Effects of Cooperative Learning Strategy on Undergraduate Kinesiology Students' Learning Styles

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

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PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN

Jurnal Ilmiah Mimbar Demokrasi ◽

10.21009/jimd.v10i2.1287 ◽

2011 ◽

Vol 10 (2) ◽

pp. 1-11

Author(s):

Etin Solihatin

Keyword(s):

Cooperative Learning ◽

Learning Style ◽

Learning Strategy ◽

Independent Learning ◽

Field Independent ◽

Field Dependent ◽

Dependent Learning

ABSTRACT With regards to findings of the study, it can be concluded that in general, (1) the use of Cooperative Learning strategy has given higher achievement in learning Civics than that of Expository one; (2) the use of Cooperative Learning strategy with learners of field independent learning style has effect in the form of higher achievement in learning Civics than that of Expository one; (3) the use of Cooperative Learning strategy with learners of field dependent learning style has effect in the form of lower achievement in learning Civics than that of Expository one; and (4) there is interaction between the use of learning strategy and learner's learning style on learner's achievement in learning Civics.

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PENGARUH GAYA BELAJAR DAN STRATEGI PEMBELAJARAN TERHADAP HASIL BELAJAR AL-QUR’AN MAHASISWA UIN MAULANA MALIK IBRAHIM MALANG

J-PAI Jurnal Pendidikan Agama Islam ◽

10.18860/jpai.v4i2.5405 ◽

2018 ◽

Vol 4 (2) ◽

Author(s):

I’anatut Thoifah

Keyword(s):

Learning Styles ◽

Learning Strategies ◽

Learning Style ◽

Learning Strategy ◽

Independent Learning ◽

Control Groups ◽

Field Independent ◽

Field Dependent ◽

Dependent Learning ◽

And Control

This study aims to investigate the interaction of learning style and learning strategies towards the result of learning Al Qur’an among freshmen of Ma’had al-Jami’ah UIN Maulana Malik Ibrahim Malang. A quantitative method with 2x2 factorial design was used in this study. The samples of this study were 40 students of UIN Maulana Malik Ibrahim Malang who were selected by using random purposive technique sampling. They were classified into two groups; experimental and control groups. In the process of analysis, the students’ score of learning Quran in terms of tajwid were correlated with the grouped students based on their learning style and learning strategies. The result of this study showed that there was a different result of learning Quran between the students with field independent learning style and field dependent learning style. Besides, there was also a different result of learning Quran between the students with musical and conventional learning strategy. However, there was no interaction between learning style and learning strategies towards the students’ result of learning Qur’an.Keywords: learning styles, learning strategies, and the results of the Study

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PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR FISIKABAHASA INDONESIA SISWA SMA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v10i2.8726 ◽

2017 ◽

Vol 10 (2) ◽

pp. 127

Author(s):

Bastian Manurung

Keyword(s):

Cooperative Learning ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Achievement Motivation ◽

Learning Strategy ◽

Visual Learning ◽

Homogeneity Test ◽

Physics Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa. Kata Kunci: strategi pembelajaran, motivasi berprestasi, bahasa indonasia. Abstract: This study aims to determine the effect of STAD type cooperative learning strategy and cooperative learning strategy of TPS type to physics learning result, influence of learning style to physics learning result, and interaction between learning strategy and learning style to physics learning result. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategy, achievement motivation, indonasia language.

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PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR FISIKA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v10i2.8725 ◽

2017 ◽

Vol 10 (2) ◽

pp. 114

Author(s):

Abdul Halim

Keyword(s):

Cooperative Learning ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Style ◽

Learning Strategy ◽

Visual Learning ◽

Homogeneity Test ◽

Physics Learning ◽

Significance Level

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa. Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar fisika Abstract: This study aims to determine the effect of STAD type cooperative learning strategies and cooperative learning strategies of TPS type to the results of physics learning, the influence of learning styles on the learning outcomes of physics, and the interaction between learning strategies and learning styles tehadap the results of physics learning. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategies, learning styles, physics learning outcomes

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Nursing Students’ Perception of Their Learning Style

Jurnal Keperawatan ◽

10.22219/jk.v11i2.12478 ◽

2020 ◽

Vol 11 (2) ◽

Author(s):

Kristina Lisum ◽

Sondang Ratnauli Sianturi

Keyword(s):

