Using Cooperative-Learning Methods to Teach Quantitative Material in an Undergraduate Geophysics Course

This research is a quasi-experimental research with pretest-posttest control group design. The population of this study were all students of class VII at SMPN 1 CibadakLebak Regency as many as 9 classes with a total of 280 students. The sample in this study was selected 2 classes by purposive sampling, namely class VII-C (experimental class) and VII-B (control class). The data collection technique in this study was carried out through tests, in the form of 5 objective description questions. The research data were analyzed using the Mann Whitney test and SPSS 20.0. The results of the Post Test in the experimental class which were given teaching with the Teams Games Tournament type of cooperative learning model obtained an average student learning outcomes on the set material of 72.31. Meanwhile, the control class taught by conventional learning methods obtained an average result of 59.7. Based on the results of hypothesis testing using the Mann Whitney test, it was found that Z_hitung = 2.21 and Ztable = 1.645 at the significant level a = 0.05, then Z_count>Ztable (2.21> 1.645), then H_0 was rejected and H_1 was accepted. Then according to the test using the SPSS 20.0 Sig (2-tailed) 0.017 <significant level (0.05), then H_0 is rejected and H_1 is accepted. From these two tests, it can be concluded that student learning outcomes on set material using the Teams Games Tournament type of cooperative learning model are higher than student learning outcomes on set material using conventional learning methods. Thus the cooperative learning model type Teams Games Tournament has an effect on student learning outcomes on set material.

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Kelas Gitar Akustik Berbasis Pembelajaran Kooperatif

Gondang Jurnal Seni dan Budaya ◽

10.24114/gondang.v4i2.18676 ◽

2020 ◽

Vol 4 (2) ◽

pp. 137

Author(s):

Riyan Hidayatullah ◽

Prisma Tejapermana

Keyword(s):

Cooperative Learning ◽

Music Theory ◽

Positive Response ◽

Theory And Practice ◽

Learning Design ◽

Learning Method ◽

Learning Methods ◽

Home Group ◽

Acoustic Guitar ◽

Musical Understanding

This article examines learning acoustic guitar in formal schools employing cooperative learning design. The problem is focused on students’ perceptions of the difficulty of interpreting theory, teacher mastery of music theory, and the learning methods used. This study aims to describe the cooperative learning method implemented in acoustic guitar classes at schools (N = 30). Data were collected through observation, interviews, and documentation to be analyzed qualitatively using an interactive model (Miles et al., 2014). The guitar learning process is carried out in groups by breaking the home group and the expert group. Music material in group interaction is in the form of theory and practice. Based on observations of students’ musical abilities, there is an increase in knowledge of music theory and practice in guitar classes. Students receive the highest score on the aspects of sound accuracy, chord progression to the song, and the time expended learning the song. This study concludes that learning acoustic guitar applying cooperative learning methods is effective in enhancing students’ musical understanding through appreciation and creation. Appreciative attitude turns out as a manifestation of a positive response affective.

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TANTANGAN PROFESI GURU PENDIDIKAN AGAMA BUDDHA DI TANGERANG

10.31219/osf.io/wfq3e ◽

2019 ◽

Author(s):

sugianto sugianto

Keyword(s):

Data Analysis ◽

Cooperative Learning ◽

Sunday School ◽

Educational Facilities ◽

Learning Methods ◽

Model Based ◽

Religion Teacher ◽

Character Building ◽

Quality Learning ◽

Descriptive Qualitative

The purpose of this article is to describe profession challenges of the Buddhist religion teacher in Tangerang. The method used in this study is descriptive qualitative. The study was conducted from March to June 2018 to Buddhist religion teacher in Tangerang. Data is collected through interviews. Validity of data by credibility, dependability, confirmability and transferbility tests. Data analysis using the Miles & Huberman model. Based on the results of research profession challenges of the Buddhist religion teacher in Tangerang is related to evocative, quality students, character building, reduced number of students, and educational facilities. To uncover these challenges, teachers will conduct quality learning through cooperative learning methods, the use of contemporary learning media, patience and caution in dealing with students, and provide additional assignments to attend a Buddhist Sunday school or devotional service.

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Improving Student Learning Liveliness Using Cooperative Learning Methods

Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020) ◽

10.2991/assehr.k.210202.093 ◽

2021 ◽

Author(s):

Sarmiati ◽

Elva Ronaning Roem ◽

Ongky Andriawan

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Methods ◽

Improving Student Learning

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Reconsidering the Issue of Cooperative Learning with Gifted Students

journal for the education of the gifted ◽

10.1177/016235320502900105 ◽

2005 ◽

Vol 29 (1) ◽

pp. 90-108 ◽

Cited By ~ 8

Author(s):

Helen Patrick ◽

Nancy J. Bangel ◽

Kyung-Nam Jeon ◽

Michael A. R. Townsend

Keyword(s):

Collaborative Learning ◽

Cooperative Learning ◽

Gifted Students ◽

Learning Opportunities ◽

Student Interaction ◽

Social Constructivist ◽

Cooperative Group ◽

Learning Methods ◽

Good For ◽

Group Structures

This paper addresses the discussion regarding whether or not cooperative learning methods are good for gifted students by considering the processes of task-related interaction within different cooperative structures. Differences and similarities in the nature and type of task-related interactions that are promoted by different cooperative learning structures are discussed. Furthermore, the congruence between the types of student interaction that are promoted by different structures and theories of how students learn are considered. The implications of these points for gifted students are addressed. Finally, it is suggested that collaborative learning—an extension of cooperative group structures that is premised on social-constructivist theories of learning—can provide rich learning opportunities for gifted students in mixed-ability groupings.

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