scholarly journals Reinforcing Students’ Mathematical Skills through Cooperative Learning Strategy

2019 ◽  
Vol 8 (12) ◽  
pp. 3774-3781
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy ◽  
Academic Goals ◽  
Educational Approach ◽  
First Year Students ◽  
Quadratic Equations ◽  
Intervention Measures ◽  
Remedial Teaching ◽  
Quasi Experimental ◽  
The One

Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences (Gillies, 2016). There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence. Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another's resources and skills, asking one another for information, evaluating one another's ideas, and monitoring one another's work, (Chiu, 2008). This study aims to find out how cooperative learning through structured and unstructured grouping schemes compare in terms of their effectiveness in reinforcing students’ Mathematics achievement and the difficulties encountered by the students in both structured and unstructured groups. The one-shot quasi-experimental research design specifically the pre-posttest design was employed in the study. Participants of this study were the first year students of the College of Teacher Education of Cagayan State University. Descriptive and inferential statistics like frequency count, percentage, mean and t-test for dependent and independent samples were used to interpret the data. The integration of cooperative learning strategy, either structured or unstructured grouping schemes reinforce the performance of students in Mathematics. However, cooperative learning has far better results when unstructured grouping scheme is employed among students. Since the students find difficulty on simplifying expressions with rational exponents to radicals, composition of functions, solving linear and quadratic equations and solving word problems on linear and quadratic equations; intervention measures such as modular approach in teaching, simulation activities and remedial teaching were suggested to address such difficulties and to enhance the performance of the students in Mathematics particularly in College Algebra.

scholarly journals PENGARUH COOPERATIVE LEARNING DIPANDU INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA BERKEMAMPUAN ATAS DAN BAWAH DI KOTA METRO

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Handoko Santoso
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Academic Ability ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental

The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative towards the critical thinking ability. This research addresses the role of inquiry and cooperative learning strategy as well as these interactions towards the increase of the critical thinking ability. Quasi experimental research of Pretest-postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester in academic years of 2006/2007  on X grade student of the state SMA in Metro City Lampung. The  research sample consists of 96 students, comprising of student from high and low academic abilities. To examine hypothesis, it is used Ancova technique and continued by LSD test. There was a difference on the critical thinking ability  between students who learn by inquiry level 1 with student who learn by inquiry level 2, between students, who have high academic ability and students who have low academic ability, and there was not difference on the critical thinking ability  between students who learn by STAD cooperative  with student who learn by TPS. There is no effect of interaction between inquiry with cooperative, inquiry with student’s academic ability, cooperative with student’s academic ability, inquiry with cooperative and student’s academic ability towards the cognitive achievement Kata kunci: cooperative learning, inquiry, berpikir kritis

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 PENGARUH PENGAJARAN REMEDIAL MENGGUNAKAN STRATEGI ANALOGI TERHADAP MISKONSEPSI IPA

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Nur Hikmah Fitratin ◽  
Dyah Ayu Fajarianingtyas ◽  
Henny Diana Wati
Keyword(s):  
Quantitative Research ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Test Method ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Remedial Teaching ◽  
Quasi Experimental ◽  
Sample Technique ◽  
Direct Learning

This research aims to find out 1) Remedial teaching implementation using analogy strategy to VII grade students of SMP Negeri 1 Saronggi, 2) Differences of IP science misconception between remedial teaching using analogy strategy and remedial teaching using direct learning strategy, 3) Improvement of student learning outcomes of grade VII after using remedial teaching using analogy strategies. This type of research is quantitative research using quasi experimental design. The sampling technique used cluster random sample technique. Technique of collecting data using test instrument with CRI and non test method. The data were analyzed using Mann-Whitney test. The results showed 1) The implementation of remedial teaching using analogy strategy of 98% with very good category and the implementation of remedial teaching using direct learning strategy of 91% with very good category. 2) Mann-Whitney test result of 0,017 indicating that there is difference of science misconception between remedial teaching using strategy analogies with remedial teaching using direct learning strategy. 3) The result of gain score in the experimental class is 0,71 with the high category, while the control class is 0,52 with the medium category. Remedial teaching using analogy strategies can be used to address misconceptions in students.

scholarly journals Dampak Komunikasi Siswa Terhadap Hasil Belajar Matematika Sekolah Dasar

