Effects of the Jigsaw and Teams Game Tournament (TGT) Cooperative Learning on the Learning Motivation and Mathematical Skills of Junior High School Students

This study aims to: 1) describe the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of junior high school (JHS) students, and 2) investigate the significant difference in the learning motivation and mathematical skills between the JHS students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning. This study was a quasi-experimental study using the non-equivalent pretest and posttest group design. This study involved two experimental classes. The research population comprised Year VII students of SMP Pembangunan Piyungan and the research sample consisted of two classes selected from all Year VII groups, with Year VII.A receiving a treatment of the jigsaw cooperative learning and Year VII.B receiving a treatment of the TGT cooperative learning. The instruments consisted of a test, i.e. a mathematical skill test, and a non-test, i.e. a questionnaire of mathematics learning motivation. To investigate the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of JHS students, the data were analyzed using the one sample test. To investigate the significant difference in the learning motivation and mathematical skills between the students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning, the data were analyzed using the T2 Hotelling. To compare the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of the students, the data were analyzed using the t-test. The normality was tested using the univariate approach, namely the Kolmogorov Smirnov, the homogeneity using the Box' M test, and the equivalence of the variance-covariance matrix using the Levene's test. The results of the study show that: 1) the jigsaw cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 2) the TGT cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 3) there is a difference in the effectiveness of the jigsaw and TGT cooperative learning in the JHS students’ mathematical skills and mathematics learning motivation; 4) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematics learning motivation; and 5) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematical skills. Keyword: Cooperative Learning, Jigsaw, Teams Game Turnament, Learning Motivation, Mathematics Skill

PERBEDAAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN KOOPERATIF DALAM PEMBELAJARAN KOOPERATIF MODEL JIGSAW DAN COOPERATIV SCRIPT SISWA KELAS VIII MTS MUHAMMADIYAH 1 MALANG

Cooperative learning is a study which focused on cooperation among students to reach learning goal. Cooperative learning with Jigsaw Model and Cooperative Script were two cooperative learning model which had many characteristic similarity. The characteristic similarity became background of study. Statement of problems in the research was whether any different of cognitive ability and cooperative skill of students using cooperative learning with Jigsaw model and cooperative script. \ud The research had three purposes, the first was to find out whether any different of cognitive ability using jigsaw model and cooperative script. The second was to find out whether any different in students cooperative skill using Jigsaw model and cooperative script. The third was students perception to the cooperative learning. \ud The research used was quasi-experiment using two group research pretest and posttest design. Population were students of VIIIA, VIIIB, and VIIIC degree Islamic School (MTs) Muhammadiyah I Malang. Samples used were two class taken by random sampling technique. \ud They were VIIIB as cooperative learning jigsaw model class, VIIIC as cooperative learning cooperative script model class. Data collected were analyzed using normality and homogeneity test, data then analyzed by t-test differential test. \ud The research showed that there were difference among cognitive ability and cooperative skill of students taught by cooperative learning jigsaw model and cooperative script. It was proven from t-test with t-count = 2,16 > t-table = 2,04 for cognitive ability data. Cooperative skill data analysis found t-count 4,54>t-table = 2,04. Data analysis showed that cognitive ability and cooperative skill taught by jigsaw model was better than students taught by cooperative script. \ud Students responds about cooperative learning Jigsaw model with most answers were agree to the statement in the questionnaire with percentage 79%, and 75,27 % in cooperative script for agree answer

Using Cooperative Learning Model to Enhance Academic Performance of Teacher Trainees in Some Selected Topics in Integrated Science at Saint Monica’s College Of Education

The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica’s College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher trainees consisting of 40 each from control and experimental groups were purposively sampled to participate in the study. The teacher trainees in the experimental group were exposed to the Cooperative Learning Approach and the trainees in the control group were lectured during the period of the study. The results of the study showed that the cooperative learning strategy was very relevant and beneficial in helping the teacher trainees of the St. Monica’s College of Education to improve on their performance in, and attitudes towards, the teaching and learning of Integrated Science. It was therefore recommended among other things that the science teachers should endeavour to integrate cooperative learning into their routine methods of instruction in the teaching and learning of Integrated Science

Sodelovalne ucne oblike pri jezikovnem delu pouka slovenscine v osnovni soli

In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently. (DIPF/Orig.

