Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 18 Sayı: 75, 81 - 97, 20.05.2018

Öz

Kaynakça

  • Albers, C. (2008). Improving pedagogy through action learning and scholarship of teaching and learning. Journal of International Teaching Sociology, 79-86.
  • Anderson, L.W., & Krathwohl, D.R.(2001). Taxonomy learning, teaching, and assessing. NY: Longman.
  • Atak, M., Atik, I., & Ceylan, İ. (2016). A research on the effect of career and job getting perception on learning motivation and career development efforts. International Journal of Educational Researchers, 7(1), 1-16.
  • Ary, D.,. Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in education: Eight edition. Canada: Nelson Education ltd.
  • Baron, R.A., & Greenberg, J. (1998). Behavior in organization: Understanding and managing the human side of work. Allyn and Bacon, New York.
  • Ball, A., Bowling, A., & Bird, W. (2016). A case study of learning, motivation, and performance strategies for teaching and coaching CDE teams. Journal of Agricultural Education, 57(3), 115-128.
  • Bonett, D.G., & Wright, T.A. (2015). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  • Carin, A.A. (1993). Teaching science through discovery. USA: Macmillan Publishing Company.
  • Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56-72.
  • Chen, Y.L. (2013). A missing piece of the contemporary character education puzzle: The ındividualisation of moral character. Studies in Philosophy and Education, 32(4), 345-360.
  • Cheruvelil, K. S., Soranno, P. A., Weathers, K. C., Hanson, P. C., Goring, S. J., Filstrup, C. T., & Read, E. K. (2014). Creating and maintaining high‐performing collaborative research teams: the importance of diversity and interpersonal skills. Frontiers in Ecology and the Environment, 12(1), 31-38.
  • Clapper, T.C. (2015). Cooperative-based learning and the zone of proximal development. Simulation & Gaming, 46(2), 148-158.
  • Cohen, E.G., & Press, C. (2015). Designing groupwork: Strategies for the heterogeneous classroom. USA: Hawker Brownlow Education.
  • Cook, D.T., & Campbell, D.T. (1979). Quasi experimentation: Design & analysis for field settings. Boston: Houghton Mifflin Company.
  • Costa, R. (2014). Effective teaching methods ın the master's degree: learning strategies, teaching-learning processess, teacher training. European Scientific Journal, (1), 106-120.
  • Dadds, M. (2002). Taking curiosity seriously: The role of awe and wanda inresearch-based professionalism. Educational Action Research, 10(1), 9-26.
  • De Oliveira, M.L.B., Bezerra, I.M.P., Machado, M.D.F.A.S., Sorpreso, I.C.E., Raposo, F.A.G., Pinasco, G.C., & de Abreu, L.C. (2016). Health education: Curiosity as a parameter of the freirian model in primary care. International Archives of Medicine, 9(1).
  • Dudija, N. (2016). Cooperative vs competitive: Filosofi keseimbangan “yin-yang” dalam hubungan ınterdependency. Buletin Psikologi, 23(2), 65-81.
  • Fauzi, A. (2013). Hubungan antara keharmonisan keluarga dan dukungan sosial teman sebaya dengan perilaku prososial remaja di sman 2 jombang. (Doctoral Dissertation). UIN Sunan Ampel Surabaya.
  • Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017). Impact of a sustained Cooperative Learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89-105.
  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
  • Gillies, R.M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 3.
  • Ginsberg, A.E. (2012). Embracing risk in urban education: Curiosity, creativity, and courage in the era of" no excuses" and relay race reform. R&L Education.
  • Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. In C.Cherniss and D. Goleman (Ed.), The emotionally ıntelligent workplace. Jossey-Bass.
  • Gommans, R., Segers, E., Burk, W.J., & Scholte, R.H. (2015). The role of perceived popularity on collaborative learning: A dyadic perspective. Journal of Educational Psychology, 107(2), 599.
  • Hertz-Lazarowitz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (Eds.). (2013). Learning to cooperate, cooperating to learn. Springer Science & Business Media.
