Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success.
Cooperative learning can also be contrasted with what it is not. Cooperation is not having students sit side-by-side at the same table to talk with each other as they do their individual assignments. Cooperation is not assigning a report to a group of students where one student does all the work and the others put their names on the product as well. Cooperation involves much more than being physically near other students, discussing material, helping, or sharing material with other students. There is a crucial difference between simply putting students into groups to learn and in structuring cooperative interdependence among students.
B. COMPONENTS OF COOPERATIVE LEARNING
Five key elements differentiate cooperative learning from simply putting students into groups to learn.
1. Positive Interdependence: You'll know when you've succeeded in structuring positive interdependence when students perceive that they "sink or swim together." This can be achieved through mutual goals, division of labor, dividing materials, roles, and by making part of each student's grade dependent on the performance of the rest of the group.
2. Individual Accountability: The essence of individual accountability in cooperative learning is "students learn together, but perform alone." This ensures that no one can "hitch-hike" on the work of others.
3. Face-to-Face (Promotive) Interaction: Important cognitive activities and interpersonal dynamics only occur when students promote each other's learning. This includes oral explanations of how to solve problems, discussing the nature of the concepts being learned, and connecting present learning with past knowledge.
4. Interpersonal and Small Group Social Skills: In cooperative learning groups, students learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork). Thus, a group must know how to provide effective leadership, decision-making, trust-building, communication, and conflict management. As students develop these skills, later group projects will probably run more smoothly and efficiently than early ones.
5. Group Processing: After completing their task, students must be given time and procedures for analyzing how well their learning groups are functioning and how well social skills are being employed. Group processing involves both taskwork and teamwork, with an eye to improving it on the next project.
C. WHY USE COOPERATIVE LEARNING
Extensive research has compared cooperative learning with traditional classroom instruction using the same teachers, curriculum, and assessments. On the average:
1. Students who engage in cooperative learning learn significantly more, remember it longer, and develop better critical-thinking skills than their counterparts in traditional lecture classes.
2. Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to attend classes and finish the course.
3. Students are going to go on to jobs that require teamwork. Cooperative learning helps students develop the skills necessary to work on projects too difficult and complex for any one person to do in a reasonable amount of time.
Cooperative learning processes prepare students to assess outcomes linked to accreditation.
Academic Achievement
Will cooperative learning help students learn? Research has shown that students who work in cooperative groups do better on tests, especially with regard to reasoning and critical thinking skills than those that do not.
Motivation and Retention
One reason for improved academic achievement is that students who are learning cooperatively are more active participants in the learning process. They care about the class and the material and they are more personally engaged.
Compared to students learning on their own, students who are engaged in cooperative learning:
1. Like the subject and college better
2. Are more likely to make friends in class
3. Have more self-esteem
Even if student satisfaction were not an end in itself, it should be noted that motivated students are less likely to miss class or drop out.
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Sumber: workshop PPG universitas negeri semarang 2013
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