Implementation Of Cooperative Learning Research Articles

Penerapan Pembelajaran Kooperatif Tipe TPS (Think Pair Share) untuk Meningkatkan Hasil Belajar PKn di MI Negeri 1 Yogyakarta

The quality of education today still looks less satisfying. The size of education quality can be seen from the academic achievement of students, namely the value of exams and the influence of learning outcomes on daily life. The success of education is determined by many factors, among them the teacher factor, the teachers who have skills in the learning process, the ability to choose a learning model that can improve students' learning skills and outcomes. One of the ways teachers can do is to implement a cooperative learning model of TPS type (Think Pair Share). This research was conducted at MIN 1 Yogyakarta. This research is a class action research (PTK). Data analysis results showed that generally students ' absorption of learning materials showed significant improvement. Based on the results of the evaluation, the increased learning ability of students in cycle I reached 70.6 and increased to 80.2 in cycle II. The average daily replay value has also increased to 70.3 and becomes 83.5 after the implementation of the TPS type Cooperative learning. This indicates that the implementation of the TPS type Cooperative learning can improve the student's learning outcomes.

The Implementation of Group Investigation with Audio Visual Learning Media to Improve Student`s Learning Achievement and Student`s Attitude of Love the Homeland on Social Science Learning in Sambirejo 2 Junior High School

The purpose of this research is to know the effectiveness of implementation of cooperative learning with group investigation and audiovisual media learning to improve student learning achievement and student`s attitude of love the homeland at junior high school students. The classroom action research was used as research approach. The subjects of research subjects were teachers and 32 students of class VIIIA. The data were analyzed by interactive analysis technique and comparative descriptive analysis. The results of this study indicate the improvement of learning achievement with an average value of 70 in cycles I, 77 in cycles II, and 81.75 in cycle III. Meanwhile the attitude score for love of the homeland shows improvement with the average yield of 72 in cycles I, 82 in cycles II, and 85 in cycle 3. Based on the results of the research, it can be concluded that the learning model for study Group Investigation with audiovisual learning media had proved to improve the learning achievement and attitude of love the homeland of student in the class VIIIA Sambirejo 2 State Junior High School.

The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers’ attitudes and beliefs

ABSTRACTIn the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between teachers, especially in teaching students the needed cooperative behaviours. Based on semi-structured interviews, it was found that low-performing CL teachers struggle more with student behaviour during cooperative learning, while high-performing CL teachers feel more able to regulate student behaviour. We concluded that teachers who differed in their teacher performance of implementation of cooperative learning also differed in their attitudes and beliefs about this approach. An integrated model on professional development and teacher change is proposed to interpret the results of differences between teachers. This model shows that positive attitudes and beliefs before implementation, but also experiencing positive student outcomes (incl. positive student behaviour) during implementation are important factors in making cooperative learning successful in practice. We suggest that teachers should be prevented from entering a negative spiral in which they experience student behaviour during cooperative learning only as difficult and, therefore, do not succeed in improving students’ cognitive and behavioural outcomes.

Using Flipped Classroom to Facilitate Cooperative Learning Implementation: An Action Research Case Study with Photovoice

Implementing cooperative learning in the Initial Teacher Training program may be challenging yet rewarding. Using a flipped classroom to facilitate cooperative learning implementation showed positive outcomes for teachers and students. This study aimed to develop a model for cooperative learning implementation in a Romanian university for two classes of Pedagogy of preschool and primary school academic program. A mixed intra-paradigm research design of case study, action research, and photovoice was used to facilitate the implementation and model development. From the seven components of the CoLearnITT process model, in the present study is presented the flipped classroom component. Data collection methods, participants, and results are presented by the two cycles of action research. The study presents also the process used in developing the model, which took place in three phases planning, performing, and perfecting, during two different school years. The results showed that a flipped classroom successfully facilitates cooperative learning implementation with positive results.