  • Huang, Y. M., Liao, Y. W., Huang, S. H., & Chen, H. C. (2014). A jigsaw-based cooperative learning approach to ımprove learning outcomes for mobile situated learning. Journal of Educational Technology & Society, 17(1).
  • Huda, N., & Buditjahjanto, I.G.P.A. (2016). Pengaruh model pembelajaran kooperatif tipe jigsaw dan model pengajaran langsung terhadap hasil belajar siswa pada mata pelajaran teknik elektronika dasar kelas x tei di smkn 1 jetis mojokerto. Jurnal Mahasiswa Teknologi Pendidikan, 5(1).
  • Hendarwati, E. (2016). Pengaruh pemanfaatan lingkungan sebagai sumber belajar melalui metode ınkuiri terhadap hasil belajar siswa SDN I sribit delanggu pada pelajaran IPS. Pedagogia, 2(1), 59-70.
  • Isaac, S., & Michael, W.B. (1981). Handbook in research and evaluation for education sciences (2nd ed.). San Diego 92107: EdITS Publishers.
  • Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., ... & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125-142.
  • Johnson, D., & Johnson, R. (2002). Learning together and alone: Overview and meta analysis. Asia Pacific Journal of Education, 22, 95-105.
  • Johnson, D.W., Johnson, R.T., Stanne, M., & Garibaldi, A. (1990).The impact of leader and member group processing on achievement in cooperative groups. Journal of Social Psychology, 130, 507-516.
  • Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn and Bacon.
  • Jo, J., Park, J., Ji, H., Yang, Y., & Lim, H. (2016). A study on factor analysis to support knowledge based decisions for a smart class. Information Technology and Management, 17(1), 43-56.
  • Lantolf, J.P., Thorne, S.L., & Poehner, M.E. (2015). Sociocultural theory and second language development. Theories in Second Language Acquisition: An Introduction, 207-226.
  • Leasa, M., & Corebima, A. D. (2017, January). The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability. In Journal of Physics: Conference Series (Vol. 795, No. 1, p. 012071). IOP Publishing.
  • Liu, Y., & Gao, Y. (2011). Cooperative learning strategy. Beijing Normal University Press.
  • Maier, U., Wolf, N., & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education, 95, 85-98.
  • Maulidi, A.Y., Hamid, A., & Leny, L. (2016). Komparasi hasil belajar kognitif siswa antara penggunaan lks berbasis learning cycle 3 fase dan non lks pada materi reaksi redoks kelas x sma negeri 10 banjarmasin. Quantum, 5(2).
  • McKeachie, W.J. (1990). Research on college teaching: The historical background. Journal of Educational Psychology, 82(2), 189.
  • Muldayanti, N.D. (2013). Pembelajaran biologi model STAD dan TGT ditinjau dari keingintahuan dan minat belajar siswa. Jurnal Pendidikan IPA Indonesia (Indonesian Journal of Science Education), 2(1).
  • Nashar. (2004). Peranan motivasi dan kemampuan awal dalam kegiatan pembelajaran. Jakarta: Delia Press. Nurjanah, S.I., & Ragil, W.A. (2012). Model kooperatif tipe TGT untuk meningkatkan pemahaman konsep koperasi pada mata pelajaran IPS. Didaktika Dwija Indria, 2(2).
  • Pangesti, A. (2014). Pengaruh motivasi terhadap prestasi belajar pada siswa mts bahrul ulum kecamatan ukui kabupaten pelalawan. (Doctoral Dissertation). Universitas Islam Negeri Sultan Sarif Kasim Riau.
  • Pratiwi, Y., Mulyani, S., & Ashadi, A. (2015). Upaya peningkatan prestasi belajar dan ınteraksi sosial siswa dengan menggunakan metode pembelajaran Teams Games Tournament (TGT) dilengkapi media peta konsep pada materi kelarutan dan hasil kali kelarutan siswa kelas Xi IPA SMA Batik 1 surakarta. Jurnal Pendidikan Kimia, 4(1), 182-188.
  • Purnomo, K.I., Murti,B., & Suriyasa, P. (2013). Perbandingan pengaruh metode pendidikan sebaya dan metode ceramah terhadap pengetahuan dan sikap pengendalian hiv/aids pada mahasiswa fakultas olahraga dan kesehatan universitas pendidikan ganesha. Jurnal Magister Kedokteran Keluarga, 1(1), 49-56.
  • Rahmawati, E.D. (2016). Pengaruh pergaulan teman sebaya dan konsep diri terhadap kecerdasan emosional siswa kelas V SD Negeri Se-Gugus III kecamatan tegalrejo yogyakarta tahun ajaran 2014/2015. Basic Education, 4(14).
