Cooperative Learning Model Research Articles

Implementasi Model Make A Match untuk Meningkatkan Hasil Belajar IPA Siswa Kelas V SD Eka Tjipta Mandang Seruyan

This research aims to determine the learning outcomes of the make a match type cooperative learning model on student learning outcomes on temperature and heat material in class V semester II of SD Eka Tjipta Mandang Seruyan. This research is classroom action research (PTK) with the research subjects being class V students at SD Eka Tjipta. Data collection techniques through science learning tests. The test consists of 10 multiple choice questions and 5 essay questions. Analysis is obtained through observation and tests. Based on the results of observations, it shows that out of 41 students, 24 students were still below the KKM in Class V SD Eka Tjipta Mandang Seruyan, 24 students were below the KKM with a class average score of 59.27. The results of the research show that the make a match type cooperative learning model is effective in improving cycle 1 science learning outcomes, showing a student learning completion level of 68% with an average score of 70.61. In cycle 2, the level of completeness of student learning outcomes was 95% with an average score of 87.88. This research proves that the application of the make a match type cooperative learning model can improve science learning outcomes in class V at SD II Eka Tjipta Mandang Seruyan.

Peningkatan Hasil Belajar IPAS Menggunakan Model Kooperatif Learning Tipe Team Games Tournament Berbantuan Quiziiz bagi Peserta Didik Kelas V SDN 01 Rejang Lebong

This study was motivated by the low learning outcomes of students because teachers have not used learning models that can encourage participation, active collaboration and meaningful learning for students. The purpose of this study was to describe the improvement of students' learning outcomes in IPAS learning by using the Team Games Tournament (TGT) type cooperative learning model assisted by Quiziiz in class V SDN 01 Rejang Lebong. This research is a classroom action research (PTK) that uses qualitative and quantitative approaches. This research was conducted in two cycles, namely cycle I which consisted of 2 meetings and cycle II which consisted of 1 meeting. Each cycle consisted of four stages, namely planning, implementation, observation, and reflection. The subjects of this research were teachers and 30 fifth grade students of SDN 01 Rejang Lebong. The data of this study were obtained from the results of the teaching module assessment, implementation process, and learning outcomes. The results showed an increase from cycle I to cycle II. The increase in research results is on: a) teaching module cycle I was 89.8 (Good) and increased in cycle II to 95.8% (very good), b) Implementation in the aspect of the teacher cycle I was 86.7% (good) and increased in cycle II to 94.4% (Very Good), in the aspect of students cycle I was 83.25% (Good) and increased in cycle II to 95.2% (very good), c) Learning outcomes of students cycle I was 81% (Good) and increased in cycle II to 88.7% (Good). Based on these results, it can be concluded that using the cooperative learning model of Team Games Tournament type assisted by quizizz for class V students of SDN 01 Rejang is able to actively involve students, increase collaboration and cooperation of students in groups, create a meaningful learning atmosphere, train critical thinking and increase curiosity and confidence of students in the learning process, so as to improve student learning outcomes in learning.

PENERAPAN MODEL PEMBELAJARAN NHT (NUMBERED HEAD TOGETHER) DALAM MENINGKATKAN MINAT BELAJAR PESERTA DIDIK SD

The NHT (Numbered Head Together) learning model is one of the many cooperative learning models. The purpose of this study is to increase students' interest in learning through the application of the NHT learning model in the classroom. This study uses the Collaborative Classroom Action Research (CAR) method. The location of the study was carried out at SDN 037 Sabang, Bandung City with the research subjects being 30 class IV-B students. This collaborative classroom action research was carried out in two learning cycles. The data collection techniques used were observation and learning interest questionnaires according to four indicators of learning interest, such as feelings of pleasure, interest, attention, and student involvement. Based on the results of the collaborative classroom action study, there was a significant increase in learning interest after the implementation of the NHT learning model in the classroom. In cycle I, it reached 13 aspects, while in cycle II it increased to 15 aspects which were summarized in 4 indicators of learning interest. Thus, the application of the NHT learning model has proven effective in increasing the learning interest of class IV students. The application of the NHT learning model is one of the real actions of improvement in the learning process, so that changes and improvements need to continue to be made in order to increase students' interest in learning so that it has an impact on their learning outcomes.

