Enhancing Cooperative Learning: Effective Strategies for Educators : Research done by Rachel Mansawan
Introduction
Cooperative learning has emerged as a significant pedagogical approach, offering an alternative to traditional teacher-centred methods. By fostering collaboration among students, cooperative learning aims to enhance not only academic achievement but also essential skills such as communication, critical thinking, and teamwork. However, the effectiveness of cooperative learning largely depends on its implementation, which involves both the structuring of activities and the ongoing guidance provided by educators.
Methodology
Qualitative research employed by Reiner Lawalata (2024) identified that cooperative learning implemented in the English Department at STKIP Kristen Wamena has shown that teachers do not implement it properly. Consequently, interaction among students was not ideal because some students did not participate in the discussion group, while others had poor English skills and were unable to express their ideas. This method is also conducted by the writer using two simple questions to three elementary students at home study class to receive another perspective about learning in a group.
Interview question no. 1;
Are you happy working in a group in school?
Yes, I’m happy because I can finish my homework early because I’m working with friends. (Greta)
I’m happy but I’m also afraid because I’m afraid of answering wrong. (Giovanny)
Yes, Working in a group helps me because I can discuss with friends to get the right answer. (Queenzy)
Interview question No. 2 ;
Are you leading your group to do discussion first or waiting for others to speak ?
No, I will keep silent because I’m afraid I will get it wrong.(Giovanny)
I invited my friends to do group homework together at home to get help from their parents because I don’t know how to do it. (Greta)
Waiting for my friends to speak, sometimes we didn’t even start the discussion until the teacher asked about our assignment because we were shy to speak.(Queenzy)
Findings and Discussion
Yilfashewa Seyoum et al (2022) claim that teachers play a key role to establish cooperative learning experiences for students including structuring the groups and the tasks that assist students to understand what they are expected to do and how they are expected to behave.
According to a recent study, students reported difficulties in completing assignments and participating in group discussions during the implementation of cooperative learning by teachers. This suggests a lack of guidance and effective management from teachers throughout the cooperative learning process.
While cooperative learning provides an alternative to traditional teacher-centred approaches, challenges remain in identifying the most effective learning strategies for students. Additional issues may arise related to the competence of teachers in implementing various cooperative learning techniques. There is also a research gap in comparing different cooperative learning methods and analysing their outcomes in terms of student achievement.
This case study is pivotal in advancing our research efforts. It can be concluded that the methodology employed by the author successfully identified the challenges faced by students in the cooperative learning experience, specifically highlighting that the structuring and monitoring of students are essential components of effective cooperative learning
Conclusion
This research seeks to identify effective strategies that teachers can implement during cooperative learning. The findings and discussions provide insights into these strategies, although the study does not encompass all aspects of cooperative learning. It reveals that students lack knowledge of cooperative learning due to its ineffective implementation by teachers. Furthermore, teachers must structure and monitor each student throughout the cooperative learning process. By doing so, teachers assist students in achieving key milestones in cooperative learning, such as teamwork, communication, critical thinking, responsibility, and problem-solving, as they work in groups. One of the recommendations is that teachers should assign specific tasks to each student, encouraging them to take responsibility for their contributions to the group work.
Books/Articles
- Seyoum, Y., & Colleagues. (2022).
- Lawalata, R. (2024). PROMOTING FIVE KEY COMPONENTS OF SUCCESSFUL COOPERATIVE LEARNING AMONG ENGLISH DEPARTMENT STUDENTS AT SKIP KRISTEN WAMENA . PEDAGOGIC Jurnal Ilmiah. Volume 2 Nomor 1, Januari 2024/26-32
- Interviews (if personal communication, APA format):
- Greta. (2024, August 15). Personal communication.
- Giovanny. (2024, August 15). Personal communication.
- Queenzy. (2024, August 15). Personal communication.
Interviews (if personal communication, APA format)
- Greta. (2024, August 15). Personal communication.
- Giovanny. (2024, August 15). Personal communication.
- Queenzy. (2024, August 15). Personal communication.
| Disclaimer: This article was written with the assistance of AI technology. The author utilized her own experience and knowledge to construct the content, while the AI provided support in ensuring clear writing and proper grammar. All ideas presented in this article are the sole property of the author. |
Author :
Junior Tutor
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