  • Rainsch, S. (2004). Dynamic strategic analysis: Demistyfying simple succes strategies. Wiesbaden: Deutcscher Universitasts-verlag.
  • Reigeluth, C., Myers, R., & Lee, D. (2016). The learner-centered paradigm of education. Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education, 5.
  • Robbins, S.P. (1996). Organizational behaviour. New York: Prentice Hall.
  • Roscoe, J.T. (1975). Fundamental research statistic for the behavior sciences. (2nd,ed), Holt. New York: Rinehart and Winston.
  • Salomon, G., Globerson, T., & Guterman, E. (1989). The computer as a zone of proximal development: Internalizing reading-related metacognitions from a Reading Partner. Journal of Educational Psychology, 81(4), 620.
  • Soebiyanto, S., Masykuri, M., & Ashadi, A. (2016). Pembelajaran kimia menggunakan model Student Teams Achievement Division (STAD) dan Team Games Tournament (TGT) ditinjau dari kemampuan awal dan gaya belajar. Jurnal Kimia dan Pendidikan Kimia, 1(1), 52-66.
  • Shadish, W.R. (1995) Philosophy of Science an the Quantitatve-Qualitative Debates: Thirteen common errors. Evaluation and Program Planning, 18(1), 63-75.
  • Shadish, W.R., Cook, T.D., & Campbell, D.T. (2002). Experimental and quasi-experimental design for generalized causal ınference. Houghton Mifflin Company: Boston.
  • Slavin, R. E. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69.
  • Slavin, R. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales De Psicologia, 30, 785-791.
  • Slavin, R.E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.
  • Smith, J., van Eerde, H., & Bakker, A. (2013). A conceptualisation of whole‐class scaffolding. British Educational Research Journal, 39(5), 817-834.
  • Sumaryati, E. (2013). Pendekatan ınduktif-deduktif disertai strategi think-pair-square-share untuk meningkatkan kemampuan pemahaman dan berpikir kritis serta disposisi matematis siswa SMA. Infinity Journal, 2(1), 26-42.
  • Taghibaygi, M., Rafe, M., & Moosavi, S.A. (2015). Analysis students’ motivation in vocational schools and agricultural training centers in kermanshah province toward studying the field of agriculture. International Journal of Advanced Biological and Biomedical Research, 3(1), 105-114.
  • Uhamista, U. (2016). Pengaruh pendekatan belajar kooperatif dan belajar kompetitif serta kemampuan motorik terhadap pengembangan self esteem melalui kegiatan olahraga permainan pada siswa sekolah dasar. Journal of Physical Education and Sport, 1(2), 34-44.
  • Ulstad, S.O., Halvari, H., Sørebø, Ø., & Deci, E.L. (2016). Motivation, learning strategies, and performance in physical education at secondary school. Advances in Physical Education, 6(01), 27.
  • Wang, T. (2002). The basic concept of cooperative learning.Educational Research, (2), 68-72.
  • Wang, T. (2005). The analysis of theoretical basis of cooperative learning. Curriculum,Teaching Material and Method(1), 30-35.
  • Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100.
  • Xue, G., & Lingling, L. (2018). A comparative study on cooperative learning in multimedia and network environment used by english majors between China Mainland and Taiwan. Advances in Language and Literary Studies, 9(1), 127-135.
  • Xu Xueping. (2012). Research the theory of cooperative learning in English teaching. Journal of Gansu Normal Colleges, 17(1), 119-120.
  • Yulyani, S.D., Sundari, N., & Hamid, S.I. (2016). Meningkatkan kemampuan berpikir kritis siswa melalui model cooperative learning teknik send a problem dalam pembelajaran IPS SD. Jurnal PGSD Kampus Cibiru, 4(3).
  • Yu, H., Zheng, Z., & Zheng, W. (2008). Understanding user behavior in large scale video on demand systems. In L. Song (Ed.). Collaboration: New York.
  • Zhang, Z., Coutinho, E., Deng, J., & Schuller, B. (2015). Cooperative learning and its application to emotion recognition from speech. IEEE/ACM Transactions on Audio, Speech and Language Processing (TASLP), 23(1), 115-126.
  • Zhang, X., Meng, Y., de Pablos, P. O., & Sun, Y. (2017). Learning analytics in collaborative learning supported by Slack: From the perspective of engagement. Computers in Human Behavior, 1-9. Doi: https://doi.org/10.1016/j.chb.2017.08.012