Penerapan TGT Menggunakan Educaplay dalam Upaya Meningkatakan Hasil Belajar Bahasa Indonesia Pada Siswa Kelas VI SD

This study consists of four stages, namely 1) action planning such as preparing all the instruments needed in the study, 2) implementing the Teams Games Tournament (TGT) learning model, 3) observation and evaluation, and 4) reflection carried out in each cycle. The application is the Team Game Tournament model by utilizing the Educaplay platform. Activating students and helping them specifically discuss the Application of the Teams Game Tournament type cooperative learning model to solve questions individually. The research method used is classroom action research (CAR). Classroom action research is a form of structured scientific study, with implementations that can be observed, felt, and experienced by using various actions to improve the learning process and outcomes (Ramadhan, 2022). This research was conducted in semester I. The determination of the research time refers to the academic calendar VI of SDN Dukuh Kupang 1. The subjects of this study were grade IV students consisting of 12 female students and 15 male students. The object of this study is the learning motivation and speaking skills of students in the Indonesian language subject through the application of the Teams Games Tournament learning model. The research data shows that the percentage of learning outcome completion continues to increase from pre-cycle, cycle I, to cycle II. This can be seen from the results of data analysis, where the student completion value at the pre-cycle stage is 57%, in cycle I is 71%, and in cycle II reaches 94%. In cycle II, students are already actively involved in learning.

Application of the STAD-type Cooperative Learning Model in Improving Natural Science Learning Outcomes

This study aimed to improve the learning outcomes of fourth-grade students at State Elementary School 1 Singakerta in understanding the characteristics of light through the implementation of the STAD-type cooperative learning model. The research employed a Classroom Action Research (CAR) approach conducted in two cycles with 30 students as participants. Data were collected using tests, observations, and documentation and then analyzed descriptively using qualitative methods. The results revealed a significant improvement in student learning outcomes. The percentage of students achieving the Minimum Mastery Criteria (KKM) increased from 40% in the pre-cycle to 53% in Cycle I and reached 80% in Cycle II. Teacher activities improved from 70% (high category) in Cycle I to 87.5% (very high category) in Cycle II, while student engagement increased from 55% (high category) to 80% (very high category). These findings demonstrate that the STAD model enhances student learning outcomes and engagement in natural science classes. This study underscores the potential of cooperative learning models to address challenges in elementary science education, particularly in the context of the Fourth Industrial Revolution, by fostering active participation and collaborative skills among students

Enhanced detection of aortic stenosis using a multimodal deep learning approach combining ECG and chest X-ray data

Abstract Background/Introduction The early detection of aortic stenosis (AS) is crucial due to its increasing prevalence in the aging population. In Japan, approximately 2.84 million people over the age of 60 are estimated to have AS, with around 560,000 requiring surgical intervention. However, the annual number of treatments, including transcatheter aortic valve implantation and surgical aortic valve replacement, is limited to about 20,000 cases, far fewer than needed. Early diagnosis and treatment are essential for a better prognosis, whereas delays result in poor outcomes. Although transthoracic echocardiography (TTE) is the standard for diagnosing AS, it is often performed on symptomatic patients, and the time required to gain proficiency in TTE makes it unsuitable for widespread screening. In contrast, ECGs and chest X-rays are more accessible and commonly used inhealth checkups. Recent advances in AI have shown potential in predicting valvular diseases from ECGs and AS from chest X-rays, but using these methods individually has limitations. We hypothesized that combining ECG and chest X-ray data could enhance the accuracy of AS predictions through a deep learning model. Methods We utilized data from patients who underwent ECG, chest X-rays, and echocardiography at the Department of Cardiology, Kobe University Hospital, between January 1, 2012, and December 31, 2022. Patients with mild or more severe AS were considered positive cases. Mild AS was defined as Vmax ≥ 3.0 m/s, mPG ≥ 20 mmHg, and AVA ≤ 1.5 cm².The dataset, consisting of 23,886 patients with 1,442 positive cases, was divided into training (14,438 patients), validation (4,673 patients), and test (4,775 patients) datasets. The ECG model was developed using ResNet and Transformer architectures, while the chest X-ray model used EfficientNet. These models were combined using cooperative learning loss. The model's performance was evaluated using ROC curves and AUC, accuracy, precision, recall, F1-score for binary classification of AS. Results The cooperative learning model achieved a test accuracy of 0.879, a test AUC PR of 0.300, a test AUC ROC of 0.822, a test recall of 0.493, a test specificity of 0.904, and a test precision of 0.247 in the binary classification of AS. Conclusion(s) The multimodal deep learning model that combines ECG and chest X-ray data proved effective in diagnosing aortic stenosis, demonstrating its potential as a valuable tool for early detection and improved patient outcomes.

