Development Of Cooperative Learning Research Articles

Prácticas universitarias: una perspectiva integral

A partir de la experiencia transitada en el Seminario de la Especialización en docencia universitaria “Políticas de articulación, docencia, investigación, extensión y transferencia”, reflexionamos acerca de obstáculos o límites que se presentan en el camino hacia una dinámica de formación con perspectiva integral en nuestras universidades. Proponemos un Taller donde los conocimientos prácticos, académicos y extra-académicos puedan integrarse en el análisis y búsqueda de soluciones a problemas reales. Este espacio sería posible de ser incorporado en el currículum de cualquier carrera universitaria, encuadrado en aprendizaje basado en problemas (ABP), donde los estudiantes se enfrentan al problema antes de un determinado aprendizaje: es decir, el problema guía al aprendizaje. Imaginamos un contraste con aquella situación inicial desde la cual los imaginarios o supuestos acerca de las capacidades individuales excluyentes o incumbencias exclusivas de cada campo disciplinar, podría redefinirse y orientarse hacia una visión más amplia e integradora de los saberes específicos, y contribuir con un aprendizaje cooperativo o cooperado que refuerce su vínculo de pertenencia tanto con la comunidad académica de un sistema educativo efectivamente público y democrático, como con la sociedad con la cual interactúen solidariamente, en pos de una sociedad plural y democrática.

Development of Cooperative Learning Think-Talk-Write (TTW) Models Based on Batak Culture to Improve Students’ Mathematical Critical Thinking Ability

This study aimed to develop valid, practical, and effective Think-Talk-Write (TTW) learning tools based on Batak culture. Plomp's research design was used in this study. This development research product was a valid, practical, and effective TTW learning tools based on Batak culture, which can improve students' mathematical critical thinking ability. The results of the study are (1) TTW learning model based on Batak culture belonged to the valid category; (2) the practicality of the TTW learning tools based on Batak culture belonged to the high category; and (3) the effectiveness of the TTW learning tools based on Batak culture based on (a) classical student learning completeness was 88.89%; (b) the use of learning time criteria was in the high category; (c) the teacher's ability to manage learning criteria was in the high category, and (d) many students gave positive responses to the components and learning activities.

Research on the Development of Cooperative Learning and the Implementation of Strategies in Biology Classroom

Cooperative learning is a mode and strategy based on collective learning, which has high value in modern classroom teaching. At present, the most creative and practical teaching mode adopted by most countries in the world is cooperative learning. Cooperative learning has been widely used in the classroom teaching mode. Recently, it is also more and more used in the biology classroom of junior high school, and gradually shows the benefits and advantages that the traditional classroom mode can not bring. The cooperative learning strategy is helpful to improve the students’ interest in learning, enhance the students’ collective consciousness and achieve the teaching goal. Therefore, this paper reviews the development of cooperative learning, summarizes the types of cooperative learning, and finds that cooperative learning can enrich biological classroom teaching activities and improve the quality of biological teaching. At last, it analyzes the strategy of cooperative learning in biology classroom, which has important theoretical significance and application value for the continuous improvement of biology education quality.

Povezanost samoinicijativne primene kooperacije u učenju sa postignućima i motivacijom studenata fizike

In the course of their studies, students encounter subjects they regard as difficult or less interesting and which they study only reluctantly, often struggling to pass the final exams. It can be assumed that changes in the manner of studying can lead to greater student motivation for studying and better achievement. Our study aimed to examine to what extent students engage in self-initiated cooperative learning, and examine the correlation of self-initiated cooperative learning with student achievement and motivation. The study was carried out with a convenience sample of 32 second-year undergraduate physics students of the Faculty of Sciences, University of Novi Sad. The study was designed as a systematic non-experimental survey, using the questionnaire as a data collection instrument. The results indicate that students engage in self-initiated cooperative learning, but that the expected positive effects of cooperative learning are absent. No correlation was found between the use of cooperative learning and learning motivation and student achievement. Nevertheless, the self-initiated cooperative learning observed can serve as the basis for the further development of cooperative learning. The findings of the study suggest the need to provide students with guidelines on how to prepare for cooperative learning, so that they can benefit from this form of learning.

The Development of Cooperative Learning Model Team Assisted Individualization with SETS Vision to Increase Science Process Skills

This study aims to increase the science process skills and cognitive learning outcomes of students by applying the development of Team Assisted Individualization (TAI) cooperative learning model with SETS vision. The development of this Team Assisted Individualization (TAI) cooperative learning model with SETS vision is a research and development (R&D). Increasing of science process skills students are explored through observation sheets, then the increasement is analyzed using N-gain. The results showed that Team Assisted Individualization (TAI) cooperative learning model with SETS vision could improve the science process skills of students with the acquisition of N-gain of 0.72 (high) in the experimental class 1 and 0.76 (high) in the experimental class 2. Cognitive learning outcomes of students have increased by 0.54 (moderate) in the experimental classes 1 and 2 with classical completeness of 86.1% and 88.89%. Based on the questionnaire responses, it can be concluded that the implementation of the Team Assisted Individualization (TAI) cooperative learning model with SETS vision effectively increases the science process skills of students.

