The Impact of Peer Interaction on Group Strategy in Cooperative Learning Environment

2011 ◽  
Vol 271-273 ◽  
pp. 1213-1218 ◽  
Author(s):  
Chien Hung Lai ◽  
Cheng Yuan Sung ◽  
Bin Shyan Jong ◽  
Pai Feng Lee
Keyword(s):  
Cooperative Learning ◽  
Peer Interaction ◽  
Learning Motivation ◽  
Learning Goals ◽  
Learning Differences ◽  
Learning Achievement ◽  
Personal Learning ◽  
Grouping Students ◽  
Grouping Strategies ◽  
The Impact

Using grouping strategies for students precede cooperative learning heterogeneous grouping, students who have different styles or learning achievement assist each other and improve each other's learning differences, in order to enhance personal learning achievements and reach the learning goals of teacher set. But not all of the cooperative learning can improve students’ learning achievement. On the other hand, student will still have low learning motivation and poor learning achievement conditions even if in the style of auxiliary and cooperative learning situation. For the above, the study observe peer interaction among students, discuss how to interact among peers in the process of heterogeneous cooperative learning? And it makes the summary of interaction, learning behavior and learning motivation among students in different grouping strategy.

MENINGKATKAN PRESTASI BELAJAR IPS MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA SISWA KELAS VI SD NEGERI 020 TEMBILAHAN HILIR

2018 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
St. Hadijah
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Positive Influence ◽  
Learning Motivation ◽  
Research Activity ◽  
Learning Achievement ◽  
Action Analysis

The study aims to explain the effect of Jigsaw type cooperative learning on the IPS learning outcomes and howfar the comprehension and mastery of IPS subjects after the implementation of Jigsaw type cooperative learningon the students of class VI of SD Negeri 020 Tembilahan Hilir. This research activity was conducted at SDNegeri 020 Tembilahan Hilir. This research was conducted in October odd semester of academic year2016/2017 with subject of 20 students. The study was conducted in two cycles with qualitative descriptivetechnique. The results of the action analysis show that: First, Jigsaw type cooperative learning has a positiveimpact in improving students 'learning achievement marked by the improvement of students' learning mastery inevery cycle, that is cycle I (60.00%) and cycle II (90.00%). Second, the application of cooperative learning typeJigsaw has a positive influence, which can improve students' learning motivation in IPS learning, it is shown byenthusiastic students who stated that students are interested and interested in cooperative learning type Jigsawso they become motivated to learn. Third, Jigsaw type cooperative learning has a positive impact on cooperationamong students, it is shown that there is a responsibility in groups where students are better able to teach theirless fortunate friends.

scholarly journals THE IMPLEMENTATION OF TEAM GAME TOURNAMENT (TGT) TYPE COOPERATIVE LEARNING MODEL TO IMPROVE LEARNING MOTIVATION AND LEARNING ACHIEVEMENT

2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Nurul Hidayah ◽  
Abdullah Taman
Keyword(s):  
Cooperative Learning ◽  
Research Result ◽  
Learning Model ◽  
Learning Motivation ◽  
Average Score ◽  
Learning Achievement ◽  
Team Games ◽  
Team Game ◽  
Motivation And Learning ◽  
Academic Year

The objective of this research was improving learning motivation and learning achievement of XI Accounting 1 Students of SMK Negeri 1 Pengasih Academic Year 2016/2017 using Cooperative Learning Model Team Game Tournament (TGT) on the subject Accounting for Trading Company. This research was Classroom Action Research (CAR) collaborating with teacher in two cycle. Data collection technique used were questionnare, documentation, and test. Based on research result concluded that implementation of Cooperative Learning Model Team Games Tournament (TGT) could improve Learning Motivation and Learning Achievement of XI Accounting 1 student of SMK 1 Pengasih Academic Year 2016/2017  evidenced by improvement of motivation score and achievement score. Motivation questionnare result shown improvement of students’ learning motivation improved to 5.97% from cycle I of 72.41% increased to 78.13% in cycle II. Improvement of Accounting Learning Achievement calculated from the average score increase of 23.78% in first cycle and increased of 19.61% in the second cycle.Keywords: Cooperative Learning, Team Game Tournament, Learning Motivation, Learning Achievement

scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Achievement Goals ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Control Group ◽  
Social Reinforcement ◽  
Academic Goals ◽  
Control Group Design ◽  
The Impact

