Student Group Learning Research Articles

The Effect of Team Games Tournaments Cooperative Learning Model on Student Learning Outcomes in Pancasila and Civic Education Learning

This study aims to determine the effect of the Teams Games Tournament (TGT) cooperative learning model on student learning outcomes in Pancasila and Citizenship Education (PPKn). The TGT cooperative learning model aims to improve students' knowledge, abilities, and skills in a fun and competitive learning atmosphere. This study adopted a quantitative approach with a quasi-experimental pretest-posttest control group design. Participants were selected from class XI MM 1 (control group) and XI FKK (experimental group) at SMK Negeri 1 Cikedung, Indramayu Regency using purposive sampling. The sample consisted of 48 students, 29 in the experimental group and 19 in the control group. Data analysis used SPSS 22, with a learning achievement test instrument consisting of 20 items. The results of the analysis showed that the average score of the experimental group's student learning outcomes was 82.06, while the average score of the control group was 77.89, with the moderate control group category and the high experimental group. Testing the hypothesis using the t test produces t count <t table (1.039 <2.015) with a significance level of 0.025 so that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. Consequently, there was a significant difference in the post-test results between the control and experimental groups. Thus, the TGT cooperative learning model has a positive effect on the learning outcomes of Pancasila and Citizenship Education (PPKn), especially regarding the system and dynamics of Pancasila democracy, so that the learning outcomes in the experimental group are high.

How did teachers learn in boundary-crossing lesson study in a Chinese secondary school?

ABSTRACT Most of current Chinese teachers’ in-service learning takes place in two modes: listening to experts’ lectures, and sharing experiences among peers. How a boundary-crossing learning context can be created so as to inspire teachers’ deep reflection on their mindsets and change their routine behaviour remains a challenge. This paper explores how the teachers in a Chinese secondary school learned in a boundary-crossing lesson study with the support of outside scholars. Driven by the contradictions of value conflict between education for exams and education for student development, the teachers volunteered to participate in the project. Taking student group learning as the boundary object, the teachers retooled relevant theories and methods, improved teaching and learning, and generated new practical knowledge. The study identified four mechanisms that substantiated the teachers’ boundary-crossing learning: negotiation of meaning, relationship construction, perspective transformation, and hybridization of practice. The findings of this paper will benefit teachers, teacher researchers and educators as well as policy makers by providing experiences of an alternative approach for teacher learning.

Upaya Peningkatan Hasil Belajar Kelompok Siswa Dengan Metode Ceramah melalui Strategi Pembelajaran Peningkatan Keterampilan Berpikir (SPPKB) pada Bidang Studi IPS Terpadu di SMPN 2 Jerowaru

Education is one that everyone should follow. With adequate education someone will be able to answer the global challenges in life. With this education also the dignity of a person will be lifted, the lower the level of education of a person, the dignity of the environment is also low. The dignity of the Indonesian nation in the eyes of the world is also influenced by the education of its population. One indication of the achievement of the education process is the realization of satisfactory learning outcomes. Education can be said to be successful if good learning outcomes are achieved or students get grades above average. The purpose that has been determined in this study, namely to improve student group learning outcomes with the lecture method through learning strategies to increase thinking skills (SPPKB) in the integrated IPS subject for class VII at SMP N 2 Jerowaru. Therefore, to achieve this goal, the researchers tested 28 students as samples with 11 male and 17 female samples taken from the total population. This type of research is classroom action research (PTK) which consists of two cycles and each cycle consists of two meetings. The research instrument used to determine the level of understanding of students was a descriptive test (subjective) which was then analyzed by learning completeness criteria, while to determine the activities of students and teachers using observation sheets. Based on the results of the research, after analyzing the data, it was obtained data on students' understanding of cycle I in student discussion group activities of 74.4% with an average of 2.6 and 50% completeness of student learning with an average of 59.3. while in cycle II the percentage of student discussion group activities was 87.2% with an average of 3.1 and the percentage of student learning completeness as much as 89.1% with an average value of 72.1.

