Effect Of Cooperative Learning Model Research Articles

Peningkatan Kemampuan Analisis Fakta dan Opini Peserta Didik Kelas XI TEK 2 SMK Negeri 5 Surabaya dengan Model Pembelajaran Kooperatif

This study aims to describe the improvement of the ability to analyze facts and opinions in argumentation text of students of class XI TEK 2 SMK Negeri 5 Surabaya, as well as to describe the effectiveness of cooperative learning model in class XI TEK 2 SMK Negeri 5 Surabaya. This type of research is a class action research (PTK). This class action research was conducted in class XI TEK 2 of SMK Negeri 5 Surabaya in semester 1 of 2024/2025 academic year. The subjects of this study were students of class XI TEK 2 consisting of 31 students; 24 male students and 7 female students. Data collection techniques using direct observation and test methods. Based on the results and discussion, the following conclusions can be drawn. (1) There was an increase in the learning outcomes of students in class XI TEK 2 in learning to analyze facts and opinions in argumentation text. The increase in student learning outcomes was 37.5. In addition, the increase in learning outcomes did not only occur in students who had not met the minimum score in cycle I, but also in 4 groups at once. Even as many as three groups achieved maximum learning outcomes. (2) Cooperative learning model is effective in learning to analyze facts and opinions in argumentation text. The cooperative learning model encourages learners to actively discuss to determine facts and opinions in argumentation text in groups.

Pengaruh Model Pembelajaran Kooperatif Terhadap Peningkatan Mutu Hasil Belajar Siswa SMPN 13 Bekasi

The purpose of the research was to determine the effect of cooperative learning models consisting of cognitive, affective and psychomotor on improving the quality of learning outcomes of SMPN 13 Bekasi students. The research method uses quantitative with the experimental type of pre-test, post test, non-equivalent control group design with primary data sources derived from the results of interviews and student observations, while secondary comes from journals, books, documents that support the results of research with data analysis using descriptive statistics and partial tests. The results showed that the cooperative learning model through the group investigation method had no effect on cognitive, affective and psychomotor learning outcomes in SMPN 13 Bekasi students which could be caused by less than optimal implementation, different student abilities, unsupportive group dynamics, minimal interaction between students or groups not functioning properly, this could result in stagnant learning outcomes and external variables that were not taken into account.

The Effect of Cooperative Learning Model and Discipline on History Learning Achievement

The study aims to ascertain three things: (1) the difference in learning achievement in history between students using the Jigsaw cooperative learning model and students using the Studen Teams Achievement Divisions (STAD) model; (2) the impact of high and low discipline on learning achievement; and (3) the possibility of an interaction between cooperative learning models and discipline on history learning achievement. This study employed experimental research as its research methodology. The 2023–2024 academic year saw the conducting of this study at SMAN 11 North Bengkulu and SMAN 13 North Bengkulu. The XI social studies classes made up the study's population. Two groups were chosen at random to serve as research samples: one was the treatment group, which I taught using Jigsaw-style instruction, and the other used Studen Teams Achievement Divisions (STAD) instruction. This study employed a 2x2 factorial ANOVA research design. The application of Jigsaw and Studen Teams Achievement Divisions (STAD) has an impact on student learning achievement. High and low discipline have an impact on history learning achievement. Cooperative learning models and discipline have an impact on history learning achievement. These are the study's findings.

Cooperative Learning Model of Group Investigation Technique in Economic Learning

This study aims to analyze the effect of cooperative learning models with Group Investigation techniques in learning economics. The research method used is a literature study by analyzing various relevant previous studies. The results showed that the Cooperative Learning Model of Group Investigation technique can improve student learning outcomes in economic learning. The conclusion of this study suggests the application of the Group Investigation technique in learning economics to improve the quality of education.