2015 ◽  
Vol 26 (1) ◽  
pp. 69-76 ◽  
Author(s):  
Viana Teti Anggraeni ◽  
Sutama Sutama ◽  
Samino Samino
Keyword(s):  
Experimental Study ◽  
Learning Strategy ◽  
Comparison Group ◽  
Communication Competence ◽  
Significance Level ◽  
Group Design ◽  
Scheffe Test ◽  
Quasi Experimental ◽  
The One

This study aims at know 1) in the contribution learning strategy for achievement; 2) contribution communication math for achievement; 4) the interaction learning strategy shown from the communication math for achievement. This was a quasi-experimental study employing the nonequivalent comparison-group design. This study involved two experimental groups. The sampel comprised Grade V students of SDN I Pengkok consisting of 2  classes to determine the class receiving the treatment of the cooperative learning model of the TGT  and the one receiving that of the TTW . The research instruments consisted of test and non-test instruments. The data were analyzed by theunivariate technique, namely the independent sample t-test  ata significance level of 5%. The data were analyzed  using the three way anova at a significance level of 5%. Follow up by a scheffe test fortwo-tailed test. The results of the study show that; 1) students who taught with TGT  get higher achievement; 2) the students who have high math communication competence have better achieve- ment; 4) the students who taught TGT type get higher achievement and the students have  high math communication competence get achievement

scholarly journals DEVELOPMENT OF TOEIC TEST-TAKING SKILLS BY APPLYING KAHOOT! AS A REMEDIAL TEACHING TOOL

2020 ◽  
pp. 77-85
Author(s):  
Kanokrat Kunasaraphan
Keyword(s):  
Learning Strategies ◽  
Difference Score ◽  
Average Score ◽  
Teaching Tool ◽  
First Year Students ◽  
Test Taking ◽  
Remedial Teaching ◽  
Before And After ◽  
Group 5 ◽  
The One

The purpose of this study is to investigate and compare TOEIC scores before and after applying Kahoot! as a remedial teaching tool on the sample of 180 (6 groups, 30 students each group) first-year students enrolled on the Airline Business Program in the International College, Suan Sunandha Rajabhat University. The research instruments in this study were TOEIC test and all questions on Kahoot! to improve students’ skills in TOEIC test reading section. The researcher applied Kahoot! at the end of 15 classes, 15-20 minutes each class. The researcher analyzed students’ TOEIC scores before and after applying Kahoot! as a remedial teaching tool by calculating TOEIC scores and percentage. The findings show that all average scores in the semester 1/2018 were higher than the score in semester 3/2017 which the score in listening section was more than the one in the reading section. Similarly, in each group, the average score in semester 1/2018 was higher than the score in semester 3/2017 while the score in listening section was more than the one in reading section. Generally, students’ TOEIC scores before applying Kahoot! were higher than after applying Kahoot!. The percentage of difference score before and after employing Kahoot! in the reading section was more than in the listening section. The group that obtained the highest percentage of difference score was group 6, followed by groups 5, 2, 4, 3 and 1, respectively. In part of the listening section, the group that obtained the highest percentage of difference score was group 4, followed by groups 6, 2, 5, 3 and 1, respectively. In part of the reading section, the group that obtained the highest percentage of difference score was group 5, followed by groups 6, 3, 2, 4 and 1, respectively. From Kahoot! score results, the researcher found that the average score, including the percentage of correct answers on Kahoot! tends to get higher. Therefore, lecturers should promote and develop students’ TOEIC test-taking skills in part of its listening and reading sections by means of integrating Kahoot! or other active learning strategies in the everyday classroom.

scholarly journals Cooperative Learning: Effect on Prospective Teachers' Metacognitive Skills Development at University Level

2021 ◽  
Vol VI (IV) ◽  
pp. 121-128
Author(s):  
Muhammad Shahid Zulfiqar Ali ◽  
Ghazal Khalid Siddiqui ◽  
Naila Zarar
Keyword(s):  
Cooperative Learning ◽  
Prospective Teachers ◽  
Cognitive Skills ◽  
Learning Strategy ◽  
Assessment Tool ◽  
Metacognitive Skills ◽  
Honors Program ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was conducted while using the Quasi-Experimental design to examine the effect of Cooperative learning on prospective teachers' Meta cognitive skills. The sample for this study included two sections/ groups, each comprising 40 students (40 males 40 females=80) enrolled in the fifth Semester of the B.Ed Honors program in a public university. One of the sections was declared as the Experimental, whereas the other as the Controlled group. The understudy sections were pre-tested, and then the experimental group was exposed to the intervention (cooperative learning strategy), which lasted for one Semester. Both sections were post-tested after the completion of the intervention. Meta cognitive Skills Assessment Tool (MSAT) was used for pre and post-test. Based on the results, it is concluded that Cooperative Learning helps develop Meta cognitive skills in prospective teachers. Therefore, it is recommended that the teachers should teach while using the Cooperative learning approach.

