INTRODUCTION
The Malaysian education system has structures, rules, and principles that focus on student learning outcomes. It has been emphasized in the National Education Philosophy that the education system hopes to produce people who are balanced in every aspect. Therefore, as executors, educators, facilitators, and people who realize the country’s educational aspirations, teachers must master various skills, knowledge, and values. Those three aspects must be fundamental to form an education system that has a positive and practical impact in line with global needs. Therefore, the cooperative learning model is discussed to show its importance and implications for the national education system, especially from the context of Malay primary school teachers.
Definition of Learning Model
According to Helmiati (2012), a learning model is a form of learning illustrated from beginning to end, specially prepared by the teacher. It embraces applying an approach, method, strategy, and technique. Each learning model has its own approach, whether it is a student-centered approach, a teacher-centered approach, or a material-centered approach. The method used in the learning model to implement a plan that has been compiled in a practical form to achieve the learning goal is a learning method.
Cooperative Learning Model
According to Nazrul Izuwan Mohammad Nasir (2015), cooperative learning requires students to work together in groups to overcome a problem, give feedback, and communicate and interact with each other in a structured way. This means that the cooperative learning model has a strategy that applies the value of cooperation and unity to solve a problem and provide knowledge about learning content. Accordingly, famous philosophers such as Kagan, Johnson & Johnson, Cooper, Grave & Graves, Millos, and Slavin have introduced several cooperative learning approaches. Accordingly, Kagan has listed over 50 cooperative structures adapted to the content. According to Kagan (1998), learning activities exist in cooperative learning when the cooperative structure is adapted to the content.
Teachers need to master the learning structure and adapt it to the content to form suitable activities for cooperative learning. Cooperative learning activities are separated from the actual student learning objectives without mastering these two aspects. According to Effandi Zakaria (1998), cooperative learning is a teaching strategy where students help each other in small groups. Cooperative learning occurs when students work in groups, share ideas, help each other solve problems, and ensure that all group members master the lesson’s content by asking the teacher for help. Teachers test and give grades based on group performance, sometimes based on individual grades. Therefore, this strategy suits Malay Language Learning and Facilitation (PdPc).
Based on the Curriculum Development Division (2016), there are 33 cooperative learning structures namely Carousel Feedback, Fan-N-Pick, Flashback Game, Inside-Outside Circle, Find Someone Who, Find-the-Fiction, Jot Thoughts, Match Mine, Think-Pair Share, Mix-Freeze-Group, Mix-Pair-Share, Numbered Heads Together, One Stray, Pairs Compare, Poems for Two Voices, Quiz-Quiz-Trade, Round Table & Rally Table, Simultaneous Round Table, Round Robin & Rally Robin, Stand Up-Hand Up-Pair Up, Talking Chips, Team Stand-N-Share, Gallery Walk, One Stays Three Stray, Hot Seat, Jigsaw, Word Wall, List-O-Mania, Two Stars & A Wish, Table Cloth, 21st Century Learning Group Work and Exit Cards. The structures that have been listed can be combined with appropriate content at each level of teaching, namely induction sets, teaching steps, development steps, assessment steps, and closing. The structure will also be used according to specific purposes in the teaching and learning process.
According to Sharan and Sharan (1992), groups in cooperative learning often consist of four to six members. This means that cooperative learning will occur if the group consists of at least four and no more than six members. In addition, according to Slavin (1990), all cooperative learning methods require students to be responsible for their teammates’ and their learning. Therefore, each member is responsible for ensuring that learning is carried out correctly and diligently so that the impact of cooperative learning is practical. Slavin (1990) also stated that student team learning methods emphasize team goals and success, which can be achieved when team members commit. Based on the statement, the success of cooperative learning requires solid cooperation from each member so that the learning process from group activities or assignments can be successfully mastered and learning objectives achieved.
There are six main concepts in cooperative learning: the team having a structured vision for developing a positive mindset, social skills, management, PIES principles, determination or willingness to cooperate, and the use of structure. The PIES principle stands for positive interdependence, individual accountability, equal participation, and simultaneous interaction. According to Kagan, not all group activities can be classified as cooperative learning unless the structure meets the four principles. According to Kagan (1988), the conducive learning atmosphere when the cooperative learning model is applied is that the classroom is more democratic, giving leadership power to students and teachers only acting as facilitators and mentors.
