scholarly journals The Benefits of Cooperative Learning of Language in Different Subject Lessons as Seen by Primary School Pupils: The Case of One Lithuanian City School

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Daiva Jakavonytė-Staškuvienė
Keyword(s):  
Cooperative Learning ◽  
Theory And Practice ◽  
Language Performance ◽  
Individual Values ◽  
City School ◽  
School Year ◽  
Group Cooperation ◽  
Successful Group ◽  
Common Goals ◽  
Primary School Pupils

Contemporary educational theory and practice promote the development of subject-specific and generic competences. Cooperative learning is a generic competence whose development is recommended in all subject lessons/activities. The development of fundamental individual values that rely not only on individual achievements but also on empathy and helping others, the ability to listen, mentor, and assist is integral to primary education. Such education is supported by positive inclusion in the process and good-willed communication within the group to achieve a common result. It is through achieving common goals and witnessing the variety of activity approaches that certain activities become a success. The study aimed to include all students in the development process on the basis of cooperative learning and improve each and every student’s individual learning of language performance in all subjects. The study is based on 186 first-to-fourth-year students from one major city school, representing a total of 8 classes. After the school-wide activities on cooperative learning, all pupils took part in a questionnaire survey halfway through the school year. The survey used a written questionnaire. The questions in the questionnaire were designed to explore pupils’ attitudes towards school and language-related aspects of successful group cooperation. The collected data were analysed using SPSS version 20. The data analysis used a descriptive approach, calculating the answers chosen by the pupils. An analysis of the survey results shows that the majority of pupils in years 1 to 4 think they can work in groups and cooperate because they are willing to listen to others, explain and help others, are not bored, are interested in working together, and are interested in learning new subjects.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA

2020 ◽  
Vol 3 (2) ◽  
pp. 163
Author(s):  
Nur Abida
Keyword(s):  
Data Collection ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Class V ◽  
Student Activities ◽  
Average Value ◽  
Class A ◽  
School Year

This research is motivated by the low mathematics learning outcomes of students of class V A of SD Negeri 136 Pekanbaru, with an average value of 68.25 and of 34 students only 11 students who reach the minimum completeness criteria (KKM). This research is a classroom action research (CAR) conducted aimed at improving the learning outcomes of class A students by applying the Group investigation (GI) type of cooperative learning model. The subjects of this study were class V A students in the 2018/2019 school year. Data collection instruments in this study were teacher activity sheets and student activities and learning outcomes. It can be seen from the results of the implementation of classroom actions carried out 2 cycles, namely the first cycle of students who completed as many as 23 people (67.65%) and students who did not complete 13 people (31.70%), in the second cycle the cycle students completed completely (100 %). There are no more students who receive grades below the KKM. The results showed that the application of the Group investigation (GI) type of cooperative learning model could improve the mathematics learning outcomes of students in class V A of SD Negeri 136 Pekanbaru.

scholarly journals Subtitling on the Intersection of Theory and Practice: Pedagogical Research-Based Approach to Subtitler Training

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Mohammad Ahmad Thawabteh
Keyword(s):  
Present Article ◽  
Theory And Practice ◽  
The Other ◽  
Technical Problems ◽  
Communication Breakdown ◽  
School Year ◽  
Pedagogical Research ◽  
Academic Year ◽  
Experimental Group ◽  
Oriented Approach

The present article investigates our proposed approach for subtitler training namely a Pedagogical Research-Based (PRB), defined as a professionally-oriented approach utilised in Audiovisual Translation (AVT) translator training to theoretically and practically strengthen the subtitling skills of trainees. The data of the present study is derived from an Egyptian television hard-edged drama entitled Firqit Naji Atallah (lit. Naji Atallah Team), Episode 1 (2012), subtitled by a sample of twenty MA translation students, ten of whom enrolled in the second semester for the academic year 2013/2014 and the rest (also totalling ten) did the same, a year later, namely for the school year 2014/2015. The article clearly reveals that before PRB approach is introduced in actual translation classroom, translator trainees (i.e. experimental group) are faced with tremendously difficult problems linguistically, culturally and technically which may hinder communication, thought to be crucial to retain for the target audience. The PRB approach is then introduced whereby the other translator trainees are equipped with some theoretical insights apropos of subtitling norms, well-envisaged in two scholarly AVT works by Karamitroglou (1998) and Schwarz (2002). Being aware of the PRB approach, the translator trainees could therefore do the translation task with minimal linguistic, cultural and technical problems. The study concludes with some pedagogical implications that will hopefully help translator trainees do translation tasks with minimal communication breakdown and maximal communicative thrust drawing on PRB.