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

Yıl 2018, Cilt: 18 Sayı: 75, 81 - 97, 20.05.2018

Öz

Purpose: The research objective was to compare students’ learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four times in one semester. The social science (IPS) learning outcome was measured using an essay test comprising eight items. The data concerning sociable learning motivation were obtained from a questionnaire comprising 29 items, with α = 0.956.Findings: Using a paired-sample t-test, the analysis showed that there was a significant increase in students’ motivation after implementing cooperative learning. The results also showed a positive correlation between students’ curiosity and their perseverance in doing the task. Implications for Research and Practice: The results of this research confirm that cooperative learning can significantly increase students’ motivation. Teachers should attempt to implement cooperative learning in their classes to ensure students’ motivation to learn.

Kaynakça

  • Albers, C. (2008). Improving pedagogy through action learning and scholarship of teaching and learning. Journal of International Teaching Sociology, 79-86.
  • Anderson, L.W., & Krathwohl, D.R.(2001). Taxonomy learning, teaching, and assessing. NY: Longman.
  • Atak, M., Atik, I., & Ceylan, İ. (2016). A research on the effect of career and job getting perception on learning motivation and career development efforts. International Journal of Educational Researchers, 7(1), 1-16.
  • Ary, D.,. Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in education: Eight edition. Canada: Nelson Education ltd.
  • Baron, R.A., & Greenberg, J. (1998). Behavior in organization: Understanding and managing the human side of work. Allyn and Bacon, New York.
  • Ball, A., Bowling, A., & Bird, W. (2016). A case study of learning, motivation, and performance strategies for teaching and coaching CDE teams. Journal of Agricultural Education, 57(3), 115-128.
  • Bonett, D.G., & Wright, T.A. (2015). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3-15.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  • Carin, A.A. (1993). Teaching science through discovery. USA: Macmillan Publishing Company.
  • Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56-72.
  • Chen, Y.L. (2013). A missing piece of the contemporary character education puzzle: The ındividualisation of moral character. Studies in Philosophy and Education, 32(4), 345-360.
  • Cheruvelil, K. S., Soranno, P. A., Weathers, K. C., Hanson, P. C., Goring, S. J., Filstrup, C. T., & Read, E. K. (2014). Creating and maintaining high‐performing collaborative research teams: the importance of diversity and interpersonal skills. Frontiers in Ecology and the Environment, 12(1), 31-38.
  • Clapper, T.C. (2015). Cooperative-based learning and the zone of proximal development. Simulation & Gaming, 46(2), 148-158.
  • Cohen, E.G., & Press, C. (2015). Designing groupwork: Strategies for the heterogeneous classroom. USA: Hawker Brownlow Education.
  • Cook, D.T., & Campbell, D.T. (1979). Quasi experimentation: Design & analysis for field settings. Boston: Houghton Mifflin Company.
  • Costa, R. (2014). Effective teaching methods ın the master's degree: learning strategies, teaching-learning processess, teacher training. European Scientific Journal, (1), 106-120.
  • Dadds, M. (2002). Taking curiosity seriously: The role of awe and wanda inresearch-based professionalism. Educational Action Research, 10(1), 9-26.
  • De Oliveira, M.L.B., Bezerra, I.M.P., Machado, M.D.F.A.S., Sorpreso, I.C.E., Raposo, F.A.G., Pinasco, G.C., & de Abreu, L.C. (2016). Health education: Curiosity as a parameter of the freirian model in primary care. International Archives of Medicine, 9(1).
  • Dudija, N. (2016). Cooperative vs competitive: Filosofi keseimbangan “yin-yang” dalam hubungan ınterdependency. Buletin Psikologi, 23(2), 65-81.
  • Fauzi, A. (2013). Hubungan antara keharmonisan keluarga dan dukungan sosial teman sebaya dengan perilaku prososial remaja di sman 2 jombang. (Doctoral Dissertation). UIN Sunan Ampel Surabaya.
  • Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017). Impact of a sustained Cooperative Learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89-105.
  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
  • Gillies, R.M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 3.
