Cooperative Learning Students Research Articles

Effect of Stad Model of Cooperative Learning on Students’ Learning Outcome on Nomenclature of Hydrocarbon

Students Team Achievement Division model of cooperative learning was employed to examine its effect on the learning outcome of students in the concept of nomenclature of hydrocarbons. Forty-one (41) students were purposively sampled for the study. The study employed an action research design. Pre and post-intervention tests were conducted before and after the intervention respectively to determine the effect of the intervention on students’ learning outcome. The findings from the study showed that the STAD model of cooperative learning significantly improved learning outcome of the students in nomenclature of hydrocarbons. The study concluded that STAD model of cooperative learning was an effective learning model for improving students’ learning outcome. The STAD model of cooperative learning provided conducive environment for active participation of learners resulting in meaning construction of knowledge. The intervention provided opportunities for developing analytical and critical thinking skills. The study therefore recommended the use of STAD model of cooperative learning for students owing to its effectiveness in improving learning outcome.

Physical Education Teaching Design to Cultivating College Students' Cooperative Learning Ability Under the Internet Environment

The Internet environment is a place for college students in the new era to use various tools and information resources and cooperate and support each other. Various universities apply the network environment as an auxiliary tool to the teaching process. As a brand-new learning method, cooperative learning in the Internet environment is an effective way to realize the lifelong transformation and socialization of learning. This paper expounds the Internet environment university physical education students cooperative learning ability to improve the importance of learning and influence, and analyzes the college students in the Internet environment physical education cooperative learning problems and reasons: lack of cooperative learning consciousness, cooperative learning ability is weak, learning resources are limited, and put forward the measures based on network environment to cultivate sports students cooperative learning ability. Under the joint action of teachers and the Internet environment, it helps sports professional college students to develop the awareness of cooperative learning and improve the ability of cooperative learning.

Implementation of the Social Sciences Learning Model with the Jigsaw Approach to the Ability of Class X Students at SMK Negeri 3 Manado

Efforts to improve student achievement can be started by procuring various factors influencing it. One crucial factor is to present a variety of teacher-teaching methods. Teachers very much need these factors and are more creative in carrying out more interesting learning so that students like the teacher and the content taught. Applying a Jigsaw approach or cooperative learning for students so that they have significant responsibility in learning can inspire students to speak in front of the class. This study aims to determine students' understanding of social studies through learning with the Jigsaw method of choice in class X SMK Negeri 3 Manado. With a qualitative design and a descriptive approach strategy, this study is expected to understand the level of mastery of social studies content using the Jigsaw method and approach. Data collection techniques are data analysis from a series of teacher interviews and direct observations in the classroom. A single case study because it only chose one location. The case study is anchored because it has focused on the problem under study before researching the field. The procedure for implementing qualitative research is flexible according to the field's needs, situations, and conditions. In general, the results of qualitative research show that it is closely related to achieving effective and efficient learning objectives. The relationship between the material and the tasks carried out by students needs to be clarified so that each group and its members need clarification about the discussion material and its objectives. In this connection, it is unwise for teachers to criticize students' opinions, especially their criticisms, constantly. Keywords: Jigsaw Approach, Social Sciences, Learning Model

The Problem with the Implementation of Cooperative Learning in Speaking Classes for Elementary School

<em>Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to know the problems teachers face in implementing cooperative learning in speaking classes in elementary school. This study used a qualitative design with an interview approach with teachers to investigate problems in implementing cooperatives. This study report involves one teacher who has participated and has implemented cooperative learning for at least three years. The current study uses the interview data collection method to investigate the implementation of cooperative learning in MI TPI Keramat. The result indicates some problems the teacher faced in implementing cooperative learning in the classroom. The main problem faced by students in cooperative learning is group conflict.</em>

Discovering Students’ Cognitive Perspective on the Use of Cooperative Learning in EFL Classroom

Cooperative learning is a learning method in which students with different learning abilities are conditioned to work together in a group to achieve the same learning goals. Johnson, Johnson, and Smith (2013) added that in cooperative learning students can work together and maximize their learning. This study aims to explore what students' cognitive perspectives have experienced when learning English in the classroom using the cooperative learning method. The data collection technique used was semi-structured interviews conducted on three students as participants in this study. The data was processed qualitatively using thematic analysis. The findings of this study indicate positive things based on students' learning experiences using cooperative learning methods, namely, among others, students are able to find partners who can support and increase their effectiveness in learning and also the emergence of responsibility in learning achievement.

Implementation of Net Games in PJOK Learning in Elementary Schools: Systematic Review

Based on the research that has been done, there are still problems in the process of implementing net games. The problem consists of infrastructure and the absence of innovation in learning methods. The purpose of this study was to determine the implementation of net games and provide recommendations when implementing PJOK learning in elementary schools. The various results of research on net games are the background for conducting research using the systematic review. searches Database started from Google Scholar, Taylor Francis, DOAJ, and Research Gate. From the four databases, 146 types of research on net games were found which will then pass through the systematic review. stage the systematic review 20 studies were determined which would be the main sources in this study. It is known from the 20 studies that there are findings that can help problems that occur during the implementation of net games. The findings began with a table tennis game consisting of a happy bouncing ball, modifying a tennis bet, training methods, mini-pong based on gender-based cooperative learning audio-visual, Moodle courses, holding bet techniques, reciprocal teaching styles, and learning command styles. The following are the findings from the volleyball game modification of mini volleyball ball, 3 on 3 games, role-playing, libas game, faith-based methods in Islamic schools, Cooperative Learning Model, A Tactical-Game, cooperative learning Student Teams Achievement Divisions (STAD), and a playful approach in volleyball games. Based on 20 studies, it is known that upper-grade elementary school students can participate in net games well and if problems occur, they can use the findings that have been described.

The inclusion of students who are most vulnerable to exclusion via cooperative learning. A longitudinal case-study

ABSTRACT Research into the effectiveness of cooperative learning for students who encounter barriers to participation and learning, and for those who show resistance to cooperative learning, produces poor results because learning strategies do not always incorporate the essential elements of cooperative learning. For this reason, in this study we intend to show how the factors of competence for cooperative learning evolved over 6 terms in base teams, in students with resistance to cooperative learning and in one student diagnosed with ADHD. This was a longitudinal case study where qualitative research instruments were used, carried out in a rural classroom. The results show how the base teams (class-group) evolved, how the resistant students and the ADHD student evolved, and offer pointers to cooperative proposals that should be developed in a class-group, considering the different learning needs of students.

Pembelajaran Kooperatif Tipe STAD untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika dengan Alat Peraga Gelas Variabel bagi Siswa SMPN 3 Kayangan

This study aims to improve student activity and learning outcomes on the subject matter of linear equations with one variable with the help of variable glass props through STAD Type Cooperative learning for students of SMPN 3 Kayangan, North Lombok Regency. This research method uses classroom action research with qualitative and quantitative approaches, which are carried out in 2 cycles. Each cycle consists of stages of implementation, giving action, observation, and reflection. The subjects of this study were students of class VII.2 SMPN 3 Kayangan, totaling 33 students. Data collection techniques used observation sheets and tests were then analyzed descriptively qualitatively and quantitatively. The results of this study indicate that the increase in student learning outcomes in the first cycle obtained mastery learning reached 54.55% with an average value of 64.45. In the second cycle, the learning completeness was obtained by 66.7% with an average value of 66.6. From the results of this study, it was concluded that the STAD Type Cooperative approach learning could increase the activity and learning outcomes of class VII.2 students of SMP Negeri 3 Kayangan, North Lombok.

Engaging Students with Disabilities in Universally Designed Science Education

Increased student diversity in classrooms and the need for equitable STEM opportunities for all, creates an impetus for educators to establish inclusive and equitable environments and use teaching practices that facilitate meaningful learning for all students in science education. This article offers a three-part framework for combining inclusive philosophy, the science and engineering practices, and Universal Design for Learning. The article is intended to help teachers and teacher educators universally design science education to level the science learning field through access and equity for all students, including students with disabilities. We advocate for the use of four practices: creating an inclusive community of science learners, planning for big ideas over time, engaging students in sense-making through model-based inquiry, and engaging students in cooperative learning and science talk. Science teachers can use these practices to universally design science education and enhance science learning and STEM interest for underrepresented students. In the article, we provide visuals and tools for teachers to support implementation of the universally designed science practices.