The Effect of Cooperative Learning Activities on Pre-service Teachers' Attitudes and Cognitive Perceptions towards Environmental Problems

Purpose: The aim of this study is to examine the effects of different methods of cooperative learning model on pre-service primary school teachers' attitudes towards environmental problems, conceptual knowledge changes and to reveal their cognitive perceptions. Design/Methodology/Approach: The study group consists of 50 pre-service primary school teachers (30 females and 20 males) studying in the first year of the Department of Primary School Teaching at a state university. An embedded mixed design, one of the mixed research designs, was used in the research. In the quantitative part of the research, a quasi-experimental design without a control group was used. Therefore, the study group consists of two experimental groups, namely Student Teams Achievement Divisions (STAD) and Jigsaw, which are cooperative learning methods. In the qualitative part of the research, phenomenology was used. As data collection tools, the "Attitude Scale towards Environmental Problems (ASEP)," the "Environmental Problems Word Association Test (EPWAT)," and mind maps (MM) prepared by pre-service teachers were used. Findings: According to the results obtained from the ASEP, it was determined that cooperative learning methods (STAD and Jigsaw) increased the post-test attitude scores of pre-service primary school teachers towards environmental problems compared to the pre-test scores, but this increase was not statistically significant. According to the results obtained from the EPWAT, cooperative learning methods increased pre-service teachers' conceptual knowledge and quality of concepts related to environmental problems. According to the results obtained from MM, it was determined that the pre-service teachers in the groups had perceptions about global environmental problems, types of environmental pollution and preventing environmental problems. Highlights: It is seen that cooperative learning methods have positive effects on pre-service teachers' conceptual knowledge changes and cognitive perceptions about environmental problems. For this reason, it is emphasized that different methods of cooperative learning should be used in future research on environmental problems.

Pengaruh Model Pembelajaran Kooperatif TPS Terhadap Keterampilan Komunikasi Matematis Siswa Kelas III SD

This study aims to determine the influence of the Think Pair Share (TPS) cooperative learning model on the mathematical communication skills of elementary school students. This study uses a quasi-experimental method and a pretest-posttest group design. The population of this study is all students at SDN Gudang Kopi Sumedang, while the sample of this study is 31 students taken by cluster random sampling technique. Data is collected through written tests and observations during the learning process. The data produced was analyzed in a qualitative descriptive manner. The results showed that students' mathematical communication skills improved after learning with the TPS model. The average pretest score was 54.8, which increased to 80.3 in the posttest, with a gain value of 0.67, categorized as moderate. Observations also indicated that students were more active when working individually, discussing with a partner, and sharing discussion results in front of the class. In conclusion, the TPS learning model was proven effective in enhancing students' mathematical communication skills. This model can be an option for teachers to create interactive learning and actively engage students, particularly in mathematics learning at the elementary school level.

Application of the Cooperative Learning Model Using the Type of Group Investigating on Student Learning Outcomes

Educational problems always arise, such as an imbalance between society's demands which change easily compared to the capabilities of educational services. This research aims to test and analyze the relationship between the application of the cooperative learning model and the group investigating type on student learning outcomes. Data collection in this research was carried out by conducting a pre-test and post-test on two treatments, namely the control class and the experimental class, each with 30 students. Data analysis was carried out using the SPSS program, including homogeneity, normality, n-gene tests and hypothesis testing. The research results showed that the posttest scores between the control class and the experimental class showed different scores. The learning outcomes of students in the Pancasila and Citizenship education study program at Muhammadiyah University of Bengkulu improved further after implementing the group investigating learning model. The conclusion of this research shows that the cooperative learning model using group investigating has a positive and significant effect on student learning outcomes.