The effect of cooperative learning model on elementary school students' learning motivation

Solid motivation has a positive impact on learning achievement and student attainment. This study aimed to determine the impact of cooperative learning on learning motivation of grade IV students in Mojokerto, involving 72 elementary school students. The research method used was quantitative using Comparison-Group Design. The results showed significantly higher student learning motivation in the experimental group than in the control group. Cooperative learning was applied for the experimental group, while lecture-based teaching was used in the control group. Implications for innovation in teaching methods and further research are suggested to further popularize cooperative learning for better learning outcomes.

The effectiveness of cooperative learning model with inquiry approach for static fluid materials at SMA Negeri 1 Kabila, Indonesia

This research aims to engender effective learning devices using a cooperative learning model with an inquiry approach for static fluid materials. Developing learning devices using a cooperative learning model with an inquiry approach generated products of a lesson plan, learning material, student worksheet, and learning outcome test. The results of validation conducted by two validators exhibited that the learning devices were valid, and each product had a percentage of 85.01-100%. The limited group test, executed to identify 15 students’ responses to the learning devices, resulted in score percentages of 98.33% for the lesson plan, 98.52% for the learning material, 99.33% for the student worksheet, and 99.33% for the learning outcome test. Overall results indicated that the learning devices were very effective for learning. The effectiveness was implied by the mean assessment scores of responses given by eleventh graders from the Science 4 class as participants as follows: 95.83% for the cooperative learning model, 99.72% for the student worksheet, 98.77% for the learning material, and 97.78% for the evaluation tool. A similar analysis performed on eleventh graders from the Science 5 class generated score percentages of 95.83% for the cooperative learning model, 96.67% for the student worksheet, 94.75% for the learning material, and 94.72% for the evaluation tool. In terms of learning outcome tests, eleventh graders from the Science 4 and 5 classess acquired N-Gains of 0.760 and 0.783 (a high category), respectively.

Effectiveness Of Cooperative Learning Model In Economics Subject On Student Engagement Of High School Students In Tegal Regency

Effectiveness Of Cooperative Learning Model In Economics Subject On Student Engagement Of High School Students In Tegal Regency

The Effect of Cooperative Learning Models on Learning Outcomes: A Second-Order Meta-Analysis

The Effect of Cooperative Learning Models on Learning Outcomes: A Second-Order Meta-Analysis

The Effectiveness of Cooperative Learning Model of Auditory, Intel-lectual, Repetition (AIR) Type Assisted by PowerPoint Media on Class VII Quadrilateral and Triangular Material in Kamus Yapirru Tebas Islamic Junior High School

This study describes the effectiveness of learning in the classroom using the auditory, intellectual, and repetition (AIR) cooperative learning model. This study also uses the help of PowerPoint media. This article's data presentation is part of a research report whose primary focus is observing the effectiveness of learning using the auditory, intellectual, repetition (AIR) cooperative learning model with the help of PowerPoint media. The research method uses descriptive qualitative to describe student learning outcomes, activities, and responses. Student learning outcomes are measured using learning outcomes tests and quiz question tests. Student activity data was carried out using student activity observation sheets. Student activity data was collected using student response questionnaire sheets. The subjects of this research were class VII students consisting of 24 students. Research results prove that: (1) Overall student learning outcomes meet the minimum completeness criteria (KKM), that is, all students score above the KKM. (2) Student activity is classified as active during learning. (3) Student responses are categorized as very good or positive

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT TERHADAP HASIL BELAJAR PKN SISWA SEKOLAH DASAR

Learning outcomes for each student are varied and not all students have high learning outcomes. This can be caused by various factors including factors that exist in the student who is less active during the learning process based on the lack of variety of learning models applied during the learning process, so that students do not understand the learning material properly. This study uses a cooperative learning model of teams games tournament type with the aim of knowing the improvement of student learning outcomes after using a cooperative learning model of teams games tournament type in class V and to determine the effect of cooperative learning model of teams games tournament type on student learning outcomes. With the research method used is pre experimental one group pre-test post-test design. The sample in this study was class V students totaling 28 people. The sampling used simple random sampling technique. Data collection in this study used tests and non-tests, namely questions about students' Civics learning outcomes and documentation. The results of this study state that the use of the teams games tournament type cooperative learning model has a positive effect on the Civics learning outcomes of elementary school students with a coefficient of determination (R Square) of 0.438 or 43.8% with an average N-Gain value of 46.59%. As well as having a significant difference between

