scholarly journals STUDENT’S PERSPECTIVES TOWARD A-AIKEM 3 MODEL IN GROUP WORK PRESENTATION

2020 ◽  
Vol 5 (2) ◽  
pp. 53-67
Author(s):  
Henry Rio Putranto
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Group Work ◽  
Classroom Teacher ◽  
Peer Assessment ◽  
Group Processing ◽  
Individual Assessment ◽  
Research Questions ◽  
Positive Interdependence ◽  
Positive And Negative Feedbacks

As there is a tendency to regard that a classroom without the label of cooperative learning is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts.This research would like to employ a new model in group work presentation called A-aikem 3.  This A-aikem 3 model is an innovative group work presentation model which emphasizes on CL approach. This model can be used to strengthen positive interdependence, individual accountability, interpersonal and also group processing skill from students. Basically,A-aikem 3 model is one of many A-aikem models formulated and designed by Tamah and Prijambodo on their book.  The A-aikem 3 model developed based on three new insights that are (1) transition from individual (conventional) assessments to group assessment, (2) transition from individual assessment to peer assessment , and (3) transition from Individual assessment without discussion to a representative assessment with discussion. (Tamah & Prijambodo, 2015 in Tamah, 2017) Deriving from the title of this thesis and the background of the study, two relevant research questions are formulated as follows: How do the undergraduate students perceive A-aikem 3 model? What are the positive and negative feedbacks of A-aikem 3 model’? In relation to the research questions above, this study aims to investigate the student’s perspective towards A-aikem 3 model and also their feedback after experiencing A-aikem 3 model.

scholarly journals Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

2021 ◽  
Vol 13 (18) ◽  
pp. 10234
Author(s):  
Dolors Cañabate ◽  
Remigijus Bubnys ◽  
Lluís Nogué ◽  
Lurdes Martínez-Mínguez ◽  
Carolina Nieva ◽  
...  
Keyword(s):  
Gender Differences ◽  
Cooperative Learning ◽  
Primary Education ◽  
Instructional Approaches ◽  
Guided Discovery ◽  
Qualified Teachers ◽  
Immigrant Background ◽  
Group Processing ◽  
Positive Interdependence ◽  
Individual Accountability

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

scholarly journals Building Entrepreneurial Teamwork Competencies In Collaborative Learning Via Peer Assessments

2004 ◽  
Vol 1 (12) ◽  
Author(s):  
Peter H. Hackbert
Keyword(s):  
Cooperative Learning ◽  
Group Work ◽  
Peer Assessment ◽  
Learning Study ◽  
Study Circles ◽  
Entrepreneurial Team ◽  
Group Members ◽  
Team Project ◽  
Work Cooperative ◽  
Study Teams

Entrepreneurship courses commonly use various kinds of group work, cooperative learning, study circles and study teams. A major challenge of this pedagogy is the unbiased grading of group members based on the accountability of individual performances. This paper provides an approach to using student peer assessment to provide feedback on individual performances within an entrepreneurial team project so that grades may be assigned in an equitable manner within entrepreneurship education.

Students' group work contribution: Influence of work preference, gender, and individual assessment

2017 ◽  
Vol 45 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Min-Ho Joo
Keyword(s):  
Undergraduate Students ◽  
Group Work ◽  
Work Group ◽  
Work Conditions ◽  
Assessment Method ◽  
Individual Characteristics ◽  
Self Report ◽  
Individual Assessment ◽  
The Individual ◽  
Academic Year

I explored the factors related to individuals' contribution to group work, using 649 undergraduate students as participants. The focal variables were the individual characteristics of gender, age, academic year, and group work preference, and the group work conditions of duration of group work, group size, and the existence or lack of individual assessment methods. Results of a self-report survey indicated that both the students' gender and their group work preference were significant factors in determining their contribution. Comparisons of group work contribution with the group work conditions showed that the existence of an individual assessment method was the only factor to influence group work contribution. Practical implications for organizing group work are discussed on the basis of these findings.

scholarly journals Self and Peer Assessment and Dominance During Group Work Using Online Visual Tools

Seminar.net ◽  
2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Ed Lester ◽  
Damian Schofield ◽  
Peter Chapman
Keyword(s):  
Virtual Reality ◽  
Undergraduate Students ◽  
Group Work ◽  
Peer Assessment ◽  
Electronic Version ◽  
Visual Media ◽  
Visual Simulation ◽  
Virtual Reality Environment ◽  
Effective Teams ◽  
The University