  • Ginsberg, A.E. (2012). Embracing risk in urban education: Curiosity, creativity, and courage in the era of" no excuses" and relay race reform. R&L Education.
  • Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. In C.Cherniss and D. Goleman (Ed.), The emotionally ıntelligent workplace. Jossey-Bass.
  • Gommans, R., Segers, E., Burk, W.J., & Scholte, R.H. (2015). The role of perceived popularity on collaborative learning: A dyadic perspective. Journal of Educational Psychology, 107(2), 599.
  • Hertz-Lazarowitz, R., Kagan, S., Sharan, S., Slavin, R., & Webb, C. (Eds.). (2013). Learning to cooperate, cooperating to learn. Springer Science & Business Media.
  • Huang, Y. M., Liao, Y. W., Huang, S. H., & Chen, H. C. (2014). A jigsaw-based cooperative learning approach to ımprove learning outcomes for mobile situated learning. Journal of Educational Technology & Society, 17(1).
  • Huda, N., & Buditjahjanto, I.G.P.A. (2016). Pengaruh model pembelajaran kooperatif tipe jigsaw dan model pengajaran langsung terhadap hasil belajar siswa pada mata pelajaran teknik elektronika dasar kelas x tei di smkn 1 jetis mojokerto. Jurnal Mahasiswa Teknologi Pendidikan, 5(1).
  • Hendarwati, E. (2016). Pengaruh pemanfaatan lingkungan sebagai sumber belajar melalui metode ınkuiri terhadap hasil belajar siswa SDN I sribit delanggu pada pelajaran IPS. Pedagogia, 2(1), 59-70.
  • Isaac, S., & Michael, W.B. (1981). Handbook in research and evaluation for education sciences (2nd ed.). San Diego 92107: EdITS Publishers.
  • Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., ... & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125-142.
  • Johnson, D., & Johnson, R. (2002). Learning together and alone: Overview and meta analysis. Asia Pacific Journal of Education, 22, 95-105.
  • Johnson, D.W., Johnson, R.T., Stanne, M., & Garibaldi, A. (1990).The impact of leader and member group processing on achievement in cooperative groups. Journal of Social Psychology, 130, 507-516.
  • Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn and Bacon.
  • Jo, J., Park, J., Ji, H., Yang, Y., & Lim, H. (2016). A study on factor analysis to support knowledge based decisions for a smart class. Information Technology and Management, 17(1), 43-56.
  • Lantolf, J.P., Thorne, S.L., & Poehner, M.E. (2015). Sociocultural theory and second language development. Theories in Second Language Acquisition: An Introduction, 207-226.
  • Leasa, M., & Corebima, A. D. (2017, January). The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability. In Journal of Physics: Conference Series (Vol. 795, No. 1, p. 012071). IOP Publishing.
  • Liu, Y., & Gao, Y. (2011). Cooperative learning strategy. Beijing Normal University Press.
  • Maier, U., Wolf, N., & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education, 95, 85-98.
  • Maulidi, A.Y., Hamid, A., & Leny, L. (2016). Komparasi hasil belajar kognitif siswa antara penggunaan lks berbasis learning cycle 3 fase dan non lks pada materi reaksi redoks kelas x sma negeri 10 banjarmasin. Quantum, 5(2).
  • McKeachie, W.J. (1990). Research on college teaching: The historical background. Journal of Educational Psychology, 82(2), 189.
  • Muldayanti, N.D. (2013). Pembelajaran biologi model STAD dan TGT ditinjau dari keingintahuan dan minat belajar siswa. Jurnal Pendidikan IPA Indonesia (Indonesian Journal of Science Education), 2(1).
  • Nashar. (2004). Peranan motivasi dan kemampuan awal dalam kegiatan pembelajaran. Jakarta: Delia Press. Nurjanah, S.I., & Ragil, W.A. (2012). Model kooperatif tipe TGT untuk meningkatkan pemahaman konsep koperasi pada mata pelajaran IPS. Didaktika Dwija Indria, 2(2).
  • Pangesti, A. (2014). Pengaruh motivasi terhadap prestasi belajar pada siswa mts bahrul ulum kecamatan ukui kabupaten pelalawan. (Doctoral Dissertation). Universitas Islam Negeri Sultan Sarif Kasim Riau.
  • Pratiwi, Y., Mulyani, S., & Ashadi, A. (2015). Upaya peningkatan prestasi belajar dan ınteraksi sosial siswa dengan menggunakan metode pembelajaran Teams Games Tournament (TGT) dilengkapi media peta konsep pada materi kelarutan dan hasil kali kelarutan siswa kelas Xi IPA SMA Batik 1 surakarta. Jurnal Pendidikan Kimia, 4(1), 182-188.
  • Purnomo, K.I., Murti,B., & Suriyasa, P. (2013). Perbandingan pengaruh metode pendidikan sebaya dan metode ceramah terhadap pengetahuan dan sikap pengendalian hiv/aids pada mahasiswa fakultas olahraga dan kesehatan universitas pendidikan ganesha. Jurnal Magister Kedokteran Keluarga, 1(1), 49-56.