scholarly journals Structuring cooperative learning methods in Ancient Greek classrooms

2021 ◽  
pp. 1-10
Author(s):  
Angeliki Markoglou
Keyword(s):  
Cooperative Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Greek Language ◽  
Ancient Greek ◽  
Language Curriculum ◽  
Societal Needs ◽  
Group Cooperation ◽  
Motivation For Learning ◽  
Current Article

Abstract Considering the concept of critical teaching, teachers should seek to ensure the active participation of students, emphasisng the adoption of student-centred and group-centred teaching methods, which will provide students with relevant motivation for learning. From this perspective the current article focuses on a teaching proposal for the course of Ancient Greek Language in Greece and Cyprus, presenting the method of jigsaw-based cooperative learning as a teaching practice which promotes both active student participation and group cooperation. According to this teaching practice, the teacher actively involves the students in the learning process, promoting higher-level cognitive, metacognitive and emotional functions. Not only is this method compatible with the broader contemporary pedagogical and didactic principles, which aim to provoke students' interest, cultivate their social skills and relationships, develop their personal self-perception, and create autonomous and fulfilled personalities, but also it is harmonised with the main aims of the Ancient Greek Language Curriculum in these countries, which are fully aligned with both their education policy and their societal needs.

scholarly journals A Mana Wahine Critical Analysis of New Zealand Legislation Concerning Education: Implications for Addressing Māori Social Disadvantage

2021 ◽  
Author(s):  
◽  
Tagan Wetekia Paul
Keyword(s):  
New Zealand ◽  
Social Policy ◽  
Social Disadvantage ◽  
Theory And Practice ◽  
Critical Policy Analysis ◽  
Significant Movement ◽  
The Social ◽  
Common Goals ◽  
Central Argument ◽  
Critical Policy

<p>Theory and practice are intertwined, woven inextricably together by the way that each informs and is informed by the other (Moss 2002, Pihama 2001, Simmonds 2009). This research confronts and analyses the legal bases of gendered and race-based inequalities by critically analysing New Zealand social policy legislation through a mana wahine perspective. Mana wahine and critical policy analysis share common goals to challenge dominant theoretical and methodological norms in order to recognise unequal power distributions, of which colonisation is implicit (Tomlins-Jahnke 1997).  This research has been guided by a reading of literature that suggests Māori social disadvantage has become ingrained and that policies designed to address this inequality and to include Māori people and Māori perspectives in mainstreamed systems are both confusing, and yet to be successful. This study has been designed to explore present policy legislation concerning social development. A case study of the education system has been used, which draws on historic and more contemporary Western political agendas as reflected in legislative shifts.  Key findings of this research include the exclusion of mana wahine through the ongoing processes of colonisation that do not give rise to Māori cultural understandings. To summarise, the social policy context at present is characterised by: Māori demands for greater self-determination; an absence of Treaty rights for Māori; liberal interpretations of Treaty principles, and scant processes to implement them; a devoid of aspects pertinent to mana wahine, and; the contradiction between Government's articulated position on rights and inclusion in social policy and the language used in and concepts enforced by legislation.  The findings are significant and reveal the ongoing complexities of Indigenous inequalities in the context of widespread policy ‘commitment’ to inclusion and equality. The central argument developed throughout this study is that there is an urgent need to shift policy thinking toward Māori if there is to be a significant movement toward justice for Māori women, which will involve Māori-centred decolonisation and the inclusion of aspects pertinent to mana wahine.</p>

scholarly journals Kelas Gitar Akustik Berbasis Pembelajaran Kooperatif

2020 ◽  
Vol 4 (2) ◽  
pp. 137
Author(s):  
Riyan Hidayatullah ◽  
Prisma Tejapermana
Keyword(s):  
Cooperative Learning ◽  
Music Theory ◽  
Positive Response ◽  
Theory And Practice ◽  
Learning Design ◽  
Learning Method ◽  
Learning Methods ◽  
Home Group ◽  
Acoustic Guitar ◽  
Musical Understanding

This article examines learning acoustic guitar in formal schools employing cooperative learning design. The problem is focused on students’ perceptions of the difficulty of interpreting theory, teacher mastery of music theory, and the learning methods used. This study aims to describe the cooperative learning method implemented in acoustic guitar classes at schools (N = 30). Data were collected through observation, interviews, and documentation to be analyzed qualitatively using an interactive model (Miles et al., 2014). The guitar learning process is carried out in groups by breaking the home group and the expert group. Music material in group interaction is in the form of theory and practice. Based on observations of students’ musical abilities, there is an increase in knowledge of music theory and practice in guitar classes. Students receive the highest score on the aspects of sound accuracy, chord progression to the song, and the time expended learning the song. This study concludes that learning acoustic guitar applying cooperative learning methods is effective in enhancing students’ musical understanding through appreciation and creation. Appreciative attitude turns out as a manifestation of a positive response affective.