Nursing Students ◽

Learning Styles ◽

Learning Style ◽

Nursing Student ◽

Learning Strategy ◽

Teaching Strategy ◽

Group Discussion ◽

Analysis Data ◽

Learning Goals ◽

Nursing Educator

Identification and socialization about importance of nursing students’ learning style should be performed by nursing educator to achieve learning goals. The purpose of this study is to explore nursing students’ perception of their learning style. Method of this study was qualitative with descritive interpretative design involving 10 nursing students, using purposive sampling. Students were divided into two groups, there were academic and profesion group continued by focus group discussion (FGD). The analysis data used thematik analysis content with Collaizi method. The results of this study consists of five themes, namely : (1) easy and comfort ways to learn (2) variation of learning strategy at classroom and clinic (3) think, analyse about theory and use it at practice (4) influence of passing the nurse national competency test (5) more profesional and contribute to nurses development. It was recommended to nurses educator at nursing school to identify sthrengthness of nursing student toward milenial learning style. In order to improve learning outcome, nurse educator must combine variation teaching strategy with nursing students’ learning style Keywords : learning, learning styles, nursing students, perception of nursing students.

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Effect of Flipped Classroom Approach in The Teaching of A Haematology Course

10.21203/rs.3.rs-795614/v1 ◽

2021 ◽

Author(s):

Haitham Mohammed Habib Qutob

Keyword(s):

Active Learning ◽

Learning Styles ◽

Learning Strategies ◽

Learning Style ◽

Flipped Classroom ◽

Learning Strategy ◽

Teaching Strategy ◽

Medical Laboratory ◽

Average Grade ◽

Active Learning Strategy

Abstract Background Flipped classroom is a teaching strategy used to enhance the engagement of students in the learning process. Replacing didactic lectures with active learning strategies through flipped classroom sessions fosters independence and the opportunity for students to engage in different passive learning styles. Although many studies of the flipped classroom approach have been conducted with medical students, few have focused on the effect of flipped classroom sessions on students in other medical professional fields. The aim of this study was to assess the effect of the flipped classroom approach on the performance of medical laboratory science students in a haematology course and their perception of the flipped classroom as an active learning strategy. In addition, students’ perceptions regarding the flipped classroom as an active learning strategy were assessed. Methods Of two cohorts in haematology courses, cohort 2 attended flipped classroom sessions, whereas cohort 1 underwent traditional class sessions. Students’ learning outcomes, achievements and performance on examinations in haematology courses were assessed. In addition, a satisfaction survey was distributed to the students to evaluate their perception of the flipped classroom as a student-centred learning strategy. Results Students in cohort 2 performed significantly better in the knowledge and cognitive domains than did those in cohort 1 (p < 0.001). Cohort 2 students completed the course successfully with an average grade of 81%, and few students received low grades; in comparison, cohort 1 students completed the course with an average grade of 73%, and 7 students received a grade of F. Of students in cohort 2, 83% believed that the flipped classroom provided a better understanding of the subject matter and appropriate knowledge and skills. Conclusion The results indicate the effectiveness of flipped classroom as an active learning style in enabling students to obtain desirable knowledge and improve their academic performance. Moreover, students recognised that the flipped classroom as an active leaning style was more beneficial than the traditional teaching approach.

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THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽

10.22216/jk.v1i2.2126 ◽

2017 ◽

Vol 1 (2) ◽

pp. 172

Author(s):

Fauzan Adhima

Keyword(s):

Data Analysis ◽

Cooperative Learning ◽

Learning Styles ◽

Factorial Design ◽

Learning Style ◽

Interaction Effect ◽

Empirical Data ◽

Visual Learning ◽

Design Data ◽

Auditory Learning

The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1) The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between cooperative leraning and learning style of the germany writting outcome. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe Pair Cheks) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok. Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe Pair Cheks, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe Pair Cheks, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe Pair Cheks dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe Pair Cheks lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe Pair Cheks) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok. Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe Pair Cheks, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe Pair Cheks, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe Pair Cheks dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe Pair Cheks lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.

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

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2015/v5/i2/1463 ◽

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.

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TSTS–NHT DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENGANTAR BISNIS

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v12i1.14505 ◽

2019 ◽

Vol 12 (1) ◽

pp. 88

Author(s):

Mendarissan Aritonang ◽

Abdul Hamid K ◽

Julaga Situmorang

Keyword(s):

Cooperative Learning ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Random Sampling ◽