Students' perception of the application of cooperative problem-solving method and its effect on mathematics performance: The case of secondary schools in Awi-zone, Ethiopia

This study focuses on high school students' perceptions of cooperative problem-solving learning in mathematics classrooms. Case study was chosen as a research design in this study. Participants of this study were grade 11 students of Dangila preparatory high school in Awi-zone, Ethiopia. The number of participants was 105. The data were collected using Structured Likert scale questionnaire consisting of 15 (fifteen) questions that focus on cooperative problem-solving learning and an unstructured interview. The quantitative data were analyzed using one sample t-test whereas the qualitative one was analyzed using narration on the basis of themes created as per the basic questions of this research. The results of this research showed that students had positive responses toward the implementation of cooperative problem-solving learning. The quantitative data revealed that cooperative problem-solving learning has great effect on students' learning and consequently on their mathematics performance. The qualitative data disclosed the generics skills of students and helped teachers to understand students' perceptions of their experience gained from the learning activities. Besides, it was found that students were familiar with group activities in mathematics classroom. To sum up, cooperative problem-solving learning is a good approach for the students to learn mathematics easily and perform better than before. On the basis of the findings, the researchers have forwarded relevant recommendations.

DOES COOPERATIVE LEARNING BRING POSITIVE EFFECT ON STUDENTS’ VOCABULARY ACHIEVEMENT?

This study wanted to investigate the effect of cooperative learning on students’ vocabulary achievement. The subject of this study is 54 students of grade seven in one of public junior high schools in East Java Indonesia. The researcher divided the subjects into two groups; experimental and control groups which consisted of 27 students. The instruments of this study were used tests, and observation. The tests consisted of pre and posttest which delivered in the first and the last meeting. The observation was done to observe the situation of students in the classroom during the implementation of cooperative learning and conventional method. In this study, the researcher used SPSS 24 to analyze the data. The result of this study revealed that the use of cooperative learning and conventional method significantly improve students’ vocabulary achievement. It also gave positive effects for the students such as; increasing students’ motivation and cooperation and decreasing their nervous. The result also showed that there was no significant different between conventional method and cooperative learning on students’ vocabulary achievement.

Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

The goal of the study was to contrast the effects that a Cooperative Learning implementation in Physical Education can produce in two different Educational stages: Primary and Secondary Education. A total of 179 students agreed to participate: 96 (44 boys, 52 girls) were enrolled in four Year 7 Primary Education groups (11.37 ± 0.89 years) and 83 students (38 boys, 45 girls) were enrolled in three Year 11 Secondary Education groups (15.42 ± 1.12 years). Convenience sampling was used. All groups experienced three consecutive learning units (23 sessions). At post-test, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was also obtained in the post-test (p = 0.034). All effect sizes exceed the value of 0.87, which is considered large. Qualitative data showed that the teacher highlighted the importance of cooperation in Physical Education in order to promote respect for others and joint thinking in Primary Education.

EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS

Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.

E-Learning Impacts on Critical Thinking Skills in Science Learning

Learning in the 21st-century demands learning outcomes which are relatively different to the previous ones; they are well-known as 4C (collaboration, critical thinking, creativity, and communication). The rapid development of information and communication technology makes information in various needs easier to be accessed. This new requirement drives to the needs of learning innovation development. Theory, concept and cooperative or collaborative learning practice are believed by educators to have significant benefits on the development and the enhancement of student capabilities and skills on the various educational level. This research aims to find out how online cooperative learning implemented with various applications influences the increase of critical thinking skills as one of higher order thinking skills. The research method used was quantitative research with the ANOVA method. The data used was secondary data obtained from previous analyses conducted by the researcher together with students. The research stages started by tracing the results of previous studies and re-tabulated them following variables to be researched. Next, the preconditioning test on the results obtained was done to be used on the selected statistical analysis. From the outcome of this research, it can be concluded that there is an influence of online cooperative learning implementation towards critical thinking skill enhancement of secondary school students. In this research, it appears that the highest averages of critical thinking skill score are obtained for blended learning (79.08), discussion facilitated PhET (77.03), TPS with OER (69.87) sequentially for the top three. From the deviation score, the lowest deviations are PBL using OER (6.34), discussion facilitated PhET (6.66), and blended learning (6.67) sequentially from the lowest. Besides, there is a difference of influence among various strategies of online cooperative learning. With F-test, it seems that there is a significant influence of learning strategy towards the performance or critical thinking skill score with a significant level of 5%. Blended learning has an influence which is significantly not different (0.961) to discussion facilitated PhET. PBL using OER has an impact which is significantly not different (0.134) to Student Worksheet. However, with others, the influence is significantly different on the enhancement of critical thinking skills.