The Effect of Group Investigation Model and Learning Style on Students’ Writing of Descriptive Text

This research objectives are to analyze the students cooperative learning group Investigation model and three-phase technique; To analyze the visual students and auditory students; To analyze the interaction between group investigation model and students learning styles. This is a true-experimental research. The sample selection was done by random class technique as much as two classes, where the first class was taught by group investigation model and second class with three-phase technique. The instruments used are validated conceptual test and questionnaires. The data in this research were analyzed using two-way ANOVA. The results showed that the students using cooperative learning group investigation model was better than three-phase technique. Visual students shows better results than auditory students. There is an interaction between group Investigation model and students learning styles. This interaction shows visual students is dominant in group investigation model.

The Effectiveness of the Learning Module Cooperative Learning Student Facilitator and Explaining

Low understanding of students impacts low student learning outcomes in subjects due to teacher-centered learning orientation. Students have not been able to learn independently and only rely on material explanations from the teacher. Available teaching materials have not been able to facilitate students to learn independently and thoroughly. This research aims to analyze the effectiveness of the cooperative learning module student facilitator and explain. The research used to research and development methods using the Four-D (4D) development model. The data collection methods used were questionnaires and tests. The method of analysis was carried out by descriptive and inferential analysis with the t-test. The results obtained from this study were the validity of the module based on cooperative type student facilitator, and explaining was declared valid on the material aspects in the module with a total validity score was 99.3%, and the module format aspect was declared valid with a total score of 91.7. The student facilitator type of cooperative learning module is practically based on the teacher's assessment with a practical score of 88.62% in the very practical category and 88.98% in the very practical category. The module effectiveness score increases the pretest score of 55.00 to 84.58 in the post-test score with the gain score in the medium category. Based on the findings of this study, it is concluded that the module based on cooperative type student facilitator and explaining is valid, practical, and effective to be used as a learning medium in the subject of estimating construction costs

Improving Students Learning Outcomes in English Through Cooperative Learning Stad

Giving students a various method when teaching is one of the effort to achieve the goal of learning, especially in English. English is one of the subject that has very important role and also one of the national exam subject. In fact English is one of the lesson that the students do not like very much which could effect their learning outcomes. According to interviews with previous teachers learning outcomes of eleventh grade has under the KKM, it because less active of the students when learning and less creative of the teacher when teaching. Therefore, researcher need to conduct a research to improve the student’s learning outcomes. The research aimed to find out how can cooperative learning Student Teams Achievements Divisions improve students learning outcomes of Eleventh Grade Students at SMK Teluk Kepayang This study is a classroom action research using the research model of Kemmis and Taggart. This study was conducted in SMK Teluk Kepayang and the subject of this research were 27 students in eleventh grade in one cycle. The research procedure consist of planning, action, observation, and reflection. Data collection techniques used (1) observation to collect data on student activity (2) tests to assessed student achievement in the end of the study (3) a questionnaire to obtained data about the implementation of students opinion cooperative learning Students Team Achievements Division. The data obtained during the research consisted of qualitative data and quantitative data. The qualitative data were obtained from observations and interviews, while the quantitative data were gained from tests. The qualitative data were analyzed by condensing data, displaying data, and drawing conclussion. The mean scores of the tests were gained as the result of the quantitative data analysis.. The results showed that: first, students activities in the classroom was increased in every meeting. In meeting 1 53.33%, meeting 2 increased to 59.52%, meeting 3 decreased into 53.57, meeting 4 increased 62.5%, meeting 5 increased 70.63& and the last meeting 75%. Second, the learning outcomes of the students also increased with average from 68.81 to 82.22. So it means that The components of STAD contributed to students learning outcomes and students’ participation in the classroom in small group.

