Cooperative learning
Characteristic
Cooperative learning has been developed through intensive research, purpose is to increase academic cooperation between students, establish positive relationships, develop the confidence, and improve through academic activities of the group. In each there is a cooperative learning positive dependence among the students to achieve the goal of learning. Every students have the same opportunity for success. Learning activities is
the students in the form of discussion, the task together, help each other and mutual support in solving problems. Through the study of effective interactions students more motivated, confident, able to use the thinking strategy level high, and able to build interpersonal relationships. Cooperative learning model allows all students to master the material at the level of control relatively equal or parallel. There are 4 types of cooperative learning model presented by Arends (2001), namely, (1) Student Teams Achievement Division (Stad), (2) Investigation Group, (3) Jigsaw, and (4) Structural Approach. Meanwhile, two other approaches that are designed for classes is low; (1) Cooperative Integrated Reading and composition (CIRC) is used in learning to read and write at levels 2-8 (at the kindergarten to primary school), and Team accelerated instruction (Tại) used in learning mathematics for levels 3-6 (at the TK).
The characteristics of cooperative learning model are (1) study together with a friend, (2) during the learning process occurs between friends in the face, (3) listen to each other in among group members, (4) learn from their own friends in the group, (5) study in small groups, (6) productive or speak out of each other, (7) decision depends on the students themselves, (8) active students (Stahl, 1994). Same with the characteristics, the Johnson and Johnson (1984) and Hilke (1990) revealed characteristics is a cooperative learning; 1) there is a mutual dependency of the positive in inter-group members, (2) can be an individual, (3) heterogeneous, (4) shared leadership, (5) share responsibility, (6) emphasizes the tasks and togetherness, (7) establish social skills, (8) the role of teachers / lecturers the student learning process, (9) the effectiveness of learning depends on the group. The process of learning occurs in small groups (3-4 members), are heterogeneous regardless of differences in academic ability, gender, race, and another.
Basic Principles
Cooperative learning model was developed on the footing of a few assumed able to improve the process and results of student learning. Approach
is referred to active learning, konstruktivistik, and cooperative. Some approaches are integrated is meant to produce a model of allows students to develop the potential optimally. Learn active, is shown with the intellectual and emotional involvement of a high in the process of learning, not just physical activity alone. Students are given the opportunity to discuss, express opinions and idea, to conduct exploration material that is being learned and interpreted the results together in groups. Students released for a variety of relevant learning resources. Such activities allows students to interact actively with the environment and group, as the media to develop knowledge. Konstruktivistik approach in the model can encourage cooperative learning students are able to build knowledge together in groups. They are encouraged to find and develop materials that are learn through discussion, observation or experiment. Students analyze with what they find or their investigation. With this rate, material lessons can be built together and not as a transfer from the lecturers. Knowledge formed based on shared experience and interaction with the environment in study groups, so that mutually enrich occurred among the group members. This means, students are encouraged to construct meaning from experience, so that understanding of the phenomenon that is being learned increases. They encouraged to bring various perspectives to the material or the same problem, to the point of view and then build or develop the knowledge together well. This is the realization of the fact konstruktivisme in learning. Cooperative approach to encourage and provide opportunity for students to skilled communication. That is, students are encouraged to able to declare opinion or idea clearly, listen to others and respond with appropriate, ask for feedback and ask questions well. Students are also able to build and maintain trust, open to receive and give opinions and ideas, idea, would like to share information and resources, like providing support to others with genuine. Students are also able to lead and skilled manage controversy (managing controvercy) to problem solving situations, scrutinize the idea is not one persona. Model of cooperative learning will be done well if it can grow in a atmosphere that allows learning among students and between students and faculty feel free to remove the opinion and idea, and the free in analyzing and exploring important topics in the curriculum. Lecturers can ask various questions or problems that must be solved in groups. Students trying to think hard and discuss each other in groups. Then the lecturer and other students can pursue their -The idea about the idea of different perspectives. Lecturers also encourage students to able to demonstrate understanding of the specifics of the problems examined how the group. Based on the above characteristics, the model assumed that cooperative learning can motivate students in performing various activities, so they get a feel for the challenges to complete the task with the creative. This learning model can be applied in various fields of study or learning in the subject, both for the topic and the abstract concrete.
Competence
Competencies that can be achieved through the cooperative learning model in addition to, (1) understanding of the values, concepts or issues related to certain disciplines, and (2) ability to apply the concepts / problem solving, and (3) the ability to produce something together based on understanding of the material that became the object studies, also can be developed (4) softskills ability to think critically, communicate, responsible, and work same. Of course, the ability is possible only if the form opportunity to taste a variety of capabilities are adequately provided, in the sense, cooperative learning model is applied correctly and adequate.