Self regulated learning strategies in groups of learners

The technological revolution gives the opportunity to upgrade the quality in education, through new ways of learning. Self-regulated learning is an active and constructive process where self regulated learning proposes learning strategies in monitoring regulations. The aim of this study was to investigate the process and the benefits of the application of self-regulated learning to groups of learners. Findings of this study, demonstrated that self regulated learning in groups of students effectively regulated the learning process of all participants in the study. KEYWORDS: self regulated learning, nearest neighbour learning, learning model, collaborative learning, ICT. DOI: http://dx.doi.org/ 10.15181/tbb.v66i1.785

The Effectiveness of the Cooperative Problem-Based Learning Model in Learning Statics in Vocational Education

This research aimed to determine the effectiveness of the Cooperative Problem-Based Learning (CPBL) Model in Learning Statics. The experimental class's research method was experimental, in which the experimental class was applied with the CPBL model, and the control class was applied with conventional models. A simple random sample carried out sampling for the experimental group and the control group. The instrument used was the learning outcomes test. The findings show that the experimental group's student learning outcomes are better than those of the control group. Thus, there is an increase in learning outcomes, and student effective results on the CPBL model in statics learning are in a very good category. It is concluded that the application of the CPBL model is more effective than conventional learning.

Enriching management learning with differentiated instruction

PurposeThe purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.Design/methodology/approachThis paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.FindingsThe use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.Research limitations/implicationsThe comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.Practical implicationsDifferentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.Originality/valueThis paper offers an exploratory overview of differentiated instruction with guidance for management faculty members in designing and implementing these approaches in their courses.

A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library

Different modulation modes of PWM technology and inverters can be selected for different types of the motors, a variety of AC variable frequency variable speed system structures can also be derived based on the same control principle. So it brings a great challenge to teaching AC variable speed systems. We have identified four factors that hinder students’ learning in this topic: 1) the abstraction of the mathematical logic behind the control theory; 2) the complexity of system structures; 3) the diversity of implementation methods; 4) lack of motivation to explore more engineering applications due to boring textbook contents. To facilitate and inspire student learning, we developed an innovative way to teach the AC Variable Speed Systems course using the simulation models library. The library was implemented based on MATLAB/Simulink to assist students in studying five different types of AC variable speed systems. We assessed the effectiveness of our new teaching practice by evaluating students’ cognitive and affective behavior under both the traditional lecture-based teaching environment and the new simulation-assisted teaching environments. The practice assessment tools that take into accounts the in-class performance (attendance accounts for 10% and the experimental reports account for 20%), the lab assignments computer operation score (30%) includes software operation (10%) and system constitution and design (20%), and the final exam (40%) are designed to assess the students’ understanding of AC variable speed systems. The student group learning under the simulation-assisted teaching environment delivered a superior performance in all measures including the noticeable improved scores on the final exam. We also developed a survey to evaluate the students' affective behavior by measuring their motivation for learning and their perceptions of effectiveness of practice. Ninety percent of students reported that the new teaching practice using the simulation models library is much more interesting and inspiring than the traditional lecture-based teaching approach.

Использование элементов технологии концентрированного обучения в гуманитарном колледже

The article considers the "immersion" model and the model of intensive training with the use of suggestive influence as the main models of the organization of concentrated training. It is noted that the elements of intensive training, involving a suggestive effect, are applicable in the system of secondary vocational and higher education without compressing the educational material into enlarged content units. The article reveals the idea of designing the content of the elements of concentrated learning in the middle groups of students in the humanities college using interactive teaching methods

Open Problem-Based Learning (OPBL) Scenario on 2D Text Animation Using Polya Approach

Abstract: Animation, with its various roles, has become a crucial technology of science. The roles of OPBL is to provide students with opportunities to exercise creative thinking, express critical ideas, build collaboration skill and use technology which will add their value at workplace as well as in real life. The research is conducted to compare students’ problem-solving skill before they received OPBL treatment and after they did. The research was conducted using the quasi-experiment method. Paired sample t-test examination was used to analyze the data. The research suggested that there is a significant difference in the students' problem-solving skill before they received OPBL treatment and after they did, and that the difference is highly influenced by the syntax or learning model scenario. Cooperative learning made student group learning more structured in alignment with the learning topic assigned.

A Study of Authenticated Communication Based on Magic Square and Goldbach’s Conjecture

Although the magic square is a historical and universal study, its progress has been limited, to numeric games, which is closer to digital games or word games, and lacks the connection with mainstream mathematics. Recently, its study has extended from exciting mathematical games to various novel applications, such as image encryption, decryption processing, watermarking solutions, and student group learning problems, or different engineering applications. In terms of employment in information security, it is the blue ocean that requires more innovative research to enrich its content. In this study, we engage the magic square and Goldbach’s Conjecture to develop an innovative method to search prime numbers

Kemampuan Representasi Matematis Siswa melalui Model Problem Based Learning pada Materi Lingkaran dengan Konteks Kepramukaan di SMP