Improving Students Learning Outcomes in English Through Cooperative Learning Stad

Giving students a various method when teaching is one of the effort to achieve the goal of learning, especially in English. English is one of the subject that has very important role and also one of the national exam subject. In fact English is one of the lesson that the students do not like very much which could effect their learning outcomes. According to interviews with previous teachers learning outcomes of eleventh grade has under the KKM, it because less active of the students when learning and less creative of the teacher when teaching. Therefore, researcher need to conduct a research to improve the student’s learning outcomes. The research aimed to find out how can cooperative learning Student Teams Achievements Divisions improve students learning outcomes of Eleventh Grade Students at SMK Teluk Kepayang This study is a classroom action research using the research model of Kemmis and Taggart. This study was conducted in SMK Teluk Kepayang and the subject of this research were 27 students in eleventh grade in one cycle. The research procedure consist of planning, action, observation, and reflection. Data collection techniques used (1) observation to collect data on student activity (2) tests to assessed student achievement in the end of the study (3) a questionnaire to obtained data about the implementation of students opinion cooperative learning Students Team Achievements Division. The data obtained during the research consisted of qualitative data and quantitative data. The qualitative data were obtained from observations and interviews, while the quantitative data were gained from tests. The qualitative data were analyzed by condensing data, displaying data, and drawing conclussion. The mean scores of the tests were gained as the result of the quantitative data analysis.. The results showed that: first, students activities in the classroom was increased in every meeting. In meeting 1 53.33%, meeting 2 increased to 59.52%, meeting 3 decreased into 53.57, meeting 4 increased 62.5%, meeting 5 increased 70.63& and the last meeting 75%. Second, the learning outcomes of the students also increased with average from 68.81 to 82.22. So it means that The components of STAD contributed to students learning outcomes and students’ participation in the classroom in small group.

MODEL PEMBELAJARAN KOOPERATIF DALAM MENUMBUHKAN KEAKTIFAN BELAJAR SISWA

Cooperative learning provides opportunities for students to study with fellow students in structured assignments. Through cooperative learning as well, a student will become a learning resource for his other friends. So cooperative learning is developed on the basis of the assumption that the learning process will be more meaningful if students can teach each other. Although in cooperative learning students can learn from two main learning sources, namely teaching and other study partners. cooperative learning can make students interact between students to share their knowledge in solving a problem presented by the teacher so that all students will more easily understand various concepts, create an atmosphere of acceptance towards fellow students with different backgrounds, for example ethnic, social, cultural, and ability. This provides equal opportunities to all learners regardless of background and creates conditions for cooperation and positive interdependence with each other in completing tasks. Teaches collaboration or collaboration skills in solving problems. These skills are very important for students as a provision for living in society. In addition, students learn to respect each other.

Examining Grade 11 students’ existing ideas of engineering design process of fluid and Bernoulli’s principle through Predict-Observe-Explain (POE)

This study aimed to examine Grade 11 students’ existing ideas of the engineering design process on the problem based on fluid and Bernoulli’s principle unit through predict-observe-explain (POE). To promote high school students’ engineering literacy. Participants included 36 Grade 11 students who were studying in Khon Kaen University Demonstration Secondary School (suksasart), organized into 7 groups. Methodology regarded interpretive paradigm. The Hynes et.al. (2011) framework of the engineering design process (EDP) was applied as the reference of students’ existing ideas of the engineering design process (EDP) consists of 9 steps including 1) identify need or problem, 2) research need or problem, 3) develop possible solutions, 4) select the best possible solution, 5) construct a prototype, 6) test and evaluate solution, 7) communicate the solution, 8) redesign and 9) completion decision. The question to start with “how the airplane can fly in the air” was the main problem, provided students to design possible solutions. The findings indicated that students cooperative learning to apply Bernoulli’s principles to solve the problem was interpreted to clarify students’ existing ideas of the engineering design process. The paper may have implications for STEM education teaching and learning.

Impact of a Heutagogical, Multimedia-Based Teaching Concept toPromote Self-Determined, Cooperative Student Learning inClinical Radiology.