Meta Analysis: The Effect of STAD Type Cooperative Learning Model on Students' Mathematics Learning Outcomes

Several studies have shown that the STAD cooperative learning model has an effect on improving students' mathematics learning outcomes. However, the results of these studies still vary. Therefore, it is necessary to conduct a meta-analysis to find out comprehensively. The purpose of this study was to determine the effect of the STAD type cooperative learning model on students' mathematics learning outcomes, in addition, this study also aimed to see the differences in the effect of the STAD type cooperative learning model in the education level.This study used the meta-analysis method. The method is a synthesis of quantitative research that uses numbers and statistics from various research results to measure and separate information from the resulting data so as to improve completeness. This meta-analysis was conducted using the PRISMA protocol. The results stated that the STAD type cooperative learning model had an effect on student learning outcomes with an overall effect size of 1.38 so that it could be said to be in the very large effect category. Meanwhile, when viewed from the level of education, the largest average effect size is the high school level but there is no significant difference in influence. Based on the results of this study, the STAD type cooperative learning model can be used as a recommendation as a learning model that can be applied at all levels of elementary, junior high and high school. Keywords: Cooperative, STAD, Math Learning Outcomes, and Meta Analysis

Integrated Volume Card Game Make A Match Learning Model: Improving Motivation of Learning Outcomes of the Concept of Spatial Building

Purpose of the study: This study aims to design, develop, and evaluate the effectiveness of an innovative interactive learning medium, a volume card game integrated with the Make a Match cooperative learning model, to enhance students' conceptual understanding of volume in mathematics. Methodology: Using an ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection tools included pretest-posttest questionnaires, expert validation sheets, and N-Gain analysis to assess the media’s validity and learning effectiveness. Statistical analysis, including the Paired Samples T-Test, was conducted using SPSS software. Main Findings: The findings revealed that the volume card game achieved a high validity score of 91% according to expert evaluations, indicating that it is well-suited for classroom use. Furthermore, the game significantly improved student learning outcomes, as evidenced by the Paired Samples T-Test results (p = 0.000) and an N-Gain score of 0.7575, which falls in the high category. Positive feedback was overwhelming, with 98.6% of students reporting that the game was engaging, enjoyable, and effective in fostering their understanding of volume concepts. Novelty/Originality of this study: This study introduces an innovative combination of interactive learning tools and cooperative learning strategies, addressing the challenges of teaching abstract mathematical concepts. By merging gamification with collaborative learning, the volume card game provides an engaging and practical approach to enhance motivation and deepen conceptual understanding. The novelty of this research lies in its dual focus on integrating educational games with cooperative learning and demonstrating its scalable potential for application in broader mathematical topics and academic contexts.

The Effect of Articulation Type Cooperative Learning Model on Students' Mathematical Concept Understanding

The Effect of Articulation Type Cooperative Learning Model on Students' Mathematical Concept Understanding

Penerapan Culturally Responsive Teaching sebagai Pendekatan untuk Mengoptimalkan Kemampuan Berpikir Kritis Peserta Didik

Critical thinking skills are important skills that must be possessed by 21st century students, but their development at Elementary School level is still constrained by the lack of an approach that accommodates cultural diversity. Culturally Responsive Teaching (CRT) approach offers solution by integrating local cultural values in learning to improve students' critical thinking skills. This study analyzes the application of CRT to optimize students' critical thinking skills. This study uses qualitative method with a descriptive approach, through interviews, observations, and document analysis. The results of the study indicate that the application of the CRT approach can optimize students' critical thinking skills by integrating local culture, increasing active involvement, and creating an inclusive learning atmosphere. Learning models that are integrated with the CRT approach can optimally improve critical thinking skills, including Project Based Learning model, Problem Based Learning model, Discovery Learning model, Cooperative Learning model, and Guide Inquiry model.