Materials
The material presented in accordance with the cooperative learning model is a material that requires a high understanding of the values, concepts, or principles and actual problems that occur in society. Training materials to apply a concept or principle in real life can also be provided. Materials can come from various fields of study, such as language, social issues economy, the problems of life form, natural events, and skills and other issues.
Learning Procedure
Basically, in select learning activities into four steps, namely; orientation, group work, quizzes, and awards. Each step can developed further by the lecturer with a hold on the bottom of each steps as follows:
1. Orientation
As in any learning process, beginning with orientation activities for understand and agree together on what will be learned and how learning strategies. Lecturers communicate the purpose, materials, time, step and the final results are expected by the students mastered, and the system assessment. At this step students are given the opportunity to reveal opinions about what, including how to work and the expected end result or assessment system. Negotiations can occur between students and lecturers, but on the final orientation is expected to occur with the agreement.
2. Working groups
At this stage, students do group work as a core activity of learning. Group work can be in the form of activities to solve problems, or understand and implement a concept learned. Group work can be done with various ways such as discussion, making ekslporasi, observation, experiment, browsing via the Internet, and so forth. Adjusted time to work with groups in the area and materials that must be done. Activities that require a long time can be done outside of hours, while activities that require little can be done in hours. Group activities so that effective, should be given brief instructions to guide the activities. We recommend this guide prepared by lecturer. Guidelines must include goals, materials, time, group work and how the responsibilities of each member of the group, and the expected end results can be achieved. For example, students are expected to develop an effective media in the study. For that, the students together to discuss the need, do the analysis on the learning component, such as the expected competencies achieved by the students, what learning materials, learning strategies used, and design evaluation. Students also conduct exploration to develop effective media. Exploration can be done by individual or groups according to the agreement. The results discussed in the exploration group to produce an effective learning media appropriate to reach the goal of learning. Lecturers have a role as a facilitator and dynamist for each group, with the monitoring of student learning activities, directing skills, cooperation, and provide assistance when needed.
3. Test / Quiz
At the end of the group activities is expected of all students has been able to understand concepts / topics / issues that have been examined together. Then each student a test or quiz to find out their understanding of the concepts / topics / the problem is reviewed. This includes individual assessment of cognitive control, afektif and skills. For example, learning how to do the analysis? Why should analysis of learning to do before the media? Students can also required to create prototype effective media that have a high level of interactive in learning, and so on.
4. Awards group
This step is intended to reward a group that have successfully increased test scores in the individual. Growth score is calculated from basic difference between the scores with individual test scores. Calculate the scores obtained
each group with the figure obtained student scores on the in the group and then calculated the average. Then based on the score average award is determined each group. For example, for group that obtained an average score increase of up to 15 get the award for “Good Team.” Growth score more than 15 to 20 get award “Great Team”. Meanwhile, scores increased more than 20 to 30 get award as the “Super Team”. Group members in a certain period can be played, so in one unit of time learning, group members can play 2-3 times lap. This is to improve the group dynamics among group members in groups it. At the end of the face-to-face lectures to give the conclusion of the material that has been discussed at the meeting, so that there are similarities in the understanding of all students.
Evaluation
Evaluation study conducted at the beginning of the lesson as prates, during learning, and end of the study results of both individual students and groups. During the process learning, evaluation, conducted with the attitudes, skills and abilities students to think and communicate. Seriousness the task, the results exploration, the ability to think critically and logically to give the views or argued, a willingness to work together and assume shared responsibility, an example of aspects that can be considered during the learning process progress. While the evaluation procedure:
1. Individual assessment is the evaluation of the level of student understanding of the material is reviewed, covering the cognitive, afektif, and skills.
2. Rating group includes various indicators such as the success of the group,
decision-making, cooperation, etc.. Assessment criteria can be agreed at the time of orientation. These criteria needed to guide faculty and students achieve success in the effort to learn, what the appropriate competencies have been determined.
Conclusion
Cooperative learning model is in addition to the weakness of the strength therein. Weaknesses are related to the readiness of lecturers and students to engage in a learning strategy that is different with the learning that is applied. Lecturers to give all materials to the students, may need time to be able to are gradually change these habits. Not ready for lecturers manage such learning can be overcome with the provision of training and accompanied with a strong willingness to try. Meanwhile, not ready for college students can be overcome in a way that provides guidance between Other work includes a clear way, the source of which can be explored, and description of the expected end result, system evaluation, etc.. Other constraints are time. Cooperative learning strategies require a long time and flexible, although for specific topics within the required two may be enough face-to-face time with activities outside of lesson hours. Apart from the weaknesses, the model has the strength of cooperative learning in softskills as students develop, the ability to communicate, think critically, responsible, and work together. If the weaknesses can be minimized, then the strength of this model will produce results and learning process that can spur increase the potential for students optimally. Therefore, it is expected lecturers trying to implement cooperative learning model. Lecturers can develop this model according to field studies, even this model may be from the lecturers can develop a model of other, more convincing.