Business Students ◽

Learning Model ◽

Learning Models ◽

Quasi Experimental ◽

Cluster Random Sampling

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang diajar dengan model pembelajaran kooperatif tipe TST lebih tinggi dari mahasiswa yang diajar dengan model pembelajaran kooperatif tipe NHT. (2) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis dan mahasiswa yang memiliki gaya belajar pragmatis. (3) Untuk mengetahui interaksi antara model pembelajaran kooperatif dengan gaya belajar terhadap hasil belajar pengantar bisnis. Penelitian ini dilaksanakan di Universitas Methodist Indonesia. Populasi berjumlah 180 orang. Pengambilan sampel dilakukan dengan cluster random sampling. Metode penelitian kuasi eksperimen dengan desain faktorial 2 x 2 dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe TSTS lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe NHT; (2) hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar pragmatis; (3) terdapat interaksi antara model pembelajaran kooperatif dengan gaya belajar dalam mempengaruhi hasil belajar mahasiswa. Kata Kunci: model pembelajaran kooperatif, TST, NHT, gaya belajar, pengantar bisnis. Abstract: This study aims: (1) To find out the introductory learning outcomes of business students who are taught with the cooperative learning model of the TST type are higher than students who are taught with the cooperative learning model of the NHT type. (2) To find out the introductory learning outcomes of business students who have theoretical learning styles and students who have pragmatic learning styles. (3) To determine the interaction between cooperative learning models with learning styles on introductory business learning outcomes. This research was conducted at the Methodist University of Indonesia. The population is 180 people. Sampling was done by cluster random sampling. Quasi-experimental research method with 2 x 2 factorial design followed by inferential statistics using two-way ANAVA with a significant level α = 0.05 followed by the Scheffe test. The results showed: (1) the results of introductory business learning students who were taught with the cooperative learning model type TSTS were higher than the results of introductory business learning students who were taught with the NHT type cooperative learning model; (2) the results of introductory business learning students who have theoretical learning styles are higher than the results of introductory business learning students who have pragmatic learning styles; (3) there is an interaction between cooperative learning models and learning styles in influencing student learning outcomes. Keywords: cooperative learning model, TST, NHT, learning style, business introduction.

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Tinjauan Amalan Pembelajaran Koperatif Dalam Kalangan Pelajar Tingkatan Dua Maktab Rendah Sains MARA

Jurnal Teknologi ◽

10.11113/jt.v54.100 ◽

2012 ◽

Author(s):

Azizi Yahaya ◽

Noordin Yahaya ◽

Shahrin Hashim ◽

Jamaludin Ramli ◽

Intan Sapinas Bahuri

Keyword(s):

Standard Deviation ◽

Cooperative Learning ◽

Learning Styles ◽

Learning Style ◽

Peer Group ◽

Education Institution ◽

Mean Value ◽

Individual Factor ◽

The Mean ◽

Practice Teacher

Kajian ini dijalankan untuk meninjau tentang faktor yang mempengaruhi amalan pembelajaran koperatif dalam kalangan pelajar Tingkatan Dua di sebuah Maktab Rendah Sains Mara. Responden kajian terdiri daripada 132 orang pelajar Tingkatan Dua di sebuah Maktab Rendah Sains Mara. Nilai kebolehpercayaan Alpha Cronbach untuk item dalam instrumen ini bagi keseluruhan soal selidik ini ialah 0.926. Min keseluruhan bagi faktor diri sendiri adalah 3.88 dengan sisihan piawai 0.52. Pada keseluruhannya, kajian didapati bahawa faktor rakan sebaya merupakan faktor yang paling dominan terhadap amalan pembelajaran koperatif dalam kalangan pelajar Tingkatan Dua di sebuah Maktab Rendah Sains Mara. Cadangan juga telah dikemukakan antaranya adalah responden kajian tidak dihadkan kepada pelajar peringkat sekolah sahaja tetapi boleh melibatkan pelajar dari institusi pengajian tinggi yang lain. Kajian juga diperluaskan kepada banyak sekolah dan menggunakan responden dari kawasan bandar dan luar Bandar. Kata kunci: Diri sendiri; rakan sebaya; amalan pembelajaran koperatif; guru dan suasana sekolah This study was carried out to investigate the influencing factors which affected the cooperative learning styles among form two students in a MRSM. 132 form two students were selected to be the respondents of the study. The reliability and suitability of the questionnaires Cronbach Alpha was used to determine the internal consistency of the questionnaires was at 0.926. The findings indicated that the cumulative mean value for individual factor is 3.88 with 0.52 for the standard deviation. As for peers, the mean value is 4.18 and the standard deviation value is 0.47 followed by teachers factor with 4.17 for the mean value and 0.47 for the standard deviation value. The final factor is the environment with the mean 4.17 and 0.48 for the standard deviation. The findings demonstrate that the peers play the most important role in affecting the cooperative learning style among form two students in MRSM. From the findings, some suggestions are proposed for further research. Amongst the suggestions are to involve other group of respondents for example students in universities or other higher education institution and also students in urban and rural schools. Key words: Self, peer group; cooperatif learning practice; teacher and school enviroment

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