  • Rahmawati, E.D. (2016). Pengaruh pergaulan teman sebaya dan konsep diri terhadap kecerdasan emosional siswa kelas V SD Negeri Se-Gugus III kecamatan tegalrejo yogyakarta tahun ajaran 2014/2015. Basic Education, 4(14).
  • Rainsch, S. (2004). Dynamic strategic analysis: Demistyfying simple succes strategies. Wiesbaden: Deutcscher Universitasts-verlag.
  • Reigeluth, C., Myers, R., & Lee, D. (2016). The learner-centered paradigm of education. Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education, 5.
  • Robbins, S.P. (1996). Organizational behaviour. New York: Prentice Hall.
  • Roscoe, J.T. (1975). Fundamental research statistic for the behavior sciences. (2nd,ed), Holt. New York: Rinehart and Winston.
  • Salomon, G., Globerson, T., & Guterman, E. (1989). The computer as a zone of proximal development: Internalizing reading-related metacognitions from a Reading Partner. Journal of Educational Psychology, 81(4), 620.
  • Soebiyanto, S., Masykuri, M., & Ashadi, A. (2016). Pembelajaran kimia menggunakan model Student Teams Achievement Division (STAD) dan Team Games Tournament (TGT) ditinjau dari kemampuan awal dan gaya belajar. Jurnal Kimia dan Pendidikan Kimia, 1(1), 52-66.
  • Shadish, W.R. (1995) Philosophy of Science an the Quantitatve-Qualitative Debates: Thirteen common errors. Evaluation and Program Planning, 18(1), 63-75.
  • Shadish, W.R., Cook, T.D., & Campbell, D.T. (2002). Experimental and quasi-experimental design for generalized causal ınference. Houghton Mifflin Company: Boston.
  • Slavin, R. E. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69.
  • Slavin, R. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales De Psicologia, 30, 785-791.
  • Slavin, R.E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.
  • Smith, J., van Eerde, H., & Bakker, A. (2013). A conceptualisation of whole‐class scaffolding. British Educational Research Journal, 39(5), 817-834.
  • Sumaryati, E. (2013). Pendekatan ınduktif-deduktif disertai strategi think-pair-square-share untuk meningkatkan kemampuan pemahaman dan berpikir kritis serta disposisi matematis siswa SMA. Infinity Journal, 2(1), 26-42.
  • Taghibaygi, M., Rafe, M., & Moosavi, S.A. (2015). Analysis students’ motivation in vocational schools and agricultural training centers in kermanshah province toward studying the field of agriculture. International Journal of Advanced Biological and Biomedical Research, 3(1), 105-114.
  • Uhamista, U. (2016). Pengaruh pendekatan belajar kooperatif dan belajar kompetitif serta kemampuan motorik terhadap pengembangan self esteem melalui kegiatan olahraga permainan pada siswa sekolah dasar. Journal of Physical Education and Sport, 1(2), 34-44.
  • Ulstad, S.O., Halvari, H., Sørebø, Ø., & Deci, E.L. (2016). Motivation, learning strategies, and performance in physical education at secondary school. Advances in Physical Education, 6(01), 27.
  • Wang, T. (2002). The basic concept of cooperative learning.Educational Research, (2), 68-72.
  • Wang, T. (2005). The analysis of theoretical basis of cooperative learning. Curriculum,Teaching Material and Method(1), 30-35.
  • Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts. Journal of Academic Language and Learning, 8(3), A91-A100.
  • Xue, G., & Lingling, L. (2018). A comparative study on cooperative learning in multimedia and network environment used by english majors between China Mainland and Taiwan. Advances in Language and Literary Studies, 9(1), 127-135.
  • Xu Xueping. (2012). Research the theory of cooperative learning in English teaching. Journal of Gansu Normal Colleges, 17(1), 119-120.
  • Yulyani, S.D., Sundari, N., & Hamid, S.I. (2016). Meningkatkan kemampuan berpikir kritis siswa melalui model cooperative learning teknik send a problem dalam pembelajaran IPS SD. Jurnal PGSD Kampus Cibiru, 4(3).
  • Yu, H., Zheng, Z., & Zheng, W. (2008). Understanding user behavior in large scale video on demand systems. In L. Song (Ed.). Collaboration: New York.
  • Zhang, Z., Coutinho, E., Deng, J., & Schuller, B. (2015). Cooperative learning and its application to emotion recognition from speech. IEEE/ACM Transactions on Audio, Speech and Language Processing (TASLP), 23(1), 115-126.
  • Zhang, X., Meng, Y., de Pablos, P. O., & Sun, Y. (2017). Learning analytics in collaborative learning supported by Slack: From the perspective of engagement. Computers in Human Behavior, 1-9. Doi: https://doi.org/10.1016/j.chb.2017.08.012
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Herpratiwi - Bu kişi benim