DEVELOPMENT OF STAD TYPE COOPERATIVE-BASED WORKSHEET FOR JUNIOR HIGH SCHOOL ON VIBRATION AND WAVE MATERIALS

Science learning emphasizes process skills in students, one of which is being able to interact and collaborate between students. This is a component of 21st century learning. The purpose of this development research is to develop LKPD based on the STAD Type Cooperative Learning model on grade VIII Vibration and Wave material. The development model used is the ADDIE development model. The research instrument used is a validation sheet, student response questionnaire, posttest questions for vibration and wave material. The subject of this research is a Cooperative-based LKPD of STAD Type developed at SMPN 2 Diwek Jombang. The development process of Cooperative-based LKPD goes through 5 stages, namely: Analyze, Design, Development, Implementation, and Evaluation. The results of LKPD research based on the STAD Type Cooperative learning model show that the validity of LKPD and Vibration and Waves material got an average score of 3.93 with a valid category. The results of practicality get a percentage of 90% with the category of very practical, and a percentage of 87,5% for effectiveness with the category of very effective

Peningkatan Kemampuan Berfikir Kritis dan Pemecahan Masalah Matematis Siswa antara Siswa yang Diberi Pelajaran Kooperatif Tipe TPS Square dan TPS Share

This study aimed to assess the difference in improving critical thinking and mathematical problem-solving abilities among students receiving cooperative learning with the TPS Square and TPS Share methods. The experimental method utilized a pretest-posttest control group design involving two groups of students from a secondary school. One group received instruction using the TPS Square method, while the other group utilized the TPS Share method. Research instruments comprised tests on critical thinking and mathematical problem-solving abilities. Data collected were analyzed using non-parametric statistical techniques. The results of the analysis revealed a significant improvement from the pretest to the posttest, as reflected in higher test scores in the final stage. Based on the t-test calculations, the critical value (t-table) at a significance level of 5% (α = 0.05) was found to be 2.514. With the computed t-value exceeding the critical value (2.157 > 2.514), it can be concluded that there is a significant difference in the average critical thinking and mathematical problem-solving abilities before and after instruction using the cooperative learning models TPS and TPSq among the students of grade XII at SMA Al Washliyah 1 Medan during the academic year 2022-2023.

Application of Jigsaw Type Cooperative Learning Model to Improve Conceptual Knowledge and Problem Solving Ability of Senior High School Students

This study proves that the Jigsaw type cooperative learning model can improve the conceptual knowledge of students on thermochemistry material, which is a learning model that has an influence on improving students' conceptual knowledge of thermochemistry. It aims to improve students' conceptual knowledge and problem solving ability through the application of the Jigsaw type cooperative learning model, taking into account the students' basic mathematics ability level which is classified into three categories: low, medium, and high. This research used quasi-experiment method with pretest-posttest control group factorial design. The subjects of the study were students of class XI IPA at SMA Negeri 06 Bombana, Bombana Region. Data were obtained through conceptual knowledge test, problem solving ability test, and student response questionnaire. The results showed that the conceptual knowledge of students who followed the Jigsaw type cooperative learning model was quantitatively higher than that of students who followed the conventional learning model. The results showed that the conceptual knowledge of students who followed Jigsaw cooperative learning was quantitatively higher than that of students who followed conventional learning. The same applies to problem solving ability, where students with the Jigsaw model showed quantitatively higher results compared to conventional learning students. the increase in conceptual knowledge was greater in the Jigsaw group compared to conventional learning. The level of students' basic mathematics ability did not affect the increase in conceptual knowledge, but did affect the increase in problem solving ability. Students gave positive responses to the Jigsaw type cooperative learning model, stating that this model was fun, easy to follow, and increased learning motivation.

Pengaruh Model Pembelajaran Kooperatif Tipe STAD Terhadap Hasil Belajar Kognitif Bahasa Madura Kelas IV SDN Tengket 1

The purpose of this research is to look at the use of the student team achievement division (STAD) type cooperative learning model as an effort to improve learning outcomes in Madurese language subjects, namely "to determine the influence of the student team achievement division (STAD) type cooperative learning model on Madura language cognitive learning outcomes class IV at SDN Tengket 1. Based on the results of the Mann Whitney pretest, it shows that the sig (2-tailed) value is <0.5, namely 0.245. In accordance with the test criteria, if the sig (2-tailed) value is <0.5 then there is a difference or Ho is rejected and Ha is accepted so that there is a difference between the experimental class and control class questions. Meanwhile, the posttest value shows that the sig (2-tailed) value is <0.5, namely 0.011. In accordance with the testing criteria, if the sig (2-tailed) value is <0.5 then there is a difference or Ho is rejected and Ha is accepted. Therefore it can be concluded that the Student Team Achievement Devision (STAD) type cooperative learning model has a quite significant effect on learning outcomes.