The Effect of Cooperative Learning Model with Think Pair Share Type on Speaking Skill

The Effect of Cooperative Learning Model with Think Pair Share Type on Speaking Skill

The Effect of Cooperative Learning on Learning Motivation: A Meta-Analysis

Cooperative learning can increase students' learning motivation. Numerous studies have examined the effect of these models on students' motivation to learn. This meta-analysis study was designed to generalize the impact on science learning motivation in elementary, junior high, and senior high school students. This study aims to examine the effect of cooperative learning models on students' learning motivation at the elementary, junior high, and high school levels, as well as the difference in mean motivation scores between the control and experimental groups. This study was conducted using meta-analysis techniques. The data used in this study came from 13 previous studies. The data were then analyzed using descriptive and inferential statistics. The research findings revealed that the effect of the cooperative learning model on learning motivation at the junior high school level was greater than that at other educational levels. Additionally, there was no discernible difference in the mean motivation score between the experimental group using the cooperative learning model and the control group using the conventional learning model.

Cooperative Learning Enhances Science Outcomes: Fourth Grade Study

This quantitative experimental study aims to investigate the effect of the cooperative learning model on science learning outcomes for fourth-grade elementary school students. Using a quasi-experimental non-equivalent control group design, the research involved 16 students in the control class (IV-A) and 16 students in the experimental class (IV-B). Pre- and post-tests consisting of cognitive questions were conducted to collect data. The t-test and effect size analysis were employed to determine the influence of the cooperative learning model on science learning outcomes. The results revealed a significant effect of the cooperative learning model on science learning outcomes for fourth-grade students. Furthermore, the effect size calculation indicated a large effect, suggesting the substantial impact of the cooperative learning model. This study highlights the potential of cooperative learning in enhancing science education and provides implications for educators to adopt effective instructional strategies to improve learning outcomes.
 Highlights:
 
 Cooperative learning model significantly improves science learning outcomes in fourth-grade elementary students.
 Quasi-experimental research design used to investigate the effect of cooperative learning on science learning outcomes.
 Findings indicate a large effect size, emphasizing the substantial impact of cooperative learning on student achievement.
 
 Keywords: Cooperative learning, Science learning outcomes, Fourth grade, Elementary school, Quasi-experimental design

The Effect of Cooperative Learning Model Type Group Investigation (Gi) Combined Mind Mapping Against Student Learning Outcomes at Sma Panca Budi T.P. 2019-2020

ABSTRACTThis study aims to determine the effect of GI-type cooperative learning models combined with mind mapping on student learning outcomes in class X MIA SMA Panca Budi Medan academic year 2019/2020. This type of research is quasi-experimental with two groups pretest-posttest design. Sampling was done by random sampling consisting of two classes, namely class X MIA 4 as an experimental class which was treated with GI type learning model combined with mind mapping and class X MIA 6 as a control class treated with conventional learning. Each class consists of 30 students. The instrument used to determine student learning outcomes is a essay testlearning outcomes test with a total of 9 questions, an assessment sheet of student learning activities, and mind mapping assessment. The results of testing hypotheses using t test with α = 0.05 obtained that there is a significant difference from the GI type cooperative learning model combined with mind mapping on student learning outcomes in SMA Panca Budi Medan.

