scholarly journals The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement

2021 ◽  
Vol 17 (1) ◽  
pp. 196-209
Author(s):  
Emre Yıldız ◽  
◽  
Sinan Akdağ ◽  
Keyword(s):  
Academic Achievement ◽  
Cooperative Learning ◽  
Writing To Learn

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

scholarly journals PENINGKATAN AKTIVITAS BELAJAR MATEMATIKA PESERTA DIDIK KELAS XI KR3 SMK NEGERI 3 YOGYAKARTA MELALUI PEMBELAJARAN KOOPERATIF TWO STAY TWO STRAY

2019 ◽  
Vol 1 (2) ◽  
pp. 71-84
Author(s):  
Arga Daniati
Keyword(s):  
Academic Achievement ◽  
Cooperative Learning ◽  
Learning Model ◽  
Study Data ◽  
Classroom Activities ◽  
Planning Implementation ◽  
Achievement In Mathematics ◽  
Minimum Criteria ◽  
Model Action

Based on the low participation of the student during the classroom activities, this study aimed to improve students’ participation and academic achievement on Mathematics. The procedures of this study consisted of planning, implementation, observation, and reflection. There were 24 students of Class XI KR 3 SMK N 3 Yogyakarta 2013/2014 participated in this study. Data were obtained through observation sheets, student worksheets, test, and notes. This study implemented a Cooperative learning model action at Two Stay Two Stray. The students were divided into 6 groups (each group consisted 4 students). The results revealed that (1) the students who actively participated in the classroom activities are 77.08%; (2) the students who passed the test 77.35%, and (3) the students who passed the minimum criteria for the study are 87.5%. It can be concluded that implementing Cooperative Learning, Two Stay Two Stray model, is effective to enhance students’ participation and academic achievement in mathematics. 

scholarly journals Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

2018 ◽  
Vol 2018 ◽  
pp. 1-9 ◽  
Author(s):  
Eyayu Molla ◽  
Meseret Muche
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Cooperative Learning ◽  
Teaching Methods ◽  
Interrupted Time Series ◽  
Control Group ◽  
Learning Approaches ◽  
Learning Gain ◽  
Laboratory Equipment ◽  
The Impact

The main objective of this study was to evaluate the impact of cooperative learning methods on students’ academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from 369 students and 18 biology teachers in three schools. A series of biological tests and semistructured questionnaire were used to collect data. Multivariate analysis (two-way ANOVA) was used to analyze the test scores exposed by teaching methods, and semistructured questionnaire was administered to comprehend factors that hamper the successive execution of CL. Hence, multivariate analysis revealed that there was no significant (P>0.05) difference in the pretest score of the learner academic performance; however, there were significant differences (P<0.01) in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest P<0.05 and posttest (P<0.01) results of the students’ laboratory proficiency by teaching methods. The results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG). The result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.

scholarly journals Penerapan Model STAD dalam Meningkatkan Hasil Belajar Pendidikan Agama Katolik Siswa SMK Negeri 5 Manado

2021 ◽  
Vol 12 (1) ◽  
pp. 132-144
Author(s):  
Fransiskus Sili
Keyword(s):  
Academic Achievement ◽  
Cooperative Learning ◽  
Religious Education ◽  
Learning Cycle ◽  
Average Score ◽  
Research Subjects ◽  
Group Discussions ◽  
Average Percentage ◽  
Education Class ◽  
The Mean

ABSTRAKTujuan penelitian ini adalah meningkatkan hasil belajar pada mata pelajaran Pendidikan Agama Katolik siswa kelas X SMK Negeri 5 Manado melalui penerapan model Cooperative Learning tipe STAD. Penelitian ini menggunakan desain penelitian tindakan kelas dengan pelaksanaan pembelajaran sebanyak dua siklus. Subjek penelitian adalah siswa kelas X SMK Negeri 5 Manado yang berjumlah 17 siswa. Analisis data menggunakan analisis interaktif model Milles dan Huberman. Hasil penelitian menunjukkan bahwa rerata skor tes siklus I adalah 74,89 dan rerata aktivitas adalah 74.95%. Pada siklus ke II mengalami peningkatan skor rerata nilai siswa yakni 85,22 dengan kategori sangat baik, dan rerata persentase aktivitas belajar siswa adalah 88.61% masuk kategori sangat baik. Dapat disimpulkan bahwa penerapan model Cooperative Learning tipe STAD telah meningkatkan hasil belajar siswa pada mata pelajaran Pendidikan Agama Katolik dengan rerata skor tingkat ketuntasan adalah 75. Untuk meningkatkan efisiensi penerapan model STAD dalam pelajaran pendidikan agama Katolik maka guru perlu memperkuat kemampuan manajerial kelompok sera meningkatkan dinamika diskusi kelompok untuk memobilisasi kekuatan individual  team yang heterogen di kelas pembelajaran Pendidikan Agama Katolik.Kata Kunci: hasil belajar, model STAD ABSTRACTThis classroom action research is designed to enhance the academic achievement in Catholic Religious Education class by applying cooperative learning type STAD (Students Teams Achievement Divisions). The research subjects were 17 students of grade X in SMK Negeri 5 Manado. Data analysis in two cycles of learning shows the following results. The first learning cycle average test score was 74.89 and the mean activity was 74.95%. The second learning cycle average test was 85.22 (very good category) and the average percentage of student learning activities was 88.61% (very good category). It can be concluded that the application of the STAD Cooperative Learning model has improved academic achievement with an average score of completeness level is 75. To increase the efficiency of the application of the STAD model, teachers need to strengthen group managerial abilities and increase the dynamics of group discussions to mobilize the strength of heterogeneous individual teams in the Catholic Religious Education class.Keywords: learning outcomes, STAD models

Sign in / Sign up

Export Citation Format

Share Document