Penggunaan Model Pembelajaran Cooperative Learning Teknik Two Stay Two Stray (TSTS) Dalam Meningkatkan Prestasi Belajar

This research is classroom action research consisting of two cycles and each cycle consists four stages: planning, implementation, observation and reflection. The subjects of the research were 40 grade X students of AK 1 class in SMK Muhammadiyah 1 Yogyakarta in the academic year of 2017/2018. The data collection techniques were observation, evaluation/ tests, and documentation. The data analysis technique used was quantitative data analysis. Based on the results of the research, in conclusion, the implementation of cooperative learning two stay two stray technique can improve the grade X students’ accounting learning achievement of AK 1 class in SMK Muhammadiyah 1 Yogyakarta. It was supported by the research data showing that the improvement of students’ learning achievement were obtained from the mean score of pre-test and post-test in Cycle I that was 20.63. In Cycle II, the mean score of pre-test and post-tense were improved 18,13. Besides, there were some improvement of students’ accounting learning achievement from Cycle I to Cycle that was proven by the increase of post test score 9.0 and the number of students who passed KKM from 82.50% to 100%

Cooperative Learning: Practices, Challenges and Its Implication for Quality Education in Undergraduate Regular Program of Wollo University

The purpose of this study was to investigate the practices and challenges of cooperative learning and its implication for quality education in under graduate program of Wollo University, Dessie Campus. To achieve the purpose of the study, a concurrent triangulation research design was applied whereby collection and analysis of quantitative and qualitative data were undertaken at the same time in an integrated manner. The target populations for this study were students and instructors of Wollo University. From the total population of the study, 136 instructors and 346 students were taken as samples of the study. In addition, ten instructor informants were selected and interviewed. Moreover, three lesson observations were conducted by the writers. Thus, the instruments of data collection used for this study were questionnaire, interview, observation and document analysis. The data collected through questionnaire (quantitative data) were analyzed using frequency, percentage mean, standard deviation and independent sample t-test through SPSS 25.0. The finding of the study revealed that the implementation of cooperative learning in Wollo University is not satisfactory. It becomes evident that the characterizing features of good implementation of cooperative learning were not effectively practiced in the University. Furthermore, the finding of the study indicated that the benefits that students acquired due to the implementation of cooperative learning are not encouraging. The study also identified the challenges that hindered implementation of cooperative learning. From the findings of the study, awareness creation training about the practices and principles of cooperative learning was recommended as a recommendation of the study. Keywords: Cooperative Learning, Practices, Challenges, Quality education DOI : 10.7176/JEP/10-31-06 Publication date: November 30 th 2019

VARK learning style and cooperative learning implementation on impulse and momentum

Individuals have various preferences in learning and processing information. These variances in individuals learning are clarified by learning styles. A recent classification of learning style associates state that individual learning styles can be categorized into Visual, Aural, Read or Write and Kinesthetics (VARK). Current learning concepts focus more on the intellectual development features through visual/verbal approach. This visual/verbal approach seems to incorporate frequent scopes from other learning style preference. This research aims to determine student achievement on impulse momentum subject using cooperative learning which instruction is based on learning style and cooperative learning which instruction is mismatched on learning style. Research was designed according to quasi experimental with non-equivalent control group pre-test post-test design. The experimental group were formed into cooperative groups which instructions is based on learning styles for each student and the control group formed into cooperative groups which instruction was mismatched with students learning styles. The result shows that there is significant difference between control group and experimental group. In addition, it was determined that students in experimental group were more successful rather than students in control group.