Darsono - Bu kişi benim

Sasmiati - Bu kişi benim

Pujiyatl - Bu kişi benim

Yayımlanma Tarihi 20 Mayıs 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 75

Kaynak Göster

APA -, H., -, D., -, S., -, P. (2018). Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students. Eurasian Journal of Educational Research, 18(75), 81-97.
AMA - H, - D, - S, - P. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students. Eurasian Journal of Educational Research. Mayıs 2018;18(75):81-97.
Chicago -, Herpratiwi, Darsono -, Sasmiati -, ve Pujiyatl -. “Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students”. Eurasian Journal of Educational Research 18, sy. 75 (Mayıs 2018): 81-97.
EndNote - H, - D, - S, - P (01 Mayıs 2018) Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students. Eurasian Journal of Educational Research 18 75 81–97.
IEEE H. -, D. -, S. -, ve P. -, “Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students”, Eurasian Journal of Educational Research, c. 18, sy. 75, ss. 81–97, 2018.
ISNAD -, Herpratiwi vd. “Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students”. Eurasian Journal of Educational Research 18/75 (Mayıs 2018), 81-97.
JAMA - H, - D, - S, - P. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students. Eurasian Journal of Educational Research. 2018;18:81–97.
MLA -, Herpratiwi vd. “Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students”. Eurasian Journal of Educational Research, c. 18, sy. 75, 2018, ss. 81-97.
Vancouver - H, - D, - S, - P. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students. Eurasian Journal of Educational Research. 2018;18(75):81-97.