Differences between STAD and TSTS Cooperative Learning Models on Mathematics Learning Outcomes for Class X Students at Sultan Iskandar Muda Private High School

This study aims to evaluate the differences in mathematics learning outcomes between students taught using two different cooperative learning models: Student Teams Achievement Division (STAD) and Two Stay Two Stray (TSTS). This research employs a quasi-experimental method with a quantitative approach. Conducted at SMA Swasta Sultan Iskandar Muda Medan, the study involved two sample classes selected using purposive sampling technique. Class X IPA 7 was designated as Experiment I with the implementation of the TSTS model, while class X IPA 5 served as Experiment II with the STAD model. Data were collected through observation sheets and learning outcome tests consisting of 5 essay questions. Data analysis was performed using t-test with the Independent Sample T-Test technique via IBM SPSS 27 software. The results indicated that the average score of the class taught using the TSTS model was 81.00, while the class taught using the STAD model scored 74.27. Hypothesis testing showed a of 3.128 and a value of 1.672 with a significance level of 0.003 0.05, leading to the rejection of H0 and the acceptance of Ha. In conclusion, the mathematics learning outcomes of students taught with the TSTS cooperative learning model are higher compared to those taught with the STAD cooperative learning model.

The Influence of the Make A Match Type Cooperative Learning Model on the Collaboration Ability and Learning Outcomes of Class V Students of UPT SPF SDN Mangkura I Makassar City

The objectives of this research are as follows: (1) to explain the learning process for science subjects using the Make A Match type cooperative learning model for class V UPT SPF SDN Mangkura 1 students, (2) to show how to use the Make A Match type cooperative learning model in The science and science subject has an impact on the ability to work together in class V students of UPT SPF SDN Mangkura 1, and (3) shows how the use of the Make A Match type cooperative learning model in the science and science subject has an impact on this research. This research uses quantitative methods. The type of research used is experiments with original experimental designs and control-only experiments using experimental and control classes. In this research, the experimental sample was class V A students, and the control group was class V B students. Data collection techniques used observation, tests and documentation. Analysis of learning abilities, analysis of learning outcomes, and hypothesis testing are used to analyze the data that has been collected further (t test). The results of the research show that the make a match cooperative learning model can influence students' ability to learn to work together in class V science subjects at UPT SPF SDN Mangkura. This can be seen from students who are very involved in the problem solving and learning process. Learning outcomes in class V science subjects at UPT SPF SDN Mangkura can be influenced by the make a match cooperative learning model. This can be seen from the students' seriousness during the learning process by listening to the lesson material presented by the teacher, which helps students understand the material and improve their learning outcomes.

Educational Transformation Through Local Values: Exploring the Effects of Lebur Anyong and Saling Sedok on Community Engagement and Learning Outcomes in the Context of Sustainable Development Goals

Objective: This study investigates the integration of local cultural values, specifically Lebur Anyong and Saling Sedok, into educational practices in East Lombok Regency, with a focus on their impact on school culture formation and educational outcomes. Theoretical Framework: Drawing from theories of multicultural education, inclusive pedagogy, and community-based learning, the research explores how these traditions promote community engagement, enhance social interaction, and improve academic performance while aligning with broader educational frameworks such as Hofstede's cultural dimensions and Johnson’s cooperative learning model. Method: Employing a qualitative case study design, the research involved observations, in-depth interviews with principals, teachers, and community leaders, and document analysis of school policies and curricula. Data were thematically analyzed using NVivo, ensuring rigor through triangulation, member checking, and adherence to ethical guidelines. Results and Discussion: The findings reveal that Lebur Anyong fosters robust community involvement and Saling Sedok enhances interpersonal relationships, contributing to harmonious and inclusive learning environments. These values significantly improve student motivation and academic performance. However, challenges in integrating these values with rigid national curricula and variability in outcomes across schools underscore the need for flexible curricular strategies, proactive leadership, and sustained professional development. Research Implications: This study highlights the importance of culturally contextualized education and its potential to inform inclusive policy development and practice. It emphasizes the transformative role of local traditions in creating relevant and responsive educational models, particularly in culturally rich regions. Originality/Value: By exploring the integration of Lebur Anyong and Saling Sedok, this research offers a novel contribution to the discourse on culturally grounded education, providing actionable insights for improving school culture and educational quality.