The Impact of Think Pair Share Model on Mathematics Learning in Elementary Schools

One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group\u27s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation

PEMBELAJARAN BRAIN GYM (SENAM OTAK) MENGGUNAKAN STRATEGI COOPERATIVE LEARNING TOGETHER PADA MATERI BILANGAN BULAT SISWA KELAS VII di SMP MUHAMMADIYAH 4 MALANG

This study aims to determine: (1) How the activities of students in learning Brain Gym (brain gym) use cooperative learning strategies together (2) How do students' response to learning Brain Gym (brain gym) use cooperative learning strategies together (3) How learning completeness Brain Gym students after learning (brain gym) use cooperative learning strategies together This study is descriptive and instruments used in data collection is a test result of learning, student activity sheets observation, and questionnaire responses of students.Objects in this study were students of class VII Junior High School 4 Malang with integers material. Data collection is to use the observation sheet to determine the activity of students, the questionnaire is to study the response of students as well as the final test for the completeness result of learning. The results showed that: (1) activity in learning mathematics students with learning Brain Gym (brain gym) use cooperative learning strategies together on material integers, an increase from the first meeting until last. The largest activity lisening activities amounted to 83.33% with both criteria. (2) students' response to learning mathematics with Brain Gym (brain gym) use cooperative learning strategies together on material integers positive results. With an average rating of 3.33% with approved category and the percentage response of 88.98% answered agree. (3) mastery learning students based on final test results, according to (standard school), from 17 students, there are 2 students who are not exhaustive, and 15 students who completed their study with a total percentage of 88.24%, while the completeness criteria according to study results (MONE) of 17 students, there are 4 students who did not complete and 13 students who completed their study with the percentage of completeness of 76.5%. This shows that learning with Brain Gym (brain gym) use cooperative learning strategies together provide a positive influence on student activities, student response and thoroughness of student learning. Keywords: Learning with Brain Gym (brain gym), activities, student learning completeness

DIFFERENCE IN STUDY RESULTS OF STUDENT USING TEAM ASSISTED INDIVIDUALIZATION AND MAKE A MATCH COOPERATIVE LEARNING METHODS IN KKPI SUBJECT IN SMKN 1 PANDAK

This research was intended to study difference in study result between student using team assisted individualization and that using of Make a Match cooperative learning models in KKPI subject. It was experimental research, using quasi experiment. Sample was 62 students in grade XII, majors of BB and TPHP in SMKN 1 Pandak. Data was collected using objective test to measure student cognitive capability. Analysis prerequisite test included normality test, homogeneity test and two-mean differential test. Data analysis was carried out by calculating different gain score for each student in sampling group. The results indicated that there is different learning result between student using TAI cooperative learning model and student using Make-a-Match cooperative learning model. It was indicated with average gain and posttest of greater experiment class of 86.58 and 86.32 for posttest and 0.65 and 0.62 for gain compared with control class of 81.68 and 81.68 for posttest and 0.52 and 0.49 for average gain. It indicted that TAI type cooperative learning model is more suitable for learning in KKPI in SMKN 1 Pandak Keywords: learning result, TAI learning model, Make a Match learning mode

Cooperative Learning in Scotland. Perspectives on the role of cooperative learning in supporting curricular policy and innovation

The stated aim of the new Curriculum for Excellence is to deliver an education system in Scotland that meets the demands of the 21st Century. The new curriculum has been the subject of controversy relating to its capacity to support learning and the approaches to learning and teaching it advocates. The changes in curriculum require developments, for some practitioners, in how learning and teaching takes place with a focus on active learning. This paper explores whether one active learning strategy, cooperative learning, can assist teachers in delivering the new curriculum. Cooperative learning is a pedagogy that has been the focus of significant research in the United States and Canada with developing interest in a variety of countries (Gillies 2000; Gillies & Boyle 2005; Johnson 1993; Johnson 1985; Kagan & Kagan 2009; Slavin 1984; Weigmann 1992) but to date the research in the UK is limited. This paper explores findings on cooperative learning in a global context and through a case study in Scotland. The case study reported in this paper reflects on the responses of pupils to the introduction of cooperative learning in a secondary school in Scotland and the ways in which this approach appeared to support them in developing the four capacities of the new curriculum