperation tasks on time, the desire to get maximum learning scores, students’ enthusiasm in doing assignments, and a sense of pleasure when learning takes place.

Cooperative Learning to Enhance Social and Emotional Learning among Hispanic English Language Learners in Elementary Physical Education

The COVID-19 pandemic highlighted the challenges and opportunities for incorporating social and emotional learning (SEL) into physical education, especially in settings disrupted by remote learning. This article provides practical strategies for PE teachers to apply the cooperative learning (CL) model to help Hispanic English language learners develop crucial SEL skills. CL involves structured group activities that promote teamwork and communication, which are essential for students who face challenges with language and cultural barriers. By integrating activities like multicultural games, physical education teachers can create a supportive and engaging learning environment that encourages students to collaborate, understand different perspectives, and build emotional and social competencies. This approach also supports a more inclusive and empathetic classroom dynamic.

Penerapan Model Pembelajaran Kooperatif Tipe STAD (Student Team Achievement Division) di SMP Negeri 4 Sungai Raya Kabupaten Kubu Raya

This study aims to determine the application of the STAD (Student Team Achievement Division) type cooperative learning model at SMP Negeri 4 Sungai Raya, Kubu Raya Regency. This study uses a quasi-experimental quantitative experimental method. The research subjects were 74 people (37 students in grades VII, C and E). Multiple-choice objective tests in the form of pretest and posttest are used as data collection techniques, and observation guides are used as data collection tools. The hypothesis was tested by paired sample t-test, and Shapiro Wilk's normality test was used in the data analysis method. Empirical evidence shows that the STAD model has been effectively applied in an educational environment. The results of the analysis showed that before and after the test of the normality test of the experimental class. After that, a parametric hypothesis test was carried out, and the results of the paired sample t-test showed a significance level (asymbiotic growth) of the asymptotic sig of 0.000<0.05 for the type of 2-tailed cooperative learning type which represents the 2-tailed asymptotic sig cooperative learning model. The STAD model influences students' learning goals.

Effects of the comprehensive school reform program Success for All on students’ reading skills in Dutch schools

ABSTRACT Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students’ achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams receive coaching and training, and each school has a facilitator appointed who supports program implementation. SfA has shown positive results in the US, and has been translated to the Dutch context. Effects on students’ reading achievement were evaluated with a total sample size of 1,011 students from three cohorts. We found a significant positive effect on reading fluency of first-grade students (Cohen’s d = +0.40). The effect for the subgroup of low-socioeconomic-status students was even somewhat higher (Cohen’s d = +0.63). We did not find significant effects in Grade 2 and Grade 3. We also found no effects of SfA on reading comprehension.

Fostering Autonomous Learning in Oral English Through Role Play: An Exploration in Course Setting

Enhancing student motivation to manage their learning process and attain self-transformation in Oral English learning presents a notable challenge. This study emerged from a Role Play Oral English Course (RPOEC) which utilizes English cartoon film clips to enhance primary students’ oral English skills through role play, facilitating meaningful language input and output. Implemented in a Chinese context where English language exposure is limited, this qualitative case study, combined with action research, explores how autonomous learning is fostered through RPOEC. The study engaged a Grade Six class of 30 students (25 girls and 5 boys) in northern China, investigating strategies to trigger learners’ interests and form their independent learner identities autonomously, empower learners in their educational journey, encourage reflective practices in oral English learning, and involve learners in evaluative processes. Data, collected through a combination of observations, focus group discussions, and document analysis for three months, were thematically analyzed across four intertwined perspectives: situated learning, interactive communication, cooperative learning, and evaluative discussions. The paper posits that the outlined curricular approach can be tailored to educators’ needs aiming to cultivate students’ oral English skills within a situated, interactive, and collaborative learning environment, pushing learners towards autonomous engagement.

Effectiveness and Perception of Collaborative Learning among Undergraduates Students: Introduction of Jigsaw Method in Forensic Toxicology

Background: Didactic teaching being teacher centric usually does not generate sense of responsibility for learning among the students. The Jigsaw method is a form of cooperative learning that improves not only the cognitive but also the affective and psychomotor skills, which are required by a student to become an Indian Medical Graduate. Thus, this study was aimed at assessing the effectiveness of Jigsaw strategy in comparison to didactic teaching and to understand the perception of the students. Methodology: This was a quasi-experimental study conducted among second year MBBS students. They were randomly assigned to lecture and Jigsaw groups. A topic on general toxicology was chosen. Handouts were prepared which were given to all the students. The lecture group was taught using audio visual aids. The topic was sub divided into five subtopics for Jigsaw group. A post test consisting of MCQs was used to assess the effectiveness of the method. A validated questionnaire was used to gather feedback from the students belonging to Jigsaw Group. Descriptive statistics were used to analyze responses to the Likert scale questions. Results: The present study included a total of 65 II year MBBS students, out of which 30 students were in Jigsaw group. A total of 94% students agreed to participate actively in the Jigsaw session. Most of the students (93%) students listened to and respected the ideas of their peers. A total of 72% students found this method of learning useful in Forensic Medicine and Toxicology. Only 53% of the students felt that the time for preparation and presentation of the topic was sufficient. Conclusions: The present study advocates this cooperating learning method to be an effective tool in better understanding of the subject, to improve communication skills and to inculcate lifelong learning attitude among the medical graduates. The jigsaw method, however, requires more time for planning and execution, to yield positive outcomes.

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.

Mindfulness Enhancing Concentration in English Foreign Language Reading Comprehension

The Organization for Economic Cooperation and Development (OECD) Learning Compass 2030 for teachers emphasizes that cognitive, metacognitive skills, and emotional intelligence skills such as compassion, attentiveness, critical thinking, creativity, and communication are indirectly important to developing reading comprehension. Reading is a challenge for EFL students who have difficulties understanding written texts because of the lack of concentration, stress, and anxiety. Mindfulness appears as a practice that may offer some benefits. Recent studies show that mindfulness training can alleviate anxiety and stress, improve confidence, improve cognitive and social abilities, and elevate academic goals. In this regard, this review synthesizes existing literature to evaluate the effectiveness of mindfulness in enhancing concentration in EFL reading comprehension classrooms and provide insights for educators, practitioners, and researchers. Criteria for selected articles were kept as recent as possible. All peer-reviewed papers were cited or published in scientific journals. This review suggests that mindfulness training has the potential to make learners more aware of their learning system. In addition, students learn to regulate their emotions to be more flexible and creative. Mindfulness training changes their point of view of their thinking in a way that encourages conscious control of their feeling, actions, and thoughts, improving cognitive abilities.