Cooperative Learning Research Articles

Methods of Applying Employability Skills to Students with Special Education Needs in Shah Alam Vocational Special Education Secondary School

The qualitative case study presents how to implement employability soft skills among special education needs students at Shah Alam Vocational Special Education Secondary School. This study explores howteachersimplementemployabilityskillsforStudentswith Special Educational Needs (SEN). This study uses a qualitative case study to examinetheapplicationoftheemployabilityskillsofSENatShahAlam Vocational Special Secondary Schools. Conducted with the approval of theInformationManagementDivision&EducationPolicyPlanningand Research Division of the Ministry of Education Malaysia, Special EducationDivision,ShahAlamVocationalSpecialEducationSecondary School and teachers who teach at Shah Alam Vocational Special EducationHighSchool.Thisresearchinvolvedin-depthinterviewsand observations with teachers to gain insight into applying SEN employability skills. The research results suggest that providing SEN with cooperative learning, democratic classrooms, and motivational strategies is better for acquiring the skills needed for future employment. The study underlines the urgency of implementing hands-on and experiential learning orinternships to make SEN job-ready.Asaresult,thestudy addsnewknowledgeabout whatworksin education to build employability skills for students with special educational needs.

Tales of Online Learner Autonomy: Highlights and Challenges in the Disruptive Age

When the new normal learning mode capitalized on technologically mediated communication, it created a high learner-content interaction while honing critical thinking and collaborative skills to achieve optimal learning. The disruption brought about by the Covid-19 pandemic instilled a sense of independence and flexibility in learning. The aim of this autoethnography is to consider the accounts of the author’s independent learning throughout the pandemic in an online course. The author’s comments, insights, and observations, which formed dense descriptions of the lived realities and were interpreted and analyzed through an autoethnographic lens, constituted a significant portion of the data. The findings show that students who engage in online learner autonomy assume complete accountability and exercise control over the learning process, thereby strengthening their capacity for independent and cooperative learning. Students face difficulties when they are overly flexible and independent, which leads to uncritical assessment of the material covered. The problem can be solved by applying critical thinking.

Application of strategies for teaching and learning for tenth grade students

The research focuses on tenth grade students at Unidad Educativa del Milenio Simón Bolívar en Pimocha, Babahoyo, Ecuador, to improve their reading comprehension skills through the use of cooperative learning strategies. Quantitative and qualitative methods were used to collect data in focus groups through surveys, standardized tests, interviews, observation checklists, and discussions. The sample consisted of twelve students who were evenly distributed between two classes. The results of the research showed that students who participated in cooperative learning activities significantly improved their reading comprehension skills; students achieved an average increase of 24.1% in their reading comprehension test scores. These results were supported by interviews and discussions in focus groups, which emphasized the importance of peer interaction and continuous feedback. Cooperative learning strategies, such as scaffolding instruction and collaboration activities, have been proven effective in improving reading comprehension skills. These findings highlight the importance of applying innovative teaching techniques in secondary education.

Impact of Peer Tutoring and Co-Operative Learning on the Academic Achievement of Adolescents in Education District II of Lagos State (Assessment implication for Evaluators)

Impact of Peer Tutoring and Co-Operative Learning on the Academic Achievement of Adolescents in Education District II of Lagos State (Assessment implication for Evaluators)

Cooperative Learning Instructions and Student Skills Acquisition in Mathematics in Public Secondary Schools in Rwanda: A Case of Bugesera District

The researcher investigated the effect of cooperative learning instructions on student skills acquisition in mathematics in public secondary schools in Rwanda. Specifically, this study identified the influence of group problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, determined the influence of collaborative problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, and established the relationship between the effect of cooperative learning instructions and student skills acquisition in mathematics in public secondary schools in Rwanda. The study's target population consisted of 5800 participants from the Bugesera district, with a total sample of 375 respondents from Bugesera district schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods, while the findings were analysed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 74.9% strongly agreed and 19.4% agreed that group problem solving indicated the cooperative learning instructions ; 66.5% strongly agreed and 19.2% agreed that peer teaching indicated the cooperative learning instructions ; 60.6% strongly agreed and 23.1% agreed that collaborative problem solving indicated the cooperative learning instructions ; and 68.5% strongly agreed and agreed. 22.5% agreed that Jigsaw learning indicated the cooperative learning instructions, and 80.3% strongly agreed. 19.7% agreed that peer coaching and classroom action research indicate the cooperative learning instructions. To the second objective, the study indicates that 59.4% strongly agreed and 24.2% said that it allows them and their colleagues’ students to share different approaches and solutions to problems, fostering a deeper understanding of mathematical concepts. 65.6% strongly agreed and 20.0% agreed that encouraging group members to teach each other; 74.1% strongly agreed and 19.4% agreed that it helps them and their colleagues’ students to apply mathematical concepts to real-world scenarios; and 75.5% strongly agreed and 20.3% agreed that different viewpoints lead to innovative solutions and a deeper understanding of mathematical concepts. For the third objective The study found a strong positive relationship between group problem solving, critical thinking skills, and student participation in class discussions. Adjustments in group problem solving improved exam results in math, increased retention rates, and group problem solving. Peer teaching also positively impacted exam results in math, critical thinking skills, and group problem solving. Collaborative problem solving significantly impacted exam results in math, critical thinking skills, and attractiveness rates. The integration of homework over the internet has received less attention. Correlated since most of their level of significance was more than 0.05 in association with the student skills acquisition in mathematics in public secondary schools in Rwanda. The study recommends that cooperative learning in Rwanda improves secondary school students' mathematical skills by dividing students into small groups, defining learning objectives, encouraging active participation, and using technology. Regular monitoring and recognition of successes can enhance understanding and create a supportive learning environment.

