scholarly journals Development of Guided Inquiry Models on Cooperative Learning Using Vocational School Materials LKS

2019 ◽  
Author(s):  
Khamdun Khamdun ◽  
Suparmi Suparmi ◽  
Maridi Maridi ◽  
Ani Rusilowati
Keyword(s):  
Cooperative Learning ◽  
Vocational School ◽  
Guided Inquiry

scholarly journals Pembelajaran Kooperatif Tipe Game Tournament Pada Materi Ikatan Kimia di Kelas X IPA SMA Negeri 1 Kotamobagu

2019 ◽  
Vol 1 (2) ◽  
pp. 48
Author(s):  
Eka Putra Mamangkai ◽  
Meytij Rampe ◽  
Jenny Kumajas
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Chemical Bonding ◽  
Public High School ◽  
Guided Inquiry ◽  
Team Games ◽  
Bonding Material

The purpose of this study was to determine the effect of guided inquiry-based Group The purpose of this study was to determine the effect of Team Games Tournament Cooperative learning on class X chemical bonding material at Kotamobagu 1 Public High School. This study used the experimental method and obtained samples, namely class X IPA A as the experimental class and class X IPA B as the control class. The process of collecting data by giving a test to students at the end of learning. The results showed that the average experimental class learning outcomes were higher than the control class. Based on the data analyzed using the t-test to test the research hypothesis and obtained tcount 8.95> t table 2,059, so that it can be concluded that there is a significant influence on the use of Team Games Tournament Type cooperative learning methods on learning outcomes in chemical bonding material.

Experiences of Cooperative Learning and Social Learning to Manage Test Anxiety

2013 ◽  
pp. 454-461
Author(s):  
Mirko Lamberti
Keyword(s):  
Social Learning ◽  
Cooperative Learning ◽  
Test Anxiety ◽  
Sense Of Self ◽  
Basic Skills ◽  
Short Circuit ◽  
Vocational School ◽  
First Case ◽  
The Subject ◽  
Different Levels

In teaching environments, students that are in the same classroom do not always share the same basic skills. This is also true for ECDL classes. There is a big gap between those who have computers at home and can use them every day and those who do not. In the first case, kids can get distracted because they already know some of the materials and fail to see any new content. In the second case, intimidated by the comparison with more capable peers, learners run the risk of not feeling able to learn the subject. In this experiment, which involved 21 students from a class of the second year of a vocational school, a “short circuit” was put in place between students with different levels of basic skills in order to avoid loss of interest and increase the sense of self-efficacy necessary to take on any examination.

scholarly journals Effects of Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy on Chemistry Students’ Performance in Imo State

2018 ◽  
Vol 14 (25) ◽  
pp. 54 ◽  
Author(s):  
Nwafor Chimuanya Leonard ◽  
A. U Nwanekezi
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Analysis Model ◽  
Acid Base ◽  
Chemistry Students ◽  
Imo State ◽  
Hierarchy Analysis ◽  
And Task

The study investigated the effects of guided inquiry and task hierarchy analysis model in cooperative learning strategy on Chemistry students’ performance in Nwangele Local Government Area, Imo State. The study adopted Pretest Posttest non-equivalent quasi-experimental design. One hundred and sixty-three Chemistry students from six public schools purposively selected participated in the study. Chemistry Performance Test on Acid-Base Reactions (CPTABR) which also tested retention with a reliability index of 0.75 was developed, validated and used for data collection. Research questions were answered using mean and Standard deviation, while the null hypotheses were tested using Analysis of Covariance at 0.05 significance level. The result revealed that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) proved to be more effective than lecture method (LM) in understanding of Acid-Base Reactions. It was recommended that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) should be used by Chemistry teachers to teach Acid- Base Reactions to enhance students’ performance and retention in Chemistry.

scholarly journals Dampak Penerapan Model Pembelajaran Kooperatif Tipe Spontaneous Group Discussion dan Numbered Heads Together Terhadap Hasil Belajar Siswa

2017 ◽  
Vol 2 (2) ◽  
pp. 102
Author(s):  
Endar Dwi Yulianti ◽  
Budi Santoso
Keyword(s):  
Cooperative Learning ◽  
Group Discussion ◽  
Learning Outcome ◽  
Learning Model ◽  
Vocational School ◽  
Learning Models ◽  
Basic Competency ◽  
Quasi Experimental ◽  
The Subject

One key to success in raising students’ learning outcomeis by choosing an appropriate learning model for the subject. Through this article,we can see impact of application of spontaneous group discussion and numbered heads together cooperative learning models toward learning outcome of 72 students in archival subject: basic competency of archival system in grade X on Office Administration program in one of public vocational school in Karawang Regency. Through a quasi-experimental, it was obtained that spontaneous group discussion learning model was more effective than numbered heads together learning model especially on archival subject: basic competency of archival system. Through the findings of research, spontaneous group discussion learning model can become teachers’ reference in raising students’ learning outcome especially on that subjectABSTRAKSalah satu kunci keberhasilan dalam mendongkrak hasil belajar siswa adalah pemilihan model pembelajaran yang tepat sesuai dengan mata pelajarannya. Lewat artikel ini kita dapat melihat dampak penerapan model pembelajaran tipe kooperatif spontaneous group discussion dengan model pembelajaran numbered heads together terhadap hasil belajar 72 siswa pada mata pelajaran kearsipan kompetensi dasar mengelola sistem kearsipan kelas X Administrasi Perkantoran di sebuah SMK Negeri di Kabupaten Karawang. Lewat kuasi eksperimen, didapat bahwa model pembelajaran spontaneous group discussion jauh lebih efektif dibandingkan dengan model pembelajaran numbered heads together khususnya pada mata pelajaran kearsipan kompetensi dasar mengelola sistem kearsipan. Melalui hasil penelitian, model pembelajaran spontaneous group discussion dapat menjadi rujukan bagi guru dalam mendongkrak hasil belajar siswa khususnya pada mata pelajaran tersebut

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Current Progress in Cooperative Learning

1991 ◽  
Vol 36 (10) ◽  
pp. 860-861
Author(s):  
Morton Deutsch
Keyword(s):  
Cooperative Learning
Sign in / Sign up

Export Citation Format

Share Document