Features of the Cooperative Learning Model
Many studies have found that cooperative learning has privileges or advantages. Among them is increasing students’ potential in terms of academic achievement, positive sensitivity to diversity, and strengthening social skills. The Cooperative Learning Model also uses classroom rules to create an effective team. The classroom rules are KISSES, which is to keep with the group, include everyone, share ideas and feelings, stay on task, encourage others, and have six-inch voices. The rules mean always being in a team, involving all members (no riding), always doing assigned tasks, encouraging peers, and having friendly discussions in groups of two or four within about 6 inches.
In addition, Slavin (1990) stated that cooperative learning is only effective when it has three characteristics: group rewards, individual responsibility, and equal opportunities to succeed. This means that each group will be rewarded when the group achieves specific criteria without any competition among group members to be more motivated to engage in group activities. Individual responsibility determines the group’s success, which can encourage students to guide their peers, and all members are responsible for mastering the lesson. At the same time, student achievement is measured based on improving their respective performance. This is an opportunity for each student to improve their performance or group achievement regardless of their individual ability level.
Johnson & Johnson (1994) outlined five characteristics of cooperative learning: group goals, member roles, interaction, group skills, and group evaluation. Group goals mean that students must work together in a group to achieve the goals that have been set. Then, the role of members refers to the duties and responsibilities of individuals and other group members. A group is responsible for achieving its goals, and each member is responsible for contributing their work. At the same time, cooperative learning also encourages interaction regardless of the same in various forms, preferably face-to-face.
Students in groups will work together by sharing materials, helping, and encouraging each other. Next, group skills are the most crucial feature of cooperative learning. This is because students need social skills and skills to work in groups. Pupils need to be trained and guided to have those skills so that the group that has been created works well. If there is a conflict, those skills can be used to manage and resolve the conflict. At the last input of cooperative learning, group members will discuss and analyze the extent to which their group achieved the desired goal. Students identify actions and behaviors that must be improved or stopped during group assessment.
Johnson & Johnson (1985) also stated that not all group learning forms are cooperative learning. Therefore, group learning must be categorized as cooperative learning positive interdependence, individual accountability, group interaction, and social skills. Positive interdependence means that students should have a character change depending on the nature of independence and will change to the level of interdependence between one individual and another. Interdependence is born or exists when the student thinks that he needs the efforts of others to complete the task, even if the student is independent. There is a situation where the student is independent but realizes that higher excellence can be achieved through the efforts, input, and energy of others.
Individual accountability is also an element in cooperative learning when students or individuals are responsible for their achievements, even if they are required to cooperate in a task. This is also clear when the assessment can be made individually by looking at the level of cooperation and responsibility given. Then, group interaction and social skills must be present in cooperative learning. The group interaction that exists will help the learning process when students share information, explain ideas or arguments, and discuss and teach what they know to others. Indirectly, there are students’ social skills. Social skills include leadership, decision-making, building skills, communication, and conflict management.
Kagan (1988) has built a cooperative learning model and named the principles built PIES. PIES stands for positive interdependence, individual accountability, equal involvement, and structure. Positive dependence can be seen in the methods used in cooperative learning. Cooperative learning refers to teaching methods that require students of various abilities to work together in small groups to achieve a common goal. The target is the maximum level of learning not only for yourself but also for other friends. Strong positive interdependence in a group will motivate each member to succeed and achieve learning objectives.
In order to assess the individual accountability of each group member, an assignment will be given to the group. The group’s achievements will be evaluated according to each individual’s contribution. Each member will receive a score according to their contribution or idea. This has indicated that accountability is an essential principle in the cooperative learning model. The following principle of the Cooperative Learning Model is equal participation. Equal involvement among group members can be achieved through division or sequence of tasks. Every student can participate and give ideas through the principle of equal participation. This principle makes every student responsible and involves them equally.
Accordingly, there are several structures in Kagan’s (1988) model. Each of them has its use and importance. Knowledge of these structures and how to implement them requires repeated understanding and practice. You will learn about these structures in the following pages. Each principle in the cooperative learning model of Kagan can be achieved through one of the structures, such as THINK-PAIR-SHARE, Round Robin, Presentation, and Division of Tasks. The Think-Pair-Share structure will occur when students are given a question and time to think about the answer for a certain period. Then, they will compare their answers in groups and present them in class. Then, each student gives an idea each time it is their turn through the round-robin structure. Through the Structure of Presentation or Trade a Problem, students will show the answer cards to other groups if the answers are incorrect. The division of tasks, or Assigning Roles, is a structure that gives each student a role as an idea recorder, extending the group’s ideas to other groups and many more.