The Significance of Pre-Service Early Childhood Teachers’ Experience in Making Teaching Materials through Cooperative Learning

The Significance of Pre-Service Early Childhood Teachers’ Experience in Making Teaching Materials through Cooperative Learning

The influence of cooperative learning strategy on social studies pre-service teachers’ attitudes towards cybercrime prevention

This study investigates the influence of cooperative learning strategy on Social Studies pre-service teachers' attitudes toward cybercrime prevention. The study employed a quasi-experimental research design of the pre-test, post-test, and control group design. The population comprised pre-service teachers enrolled in Social Studies education departments across three universities in the Southwest region of Nigeria. A multistage sampling procedure was employed, selecting intact classes from each university. The research utilized a comprehensive set of instruments, including the Cooperative Learning Strategy Guide and Lecture Note (CLSG), Conventional Method Guide and Lecture Note (CMG), and Attitude to Cybercrime Prevention Scale (ACPS). Data analysis was conducted using descriptive and inferential statistics. All Hypotheses were tested at a significance level of 0.05. The findings showed that using cooperative learning strategies positively affects Social Studies pre-service teachers' attitudes toward cybercrime prevention. This approach encourages active engagement, collaboration, group discussions, problem-solving, and sharing learning experiences. These results revealed the necessity for tailored approaches to address attitude change effectively. Integrating cooperative learning strategies into higher education can help pre-service teachers take a proactive approach to cybercrime prevention. This will improve their knowledge and skills while promoting a safer digital learning environment for students.

Pengaruh Model Pembelajaran Kooperatif Tipe Make A Match Terhadap Hasil Belajar Matematika Materi Luas Bangun Datar Kelas IV di SDN Kemayoran 2 Bangkalan

This research aims to determine the significant influence of the application of the make a match type cooperative learning model on mathematics learning outcomes regarding area of ​​flat figures for class IV SDN Kemayoran 2 Bangkalan. This research is a quantitative research type of experimental research, the research design used is quasi experimental design, and the form of design used is nonequivalent control group design, meaning that neither the experimental group nor the control group samples were chosen randomly. The sample used was 56 students at SDN Kemayoran 2 Bangkalan consisting of class IVA and class IVB. This research uses an experimental class and a control class. Data collected using observation, interviews and tests. Trials on test instruments use validity tests, reliability tests, level of difficulty of questions, and distinguishing power. The data analysis used is a prerequisite test using the normality test, homogeneity test, and hypothesis testing using the Mann Whitney test. Researchers used the Mann Whitney hypothesis test because based on the results of the normality test, the data was not normally distributed. So to compare data from two groups of data (experimental and control) you must use the non-parametric Mann Whitney test. Based on the results of data analysis in hypothesis testing using Mann Whitney, the posttest obtained on the Mann Whitney line was U = 269.5 and Pvalue = 0.039/2 = 0.02. According to Kadir (2015), if pvalue < 0.05 then Ho is rejected. So it can be concluded that there is a difference in the average value of mathematics learning outcomes between the control and experimental classes

Pengaruh Model Kooperatif Tipe Make A Match Terhadap Hasil Belajar Siswa Kelas V SDN Sumbertanggul 2 Kabupaten Mojokerto