scholarly journals APRENDER E ENSINAR GEOGRAFIA MEDIADA POR UMA JORNADA GEOGRÁFICA LITORÂNEA

2016 ◽  
Vol 23 (3) ◽  
pp. 113
Author(s):  
Alexandre Vítor De Lima Fonsêca ◽  
Karen Sheron Bezerra Fonsêca ◽  
Kenneth Sebastian Bezerra Fonsêca
Keyword(s):  
Teaching And Learning ◽  
Theory And Practice ◽  
Landscape Elements ◽  
Teaching Resource ◽  
School Year ◽  
Living Space ◽  
Identidad Cultural ◽  
De Se ◽  
Dialectical Process ◽  
Environment Study

  O presente artigo reflete sobre a prática de ensino e o uso de uma trilha, denominada Jornada Geográfica Litorânea, como recurso didático voltado ao ensino - aprendizagem de Geografia. O objetivo geral é resgatar a importância de se andar pelas praias, igarapés, mangues, caminhos, ruas, vielas, becos e avenidas das cidades litorâneas, percebendo-se as paisagens e discutindo-se com os discentes os itinerários trilhados no seu dia a dia como, por exemplo, o percurso casa-escola-casa, casa-igarapé-casa ou ainda casa-praia-casa, entre outros percursos, com trajetos pré-determinados e cartografados anteriormente. Para tanto, utiliza-se como metodologia o estudo do meio onde se busca discutir as trilhas como recurso didático em função de sua importância para o estudo geográfico, a partir do espaço vivido, e para a compreensão da realidade do ambiente fora da sala de aula, o que aguça a curiosidade em indagar os porquês dos fatos estudados, além de estimular a articulação entre teoria e prática em um processo dialético permanente, enfatizando os elementos da paisagem como procedimentos metodológicos e explorando os dados obtidos em campo através das linguagens gráfica, fotográfica, cartográfica e textual. Com os resultados alcançados, intenciona-se, sistematizar as linguagens e utiliza-la em sala de aula durante o ano letivo, com o intuito de valorizar a identidade cultural do educando associada ao lugar, por meio da percepção dos elementos da paisagem natural e humanizada, identificadas na interface continente/oceano.Palavas-chave: Recurso didático. Trilhas. Linguagens. Ensino. Geografia.LEARNING AND TEACHING GEOGRAPHY MEASURED BY A GEOGRAPHIC DAYABSTRACT: This article reflect on the practice of teaching and the use of a track called Geographical Coastal Day, as a pedagogical resource to teaching and learning Geography. The main objective is to restore the importance of walking on the beaches, streams, wetlands, roads, streets, lanes, alleys and avenues of coastal towns, understanding the landscapes and discussing with the students the itinerary routes in their day to day as, for example, the route home from to school, and school to home: home to creek and creek to home; or house to the beach and beach to home, among other routes, with predetermined and previously mapped paths. In order to achieve this, the environment study was the methodology in which we discuss the tracks as a teaching resource in the light of their importance for the study of geographical space from the living space, and the understanding of environmental reality outside the classroom, which excites the curiosity to ask the reasons of the studied facts, besides stimulating the relationship between theory and practice in a permanent dialectical process, emphasizing the landscape elements as instruments and exploring the data obtained in the field through the graphical, photographic, cartographic and textual languages. With the achieved results, it is intended to systematize those languages and use them in the classroom during the school year, in order to enhance the cultural identity of the student associated with the place, through the perception of landscape elements, identified in the continent/ocean interface.Keywords: Teaching resource. Trails. Languages. Education. Geography.APRENDER Y ENSEÑAR GEOGRAFIA MEDIADA POR UNA JORNADA GEOGRÁFICA LITORALRESUMEN: El presente artículo refleja sobre la práctica de enseñanza y el uso de una senda, denominada Jornada Geográfica Litoral, como recurso vuelto a la enseñanza-aprendizaje de Geografía. El objetivo general rescatar la importancia caminar por las palayas, arroyos y manglares, caminos, calles, callejón, calleja y avenidas de las ciudades del litoral, buscando los paisajes y discutiendo con los alumnos los itinerarios hechos diariamente como por ejemplo, el recurrido casa- escuela-casa, casa arroyo-casa o aún casa-playa-casa, entre otros recurridos, como trayectos pre determinados y cartografiados anteriormente. Por lo tanto, se utiliza como metodologia estúdio del médio donde se busca discutir las sendas como recurso didáctico en función de la importancia de estas para el estudio del espacio geográfico, a partir del espacio vivido, y para la comprensión de la realidad del ambiente fuera del espacio del aula, lo que estimula la curiosidad en investigar los porqués de los hechos estudiados, además de estimular la articulación entre teoría y práctica en un proceso dialéctico permanente, enfatizando los elementos del paisaje como procedimientos metodológicos y explotando los datos obtenidos en el campo a través de los lenguajes gráficos, fotográfico, cartográfica y textual. Com los resultados alcanzado se pretende sistematizar. Se busca, por fin, sistematizar esos lenguajes y utilizarla en el aula en las clases durante todo el año, con la intención de valorar la identidad cultural de los alumnos asociado a su lugar de origen a través de la percepción de los elementos del paisaje, natural y humanizada identificados en la interface continente/océano.Palabas-clave: Recurso didáctico. Sendas. Lenguajes. Enseñanza, Geografía. 

