scholarly journals Conceptualizations and approaches in defining cooperative learning

2020 ◽  
Vol 69 (3) ◽  
pp. 291-312
Author(s):  
Marina Semiz
Keyword(s):  
Social Sciences ◽  
Cooperative Learning ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Teaching Method ◽  
Pedagogical Approach ◽  
Multiple Meanings ◽  
Methodological Approaches ◽  
Pedagogical Research ◽  
Pedagogical Approaches

The uses of the concept of cooperative learning in the literature, in practice and in everyday speech suggest considerable vagueness and fluidity, particularly with regard to its content, namely, whether it refers primarily to a form of learning, a learning strategy, a teaching method, an instructional strategy, a pedagogical approach, or a system of instruction. This paper aims to present and critically analyze existing conceptualizations of cooperative learning and approaches to its definition, and thus present the position of cooperative learning in relation to relevant and related concepts within a concept network. Through analysis of concepts and definitions within the logic and methodology of social sciences (pedagogical) research, the following conclusions have been drawn: a) in the papers analyzed there are multiple meanings of cooperative learning; b) there are descriptive, prescriptive and connotative definitions of cooperative learning; c) there are psychological and pedagogical approaches to its definition, and there is an evident lack of consensus among authors on the position of this concept in the network of related concepts. The plurality of meanings in which this concept is used, and the difficulties with its definition, have been related to the different contexts of its application, the variety of authors' theoretical and methodological approaches, the complexity of the concept itself, and, in some cases, the inaccurate uses of the concept for research and practical purposes.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR SOSIOLOGI

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Roida Lumbantobing
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Homogeneity Test ◽  
Normality Test ◽  
Level 3

dibelajarkan dengan menggunakan strategi pmbelajaran kooperatif tipe STAD dan Ekspositori; (2) hasil belajar Sosiologi antara siswa dengan tingkat komunikasi interpersonal tinggi dan rendah; (3) interaksi antara strategi pembelajaran dan komunikasi interpersonal terhadap hasil belajar Sosiologi. Metode penelitian yang digunakan adalah  eksperimen quasi dengan desain faktorial 2 x 2.  Uji statistik yang digunakan adalah statistik deskriptif sedangkan dalam menyajikan data dan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji scheffe. Sebelumnya dilakukan uji analisis berupa uji normalitas dan uji homogenitas. Hasil penelitian menunjukkan: (1) hasil belajar Sosiologi siswa yang dibelajarkan dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar Sosiologi siswa yang dibeajarkan dengan strategi pembelajaran  Ekspositori; (2) hasil belajar  Sosiologi siswa yang memiliki  komunikasi interpersonal tinggi lebih tinggi dari pada hasil belajar Sosiologi siswa yang memiliki komunikasi interpersonal rendah; (3) terdapat interaksi antara strategi pembelajaran dengan komunikasi interpersonal dalam mempengaruhi hasil belajar siswa. Kata Kunci: strategi pembelajaran, komunikasi interpersonal, sosiologi Abstract: This study aims to find out: (1) learning outcomes of students' sociology learned by using STAD type cooperative learning strategy and Expository; (2) Sociology learning outcomes between students with high and low interpersonal communication level; (3) the interaction between instructional strategy and interpersonal communication to Sociology learning outcomes. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistic while in presenting data and inferential statistic by using two-way ANOVA with significant level α = 0,05 followed by scheffe test. Previously tested the analysis in the form of normality test and homogeneity test. The result of the research showed: (1) the learning result of Sociology of students who were taught by STAD type cooperative learning strategy was higher than the student's Sociology learning result which was studied with Expository's learning strategy; (2) Sociology learning result of students who have high interpersonal communication is higher than student learning result of Sociology having low interpersonal communication; (3) there is interaction between learning strategy with interpersonal communication in influencing student learning outcomes. Keywords: learning strategy, interpersonal communication, sociology

scholarly journals Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

2020 ◽  
Vol 15 (03) ◽  
pp. 4 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Quantitative Method ◽  
Ad Hoc ◽  
Teaching Method ◽  
Knowledge Society ◽  
Pedagogical Approach ◽  
Academic Level ◽  
Flipped Classrooms ◽  
Pedagogical Approaches

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.

scholarly journals Influence of Attitude, Cooperative and Inquiry Instructional Strategies on the Academic Performance of Students in Basic Science and Mathematics in Katsina, Nigeria

2018 ◽  
Vol 6 (06) ◽  
Author(s):  
Dr. Suleiman Sa’adu Matazu ◽  
Elizabeth Julius
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Basic Science ◽  
Instructional Strategy ◽  
Positive Attitude ◽  
Learning Strategy ◽  
School Students ◽  
Learning Group ◽  
Quasi Experimental ◽  
And Mathematics