Cooperative Learning as a Window of Opportunity to Transact Mathematics Instruction in Alamata and Korem Secondary Schools of Tigray, Ethiopia

Mathematics instruction would be more effective if students were able to help each other and exchange information actively. This can effectively be done when students are engaged in cooperative learning. The study was intended to analyse the extent to which mathematics education is supplemented with cooperative learning in Grade 9 of Secondary Schools in Alamata and Korem, Tigray. In order to address the research objectives, mixed methods design was employed. Questionnaires, interview and classroom observation were used to collect quantitative and qualitative data from a sample of 15 teachers and 322 students. The data was analysed using descriptive statistics. The results of the study revealed that the extent of practicing cooperative learning methods was not up to the expected level. The attitude of teachers toward using cooperative learning methods was favourable and yet, teachers’ action in dealing with the basic components of cooperative learning was not promising. The findings showed that the major factors that inhibit the implementation of cooperative learning were lack of adequate training, lack of classroom facilities, lack of administrative support, lack of time, dependency of slow learners on more able learners, and traditional teaching methods. It is suggested that teachers should take basic training about the use and deliberation of cooperative learning as one of innovative teaching methods of mathematics education and as a means to realize their commitment.

PENERAPAN MODEL NUMBER HEAD TOGETHER DALAM MOTIVASI DAN HASIL BELAJAR MATA KULIAH BAHASA INGGRIS UNTUK MEMPERSIAPKAN SDM UNGGUL

The objective is to know the increase of students learning motivation and students outcome through implementation of cooperative learning with Numbered Heads Together method of the English subject.
 This experimental research is using designing Classroom Action Recearch by applying qualitative approach as well as it is conducted in two cycles in which it involves planning, action, observation, and reflection. 
 The result that the comparison result of students between the first and second cycles is significant and rise sharply, meaning that, second cycles is quite good seen from students’ motivation consisting of Interest (57.33%; 88) %, concentration (62.67%; 92%), attention (56%; 85,33%), perseverance (61,33%; 87,33%). The average increase is 26% from the first to 2nd cycles.

The Implementation of Cooperative Learning Make a Match to improve Social science learning activities and learning outcomes

The Implementation of Cooperative Learning Make a Match to improve Social science learning activities and learning outcomes

Implementation of jigsaw cooperative learning to improve students’ analyze competency of metabolism concept

The aim of this study is to improve analyse competency of students through the implementation of cooperative learning jigsaw on metabolism concepts. The cooperative learning jigsaw began with information collecting about the materials assigned to each member of the jigsaw groups, and then each expert gathered in expert groups to discuss the same material and agree on it, ending with sharing among all team members in the jigsaw group. This study used a pre-experimental design pre-test and post-tests group. The metabolism concepts consist of cell respiration and photosynthesis. The results showed that by cooperative learning jigsaw implementation the students analyse competency on metabolism concepts can increase significantly, although this competency is still low. There are increasing team recognition from the good and very good teams, becoming very good and super teams. Thus the implementation of jigsaw cooperative learning can increase metabolism concept analyse of students and team recognition. One of the weaknesses of students is metabolism concepts mastery is less detailed and less integrate concepts each other. It takes a long time in carry out the cooperative learning jigsaw. All students prefer jigsaw cooperative learning.

UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN STAD

<p><em>This research is aimed to improve mathematics students learning </em><em>outcomes</em><em>in elementary school, especially on </em><em>folding symmetry and rotary symmetry</em><em> materials throug</em><em>h</em><em>the implementation of cooperative learning on </em><em>STAD</em><em>. This research was a classroom action research refferedto Kemmis and Mc Taggart’s design, which includes planning, acting, observing, and reflecting. The research subject were all the student of fifth grade in SDN 1 </em><em>Ketajen Gedangan Sidoarjo</em><em> in the the period of 2017/2018. After the action is applied</em><em>, average value in the test results</em><em>on cycle I is 61,66 while average value in the test resultson cycle II is 70.</em><em></em></p><p><strong><em>Keywords</em></strong><em>: </em><em>STAD model, mathematics study result</em></p><p><strong> </strong></p>

PENINGKATKAN KEMAMPUAN BELAJAR MATEMATIKA SISWA MELALUI PENGGUNAAN MODELTHINK PAIR SHARE (TPS)

<p><em>This research is aimed to improve mathematics students learning </em><em>ability </em><em>in elementary school, especially </em><em>on fraction</em><em> materials through throughthe implementation of cooperative learning on </em><em>think pair share</em><em>. This research was a classroom action research refferedto Kemmis and Mc Taggart’s design, which includes planning, acting, observing, and reflecting. </em><em>The research subject were all the student of sixthgrade  in SDN </em><em>2 Tropodo Waru Sidoarjo</em><em> in the the period of 2015/2016. Before the implementation of the action, the </em><em>ability of learn to mathematics very low and the student less enthusiastic for mathematics class. </em><em>After the action is applied</em><em>, the results of the test and ability learn to mathematics on cycle I and cycle II, there is a significant increase.</em><em></em></p><p><em> </em></p><p><strong><em>Keywords</em></strong><em>: </em><em>mathematics learning ability, TPS</em></p>

Integrating Cooperative Learning into the Combined Blended Learning Design Model

Extensive research has been done on the implementation of cooperative learning (CL) in a face-to-face classroom. However, only a few studies could be found on the implementation of CL in a blended learning environment. The implementation of CL in such an environment is a challenging goal for facilitators. It requires a commitment to change and the willingness to take risks, it takes time and requires planning. This article reports on research done to develop a holistic blended learning (BL) design model. The development of the model was based on a synthesis of a number of pedagogical models, which focus specifically on the integration of technology. The model was then used as a tool to design a module with the integration of CL in a BL environment. It was evident from the findings of the qualitative data that the students' intrinsic motivation (IM) improved after implementing the CL–BL module design.

Practices and Challenges of Cooperative Learning in Selected College of Arsi University: As a Motivational Factor on Enhancing Students' Learning

The objective of this study was to examine the practices and challenges of cooperative learning as a motivational factor on enhancing students' learning in selected colleges of Arsi University. This research has mixed approach both qualitative and quantitative; while its method is descriptive and explorative in their nature. The total sample of the study was 421, 330 graduate students, 85 instructors and the 8 deans and vice deans were included as a sample through stratified random sampling technique. Instruments employed in this study included questionnaire, semi-structured interview and observation. For questionnaire a five point Likert scale was adopted. Frequencies, percentage, mean and SD was used to analyze the data. Information generated from interview and classroom observation was described qualitatively. The findings indicate that instructors and students have positive attitudes towards cooperative learning and they prefer it to lecture-style. The findings suggest that training in cooperative learning is important to implement it. Accordingly the following findings were obtained: instructors' lack of knowledge and training on cooperative learning; students' lack of interest to participate in cooperative learning and passive style of learning; lack of enough support from administrative and unavailability of instructional materials were among the challenges which hinder the implementation of cooperative learning. Consequently, instructors are practicing traditional teaching methods. Similarly, students indicated that they are not willing to participate in group discussion while the researcher observed in the actual classroom. The challenge for instructors is to develop skills to facilitate positive teamwork experience among their students who will need to interact with each others in transnational teams in the workplace of the future. It can be recommend, providing adequate administrative support, preparing supplementary materials, preparing cooperative learning training for instructors and inviting experts to share experience about cooperative learning. Cooperative learning method should be adopted by all instructors as an effective learning strategy in order to improve students' learning.