The Effect of Cooperative Learning Models on The Students' Mathematical Critical and Creative Thinking Ability: Meta-Analysis Study

This study aims to describe the results of the study and examine the effect of the implementation of the Cooperative learning model on the students' mathematical critical and creative thinking abilities and obtain an effect size when viewed based on educational level, sample size, and research demographics from the primary studies being analyzed. This research is quantitative research with a meta-analysis research design. The research sample that met the inclusion criteria consisted of 34 primary studies of mathematical critical thinking ability (the total effect size of the studies was 39) and 23 primary studies of mathematical creative thinking ability (the total effect size of the studies was 24). Based on the research findings, it was found that the overall effect of the implementation of the cooperative learning model on the students' mathematical critical thinking skills had a significant effect with an effect size of 0.792. Overall, implementing the cooperative learning model on the students' mathematical creative thinking ability had a significant effect with an effect size of 0.696. In addition, there is no difference in mathematical creative and critical thinking abilities between the students who studied in the cooperative class and those who studied other than in the cooperative class in terms of education level and sample size. There is no difference in mathematical critical thinking skills between the students who studied in the cooperative class and those who studied other than in the cooperative class in research demography. However, there are differences in mathematical creative thinking abilities between the students who studied in the cooperative class and the students who studied other than in the cooperative class in terms of research demography.

The Effect of Gallery Walk Cooperative Learning Model on Learning Outcomes in Economics Lessons

Purpose of the study: This study aims to determine the effect of the cooperative learning model of the gallery walk type on student learning outcomes in class X1 at SMA Negeri 5 Sidrap as well as an overview of student learning outcomes after applying the learning model.
 Methodology: This study used the Pre-Experimental Research Design The One Group Pretest-Posttest Design with a population of 30 students in class X1 at SMA Negeri 5 Sidrap. Due to the relatively small population size, 100% of the population was taken, so the number of samples in this study were 30 students (one experimental class). Data collection was carried out using questionnaires, tests, observations, and documentation. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis.
 Main Finding: The results showed that the gallery walk cooperative learning model had a correlation of 0.782 in the medium category with the simple regression analysis equation Y = -12.507 + 1.641X. The results of the hypothesis test with SPSS obtained tcount = 6.640 and ttable of 2.048 this means arithmetic ≥ ttable with a value of 6.640 ≥ 2.048 with a significance value of 0.000 so that H1 is accepted and H0 is rejected, this shows that the influence of the use of the gallery walk cooperative learning model on results study class X1 students of SMA Negeri 5 Sidrap. The magnitude of the contribution of the influence of the learning model is 61.2%, while 38.8% is influenced by other factors that have not been studied in this study.
 Novelty/Originality of this study: Gallery walk cooperative learning model in learning activities to improve student learning outcomes.

Pengaruh Model Kooperatif Tipe Talking Stick terhadap Hasil Belajar Tematik Terpadu Kelas V SD

The purpose of this study is to find out the effect of Cooperative Learning Model through Talking Stick on the integrated theatic learning outcomes of the fifth year elementary school students in Elementary School Cluster 4 in Padang Timur Sub-District, Padang. This study used a quasi-experimental design in the form of nonequivalent control group design. The sampling technique used was cluster random sampling. The sample of this study was the fifth year elemtary schol students in Elementary School Cluster 4 in Padang Timur Sub-District, Padang.18 students at Class VB of SDN 35 Parak Karakah were chosen as the experimental class, and 22 students of SDN 17Parak Karakah were chosen as the control class. The results of this study show that the average pretest score of the experimental class is 54,07, and the average pretest score of the control class is 54. Meanwhile, the average scores of the both the experimental class and control class are 84,07 and 64,94, respectively.furthermore, the results of the analysis of the hypothesis testing at a significance level of 5% are tcount>ttable (6.13 > 2,024), soit can be concluded that using Cooperative Learning Model through Talking Stick elementaryschool students in Elementary School Cluster 4 in Padang Timur Sub-District, Padang.