To date, didactic lecturing is a common method of university medical training. However, higher levels of competence to solve complex issues are hardly to be achieved with a largely passive learning style. We established and evaluated a heutagogical blended learning concept to investigate self-determined learning with a multimedia-based, interactive approach in the lecture room to teach clinical radiology. In the 2019/2020 winter semester, we included 266 medical students in their fourth academic year in our prospective, observational study. Students participated in a series of 11 radiological lectures given by 10 lecturers. They were requested to prepare for lectures by watching learning videos. During the lecture, students had to answer key-feature questions (KFQ) in small groups and to jointly submit their answers by means of an audience response system (ARS). After each lecture and the exam, we conducted surveys and compared results with a historical control group. A focus group interview with lecturers was performed after conclusion of the lecture series. The students' overall impression of the "flipped classroom" concept and their examination grades were superior to historical controls (overall impression: 1.5 [95 % CI 1.4-1.6] vs. 2.7 [95 % CI 2.5-2.9] rated on a scale from 1 to 6, p < 0.001; examination grades: 1.8 [95 % CI 1.7-1.9] vs. 2.0 [95 % CI 1.9-2.0] rated on a scale from 1 to 5, p < 0.001). Most students agreed that learning videos (76.6 %), ARS (88.5 %), KFQ (76.5 %), and solution-oriented small group discussions (83.7 %) were useful. Lecturers stated an improved convergence of demands on learning and clinical competence. However, they also emphasized an increased initial effort for implementation. Students rated the overall benefit from the heutagogical "flipped classroom" concept as high. Examination grades improved. According to lecturers, the "flipped classroom" concept better matched later professional demands than traditional lectures. · The benefit of the "flipped classroom" concept for radiological lectures was rated high by students.. · Most students were satisfied with the multimedia and interactive elements of lectures.. · Lecturers considered heutagogical learning demands as appropriate for later clinical requirements.. · Teichgräber U, Ingwersen M, Mentzel H et al. Impact of a Heutagogical, Multimedia-Based Teaching Concept to Promote Self-Determined, Cooperative Student Learning in Clinical Radiology. Fortschr Röntgenstr 2021; 193: 701 - 711.

SOCIALIZATION IN THE SCHOOLING PROCESS VIA COOPERATIVE LEARNING

The article discusses the importance of understanding how the built environment of schools relates to the socialization process of students. School can be affective systems that promote social, emotional and academic skills of children and can foster motivation. The school has become a primary agency of socialization. It is the first large-scale organization of which the child becomes a member and which reflects what is going on in the wider society. The modern school is facing a challenge of creating the educational environment in a modern form which develops both academic and necessary learning skills, allowing looking for what is needed in future work cases. These skills include the ability to recognize and manage emotions, develop feelings of respect and care for others, build positive relationships, make responsible decisions and cope with various challenges. The school’s potential for socialization lies in the amount of times students spend in school and in activities related to the school. During this time the students acquires a lot from teachers and fellow students.&#x0D; To enhance achievement and socialization among students cooperative learning can be used as an effective teaching strategy. It is a social construction where knowledge is negotiated and acquired through social interaction rather than being transmitted by the teacher. Cooperative learning is suitable to promote a social construction of knowledge, mutual learning, personal and social development. It requires students to work in small groups in order to make possible face-to-face interactions between members. Effectiveness of cooperative learning is that every member of the group is involved in the learning process obtaining the experience of interaction. It represents situations in which teachers structure group work with the aim to maximize both social and cognitive outcomes. Consequently, cooperative learning methods can notably improve the process of socialization of students in school.

Habilidades socioemocionales de los docentes y el aprendizaje cooperativo de los estudiantes del nivel avanzado un Centro de Educación Básica Alternativa para Presidiarios.