This research is quantitative research. The aim of this research is to determine the effect of implementing the make a match type cooperative learning model on students' learning outcomes in mathematics in multiplication material for class V SDN Sumbertanggul 2. The design of this research is one group pre-test post-test. The sample used in this research was class V students at SDN Sumbertanggul 2, totaling 25 students, 13 male students and 12 female students. The sampling technique used is saturated sampling. Data collection techniques in research include interviews, questionnaires, tests, documentation, teacher and student observations. The results of this research show that there is an influence from the application of the make a match type cooperative learning model on student learning outcomes in mathematics in multiplication material for class V at SDN Sumbertanggul 2, Mojokerto Regency. This is shown in the t count results obtained in the paired sample t - test, namely the t count has a negative value which indicates rejection of h0, with t count results of -27, 107 and t table 2.068, so t count < - t table which means h0 is rejected and h1 is accepted. The significance value obtained is 0.00 < 0.05, so it can be concluded that there is an average difference between the pre-test and post-test results.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE SNOWBALL THROWING DENGAN MEDIA KONTEKSTUAL TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN SOSIAL SISWA KELAS V PADA PEMBELAJARAN IPS

This research aims to describe the impact of implementing the snowball throwing cooperative learning model with contextual media on the critical thinking skills and social skills of fifth-grade students. The study was conducted at SDN Sawaran Kulon 02 in Kecamatan Kedungjajang Kabupaten Lumajang. This research employs a quantitative approach using quasi-experimental research with a nonequivalent control group design. Two classes were involved class VA served as the experimental group, while class VB served as the control group. The research instruments used were social skills observation sheets and learning outcome tests. The analysis techniques included descriptive analysis, normality tests, paired sample t-tests, homogeneity tests, independent samples t-tests, N-Gain score tests, and independent t-tests for N-Gain scores. The results from the independent samples test yielded a significance value (2-tailed) of 0.000, which is less than 0.05, indicating a significant difference in the average learning outcomes between the experimental and control classes. It can be concluded that the implementation of the snowball throwing cooperative learning model with contextual media has a significant effect on students' critical thinking skills and social skills.

Pengaruh Model Kooperatif Tipe TGT Terhadap Hasil Belajar Siswa Di UPT SD Negeri 174 Gresik

This research aims to determine whether or not there is an influence of using the Teams Games Tournament (TGT) type cooperative model on student learning outcomes in theme 8 Subtheme 3 class V UPT SD Negeri 174 Gresik. The research method used was quantitative with a pre-experimental research design in the form of one group pretest-posttest. The sample in this research was 22 class V students. The data collection techniques used are tests and observations. Based on the results of the hypothesis test which was carried out using the paired sample t-test, it shows that the 16,850 > 2,086. Based on the testing criteria, if > , then is rejected and is accepted. Similar results were also obtained from the significance value obtained, namely 0,000 < 0,05, which means that was rejected, so it can be concluded that there is a significant difference between before and after the implementation of the Teams Games Tournament (TGT) type cooperative learning model. This significant difference proves that there is an influence of the Teams Games Tournament (TGT) type cooperative learning model on student learning outcomes at UPT SD Negeri 174 Gresik.

IMPLEMENTING THE ‘FOUR CS’ SKILLS INTO THE LANGUAGE CLASSROOM THROUGH COOPERATIVE LEARNING TO PROMOTE KAZAKH YOUTH COMMUNICATION SKILLS

The sustained development of technology has drastically changed how people function in society. Society urges fostering social skills such as critical thinking, creativity, communication, and collaboration for a person's success. The proliferation of those skills has been the aim of education contexts worldwide, particularly in Kazakhstan. Therefore, it is necessary to examine the suitability and readiness of these contexts for implementation. Our study is aimed at considering teaching strategies that might foster implementation of the ‘Four Cs’ skills in classrooms to determine how best to integrate these new tools into a language learning environment and understand what learning model can and should be used at a high school to enable Kazakh students to comfortably and confidently communicate ideas, give input in team meetings, conversations and interactions with their external stakeholders. Results showed that suggested teaching strategies have significantly contributed to the development of language learners' ability to generate ideas, build argumentation, highlight the lack of information and search, develop and formulate ideas, evaluate one's assumptions and judgments, accept the goals of a group, and assess overall results. In addition, these integrated skills allow students to learn independently, cooperate with others, and prove themselves in research activities. The study results suggest that mastering the ‘Four Cs’ skills in language classrooms based on cooperative learning accelerates the development of communication skills in Kazakh youth, offering a promising future for language education in Kazakhstan.