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

scholarly journals Dampak Bentuk Pembelajaran Kooperatif Tipe Jigsaw Dan Motivasi Belajar Terhadap Prestasi Belajar di Universitas Bhayangkara

2021 ◽  
Vol 2 (1) ◽  
pp. 42-52
Author(s):  
Ade Onny Siagian
Keyword(s):  
Cooperative Learning ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Class A ◽  
Analysis Technique ◽  
Class B ◽  
High Motivation ◽  
Sports Coaching ◽  
Sports Physiology ◽  
Better Than

The purpose of the study. To find out: a) The effect of the Jigsaw cooperative learning bentuk on learning achievement in sports physiology. b) The influence of motivation on learning achievement in Sports Physiology. c) The interaction between the Jigsaw cooperative learning bentuk and motivation on learning achievement in Sports Physiology. Materials and methods. The research was conducted from April to December 2019. The population was students of the Department of Sport Science and Sports Coaching, Faculty of Sports and Health, Bhayangkara University Greater Jakarta. The sample is the third semester students consisting of two classes, namely class A as treatment and class B as control. Because the population is small, there is no sampling. Data collection techniques using motivation questionnaires and learning achievement tests. The data analysis technique used two-way analysis of variance. Results. The results The results of the analysis a) The learning achievement of students taught with the Jigsaw cooperative learning bentuk (mean = 60.81) was better than students taught with the conventional bentuk (mean = 60.21) obtained a statistical value of 7.234 with a significance of 0.002. b) The learning achievement of students with high motivation (mean = 71.05) is better than students who study with low motivation (mean = 50.00) obtained a statistical value of 146.905 with a significance of 0.000. c) There is an interaction of influence between learning bentuks and motivation in increasing learning achievement in the Sports Physiology course, the statistical value is 12.342 with a significance of 0.001. Conclusions. So from the results of this study it can be concluded that the Jigsaw type of cooperative learning bentuk is better than the conventional bentuk, and high learning motivation is better than low learning motivation

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN PEMAHAMAN KONSEP PPKN PADA SISWA KELAS IV SEKOLAH DASAR

2018 ◽  
Vol 19 (2) ◽  
pp. 132-144
Author(s):  
Nazirin Nazirin
Keyword(s):  
Cooperative Learning ◽  
Control Design ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Anova Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control

The research analyses the effect of cooperative learning model Jigsaw type and learning motivation on student’s understanding on citizenship subject. The research method uses quasi experimental design with post test only control design. The subject of research was 44 students which constitutes two classes, experiment and control classes. The data collection employs test and questionnaire. The data was analyzed using Two-way Anova test. The results show that cooperative learning model Jigsaw type hasa significant effect on student’s conceptual understanding. The ANOVA test produce significant level below 0.05, which indicates there is significant effect of the Jigsaw model and learning motivation on student achievement. It can be concluded that the cooperative learning model contributes better to learning achievement than conventional learning model, and a high learning motivation contributes better to students learning achievement in citizentship subject than a low learning motivation.   Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran kooperatif tipe Jigsaw dan motivasi terhadap kemampuan pemahaman konsep PPKn siswa sekolah dasar. Metode penelitian yang digunakan adalah quasi eksperimen dengan post test only control design. Subjek penelitian sebanyak 44 siswa yang terdiri dari 22 siswa sebagai kelas eksperimen dan 22 siswa sebagai kelas kontrol. Data dianalisis menggunakan uji Anova 2 jalur. Hasil analisis data menunjukkan pengaruh model pembelajaran kooperatif tipe jigsaw yang positif dan signifikan terhadap hasil belajar siswa berupa pemahaman konsep PPKn siswa. Siswa dengan tingkat motivasi yang tinggi lebih baik dalam hal penggunaan model Jigsaw dan hasil belajar, dibandingkan dengan siswa yang mempunyai motivasi rendah. Terdapat interaksi antara model pembelajaran dan motivasi belajar terhadap kemampuan pemahaman konsep PPKn. Dengan demikian dapat disimpulkan bahwa model pembelajaran kooperatif tipe Jigsaw lebih baik daripada model pembelajaran ceramah untuk mencapai  hasil belajar yang lebih baik, dan bahwa siswa dengan motivasi belajar yang tinggi lebih baik daripada siswa dengan motivasi belajar yang rendah dalam penggunaan atau pemanfaatan model pembelajaran Jigsaw dan hasil belajarnya.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN PEMAHAMAN KONSEP PPKN PADA SISWA KELAS IV SEKOLAH DASAR