Jigsaw Approach in Cooperative Learning: Its Effect in Problem Solving Skills for Physics

10.17158/222 ◽  
2012 ◽  
Vol 18 (1) ◽  
Author(s):  
Renan P. Limjuco ◽  
Ma. Teresa M. Gravino
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Group Discussion ◽  
Pharmacy Students ◽  
Control Group ◽  
Problem Solving Skills ◽  
School Year ◽  
Quasi Experimental ◽  
Experimental Group

This study was conducted to determine whether or not the jigsaw approach as a cooperative learning strategy can significantly improve the problem solving skills in physics of the First Year Pharmacy students of the University of the Immaculate Conception for School Year 2011-2012. The researchers used the quasi-experimental design and purposively chose one class with forty students to compose the experimental group and another class of the same size to form the control group. The students from the experimental group were supervised through the jigsaw approach for three weeks as they studied Newton’s 2nd Law of Motion. The test scores from the 50-multiple choice-item Physics Questionnaire (α = 0.90) were the data used in the study. Frequency count, percentage, mean, standard deviation, and t-test were the statistical tools employed in the analyses of the data. Findings of the study revealed that the problem solving skills in physics of the Pharmacy students were significantly improved by the jigsaw approach. The researchers also employed a focus group discussion for the triangulation of the method which validated that students who were subjected to jigsaw approach became more proficient, responsible, facilitative, and approachable as learners. The students felt that they needed to study not only for themselves but also for their group mates.

scholarly journals Harnessing values to save the rhinoceros: insights from Namibia

Oryx ◽  
2015 ◽  
Vol 51 (1) ◽  
pp. 98-105 ◽  
Author(s):  
Jeff R. Muntifering ◽  
Wayne L. Linklater ◽  
Susan G. Clark ◽  
Simson !Uri-≠Khob ◽  
John K. Kasaona ◽  
...  
Keyword(s):  
Joint Venture ◽  
Management Strategies ◽  
Regional Governance ◽  
Theory And Practice ◽  
Community Based ◽  
Individual Values ◽  
Context Specific ◽  
Simple Economic

AbstractThe rate at which the poaching of rhinoceroses has escalated since 2010 poses a threat to the long-term persistence of extant rhinoceros populations. The policy response has primarily called for increased investment in military-style enforcement strategies largely based upon simple economic models of rational crime. However, effective solutions will probably require a context-specific, stakeholder-driven mix of top-down and bottom-up mechanisms grounded in theory that represents human behaviour more realistically. Using a problem-oriented approach we illustrate in theory and practice how community-based strategies that explicitly incorporate local values and institutions are a foundation for combating rhinoceros poaching effectively in specific contexts. A case study from Namibia demonstrates how coupling a locally devised rhinoceros monitoring regime with joint-venture tourism partnerships as a legitimate land use can reconcile individual values represented within a diverse stakeholder group and manifests as both formal and informal community enforcement. We suggest a social learning approach as a means by which international, national and regional governance can recognize and promote solutions that may help empower local communities to implement rhinoceros management strategies that align individual values with the long-term health of rhinoceros populations.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEA PARTY UNTUK MENINGKATKAN PENGUASAAN KOSAKATA BAHASA JEPANG (EKSPERIMEN MURNI TERHADAP SISWA KELAS X SMA BPI 1 BANDUNG Tahun Ajaran 2015/2016)