Mathematical representation ability is a useful ability for students to develop and optimize their mathematical abilities. The real situation shows that the importance of the ability of mathematical representation has not been matched by student achievement. This condition can be solved by applying problem based learning model to learning in a context that is familiar to students such as scouts. The aim of this research is to explain the ability of students’ mathematical representation through the Problem Based Learning model with scouts context on circle material at SMPN 8 Banda Aceh. This research used qualitative approach with a type of research is descriptive. Data obtained through tests of student’ mathematical representation abilities and interviews. The ability of students’ mathematical representations was analyzed by utilizing the data obtained in student learning in groups through PBL model and data of result test after the application of PBL model. The achievement of this research is the ability of students’ mathematical representation during learning with PBL model in groups is accordance with the ability of students’ mathematical representation after applying the PBL model. The mathematical representation ability of high ability students is able to complete all of the indicators of the mathematical representation ability, students who are in the medium ability only complete indicators of visual and symbolic representation, and low ability students only able to complete indicator of visual representation, although not perfectly.

Clustering based on sociometry in pythagoras theorem

Student learning in groups is one way of organizing students in the classroom. In student learning in groups, teachers can provide assistance or guidance to group members more intensively. The grouping of students should be based on criteria designed according to the needs of students. Also, the formation of groups based on these criteria should be submitted to students, and if it is deemed necessary to make changes, the teacher should provide direction. This study aims to determine the learning outcomes of students in learning the Pythagoras Theorem by grouping based on sociometry. The subjects of this study were VIII grade students of State MTs Walisongo, Tegalwangi Jember, while for the sample of this study were Class VIII-D and Class VIII-E. This type of research is experimental research. The analysis of the research used the two independent sample t-test. The result obtained Sig-value of 0.002 which is smaller than 0.05 for the value of t of -3.172. It is concluded that the mean experimental class is not the same as the control class mean.

Connecting Problem-solving Style to Peer Evaluations of Performance in Secondary Cooperative Learning Projects

With an evolving and expanding agricultural industry, it is crucial to provide future professionals with valuable experiences and skills in problem solving, communication, and teamwork. Agricultural summer programs for secondary students, which provide cooperative learning experiences with a focus on group work and problem solving, aim to help meet the current demand of employment in the various disciplines within agriculture. Many of these summer programs offer secondary students opportunities to learn more about agriculture, and gain experiences as they work in teams to consider the agricultural issues they may face upon entering the workforce. While adaption-innovation theory has been used in agribusinesses across the world to provide explanation to how people work together in teams to solve complex ill-defined problems, little is known regarding the degree the theory applies to secondary student learning in groups. This study utilized a quantitative, quasi-experimental design to further explore how high school students’ problem-solving styles impact their perceptions of group members in a cooperative learning experience while participating in the Virginia’s Summer Residential Governor’s School for Agriculture program. The findings and recommendations can assist instructors in providing cooperative learning experiences to their students and further maximize high school student’s experiences in working in teams and solving complex ill-defined problems associated with agricultural issues.

Impact of the work in small groups on the educational process in the University of Civil Engineering

Researchers and teachers know about the positive impact that cooperation can have on students learning in a small group. It is necessary to clarify how the interaction and cooperation among learners influence the learning process and problem solving in a small group. The objective of the study is to increase the knowledge about the group work in higher education and understand the basis of successful teamwork of students of the university. The study is focused on the concept of student work in small groups in the University of Civil Engineering. Empirical data were collected using specific semi-structured questionnaire and analyzed using qualitative content analysis and special questionnaire. The analysis revealed three variables that influence learning in small groups of students of the University of Civil Engineering: learning process, social function of learning and organization of learning. The author revealed the correlation between these variables and the final result of learning (increase or decrease of the effectiveness of learning), as well as between these variables and the presence of positive or negative work experience in a small group.

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

In Turkey, funding for higher education institutions has increased drastically in the last ten years. This has caused a profound increase in the number of new universities and undergraduates. As a result, there has been a focus on the design and construction of new buildings on the campuses, but not in the design of the classrooms. This oversight has resulted in omission of contemporary active learning environments such as Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP). SCALE-UP classrooms are highly interactive learning environments equipped with technologies for large enrollment introductory undergraduate courses. They were initially designed to cultivate student learning through collaborative problem solving in the sciences. In a SCALE-UP classroom, the instructor circulates around the room and asks students questions, encourages students to share their work, and supports student learning in groups. This pedagogical approach encourages students to question and collaborate with their peers, while learning content. In this paper, the SCALE-UP approach was explored with an experiential qualitative method through observations, interviews, and various documents. The observations occurred in different SCALE-UP classrooms over the course of a semester. Interviews were also completed with the creator of the SCALE-UP classroom, who also coordinates a network all around the world. In addition, the first author’s journal regarding SCALE-UP classrooms was a source of information. Although the SCALE-UP system is catching on globally, it is a new concept for Turkish universities. The increase in student learning and the desire to learn in this novel setting reinforce the importance of this classroom design. With these results, we suggest to the authorities and instructors of the Turkish universities that SCALE-UP classrooms should be implemented throughout Turkey.

