Collaborative Learning Model

Collaborative Learning Model 1) Definition of Collaborative Learning Model According to Elizabert E. Barkley in his book Collaborative Learning Techniques, collaborating means working together with others. Collaborative learning practices mean working in pairs or small groups to achieve common learning goals. Collaborative learning means learning through group work, not learning alone (in Inah et al., 2017, p. 21). According to Kemp (in Inah et al., 2017, p. 21) Collaborative Learning includes social skills and learning skills that combine 3 concepts, namely individual accountability, group benefits, and equal achievement of success. The definition of Collaborative Learning was also put forward by Briton. Briton argues that Collaborative Learning is learning where participants talk to each other to exchange ideas, through these discussions there is a discussion where participants in the group explore each other, get explanations, share interpretations, get insights and opinions that differ in information, and if there is something that is not clear, it can be asked directly. The application of the Collaborative Learning method is carried out through the formation of groups (in Handayani, 2011, page 67). From the definition of collaborative learning above, we can conclude that collaborative learning is learning carried out in groups consisting of two or more people, where each member works together and plays an active role in achieving common goals. Collaborative learning aims to develop students' abilities to work together, communicate, and the ability to express their opinions so that student-centered learning will be created. 2) Advantages of the Collaborative Learning Model There are several advantages that can be obtained through collaborative learning. The advantages of collaborative learning according to Hill & Hill (1993) relate to: 1) higher learning achievement; 2) deeper understanding; 3) more enjoyable learning; 4) developing leadership skills; 5) increasing positive attitudes; 6) increasing self-esteem; 7) learning inclusively; 8) feeling of belonging; and 9) developing future skills (in Suryani, 2010). Other advantages (in Inah et al., 2017, page 22) are: a. Students learn to deliberate b. Students learn to respect other people's opinions c. Can develop critical and rational thinking d. Can foster a sense of cooperation e. There is healthy competition From several sources above, it can be concluded that the collaborative learning model has several advantages, which advantages can be predominantly felt by students. With collaborative learning, students dare to express their opinions regarding existing problems. They will not be ashamed to express their opinions because everyone can have an opinion, without discriminating. In addition, students are also trained to deliberate and respect and accept the opinions of their friends. Thus, collaborative learning will create a warm learning environment and healthy competition between students 3) Limitations of the Collaborative Learning Model Collaborative learning is seen as a learning model that can develop students' abilities to think and interact with others. However, the collaborative learning model also has several limitations or shortcomings in its application. According to Cruickshank, Jenkins, & Metcalf (2006) (in Suryani, 2010) there are several conditions that must be considered in the application of this learning model, including; a. In the application of this learning model, members are not allowed to provide simple or instant answers but must explain how they obtained the answer b. Each member must have the responsibility to actively participate in the group c. Members must focus on the task because this level of focus affects the results to be obtained d. Each member who experiences difficulties should communicate with other members because the difficulties experienced are a common obstacle in completing the tasks given e. According to Biemiller (1993) that learning arrangements that encourage learners to provide assistance to others and others receive it allow for increased interdependence. If this condition does not occur, namely the absence of interdependence, then group work will not be realized and the results will no longer be productive. The weaknesses of implementing the collaborative learning model are: 1) it requires good supervision from the teacher, 2) there is a tendency to copy each other's work, 3) it takes a long time, and 4) it is difficult to find friends who can work together (in Inah et al., 2017, p. 22). In addition, implementing this learning model also takes a long time because it must provide an opportunity for each student to express their opinion and it is difficult to find an opinion that can be accepted by all. 4) Principles of the Collaborative Learning Model Important principles that need to be considered in collaborative learning (in Suryani, 2010) are as follows. a. Each member works together to achieve common goals and interdependence; b. Individuals are responsible for their own learning and behavior; c. Cooperative skills are learned, practiced and feedback is given based on how the skills training should be applied; and d. Classes or groups are encouraged towards the implementation of a cohesive group work activity. The principles above are applied based on the existence of mutual relationships with each other. Hill & Hill (1993) put forward two very important elements in various cooperative activities, namely (1) common goals and (2) positive interdependence (in Suryani, 2010). Johnsons (1974) (in Suryani, 2010) argues that there are five basic elements for collaborative learning to occur in a group, namely: 1. Positive interdependence. In this learning, each student must feel that he or she is positively dependent and bound to other members of his or her group with the responsibility of: (1) mastering the learning material; and (2) ensuring that all members of his or her group have mastered it. They feel that they will not be successful if other students are not successful either. 2. Direct interaction between students. The best learning outcomes can be obtained through verbal communication between students supported by positive interdependence. Students must face each other and help each other in achieving learning goals. 3. Individual accountability. In order for students in a group to contribute, support, and help each other, each student is required to master the material that is the subject of discussion. Thus, each member of the group is responsible for studying the subject and is also responsible for the group's learning outcomes. 4. Collaborative skills. Students' social skills are very important in learning. Students are required to have collaborative skills, so that in groups dynamic interactions are created to learn and teach each other as part of the collaborative learning process. 5. Effectiveness of the group process. Students process the effectiveness of their learning group by explaining which actions can contribute to learning and which ones do not and making decisions about actions that can be continued or that need to be changed 5) Implementation of Collaborative Learning Model Learning In implementing collaborative learning, according to Driver and Leach (1993) and Connor (1990), Waras (1997) a constructivist perspective classroom environment must be created, including the following: a. Students are not viewed passively, but actively to learn on their own - they bring their conceptions into the learning situation; b. Learning prioritizes the active process of students constructing meaning, and often through interpersonal negotiation; c. Knowledge is not "out there", but is constructed personally and socially; d. Teachers also bring their own conceptions into the learning situation, not only in terms of their knowledge, but also their views on learning and teaching, which can influence the way they interact with students in the classroom; e. Teaching is not the transmission of knowledge but involves the organization of classroom situations and the design of tasks that facilitate students' discovery of meaning; and f. Curriculum is not something to be learned but a program of learning tasks, materials, other sources, and discourses from which students construct their knowledge.