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 EFFECTIVENESS OF COOPERATIVE LEARNING METHOD ON STUDENTS REPEATING COURSES OF MATHEMATICAL COMPUTING ACHIEVEMENT

2021 ◽  
Vol 3 (8) ◽  
pp. 63-70
Author(s):  
Sarizan Mursid ◽  
Nor ‘Ainaa Syuhada
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered Learning ◽  
Quasi Experimental ◽  
Experimental Group

The cooperative learning method is a learning method that is said to be efficient and in line with the transformation of the education system nowadays. This method is a student-centered learning method that emphasizing social interaction and collaboration between students in order to achieve the learning outcomes. From the preliminary observations, it was found that the level of student achievement in the Mathematical Computing course at Muadzam Shah Polytechnic is quite alarming with the failure percentage up to 36.75%. Therefore, as a teaching and learning strategy to overcome this problem, cooperative learning methods are implemented on students who repeat the Mathematical Computing courses. This study aims to examine the effectiveness of cooperative learning methods on student achievement in this course. This study uses a quasi-experimental method consisting of two groups of respondents: each consisting of 20 students from the control group and the experimental group. A pre-test was given to test student achievement before treatment and a post-test were given to test the effectiveness of the treatment given. The analysis was made based on the percentage of student achievement for the experimental group and the control group. The findings of the study show that cooperative learning methods have been successful in improving student achievement in the course. This shows that cooperative learning methods in teaching and learning are effective and suitable to be used as an approach in the teaching and learning process of Mathematical Computing courses.

scholarly journals Pengaruh pembelajaran think-talk-write terhadap kemampuan komunikasi matematik dan sikap positif siswa terhadap matematika

2021 ◽  
Vol 2 (1) ◽  
pp. 50-61
Author(s):  
Winmery Lasma Habeahan ◽  
Hetdy Sitio ◽  
Fitry Wahyuni
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Experimental Research ◽  
Learning Strategy ◽  
Learning Model ◽  
Learning Models ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Better Than

The purpose of this study was to determine whether the mathematical communication skills and attitudes of students who were taught with the Think-Talk-Write (TTW) strategy were better than conventional learning. This research is a quasi-experimental research which compares two learning models, namely the TTW cooperative learning model and the conventional learning model. This research was conducted on students of class VII SMPS Mentari Bangsa Medan, which consisted of 2 classes. This study involved two variables, namely the independent variable and the dependent variable. The independent variable is the TTW and KAM learning strategy, while the dependent variable is the mathematical communication skills and attitudes of students towards learning. The sample consist of 42 students for TTW strategy and 37 students for conventional learning. The conclusion is that students who get learning with the TTW strategy have significantly better mathematical communication skills than students who get conventional learning (tcount = 4,93 more than ttable =1,66) and the attitudes of students who get learning with the TTW strategy are significantly better than students who get conventional learning (tcount = 3,14 more than ttable = 1,66).

EFEKTIVITAS STRATEGI CLOZE STORY MAPPING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA KELAS V DI SD 2 PADOKAN KASIHAN BANTUL

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Danuri Danuri ◽  
Dwendha Lahitani
Keyword(s):  
Data Analysis ◽  
Learning Strategy ◽  
T Test ◽  
Effective Learning ◽  
Average Value ◽  
Story Mapping ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Class Average

This study aims to determine the effectiveness of CSM strategies on comprehension reading skills in classes V Padokan 2 Elementary School. The research method used is a quasi-experimental method. In this study the subjects of the study were VA class students as the control class and V C as the experimental class with 28 VA and VC class students. Quantitative data analysis technique used is the calculation of independent sample t-test. Based on data analysis and discussion, researchers can conclude that CSM strategies are more effective than conventional methods of reading comprehension learning. The results of this study indicate that there is a significant difference between the experimental class and the control class as evidenced by the results of the independent sample t-test obtained by the value of Asymp. Sig (2-Tailed) 0.014 <0.05. CSM strategy is an effective learning strategy seen from the average value of the experimental class posstest which is 81.61 higher than the control class average value of 72.96.

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