Supporting Guided Inquiry with Cooperative Learning in Computer Organization

2019 ◽  
Author(s):  
Yeajin Ham ◽  
Brandon Myers
Keyword(s):  
Cooperative Learning ◽  
Guided Inquiry ◽  
Computer Organization

scholarly journals Pembelajaran Kooperatif Tipe Game Tournament Pada Materi Ikatan Kimia di Kelas X IPA SMA Negeri 1 Kotamobagu

2019 ◽  
Vol 1 (2) ◽  
pp. 48
Author(s):  
Eka Putra Mamangkai ◽  
Meytij Rampe ◽  
Jenny Kumajas
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Chemical Bonding ◽  
Public High School ◽  
Guided Inquiry ◽  
Team Games ◽  
Bonding Material

The purpose of this study was to determine the effect of guided inquiry-based Group The purpose of this study was to determine the effect of Team Games Tournament Cooperative learning on class X chemical bonding material at Kotamobagu 1 Public High School. This study used the experimental method and obtained samples, namely class X IPA A as the experimental class and class X IPA B as the control class. The process of collecting data by giving a test to students at the end of learning. The results showed that the average experimental class learning outcomes were higher than the control class. Based on the data analyzed using the t-test to test the research hypothesis and obtained tcount 8.95> t table 2,059, so that it can be concluded that there is a significant influence on the use of Team Games Tournament Type cooperative learning methods on learning outcomes in chemical bonding material.

scholarly journals Effects of Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy on Chemistry Students’ Performance in Imo State

2018 ◽  
Vol 14 (25) ◽  
pp. 54 ◽  
Author(s):  
Nwafor Chimuanya Leonard ◽  
A. U Nwanekezi
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Analysis Model ◽  
Acid Base ◽  
Chemistry Students ◽  
Imo State ◽  
Hierarchy Analysis ◽  
And Task

The study investigated the effects of guided inquiry and task hierarchy analysis model in cooperative learning strategy on Chemistry students’ performance in Nwangele Local Government Area, Imo State. The study adopted Pretest Posttest non-equivalent quasi-experimental design. One hundred and sixty-three Chemistry students from six public schools purposively selected participated in the study. Chemistry Performance Test on Acid-Base Reactions (CPTABR) which also tested retention with a reliability index of 0.75 was developed, validated and used for data collection. Research questions were answered using mean and Standard deviation, while the null hypotheses were tested using Analysis of Covariance at 0.05 significance level. The result revealed that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) proved to be more effective than lecture method (LM) in understanding of Acid-Base Reactions. It was recommended that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) should be used by Chemistry teachers to teach Acid- Base Reactions to enhance students’ performance and retention in Chemistry.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Current Progress in Cooperative Learning

1991 ◽  
Vol 36 (10) ◽  
pp. 860-861
Author(s):  
Morton Deutsch
Keyword(s):  
Cooperative Learning

Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination?

2017 ◽  
Vol 3 (4) ◽  
pp. 257-271 ◽  
Author(s):  
Jeremy E. Sawyer ◽  
Rita Obeid ◽  
Dennis Bublitz ◽  
Anna M. Schwartz ◽  
Patricia J. Brooks ◽  
...  
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Writing To Learn ◽  
Multimedia Instruction

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

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