2018 ◽  
Vol 19 (2) ◽  
pp. 132
Author(s):  
Nazirin Nazirin
Keyword(s):  
Cooperative Learning ◽  
Control Design ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Anova Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control

The research analyses the effect of cooperative learning model Jigsaw type and learning motivation on student’s understanding on citizenship subject. The research method uses quasi experimental design with post test only control design. The subject of research was 44 students which constitutes two classes, experiment and control classes. The data collection employs test and questionnaire. The data was analyzed using Two-way Anova test. The results show that cooperative learning model Jigsaw type hasa significant effect on student’s conceptual understanding. The ANOVA test produce significant level below 0.05, which indicates there is significant effect of the Jigsaw model and learning motivation on student achievement. It can be concluded that the cooperative learning model contributes better to learning achievement than conventional learning model, and a high learning motivation contributes better to students learning achievement in citizentship subject than a low learning motivation. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran kooperatif tipe Jigsaw dan motivasi terhadap kemampuan pemahaman konsep PPKn siswa sekolah dasar. Metode penelitian yang digunakan adalah quasi eksperimen dengan post test only control design. Subjek penelitian sebanyak 44 siswa yang terdiri dari 22 siswa sebagai kelas eksperimen dan 22 siswa sebagai kelas kontrol. Data dianalisis menggunakan uji Anova 2 jalur. Hasil analisis data menunjukkan pengaruh model pembelajaran kooperatif tipe jigsaw yang positif dan signifikan terhadap hasil belajar siswa berupa pemahaman konsep PPKn siswa. Siswa dengan tingkat motivasi yang tinggi lebih baik dalam hal penggunaan model Jigsaw dan hasil belajar, dibandingkan dengan siswa yang mempunyai motivasi rendah. Terdapat interaksi antara model pembelajaran dan motivasi belajar terhadap kemampuan pemahaman konsep PPKn. Dengan demikian dapat disimpulkan bahwa model pembelajaran kooperatif tipe Jigsaw lebih baik daripada model pembelajaran ceramah untuk mencapai  hasil belajar yang lebih baik, dan bahwa siswa dengan motivasi belajar yang tinggi lebih baik daripada siswa dengan motivasi belajar yang rendah dalam penggunaan atau pemanfaatan model pembelajaran Jigsaw dan hasil belajarnya.

scholarly journals MENINGKATKAN MOTIVASI BELAJAR IPS MELALUI MODEL NHT PADA SISWA KELAS 7A SMPN 1 HARUAI (PENELITIAN TINDAKAN KELAS PADA SISWA KELAS 7A SMPN 1 HARUAI)

Jurnal Socius ◽  
2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Norpah Norpah
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Social Science ◽  
Science Learning ◽  
Learning Motivation ◽  
Learning Method ◽  
Learning Achievement ◽  
Qualitative Descriptive ◽  
Classroom Action Research

This study was a classroom action research. This study aims to improve the students’ learning motivation through the cooperative learning method, especially the numbered heads together model, which is relevant to the situation and condition in year VII A SMP Negeri 1 Haruai.  The learning motivation will impact to learning achievement.  The study consisted of two cycles.  The data were collected through observations, tests, quesioners, and documents.  The data were analyzed by the qualitative descriptive technique.  The result of the study show that during the action implementation, the students’ learning motivation were improved.  Therefore, the application of the model to improve the students’ social science learning motivation.Key words: learning motivation, numbered heads together model.