Interpersonal Skills And Cooperative Learning In Psychology Students Of A Private University In Guayaquil, 2023

The objective of this document is to propose a training plan based on the development of interpersonal skills with the aim of fostering cooperative learning among psychology students at a private university in Guayaquil in 2023. The research was conducted using a non-experimental design, which entailed observing and evaluating the variables or phenomena under investigation without any manipulation. The research findings indicate that inter-institutional alliances facilitate the expansion and enhancement of future psychologists' and professionals' competencies, offering them experiential learning opportunities in authentic work environments. The provision of internships in companies that offer training in this regard will be pivotal in complementing the academic training of students and better preparing them to address the issues they would encounter in professional practice. In this way, the university will not only fulfill its obligation to train competent professionals but will also become an agent of constructive social change.

PENERAPAN MODEL KOOPERATIF TIPE JIGSAW BERBANTUAN APLIKASI WORDWALL UNTUK MENINGKATKAN KEAKTIFAN SISWA PADA PEMBELAJARAN IPAS KELAS IV SEKOLAH DASAR

This study aims to describe the implementation of the cooperative learning model of the jigsaw type, assisted by the Wordwall application, to enhance student engagement of fourth-grade science learning at SDN 55/I Sridadi. The research conducted through a classroom action research design. Data were collected through observation, interviews, and documentation, and analyzed both qualitatively and quantitatively. The study was conducted over two cycles, with four stages in each cycle: planning, implementation, observation, and reflection. The results show that applying the jigsaw cooperative model, supported by the Wordwall application in science learning, successfully increased student engagement. It was evident as student engagement improved across all indicators in each meeting cycle. In the first cycle, student engagement was classified as "fair," with a percentage of 60.26%, but after improvements in the second cycle, it increased to "good," reaching a percentage of 84.73%. Based on the findings, it can be concluded that implementing the jigsaw cooperative model with the help of the Wordwall application in science learning can effectively enhance student engagement.

IMPROVING PERSONAL HEALTH LEARNING OUTCOMES THROUGH A JIGSAW TYPE COOPERATIVE LEARNING MODEL FOR FIFTH GRADE STUDENTS AT TELAGA PANGE PUBLIC ELEMENTARY SCHOOL

Health is the most valuable asset, the expression is said when the person has fallen ill. Healthy at least a person is very dependent on the behavior of the person's daily life. Therefore, everyone needs to be given information about health so that they can lead a life in accordance with health principles. Health aims to improve people's standard of living optimally. In order to achieve this goal, the community is encouraged to know the problems and find ways to overcome the various problems that arise. So far, health development has focused more on efforts to cure diseases, so that the focus of government attention has been directed more towards the development of health facilities such as health centers and hospitals. Soekamto, et al in Titu, (2015) stated the purpose of the learning model is "a conceptual framework that describes a systematic procedure for organizing learning experiences to achieve certain learning goals, and serves as a guide for learning designers and teachers in planning learning activities." The jigsaw type cooperative learning model can improve personal health learning outcomes in fifth grade students of Talaga Pange Public Elementary School. Through the application of the jigsaw type cooperative method, it can improve personal health learning outcomes. -the average achievement of the results obtained by the subject or student.

Influence of Cooperative Learning Practices on Students Motivation in Entrepreneurship Subject in Public Secondary Schools in Rwanda

Purpose: The study aimed to assess the "Influence of Cooperative Learning Practices on Student Motivation in the Entrepreneurship Subject in Public Secondary Schools in Rwanda," with a focus on Gasabo District. Materials and Methods: A descriptive research design was employed, targeting teachers, head teachers, and local administrators as participants. Out of a population of 1,520, a sample of 317 respondents was selected using Taro Yamane's formula. Data were collected through questionnaires, and analysis included regression, correlation, and descriptive statistics. Qualitative data were analyzed using thematic analysis. Findings: The study found that while 58.9% of teachers reported that students rarely applied Entrepreneurship skills in business contexts, 25.8% noted that students engaged with these skills about once a week. A majority of teachers (60.2%) agreed that cooperative learning practices improved school completion rates, with a mean score of 3.5 and a standard deviation of 1.1, although students' overall academic progress in Entrepreneurship remained low. Furthermore, Entrepreneurship usage was shown to influence students' academic performance by 77.2%, with the remaining 22.8% affected by other factors. A significant positive correlation (r = .684, p = .024) was observed between Entrepreneurship usage and academic performance. Conclusion: The study concludes that implementing high standards of cooperative learning practices in Entrepreneurship instruction can significantly enhance students' academic performance in public secondary schools in Gasabo District.