El propósito de este estudio fue determinar la relación de las habilidades socioemocionales de los docentes y el nivel de aprendizaje cooperativo, caso de los estudiantes del CEBA Noé Moisés Dávalos Ybañez - Tacna, año 2015. En la metodología se aplicó un tipo de investigación observacional, prospectivo de cohorte transversal. La muestra fue conformada por 19 docentes y 67 estudiantes del CEBA Noé Moisés Dávalos Ybañez – Tacna. El instrumento, para los docentes se consideró el test de Bar-On, que evalúa las habilidades socioemocionales. Se usó un cuestionario dirigido a los estudiantes, para evaluar el aprendizaje cooperativo. En lo referente al alcance de la investigación, ha sido enfocado a evaluar la inteligencia emocional y el aprendizaje cooperativo, para proporcionar sugerencias que las instituciones educativas lo puedan desarrollar; evidenciando la relevancia la formación integral, a través de la dimensión afectiva. Se ha encontrado que el desarrollo de las habilidades socioemocionales se encontró en un nivel promedio en el 68.4% de los docentes, el nivel de aprendizaje cooperativo de los estudiantes es promedio con un 40,3%, y que existe diferencia significativa de las habilidades intrapersonales, interpersonales, de adaptabilidad, del manejo del estrés y del estado de ánimo general de los docentes con los niveles de aprendizaje cooperativo de los estudiantes del nivel avanzado del CEBA. Se concluye que existe relación significativa de las habilidades socioemocionales de los docentes con el nivel de aprendizaje cooperativo de los alumnos del nivel secundario del CEBA Noé Moisés Dávalos Ybañez - Tacna.

PENERAPAN MODEL COOPERATIVE LEARNING TIPE STUDENT TEAM ACHIEVMENT DIVISION (STAD) UNTUK MENINGKATKAN HASIL BELAJAR IPS MATERI KEANEKARAGAMAN SUKU BANGSA PADA SISWA KELAS VI SD NEGERI 3 LUENG PUTU

The purpose of this study was to describe the quality of social studies learning through the type of STADm in class VI students of SD Negeri 3 Lueng Putu. This classroom action research was carried out in two cycles. Each cycle consists of planning, implementation, observation, reflection. The research subjects were teachers, class VI students at SD Negeri 3 Lueng Putu. The technique of collecting data uses tests and non-tests. Data analysis used quantitative and qualitative descriptive analysis. The results of the study showed: (1) The skill of the first cycle teacher got a score of 19 good categories, and the second cycle of the score 30 was very good. (2) Activity of the first cycle students get a score of 17.14 enough categories, and the second cycle scores 25.32 in the good category. (3) The percentage of classical completeness in student learning outcomes in cycle 1 is 55%, and increases in cycle 2 to 91%. The conclusion of the study through the type of STAD can improve the quality of social studies learning including teacher skills, student activities, learning outcomes of SD Negeri 3 Lueng Putu. It is recommended that teachers apply STAD type cooperative learning so students can learn actively and independently&#x0D; &#x0D; Keywords: Cooperative Learning Student Team Achievement Division (Stad) Type, Learning&#x0D; Outcomes.

Upaya Meningkatkan Kemampuan Teknik Passing Bawah dalam Permainan Bola Voli melalui Penerapan Metode Pembelajaran Kooperatif Students Team Achievement Divisions (STAD) Kelas X TKJ 3 SMK Negeri 2 Baubau Tahun Pelajaran 2018/2019

This study to determine whether through cooperative learning Student Teams Achievement Divisions (STAD) methods can improve the capability technique of forearm pass the game of volleyball. The method used to answer the purpose of research methods the study used class-room action research or action research. The subjects were students of SMK Negeri 2 Baubau X TKJ 3 class totaling 32 students, including 25 boys and 7 girls. The results suggest the application of cooperative learning methods Student Teams Achievement Divisions ( STAD ) can increase the average activity score of teachers and students, the observation of students forearm pass technique and skills student to forearm pass. Cycle I mean teacher activity score of 6.5, the criteria to be increased in Cycle II with an average of 10 , criteria very well. Activities students first cycle an average score of 6.5, the criteria to be increased in Cycle II to 9.5, both criteria. Average scores below passing observation technique has increased, I cycle an average score of 9.25 observations, sufficient criteria, increases in Cycle II to 13.53, both criteria. For the values of students forearm pass, the first cycle by girls with an average number of 51.42, enough criteria, and boys student 52.80, sufficient criteria. In Cycle II score below passing skills increased, for by girls with an average 65.71, both criteria, and the boys student of 67.80, both criteria.