Rethinking chemistry in higher education towards technology-enhanced problem-based learning

A range of factors can lead to situations where university courses have to be taught with a very small number of students. In this paper, we report on our experiences of a chemistry course that was especially designed to encourage learning in small groups of students (four to five per course). The course design included inquiry-based approaches, case methodology and problem-based learning concepts. The main goal was to enhance student motivation and to support them to become active agents (‘pro-sumers’). Technology was adopted to support students in their inquiry-based learning processes by using online logs, group wikis and quizzes and with sections of laboratory work. We explored student perceptions during the first 2 years in two courses. The students were, in general, very positive about the course and communicated that the technological tools along with the pedagogical design decisions had assisted them to different extents in their learning. Our conclusion is that such a design is appropriate for an advanced-level chemistry course with small numbers of students, and the course will continue to be given in this form.

Impact of Different Small Student Group Learning Approaches to Compressed Medical Anatomy Education

The University of Ottawa utilizes two approaches to small group laboratory learning in its compressed (46.5 hrs) medical anatomy program. The Facilitated Active Learning (FAL) approach is driven by Faculty who promote student progression through learning objectives. In the Emphasized Independent Learning (EIL) approach, independent pre‐lab preparation is stressed, with limited Faculty involvement, based on 'flipped classroom' principles. This study characterized student perceptions and academic performance related to these approaches. Perceptions were surveyed using both Likert‐style items and open‐ended items. Open‐ended items were analyzed for consensus, emerging themes. Student performance was compared on overall practical examinations, anatomy‐related items, and discriminating anatomy items (testing knowledge application). While the survey analysis revealed perceived strengths attributed to both EIL (collaboration, communication skills) and FAL (appropriate direction and enhanced learning of objectives) methods, the EIL method was noted for lack of direction and inefficient student learning. Active learning in FAL classes was variable and sometimes limited by Faculty teaching style. While FAL students only scored 4% higher than EIL students on practical exams (P<0.05), FAL students scored 6% and 8% higher on anatomy‐related MCQs and discriminating anatomy‐related MCQs, respectively, indicating a significant (P<0.01) impact of teaching style on learning. Despite some perceived benefits, emphasizing independent student learning had a negative impact on student performance (particularly on discriminating items), relative to Faculty‐facilitated learning, in a compressed anatomy program.

An online app platform enhances collaborative medical student group learning and classroom management

Purpose: The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School.Methods used: The authors utilized the Google “Blogger”, “Forms”, “Flubaroo”, “Sheets”, “Docs”, and “Slides” apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded.Results: Thirty-two (73%) of the students reported that “Blogger” was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the “Forms/Flubaroo” grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of “Slides” to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. “Docs” helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment.Conclusions: The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.

PENERAPAN STRATEGI KONFLIK KOGNITIF MELALUI PEMBELAJARAN PARTISIPATIF PADA MATA KULIAH STRATEGI PEMBELAJARAN MAHASISWA PGSD FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI PADANG

Lack of professional mastery in the learner's ability will reduce the ability of learners learning involved in selecting appropriate learning strategies pebelajar needs, curriculum demands, and the characteristics of the subject matter. Case the alleged poor quality of the underlying causes of learning process that ultimately boils down to the low yield pebelajar learn. To help students develop knowledge in mind based on prior knowledge that they have, then this research concentrate on cognitive conflict strategy implementation through participatory learning at SBM subject to Mahsiswa PGSD UNP. This study population is all students who follow matakuliah SBM PGSD Semester 3 academic year 2004/2005. While the sample selected three classes (sessions) with random sampling techniques. In general there are two variables examined in this study, namely independent variables and the dependent variable. To test the hypothesis, used analysis of variance of the band. Testing results of the analysis done on the standard 5% significance . The treatment given to each group of students learning strategies taught meialui conflict. cognitive, student groups pursuing participatory learning strategies and student group learning is cognitive conflict strategy combined with participatory learning strategies. He learned to get better result.

Understanding Ill-Structured Engineering Ethics Problems Through a Collaborative Learning and Argument Visualization Approach

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE's insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called "AGORA-net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills.