Cooperative Learning Model

Cooperative Learning Model 1) Definition of Cooperative Learning Model Cooperative Learning is an innovative learning method that prioritizes cooperation in its process. Muslim Ibrahim (in Sutiah, 2018, p. 91) defines cooperative learning as a learning activity that uses a group learning pattern for students to establish cooperation and interdependence in the structure of tasks, goals, and rewards. Meanwhile, Kagan (in Yulia et al., 2020, p. 27) defines cooperative learning as a learning arrangement that refers to groups of students who have lower learning abilities to work together with students who have higher learning abilities as a process of sharing knowledge between students in order to achieve the expected learning goals. Lie (in Octavia, 2020, p. 29) defines cooperative learning as a teaching system that provides opportunities for students to work together with fellow students in structured tasks. In line with this, Sholihatin and Raharjo (in Octavia, 2020, p. 29) put forward cooperative learning as a shared attitude or behavior in working or helping each other in a regular cooperative structure, consisting of two or more people where cooperative skills are greatly influenced by the involvement of each member of the group itself. Johnson & Johnson (in Yulia et al., 2020, p. 27) stated that cooperative learning requires interaction between heterogeneous students and is involved in a group discussion where each group member has something to transfer to other members, or in other words, fellow group members transfer information they have as part of the learning process. From the several definitions above, it can be concluded that cooperative learning is a teaching model that focuses students to work together and interact in a small group so that students can depend on each other to complete their learning tasks. In cooperative learning, students are required to have the skills to work together in their respective groups, such as being active listeners, providing explanations to their group mates, exchanging ideas with group members and so on. So, students can achieve completeness of the material given by their teacher 2) Advantages of the Cooperative Learning Model a. Can improve the quality of children's personalities in terms of cooperation, mutual respect for opinions, tolerance, critical thinking and discipline. b. Foster a positive and constructive spirit of competition c. In still a high sense of unity and solidarity, because children who are smart in their group will help their friends who are less good for the sake of their group's good name. 3) Limitations of the Cooperative Learning Model a. Requires complicated preparation. b. Poor results if there is negative competition between individuals or groups. c. Group efforts do not work if one of its members is lazy, or wants high power. 4) Principles of the Cooperative Learning Model According to Roger and David Johnson (in Sutiah, 2018, pp. 94-95) there are five basic elements in cooperative learning, namely a. The principle of positive interdependence That is, success in a task depends on the efforts made by the group. The success of group work is determined by the performance of each group member. Therefore, all members in the group will feel interdependent. b. Individual accountability That is, the success of the group is very dependent on each member of the group. Therefore, each group member has tasks and responsibilities that must be carried out in the group. c. Face-to-face interaction (face to face promotion interaction) which provides ample opportunity for each group member to meet face to face to interact and discuss to give and receive information from their group members. d. Participation and communication (participation communication) That is, training students to be able to actively participate and communicate in learning activities. e. Group process evaluation That is, scheduling a special time for groups to evaluate the group work process and the results of their collaboration, so that they can work together more effectively. 5) Variations of the Cooperative Learning Model There are several approaches that are part of a collection of teacher strategies in implementing cooperative learning models, namely Student Teams Achievement Divisions (STAD), Jigsaw, Group Investigation, Team Games Tournaments (TGT), and structural approaches that include Think Pair Share (TPS), and Numbered Head Together (NHT). a. Student Teams Achievement Divisions (STAD) Slavin (in Sharan, 2012, p. 3) states that STAD-Student Teams-Achievement Divisions is a cooperative learning method that places students in study groups with 45 members in each group. The members of the study group are a mixture according to achievement level, gender, and ethnicity. The main idea of STAD is to encourage students to encourage and help each other to master the material presented by the teacher. After all students are sure to have mastered the material, students take individual quizzes on the material discussed. They are not allowed to help each other in taking the quiz, and the quiz scores are compared to their previous average scores. These scores are then added up to get a group score and groups that meet certain criteria are entitled to be awarded for their achievements. In this model, students have the opportunity to collaborate and elaborate, exchange answers but not during the quiz, discuss differences, and help each other, discuss and even ask the teacher if they have difficulty understanding the subject matter. b. Jigsaw Elliot Aronson and his friends (in Sutiah, 2018, p. 102)) developed the Jigsaw cooperative method. This model uses a zigzag pattern, namely students carry out learning activities by working together with other students to achieve common goals. Basically, in this model, the teacher divides large units of information into smaller components. Then the teacher divides students into small groups of four people and each member is responsible for mastering each component/subtopic assigned by the teacher as well as possible. In this model, students have many opportunities to express their opinions and process the information they get according to their respective understandings. c. Group Investigation This approach requires more teacher-centered class norms and structures. The group investigation approach requires good communication skills and good group processes in teaching. In this model, students are involved in planning the topics to be studied as well as how they will investigate the topics they choose. Furthermore, they are required to report the results of their in-depth investigations and present them in front of the entire class. d. Teams Games Tournament (TGT) In this model, students play games with other team members to earn additional points for their team. TGT can be used in a variety of subjects, from exact sciences, social sciences, to languages. e. Think-Pair-Share (TPS) Is a type of cooperative learning designed to influence student interaction patterns. TPS is an effective way to create variations in the atmosphere of class discussion patterns. Assuming that discussions require arrangements to control the class as a whole. The TPS procedure gives students more time to think in responding. Here, the teacher only presents the material briefly or students read the material briefly which ultimately raises questions in the minds of students. f. Numbered Head Together (NHT) This is a type of cooperative learning designed to influence student interaction patterns and as an alternative to traditional classroom structures. This model was developed by Spenser Kagen (in Al-Tabany, 2014, p. 131) to involve students more in studying the material covered in a lesson and checking their understanding of the learning content. 6) Implications of the Cooperative Learning Model According to Ibrahim, et al. (in Al-Tabany, 2014, p. 113) cooperative learning can develop cooperative behavior and better relationships between students, and can develop students' academic abilities. Because cooperative learning focuses on cooperation between students, students learn more from their friends than from their teachers. The interactions that occur in cooperative learning according to Rantuman (in Al-Tabany, 2014, p. 113) can help form new ideas and enrich students' intellectual development. Davidson (in AlTabany, 2014, pp. 113-114) provides a number of positive implications of the use of cooperative learning models, including: a. Small groups provide social support for learning. Small groups form a forum where students ask questions, discuss opinions, learn from others, provide constructive criticism and conclude their findings in writing. b. Small groups offer opportunities for success for all students. Interactions in groups are designed for all members to learn concepts and problem-solving strategies. c. A problem is ideally suited to group discussion, because it has a solution that can be demonstrated objectively. A student can help other students with logical arguments. d. Students in groups can help other students to master basic problems and necessary calculation procedures in the context of games, puzzles, or discussions of useful problems. e. The scope of the material is filled with interesting and challenging ideas that are useful when discussed.