The integration of the cooperative learning model in PdP can be done through the planning, operation, management, and evaluation process shown. Through the planning process, several steps need to be taken:
- choosing a structure adapted to the content,
- choosing a structure adapted to the learning goals,
- determining the criteria for forming student teams,
- preparing materials and
- planning the use of time and space.
The structure chosen must be based on the content and learning goals. This is because each structure has its advantages and functions. The functions and advantages of the structure will help support the learning objectives that contain the lesson’s content. In addition, determining the criteria is very necessary when planning. Criteria such as ability, level of mastery, or skill will determine the group determined by the teacher. During the planning process, the teacher also needs to prepare materials such as instruction cards, tear paper, and so on that are appropriate to the structure, activities, and learning objectives. The selection and preparation of materials is the most important step because these materials will be a supporter and amplifier for the smoothness of PdP. Teachers also need to plan the optimal use of time and space in the planning process. For example, the teacher needs to determine how many minutes the students need to write and discuss so that the teaching steps have a period according to the activities carried out. In addition, the optimal use of space is also necessary so that the structure, activities, and learning objectives can be carried out and function well in comfortable or conducive conditions. The planning process will affect the subsequent processes.
Figure 5 shows the operation process of Cooperative Learning in PdP. During the management process, the teacher needs to explain the learning goals to the students so that they are more focused and clear about what needs to be achieved. Teachers must provide essential information at each step to form a smooth PdP process, such as using materials, rules, etc. Teachers also need to determine the coordination of activities contained in classroom rules, such as the reward system, using signal light cards, and discussion or listening signals. In addition, teachers also need to state the aspects that will be assessed and the form of assessment so that students are more prepared. For example, cooperation in the presentation will be counted, and each member must explain. Indirectly, this control process occurs when PdP is ongoing and when the teacher explains. In summary, the handling process occurs throughout the teaching steps and activities.
After handling, the teacher will become a monitor, facilitator, and mentor. Based on the management process, the teacher will provide a form of guidance to students in mastering other values in addition to mastering learning objectives such as having the value of cooperation, trusting friends, and respecting the opinions or ideas of friends. Afterward, the teacher must explain social skills to the students according to the situation in each group or as a whole class. This management process focuses more on teacher guidance to emphasize the cooperative learning function carried out in addition to achieving learning goals or learning objectives. In the management process, teachers are encouraged to take ‘brain breaks’ to maintain and increase students’ motivation to carry out activities.
In addition, the evaluation process is also essential in integrating the Cooperative Learning Model. An assessment process focuses on mastery, thinking skills, information sharing, and communication skills. In a PdP, assessment determines the effectiveness of a teacher’s teaching and provides an overview of student achievement in a skill. The evaluation also serves as a guide for teachers to determine the structure, development, or strengthening activities and products students produce at the end of the learning process. Therefore, teachers need to focus on mastery. Teachers must also test students’ thinking through questions and assignments with thinking skills. In addition, sharing and communication skills are also used as a focus for functional assessment of the importance of cooperative learning.
IMPORTANCE OF COOPERATIVE LEARNING MODEL
The cooperative learning model has several important implications, especially in the learning and facilitation of Malay. Among them is applying the value of working together and training various skills of various skills. Cooperative learning refers to a teaching method that requires students of different abilities to work together in small groups to achieve a common goal. The target is the maximum level of learning not only for yourself but also for other friends. According to Ahmad Md Sharif (1994), exciting teaching and learning is challenging and effective teaching and learning where the teaching is student-centered. This allows students to interact, communicate, experience, and appreciate a more effective learning process. An approach has its strengths and weaknesses. This is because an approach or method may be appropriate and effective for a lesson objective and learning environment. If this approach or method is implemented thoughtfully, it will benefit students (Ahmad, 1994).