The Effect of Cooperative Learning Model and ScientificAttitudes toward Mathematics Achievement by Controlling the Intelligence

The Effect of Cooperative Learning Model and ScientificAttitudes toward Mathematics Achievement by Controlling the Intelligence

Effectiveness of Cooperative Learning Model and Direct Instruction for Student Learning Achievement

Based on the problems that occur where there are still many students who have not completed their learning achievements, they try to apply a model like this, the study aims to determine the extent to which the effectiveness of cooperative learning and direct instruction learning models can can be used to teach the practice of worship in the management of corpses. The research method used in this study was a quasi-experimental design with a pretest-postest control group design and a quantitative approach. Where the population of this research is all 8th grade students of Mts Darul Falah PPI 61 Cisurupan. The data obtained is the result of the instrument in the form of test questions for the pretest and posttest, and documentation of research results. The instrument analysis includes data validity, reliability, level of difficulty, discriminatory power, normality test, T test, and man whitney test. The result of this research is that when doing a pretest to students the result is that there is no difference in learning achievement between the experimental class and the control class. Furthermore, after a trial was conducted between the experimental class using the cooperative learning model and the control class using direct instruction, the two classes experienced differences in learning achievement, namely the experimental class having further improved student learning outcomes.Berdasarkan permasalahan yang terjadi dimana siswa masih banyak yang belum tuntas pretasi belajar nya sehingga mencoba penerapan model seperti ini,penelitian ini bertujuan untuk mengetahui sejauh mana efektifitas model pembelajaran cooperative learning dan direct instruction dalam pembelajaran praktek ibadah materi pengurusan jenazah, Metode penelitian yang digunakan dalam penelitian ini adalah quasi eksperimen dengan desain prettest-posttest control group design dan dengan pendekatan kuantitatif. Dimana populasi penelitian ini adalah seluruh siswa kelas 8 Mts Darul Falah PPI 61 Cisurupan. Data yang didapat merupakan hasil dari instrument berupa soal tes untuk pretest dan post test, dan dokumentasi hasil penelitian. Untuk analisis instrumen meliputi uji validitas data, reliabilitas, tingkat kesukaran, daya pembeda, uji normalitas, uji T, dan uji man whitney. Hasil dari penelitian ini adalah ketika melakukan pretest kepada siswa hasilnya adalah tidak terdapat perbedaan prestasi belajar antara kelas eksperimen dan kelas kontrol. Selanjutnya setelah dilakukan uji coba antara kelas eksperimen yang menggunakan model cooperative learning dan kelas kontrol menggunakan direct instruction, kedua kelas tersebut mengalami perbedaan prestasi belajar, yaitu kelas eksperimen lebih meningkatkan hasil prestasi belajar siswa.

Pengaruh model kooperatif tipe make a match terhadap kemampuan pemecahan masalah matematis dan motivasi belajar siswa pada kelas III SDN 066652 Bakti Luhur

The purpose of this research is to determine the effectiveness of cooperative learning model of make a match and to determine whether there are differences on students' motivation and mathematical problem-solvingabilities on multiplication of integers, between learning using cooperative learning model of make a match and conventional. This study is experimental research. The research was carried out at third grade students of SDN 066652 Bakti Luhur. The population was 41 students. The sampling technique used saturated sample; all populations were involved to be used as research samples. The data collection techniques used questionnaires, tests, observation sheets, and documentation. The data analysis technique used analysis prerequisite test, including normality and homogeneity test of the data, N-Gain test and final analysis using t- test. The results showed that learning motivation index value of experimental class was 87.8 including high category, the control class was 73.67 including medium category. The average score of mathematical problem-solving ability in experimental class was 43.80, including high category, while the control class was 24.8 including good category. The results of hypothesis test of differences in learning motivation show that t count > t table with sig. p-value = 11.310 > 0.05), and the difference in mathematical problem-solving ability shows that t count > t table with sig 37.504 > 0.05. So, it can be concluded that cooperative learning model of make a match is effective on students' motivation and mathematical problem-solving abilities.