COOPERATIVE LEARNING

The Cooperative learning has roots in the theories of social interdependence, cognitive development, and behavioral learning. Some research provides exceptionally strong evidence that cooperative learning results in greater effort to achieve more positive relationships, and greater psychological health than competitive or individualistic learning efforts (Johnson, & Holubec, 1994). Social interdependence theory views cooperation as resulting from positive links of individuals to accomplish a common goal. The Gestalt psychologist Kurt Koffka proposed in the early 1900’s that although groups are dynamic wholes the interdependence among members is variable. Kurt Lewin (1948) stated that interdependence from common goals provides the essential essence of a group. This interdependence creates groups that are dynamic wholes. within cognitive development theory, cooperation must precede cognitive growth. Cognitive growth springs from the alignment of various perspectives as individuals work to attain common goals. Both Piaget and Vygotsky saw cooperative learning with more able peers and instructors as resulting in cognitive development and intellectual growth (Johnson, & Smith, 1998). The assumption of behavioral learning theory is that students will work hard on tasks that provide a reward and that students will fail to work on tasks that provide no reward or punishment. Cooperative learning is one strategy that individuals rewards for participation in the group’s effort. A. Cooperative Learning Teams. In cooperative learning team, interdependence is structured into the group task activities and members are responsible to each other’s success. Individual accountability is an expected outcome, communication skills are identified, directly taught, and expected to be used by all group members. There are designated roles with shared leadership assigned and monitored by the group and the instructor, the group regularly processes how they are working together and adjust their personals and groups. Accordingly, both task and maintenance roles and outcomes are emphasized, B. Class of Cooperative Learning Method. Most of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development. 1. Think Pair-Share Step: a. Devided into small group. b. Teacher leads each of group to comprehend the text, pair-up and axchange the thought. c. Discussion, each member explain the result of discussion, they pair share response with other or entire group. d. Conclusion. 2. Group investigation, Step: a. Devided into small group. b. Teacher call out head of the group and each of group give the deferent material. c. Each of group discusses the material. d. Head of group explain the result of discussion e. Concussion. 3. Number Heads Together Step: a. Devided into small group. b. Each member is given number. c. Each member comprehends the material. d. Teacher calls out one of number student to explain the material and answers it. e. Other groups give the comment, response, etc. f. Conclusion. 4. Cooperative Script (Dancereau. CS 1985) Step: g. Devided into small group h. Teacher lead each of group to read the material and make summary i. Person is appointed to role as a speaker, while the other as listener and exchange role. j. Speaker reads and explains the material to find out the main idea, and listener analyze and correct it k. Conclusion 5. Cooperative Integrated Reading and Composition( CIRC) Step: a. Devided into small group b. The teacher leads each of group to look up the meaningful material. c. Each of group read the text and find out the main idea d. Each of group comprehends the text. e. Each of group reads and explains the result of discussion. f. Conclusion. 6. Student Team Achievement Division( STAD) (Slavin, 1995) Step: a. Devided into small group b. Lead the student to comprehend the material c. The teacher gives question to each member d. Each member may not help to each other to answer the question from the teacher e. Evaluation and conclusion 7. Mind Mapping Step: a. Devided into small group. b. Each group comprehends the text and write alternative of answer result discussion. c. Each group explain the result of discussion, the teacher write down the result of discussion in the whiteboard/ blackboard d. From the data written in the whiteboard/ blackboard, each of group makes conclusions. BY: MUSLEH MAULANA HP:085338736697