Perbandingan Motivasi dan Hasil Belajar melalui Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) dengan Tipe Group Investigation (GI) pada Siswa Kelas X SMAN 2 Bulukumba

This study aims to determine the differences in motivation and learning outcomes through the cooperative learning model types Two Stay Two Stray (TSTS) and Group Investigation (GI) among grade X students at SMAN 2 Bulukumba. The type of research used is Quasi-Experimental with a Nonequivalent Control Group design. The sampling technique used in this study is purposive sampling. The sample of this study consists of 2 classes: class X8 the experimental class I using the Two Stay Two Stray cooperative learning model, and class X9 the experimental class II using the Group Investigation cooperative learning model. The study results show that (1) Based on the hypothesis test with t-test, the results show that the t-value of 2.138 is greater than the t-table value of 1.995, or 2.138 > 1.995, and with a Sig. (2-tailed) value of 0.029, which is smaller than 0.05 or 0.029 < 0.05. From these data, it can be concluded that there is a difference in students' learning motivation through the Two Stay Two Stray learning model compared to the Group Investigation learning model. (2) Based on the hypothesis test with t-test, the results show that the t-value of 0.106 is less than the t-table value of 1.995, or 0.106 < 1.995, and the Sig. (2-tailed) value of 0.916 is greater than 0.05, therefore, it can be concluded that there is no difference in students' learning outcomes through the Two Stay Two Stray learning model compared to the Group Investigation learning model.

Development of Islamic Religious Education Comic Media: A Script Cooperative Learning Model

This research aims to develop learning media in the form of Islamic Religious Education comics with the material I Believe in the Prophets and Apostles, which is used as a very practical learning medium for grade 4 students of MIS Muhajirin Medan Polonia. Research and development methods use the ADDIE model. This development stage includes analysis, design, development, implementation, and evaluation. The development process was carried out with input from material experts, media experts, and learning design experts, practicality testing by students, and effectiveness testing. The results of the research show that: (1) learning media in the form of Islamic Religious Education comics with the Cooperative Script model obtained a material expert score of 4.51, media expert 4.54 (very high), and learning design expert 4.77 (very high). Field trials of learning media in the form of comics obtained an average score of 4.50 (very high). Guidance and information aspect 4.60 (very high), media material aspect 4.43 (very high), evaluation aspect 4.40 (very high), media and facility design aspect 4.48 (very high), and pedagogical effect aspect 4.60 (very high). The values obtained indicate that the product developed is very feasible. (2) Test the effectiveness of media in the form of Islamic Religious Education comics with the cooperative script learning model using the N-Gain Score formula. The research results showed a figure of 0.58 (medium effectiveness). The research conclusion is that the Islamic Religious Education comic media, the cooperative script learning model, is suitable for use and effective in improving learning outcomes.

Application Study of 5E Teaching Mode in Junior High School English Reading Teaching

The applied research of 5E teaching mode in English reading teaching in junior middle school is an important topic aimed at improving students reading ability and thinking quality. This teaching mode, derived from the constructivist teaching concept developed by American Biology Curriculum Research (BSCS), mainly includes five links: attraction (Engage), inquiry (Explore), interpretation (Explain), migration (Elaborate) and evaluation (Evaluate), which provides a platform for students to actively participate, deep thinking and cooperative learning.

How Do the STAD Cooperative Learning Model, Conventional Methods, and Student Confidence Affect Football Learning Outcomes?

This study evaluates the impact of the STAD-type cooperative learning model and the conventional model on football learning outcomes among Grade VIII students at Junior High School 2 Sijunjung, specifically considering students' confidence levels. The primary issue addressed is the low football learning outcomes linked to conventional teaching methods, which often result in reduced student engagement. The objectives of this research are clearly defined: to examine the interaction between the learning model and student confidence in relation to learning outcomes, to compare the effectiveness of the two models, and to investigate differences in learning outcomes between high and low confidence students within each model. Using a quasi-experimental method, the study employs qualitative descriptive analysis for measuring confidence and quantitative analysis for assessing football skills. A sample of 82 male students was divided into high and low confidence groups, each receiving instruction through either the STAD or conventional model. Data were collected via confidence questionnaires and football skill tests, then analyzed using two-way ANOVA and Tukey’s test. The findings indicate that the STAD-type cooperative learning model is generally more effective in enhancing football learning outcomes compared to the conventional model. Notably, there is a significant interaction between the learning model and confidence; students with low confidence utilizing the STAD model achieved better learning outcomes, whereas those with high confidence performed better under the conventional approach. This suggests that confidence plays a crucial role in learning outcomes, with lower confidence students benefiting from collaborative learning settings. In conclusion, the study highlights the overall effectiveness of the STAD-type cooperative learning model, especially for students with low confidence. It emphasizes the importance of tailoring teaching methods to align with students’ confidence levels to maximize learning outcomes. Future recommendations include exploring strategies to boost confidence among students, which could further enhance their engagement and performance in physical education.