 Investigating the effects of cooperative learning as an instructional strategy for teaching basic science and mathematics to junior secondary school students in Katsina state was the focus of this study. Equally, it also looked at how gender affect students' performance and attitude in basic science and mathematics when cooperative learning was used as an instructional strategy. Quasi-experimental design was used in the study with 240 students as sample selected purposively. Findings of the study revealed that students taught using cooperative learning strategy performed higher than those taught using inquiry learning strategy; there was an insignificant difference in performance between the male and female students in the cooperative learning group. The students in cooperative learning group show a more positive attitude towards basic science and mathematics than those in inquiry classroom learning. On the bases of these findings, it was recommended that cooperative learning strategy be adopted by all secondary school Basic Science and Mathematics teachers as an effective learning strategy in order to improve students’ performance and positive attitude towards science and mathematic

scholarly journals Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Sangeeta Yaduvanshi ◽  
Sunita Singh
Keyword(s):  
Cooperative Learning ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Low Achievers ◽  
Analysis Of Covariance ◽  
Cognitive Domain ◽  
High Achievers ◽  
Control Group ◽  
Teaching Learning ◽  
The Impact

Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.

scholarly journals Cooperative learning and students’ ability in Oral and Written critical reviews of Philippine Indie films: Serbis, Kinatay, Noy and Ang babae sa Septic Tank

10.17158/540 ◽  
2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Marsan S. Dela Salde ◽  
Arlington A. Vidal ◽  
Virgilind V. Palarca ◽  
Ma. Fe M. Crescencio
Keyword(s):  
Cooperative Learning ◽  
Critical Analysis ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Correlation Study ◽  
Septic Tank ◽  
Independent Films ◽  
Immaculate Conception ◽  
Scoring Rubric ◽  
The University

<div>Using the positive interdependence element of cooperative learning, the researchers conducted a study aimed to measure whether there was a significant relationship between the level of attitude towards cooperative learning and the level of critical analysis by the students of the Filipino independent films: Serbis, Kinatay, Noy and  Ang Babae sa Septic Tank. Forty students from a Filipino class of the Holy Name University and thirty two students of the University of the Immaculate Conception were purposively chosen as participants of the study. A 20-item researcher-made questionnaire (α = 0.92) was used to assess the level of attitude towards cooperative learning strategy. A 5-item-criteria scoring rubric for written (α = 0.89) and a 9-item criteria scoring rubric for speech (α = 0.92) were used to evaluate the critical film analysis of the participants. Based on the data gathered, the level of attitude towards cooperative learning as an instructional strategy is high and the level of critical analysis is moderately high for students of HNU, on the other hand, the level of attitude towards cooperative learning as an instructional strategy is moderately high while the level of oral critical analysis is low for students of UIC. There is a moderate correlation between these two variables. Generally, the students hardly grasp the real intention of the independent films which are presented more as art forms rather than as entertaining materials that described the film as a comedy about misguided ambitions, the art of making art and the romanticism of Philippine poverty.</div><div> </div><div><strong>Keywords:</strong>Language, cooperative learning, oral critical analysis, correlation study, Filipino independent films, Philippines</div><div> </div>KeywOrDSLanguage, cooperative learning, oral critical analysis, correlation study, Filipino independent films, Philippines<div> </div>

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS II SD NEGERI 025 TELUK BINJAI DUMAI TIMUR

2018 ◽  
Vol 2 (3) ◽  
pp. 405
Author(s):  
Heldaenni Heldaenni
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Student Activity ◽  
Grade Ii

This research is motivated by the learning result of Social Sciences of second grade II students of primary school025 Teluk Binjai Dumai Timur which is still very low. This study aims to improve learning outcomes of SocialSciences students. From the data analysis there is an increase of both teacher activity, student activity, andstudent learning result, that is teacher activity at meeting 1 cycle I the percentage is 64% (enough) and atmeeting 2 increase to 76% (good). In the second cycle of meeting 3 increased again to 88% (very good) and at4th meeting increased to 96% (very good). Judging from the student activity also increased from the 1st cyclemeeting I was 62,5% (enough) and at the 2nd meeting increased to 70.83% (good). In cycle II the 3rd meetingincreased to 83,83% (good) and at the 4th meeting to 91.66% (very good). Judging from student learningoutcomes, the average base score of 60 increased to 70 in the first cycle of increase 10 points later in cycle IIincreased to 90 in cycle II large increase of 20 points. From the data analysis there is an increase both fromteacher activity, student activity, and student learning outcomes. It can be concluded that the advancement of themodel of cooperative learning type make a match can improve the learning result of Social Sciences of secondgrade students of SD Negeri 025 Teluk Binjai Dumai Timur.

Evaluation of a Cooperative Learning Strategy

1983 ◽  
Vol 20 (4) ◽  
pp. 687-696 ◽  
Author(s):  
Joel M. Moskowitz ◽  
Janet H. Malvin ◽  
Gary A. Schaeffer ◽  
Eric Schaps
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

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