Teaching to Training Teachers through Cooperative Learning

Navarro-Pablo, Macarena; Gallardo-Saborido, Emilio J.

doi:10.1016/j.sbspro.2015.02.136

Cited by 19 publications

(15 citation statements)

References 1 publication

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“…Educational literature is abundantly supplied with research (e.g., Borůvková & Emanovský, 2016;Entonado & García, 2003;Kramarski & Mevarech, 2003;Navarro & Gallardo, 2015;Slavin, 1995;Yaduvanshi, S., & Singh, 2019) that have found cooperative settings more beneficial than individual and competitive ones. It has been revealed that cooperative learning environments lead to improved academic performance, higher order thinking and reasoning, self-confidence, and more social interactions.…”

Section: Research Problem and Focusmentioning

confidence: 99%

“…It was noted that some teachers who attempted to give group work did not explain clearly on how important it was for each group member to participate fully in cooperative group discussions. In view of this, teachers should always try to make it clear to their students that cooperative learning goes beyond a mere group work as it encompasses issues of individual responsibility, accountability and partnership (Le et al, 2018;Navarro & Gallardo, 2015). In other words, teachers should always make students aware of their individual responsibilities for each group to attain the set targets.…”

Section: Suggested Ways For Effective Utilization Of Cooperative Learmentioning

confidence: 99%

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Exploring the Barriers to Effective Cooperative Learning Implementation in School Mathematics Classrooms

Mukuka¹,

Mutarutinya²,

Balimuttajjo³

2019

PEC

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Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.

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Section: Research Problem and Focusmentioning

confidence: 99%

Section: Suggested Ways For Effective Utilization Of Cooperative Learmentioning

confidence: 99%

Exploring the Barriers to Effective Cooperative Learning Implementation in School Mathematics Classrooms

Mukuka¹,

Mutarutinya²,

Balimuttajjo³

2019

PEC

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“…Good interpersonal intelligence contributes to a students' communication ability improvement, and is in line with the 21 st century demand for good communication and collaborative abilities. CIRSA learning design is believed to be relevant since it stresses EDUPIJ • Volume 7 • Issue 3 • 2018 group cooperation in learning, which creates a more effective learning (Navarro-Pablo & Gallardo-Saborido, 2015).…”

Section: Discussionmentioning

confidence: 99%

CIRSA: Designing Instructional Kits to Empower 21st Century Skill

Djamahar¹,

Ristanto²,

Sartono³

et al. 2018

edupij

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Research about scientific literacy and metacognitive in the learning process is one of the main aspects of education with a vision to strengthening 21 st century skills. This study aimed to produce a learning design as a product of a scientific approach-based cooperative integrated reading and composition (CIRSA) media with a vision of empowering science literacy and metacognitive. The research method employed was a 4D research and development model (define, design, develop, disseminate). However, the research was limited up to the develop stage. The research result indicates that the product of CIRSA learning development in form of syllabus, lesson plan, learner worksheet, and evaluation instruments were within the category of very valid and feasible to be used as a learning media for Biology as a subject at the junior high school level. The research result is expected to contribute in the empowerment of scientific literacy and metacognitive.

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“…Macarena summarizes the results of his research that enhance balanced collaboration skills with the achievement of practical collective goals because students are able to overcome initial fears and insecurities in learning because they have found learning to challenge [14]. Gillies [15] revealed that the teacher's role must create conditions that influence students to be able to connect previous information to the future, encouraging students to explain reasons and thoughts so that they are involved in dialogical exchanges between students who listen to each other when building and connecting ideas and have alternative variations.…”

Section: B Inside-outside Models For Memorizing the Hadithmentioning

confidence: 99%

Inside-Outside: Model of Memorizing Hadith at Elementary Islamic School

Malikah¹,

Hidayatullah²,

Asrowi³

et al. 2020

Proceedings of the International Conference on Progressive Education (ICOPE 2019)

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The purpose of the research carried out in is to find out the concept of memorization learning that is applied in the field by various countries of educational institutions, and to develop a memorizing learning pattern that is faster and more enjoyable. The method used is a qualitative description analysis based on data from preliminary study results in the field. Questionnaires were given to students and teachers to find out the implementation of hadith learning in Madrasah Ibtidaiyah. The subject of the preliminary study in the field was carried out through observation to dig up information about the plans, processes and learning outcomes of memorizing the hadith and the methods used in class 3, class 4, and class 5 Madrasah Ibtidaiyah with a total of 100 students involved in Ponorogo Regency. Research conducted on the subject of the hadith of the 2017 school year odd semester. The results showed that learning models for memorizing hadiths necessary to be done, which can stimulate the active cooperation of students. Students' assumptions about teacher patience get a fairly high percentage. According to students, 90% of teachers have helped students if they have difficulties by repeating but did not provide an easy memorizing solution. Students state that 90% of teachers teach hadiths by repeating the hadith while 10% of teachers teach in varied ways. That is, the teacher does not have creativity in memorizing the hadith except by repeating the hadith. The inside-outside learning model is an alternative learning to memorize the hadith consisting of several stages, namely Seeing, Relating, Associating, Associating, Defending, and Goal.

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Teaching to Training Teachers through Cooperative Learning

Cited by 19 publications

References 1 publication

Exploring the Barriers to Effective Cooperative Learning Implementation in School Mathematics Classrooms

Exploring the Barriers to Effective Cooperative Learning Implementation in School Mathematics Classrooms

CIRSA: Designing Instructional Kits to Empower 21st Century Skill

Inside-Outside: Model of Memorizing Hadith at Elementary Islamic School

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