An experiment undertaken with engineering undergraduate students at the University of Nottingham involved 26 groups of three being filmed during a study using a virtual-reality-based problem-solving exercise. After the exercise, each individual filled in a questionnaire relating to the exercise which allowed them to score themselves and their peers for contribution and overall grade. The comparing of video evidence with perceived contributions made it possible to observe patterns of behaviour based on temperament dominance. This ‘dominance’ was based on two simple parameters extracted from an electronic version of the Myers-Briggs test: first, the time taken to complete the study, called ‘decisiveness’, and secondly, the degree of Extroversion/Introversion. The more decisive subjects received higher marks from their peers, despite the absence of any video evidence that they had actually contributed more than their peers. The most dominant extroverts appear to ‘do more’ with respect to the physical operation of the mouse/keyboard and interaction with the visual simulation during the virtual-reality exercise. However, there was no link with these simple temperament measures with the degree of enjoyment of the tasks, which appeared to be highly consistent. The authors do not argue that visual-media tools, such as the virtual-reality environment described in this article, might offer solutions to problems associated with group work in engineering, but rather that information regarding the character traits of the participants may help to create more effective teams and to help understand the inter-personal dynamics within teams undertaking such tasks.

scholarly journals Group Work Assessment: Assessing Social Skills at Group Level

2019 ◽  
Vol 51 (1) ◽  
pp. 87-124 ◽  
Author(s):  
Johan Forsell ◽  
Karin Forslund Frykedal ◽  
Eva Hammar Chiriac
Keyword(s):  
Social Skills ◽  
Group Work ◽  
Peer Assessment ◽  
Group Processes ◽  
Research Area ◽  
Group Level ◽  
Individual Assessment ◽  
Integrated Research ◽  
Work Assessment ◽  
Meta Analyses

Group work assessment is often described by teachers as complex and challenging, with individual assessment and fair assessment emerging as dilemmas. The aim of this literature review is to explore and systematize research about group work assessment in educational settings. This is an integrated research area consisting of research combining group work and classroom assessment. A database search was conducted, inspired by the guidelines of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The analysis and categorization evolved into a typology consisting of five themes: (a) purpose of group work assessment, (b) what is assessed in group work, (c) methods for group work assessment, (d) effects and consequences of group work assessment, and (e) quality in group work assessment. The findings reveal that research in the field of group work assessment notably focuses on social skills and group processes. Peer assessment plays a prominent role and teachers as assessors are surprising absences in the reviewed research.

scholarly journals COOPERATIVE LEARNING STRATEGY TYPE STAD IN TEACHING ISLAMIC EDUCATION SUBJECT (PAI) AT SMPN 3 LENGAYANG

Ta dib ◽  
2017 ◽  
Vol 20 (2) ◽  
pp. 62
Author(s):  
Zulvia Trinova ◽  
Sri Dalena
Keyword(s):  
Cooperative Learning ◽  
Group Work ◽  
Time Allocation ◽  
Learning Strategy ◽  
Study Groups ◽  
Islamic Education ◽  
Step Method ◽  
Group Assessment ◽  
Individual Assessment ◽  
Written Test

SMPN 3 Lengayang has applied STAD as a type of cooperative learning to improve students’ passiveness. The learning is initiated by forming study groups and assigning tasks to be discussed together. However, in fact the learning is not effective that the students still can not understand the materials properly. It is noticable that the tasks given have been done by one student only, meanwhile the others are less serious and rely on those who are willing to do the group work. This is a field reasearch which describes the implementation of STAD in teaching PAI qualitatively. Data collection techniques used are in the form of observation, interviews, and documentation. As the result; 1) the planning of STAD strategy in teaching PAI at SMPN 3 Lengayang does not yet fulfill the requirement such as in organizing teaching materials (systematic/systematic demands with unsuitable time allocation), and detail of learning scenario (strategy step / method at each stage not clearly illustrated). 2) the implementation of STAD type in teaching PAI at SMPN 3 Lengayang is not fully implemented from the six STAD type cooperative learning steps, namely on teamwork and quiz, and 3) the evaluation in STAD type co-operative learning at SMPN 3 Lengayang is a written test or in the form of quiz. In addition, a test through a special quiz for individual assessment while group assessment is taken from group work. Especially the group with the highest score is given an additional mark.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

RELC Journal ◽  
2021 ◽  
pp. 003368822110127
Author(s):  
Masahiro Yoshimura ◽  
Tomohito Hiromori ◽  
Ryo Kirimura
Keyword(s):  
Cooperative Learning ◽  
Learning Activity ◽  
Successful Implementation ◽  
Dynamic Changes ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Five Elements ◽  
Weekly Journal

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

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