scholarly journals PENGGUNAAN COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI HASIL BELAJAR SISWA SMP

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Dandan Luhur Saraswati ◽  
Ishafit Ishafit
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Achievement Test ◽  
Learning Motivation ◽  
Learning Cycle ◽  
Test Results ◽  
Learning Achievement ◽  
Average Value ◽  
Good Learning

Physics lessons in addition considered a very frightening specter because it filled with formulas, often learning application too monotonous and boring that is by using learning CDs. It is what lies behind this action research. This study aims to decide students' motivation and achievement results for physics lesson after using cooperative learning type Numbered Heads Together (NHT).The study was conducted in SMP Muhammadiyah Yogyakarta 9. This type of research is a classroom action research settingVIII A class totaling 40 students. learning model used is a model of cooperative learning type Numbered Heads Together (NHT). Plan 2 cycles of research conducted and completed in the second cycle. Data were collected with a learning achievement test results, observation sheets and questionnaires. The analysis is descriptive qualitative.Results motivation questionnaire given to each learning cycle is obtained in the first cycle is 65% of students in both categories, 35% of students in the classical category of less and 66.3%. In the second cycle of 80% of students in the excellent category, 20% of students in both categories and in the classical as much as 95% of students have had a very good learning motivation. Achievement of learning outcomes of students has increased significantly as the first cycle were 21 students approximately 52.5% declared complete with an average grade of 6.17, while the lowest value 4.5 and the highest value of 7.5, the second cycle of the average value of the class to 8.29 with the percentage of classical completeness 100% with the lowest value of 6.7 and the highest 10.

scholarly journals The Impact of Online Learning During theCovid-19 Pandemic (Case Study: Private University in Jakarta)

2021 ◽  
Vol 11 (8) ◽  
pp. 72-79
Author(s):  
Kristina Hendryka ◽  
◽  
Richardo Christjia ◽  
William Alex Chandra ◽  
Dennis Pedra ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Self Efficacy ◽  
Private University ◽  
Education Sector ◽  
Learning Motivation ◽  
Learning Materials ◽  
Learning Achievement ◽  
The Impact

-The virus Covid-19 has caused enough trouble for the whole world for nearly a year, ever since it first emerged in Wuhan, China, in December 2019. All areas of life are affected in a way or more, especially the education sector. Learning process shifting to be online at home, and it is now commonly referred to as online learning. Despite the now regulated way of learning, debates regarding the effectiveness of online learning are widely circulated. Thus, the purpose of this study is to investigate the effectiveness of online learning, and whether it has positively or negatively impacted the students in any way. The result shows that online learning really has significantly positively impacted students’ performance. Their learning achievement, self-efficacy, as well as learning motivation have shown to be greatly affected by this way of learning. The sources of impacts come from the way the learning materials are delivered, how the class is held, and the educators themselves. Keywords- Online learning, Covid-19, students’ performance, learning achievement, self-efficacy

scholarly journals Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

2020 ◽  
Vol 12 (16) ◽  
pp. 6606 ◽  
Author(s):  
Po-Sen Huang ◽  
Po-Sheng Chiu ◽  
Yueh-Min Huang ◽  
Hua-Xu Zhong ◽  
Chin-Feng Lai
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Natural Science ◽  
Learning Approach ◽  
Google Docs ◽  
Personal Learning ◽  
The Impact

The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The study was of a quasi-experimental design with an experimental group (cooperative learning) and a control group (personal learning). The results show that a cooperative learning approach using Google Docs improved learning outcomes, teaching interest, and understanding of campus plants, and reduced cognitive load. One conclusion of the study is that the collaborative learning approach associated with mobile learning is more effective than personal learning. In addition, this paper also provides brief recommendations to expand on the study’s limitations. Future work should investigate the impact of collaborative learning on different environments for mobile learning.

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