According to Kagan (1992), the benefits of cooperative learning for students are as follows:-
i. Higher motivation to succeed because one is achieving success not only for oneself but for one’s teammates as well. This situation causes more time devoted to a task and will increase learning.
ii. Pupils with weak learning strategies get more opportunities to see models of other pupils with more effective strategies.
iii. Interpersonal relationships improve due to cooperative skills and the need to help each other.
iv. The social atmosphere of cooperative learning makes the school a fun place.
v. Members from different societal groups can work together towards a common goal.
vi. Interacting with others encourages a person to reorganize their thinking, for example, summarizing, clarifying, and giving examples. This cognitive restructuring adds to higher-order thinking.
vii. Students have more opportunities to see other people’s thinking strategies and share their own strategies.
viii. Anxiety will decrease, encouraging a person to take risks, try new ways, and increase creativity.
ix. Listening to other people’s views, especially in a heterogeneous group, can give awareness that there are opinions that are different from one’s own.
Researchers support the benefits stated by Kagan (1988). Kagan states that cooperative learning can increase motivation. This means that confidence in students can also be increased. The statement is supported by Charanjit et al. (2020), who use the think-pair-share strategy. This cooperative learning model helps improve speaking skills in English because the cooperative model helps increase students’ confidence in speaking a second language. As a result of using this model, students can speak fluently and become more proactive in participating in discussion sessions and presenting their own ideas. Next, cooperative learning helps to increase student motivation, especially for students who need to master a second language. A study conducted by Fidrayani and Novia (2017) on improving students’ proficiency in Indonesian showed a 10% increase in student self-efficacy. Through the teacher’s observation, students who are less active and less motivated in the group in the first and second meeting of the first cycle become active in the first meeting of the second cycle. They become more willing to share and can listen to their peers’ opinions on topics given by the teacher.
IMPLICATIONS OF THE COOPERATIVE LEARNING MODEL TO TEACHERS AND STUDENTS.
The cooperative learning model has several implications for teachers and students. The cooperative learning model has several implications for teachers: supporting educational aspirations, developing teaching strategies, and increasing student potential. The implication of the cooperative learning model for students is to prepare themselves to work together, train themselves to solve problems, manage time, perform roles, and master knowledge based on experience.
Conventional methods provide a boring atmosphere if teachers often use them in PdP. Conventional methods are not weak methods and are not necessary at all. Sometimes, teachers need to use conventional methods according to the situation and needs. Nevertheless, teachers must always use various teaching methods so that teachers are always motivated to teach. Each teaching model certainly needs a certain amount of time to be mastered and mastered, but if the teacher does not take action, the teacher’s skills in using a teaching model will not develop; in fact, the teacher is always comfortable with ignorance and lack of courage.
Therefore, the cooperative learning model is one of the models that can make the PDP atmosphere more exciting and meaningful. This is because the processes found in the cooperative learning model have been well organized in line with the steps in a PdP. Teachers only need to understand the learning model from the characteristics, principles, structure, and process of cooperative learning. In addition, if the teacher is skilled in using each structure, there is no doubt that the learning atmosphere will be more successfully implemented with various materials and processes. Students will be more motivated and eager to carry out activities if the learning environment is more successful. The situation that makes students wait will surely leave a lasting memory in the memory of every student. Pupils not only try to master the learning content and achieve goals but also pupils will train themselves to always cooperate in completing assignments.
Teachers can also prepare earlier in the planning process if they use a cooperative learning model. The teacher needs to prepare the necessary materials. Teachers must also ensure that each piece of content, criteria, and rule used in integrating the learning model is accurate. In addition, teachers who are good at using the cooperative learning model will make the PDP atmosphere more serious. A cooperative model that has the characteristics of improving individual performance even when performing tasks in a group. Pupils’ potential for knowledge is developed. In addition, teachers will guide students on social skills. This also develops students’ potential from the aspect of skills and values. Indirectly, teachers have supported the country’s educational aspirations to produce students who are balanced from all aspects and able to compete on the world stage.
Students are essential individuals in the cooperative learning model because the model is student-centered. When conducting cooperative learning, students will complete assignments together with group members. The ability to solve tasks that require thinking skills and mastery provides training for students to use the skills and knowledge learned in everyday life.
CONCLUSION
In conclusion, the cooperative learning model has its concept, characteristics, principles, methods, techniques, and importance. The cooperative learning model will be more effective if the teacher understands the rules and principles of the cooperative learning model. The cooperative learning model is also one of the models that can be used in PdP. Ideally, teachers use the cooperative learning model in PdP even once a year. After all, the cooperative learning model has importance and implications for teachers and students who can improve the country’s education quality.
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