A Study of Students’ English Cooperative Learning Strategy in the Multimedia Environment

As a new learning mode, cooperative learning is of great significance to the students' learning and development. In our country it has achieved remarkable results, and its implementation of a wide range, especially in the field of English teaching has made great achievements. This essay starts with the background and development of cooperative learning. From the characteristics of the multimedia environment, we make a comprehensive discussion of how to use effective means, multimedia network environment and the multimedia tools, to promote students' English cooperative learning. Multimedia environment in the application of cooperative learning has produced some magical effects. Students can search for English language learning materials, and the study model can help students to establish a cooperative team to start learning together. At the same time, the teachers assist to guide, and ultimately achieve better results than the traditional teaching.

The Development of Cooperative Learning Using Jigsaw Activities for Learning Achievement and Self-directed Learning Behaviors of Master Nursing Students

The Development of Cooperative Learning Using Jigsaw Activities for Learning Achievement and Self-directed Learning Behaviors of Master Nursing Students

PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE KOSAJI PADA PEMBELAJARAN FISIKA

This study aims to develop a cooperative learning model of KOSAJI type that valid, practical and effective. KOSAJI of cooperative learning model is a collaboration between cooperative learning model type STAD and Jigsaw in physics learning. The method used was the research development model adopted Dick and Carey with ten stages which includes a needs analysis to determine the objectives, formulate indicators, the analysis of the students and the context, the establishment of specific goals of learning, the development of assessment tools of learning, the development of learning strategies, the development and selection of material lesson, formative evaluation, revision of the device, and a summative evaluation of the effectiveness of the device. This research was conducted at SMAN 1 Mataram. KOSAJI cooperative learning model developed together with learning devices such as lesson plans, worksheets, questionnaires students' attitude towards physical and cognitive achievement test. KOSAJI learning model along with the device has been through expert validation, test a small group, limited field testing and large-scale (summative evaluation). Implementation KOSAJI learning model in teaching physics to minimize shortage and optimize the advantages that exist in both the type of cooperative learning model. Based on expert validator test KOSAJI learning model and is well worth learning device used with a percentage value of 94.99% . After going through the stages of the test group was small and limited field KOSAJI learning model can be applied to both in terms of the response of the students (80.52 % on a small test group and 83.41% in the limited field testing ), the response of teachers (76.92 % in the small test group and 82.69 % limited field tests) and enforceability of RPP (86.61 % on a small group of test and 86,62 % in limited field test) with some revisions .Summative test results showed that the learning model KOSAJI effectively improve students' cognitive learning outcomes with increased value in terms of pretest and posttest of 41.93%. Therefore, the development of cooperative learning in teaching physics KOSAJI proved valid, practical and effective.Keyword: KOSAJI Cooperative Learning Model, Physics Learning

Online learning: New educational environments in order to respect cultural diversity through cooperative strategies

This paper discusses the possibilities provided by new virtual scenarios for the development of cooperative learning as a pedagogical approach to diversity. Computermediated communication demands a redefinition of the educator's roles and basic tasks. Facilitating learning by means of providing motivating activities and arranging tasks in a cooperative way becomes the teacher's main task. We shall present some strategic proposals for cooperative learning that can be developed through the Internet either as complementary or alternative activities to present tasks. While working in a cooperative way in virtual settings, educators need to take into account some factors that can improve the way students organize activities and communicate amongst themselves. Finally, we reflect on some of the lessons we have learned from our experience monitoring online courses. Este artículo plantea las posibilidades que ofrecen los nuevos entornos virtuales para el desarrollo del aprendizaje cooperativo como principio metodológico ante la diversidad. Las características de la comunicación mediada por ordenador implica una reformulación de los roles y tareas básicas de los educadores, cuya función principal consiste en facilitar el aprendizaje, proponiendo experiencias motivadoras y organizando las tareas de forma colaborativa. Presentamos algunas propuestas de estrategias para el aprendizaje cooperativo que pueden desarrollarse a través de Internet, bien como actividades complementarias al trabajo presencial o como alternativa. A la hora de trabajar cooperativamente en entornos virtuales es necesario tener en cuenta una serie de factores que pueden mejorar la organización y comunicación entre los alumnos. Por último se apuntan algunas de las lecciones aprendidas tras la experiencia de tutorización de cursos online.

Sharing the Adventure: Sharing the Responsibility

This article, in a very practical way, discusses the importance of a creative, supportive classroom environment as a major vehicle for the identification and nurturing of children's talents. It provides detailed guidance on questioning techniques, the development of co-operative learning together with the fostering of the independence of each learner.