OPTIMIZATION OF INSTRUCTIONAL DEMONSTRATION TECHNIQUE TO IMPROVE TEACHERS’SKILL TEACHING WITH COOPERATIVE MODEL AT SMP MAARIF 5 METRO ACADEMIC YEAR 2015/2016

At Junior High School (known as SMP) Maarif 5 Metro, routine supervision conducted by researcher as the supervisor found that most of the teachers still carried out instructional process in a traditional way. Teachers practiced their class without making their own lesson plan. They had tendency to apply existed print out lesson plan and failed to do cooperative instruction. The instructional process was categorized low quality and the teachers’performance in teaching were not focusing on students centered with optimum cooperative model. The aim of the research were to improve supervisor’s ability in implementing academic supervision throughdemonstrationand to improve teachers’performance of SMP Maarif 5 Metro practicing cooperative model in their classes in Academic Year 2015/2016.Subjects of the research were the teachers of SMP Maarif 5 Metro, there were 12 teachers involved, and divided into three groups. The object of the research was teachers’performance in applying various cooperative instructional methods. At the same time, the supervisor ability in implementing group supervision technique through demonstration technique. The research was done at odd semester, for four months, from July to September 2015.The researcher concluded that teachers’performance in implementing cooperative model at SMP Maarif 5 Metro could be improved through the optimization of demonstration technique. Findings support the conclusion are 58% sufficient category at cycle I reduced to 31% at cycle II. Good category 69% at cycle I increased to 83% at cycle II. Very good category increased to 17%. Some respondens, who previously disagreed, agreed that supervisors’performance was very good. It was so because good predicate became 58% and very good predicate became 42% from 0%. Key Words : Supervision, Demonstration, Cooperative

Influence of different modalities of cooperative work forms on adopting declarative and procedural knowledge in students

The majority of papers on cooperative learning so far have discussed the variables of affective domain, and research within the cognitive domain, especially when it comes to different forms of knowledge, has not been conducted very much. Within the cognitive-developmental approach, Piaget's genetic-epistemological theory and Vygotsky's socio-cultural theory have the biggest importance for understanding cooperative learning and the topic we deal with. The influence of the three models of cooperative work in the instruction of Basic Science and Social Studies on the adoption of declarative and procedural knowledge of students is experimentally tested in the paper. The basis for formation of the applied models is grouping students within small homogenous, i.e. heterogeneous groups. The sample of respondents consisted of 259 students from 11 classes of the fourth grade of primary school. The experiment with parallel groups was applied. The results indicated that in students from experimental group the adoption of declarative and procedural knowledge in final measurement was better than in students from the control group, as well as that in final measurement there were no statistically significant differences with respect to adoption of the studied knowledge among the three subgroups in which different cooperative work models were applied. The obtained findings indicated that cooperative instruction yields good results when its theoretical assumptions are carefully operationalised, along with exhibiting patience and gradualism in working with students previously prepared for cooperation with peers.