2016 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Vina Pebriani ◽  
Dedi Sutedi ◽  
Nuria Haristiani
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
Design Method ◽  
Tea Party ◽  
Control Group ◽  
School Year ◽  
Before And After ◽  
Post Test ◽  
Questionnaire Result ◽  
Randomized Control

 AbstrakKosakata merupakan komponen terpenting dalam bahasa. model pembelajaran kooperatif tipe tea party dilakukan dengan cara siswa membentuk dua barisan dimana siswa saling berhadapan satu sama lain. Guru mengajukan sebuah pertanyaan, siswa mendiskusikan jawaban dengan siswa yang ada dihadapannya, setelah satu menit baris terluar bergerak searah jarum jam sehingga akan berhadapan dengan pasangan yang baru. Guru mengajukan peranyaan ke dua dan seterusnya. kemudian siswa mempresenasikan hasil diskusi depan kelas. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan yang signifikan antara kemapuan mengingat kosakata bahasa Jepang siswa sebelum dan setelah menggunakan model pembelajaran kooperatif tipe Tea Party. metode yang di gunakan adalah true experimental design dengan menggunakan design Randomized control group Pre-test Post-test..Sampel dalam penelitian ini adalah siswa kelas X SMA BPI 1 Bandung tahun ajaran 2014/2015 kelas X-5 sebanyak 20 orang sebagai kelas eksperimen dan kelas X-4 sebanyak 20 orang sebagai kelas kontrol. Instrumen yang digunakan adalah adalah test dan angket. Hasil analisis data, diperoleh nilai t-hitung sebesar 2,85 dan taraf signifikan 5% adalah 3,73. Karena t-hitung lebih besar dari t-tabel maka Hk diterima. Hal ini berarti bahwa pembelajaran dengan menggunakan model pembelajaran kooperatif tipe tea party efektif digunakan dalam pembelajaran bahasa Jepang.Serta data yang diperoleh dari angket, dapat dikatakan bahwa model pembelajaran kooperatif tipe Tea Party mempunyai langkah-langkah yang efektif dan mampu membuat siswa lebih fokus dan belajar bertanggung jawab dengan tugas-tugas yang diberikan. Kata kunci : menghafal, model pembelajaran, model Tea Party.Abstractvocabulary is the most important component in language. Cooperative learning type tea party is done by students forming two rows witch every students is facing each other. Teacher asking a question. Student s discuss the answer with student in front of him,after one minute, the outer row is moving in the same direction as clockwise so that will facing with new student. Teacher asking a new question etc. after that student have to presented the result of discussion in front of class. The purpose of this research is to determinate the significant different between student ability to remember Japanese vocabulary before and after using cooperative learning type Tea Party method that used is true experimental design method with using  randomized control group Pre-test Post-test design. Sample in this research is 10th grade student SMA BPI 1 Bandung school year 2014/2015 class X.4 that consist 20 students for control class and class X.5 that consist 20 students for experiment class. Instrument that used is test and questionnaire.  Result of data analysis obtained t-count value is 2.02 with significant level 5% 3.73. because t-count is greater than t-table so Hk is accepted. That can be concluded that the ability in the end of Japanese vocabulary education is significantly better than the initial of Japanese vocabulary education.  As well as date that obtained from questionnaire, can be says that cooperative learning type Tea Party is have an effective ways and can make students more focus  in studies, and more responsible in every task that they have. Key world : memorized, learning model, Tea Party model.

scholarly journals PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA MATERI OPERASI HITUNG BILANGAN PECAHAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DI KELAS VII SMP NEGERI 4 AMBON

2019 ◽  
Vol 2 (1) ◽  
pp. 11-16
Author(s):  
Tressya Litaay
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Class Action ◽  
Learning Models ◽  
Research Subjects ◽  
Effective Learning ◽  
Fractional Counting ◽  
School Year ◽  
Improving Student Learning

Mathematics learning should involve the participation of students so they can be more active and easy to understand the topic they have been studied. Teachers must change the way of teaching and be able to mix interesting and effective learning, so it can encourage students to be active participants in the learning process. One of the choices of cooperative learning models that teachers can apply in the classroom is the Team Assisted Individualization. This research aims to improve the learning outcomes of students in fractional counting operations through cooperative learning models type Team Assisted Individualization in VII Class, SMP Negeri 4 Ambon. The research subjects were 30 students of VII1 grade students on the 2018/2019 school year. This research is a Class Action Research has succeeded to improving student learning outcomes in fractional counting operations in 2 cycles with a percentage of completeness in the first cycle is 41% and the percentage of completeness in the second cycle is 73%.

Sign in / Sign up

Export Citation Format

Share Document