The Implementation of Collaborative Learning to Enhance the Students’ Critical Thinking In Writing

Rokhaniyah, Hesti

doi:10.21111/at-tadib.v11i1.627

Cited by 8 publications

(4 citation statements)

References 3 publications

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“…Critical thinking as a valuable tool provides the avenue for students to make informed decisions about their knowledge, attitudes and abilities in academic endeavours (Kusumoto, 2018). Based on the foregoing assertion, Rokhaniyah (2016) reported that critical thinking affected students positively as they could express themselves confidently and became more creative. Sahoo and Mohammed (2018) analysed the reflections of a group of Korean medical students and indicated that the majority of the participants reported an improvement in their…”

Section: Critical Thinking and Collaborative Learningmentioning

confidence: 99%

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Somuah

Segbenya

Arhin

et al. 2022

IJEM

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PurposeFace-to-face tutorial sessions remain an integral part of the delivery mode of distance education in Ghana. It is sometimes used as the sole mode of delivery of educational content in some distance education institutions. This study, therefore, investigated the interconnectedness of elements of face-to-face tutorials among distance education students.Design/methodology/approachThe study adopted the positivist approach and used descriptive research as a design. Simple random and stratified sampling techniques were used, and a sample of 1,491 students was drawn from a population of 44,001 across all regions of Ghana. Data were collected with a self-administered questionnaire and analysed with descriptive and inferential statistics.FindingsThe study found that collaborative learning, counselling, self-directed learning, motivation and critical thinking had strong interrelationships as elements of face-to-face tutorials.Research limitations/implicationsThis quantitative study was limited to the views of students on the elements of face-to-face tutorials. It was envisaged, however, that the views of the tutors and administrators who conducted the face-to-face tutorials could have enriched the findings of the study. In addition, adopting a mixed design approach where both qualitative and quantitative data were collected from the participants could have given an in-depth and enriched perspective of the current study.Practical implicationsManagement of distance education institutions need to focus on these important elements and their inter-relationships as they might lead to improved academic and social progress among students. In addition, institutions must also organise orientations and seminars for course facilitators and new students on the need to develop commitments towards the elements of face-to-face tutorials as requirement so as to succeed on their course of study.Originality/valueThis is a novel approach that will help improve the understanding of students on the importance of the activities they engage in during face-to-face tutorials. It would also help managers of institutions using face-to-face tutorials to focus on these important elements that might lead to improved academic work among students.

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Section: Critical Thinking and Collaborative Learningmentioning

confidence: 99%

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Somuah

Segbenya

Arhin

et al. 2022

IJEM

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“…A study conducted by Rokhaniyah [10] found that implementing Collaborative Learning enhances the students' critical thinking and ability to write analytical exposition. Furthermore, Collaborative Learning can improve the classroom climate by increasing students' attention to the teaching and learning process, helping them feel more alive, increasing their responsibility to work in groups to solve problems in writing, and raising their self-confidence to express their ideas.…”

Section: Literature Reviewmentioning

confidence: 99%

The Implementation of Collaborative and Participatory Learning (CPL) to Enhance Students’ Critical Literacy Skills: A Case Study of Issues on Linguistics Class at Universitas Brawijaya

Purwaningtyas¹,

Fatimah²,

Sudarwati³

2022

Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021

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This study aims to explore how Collaborative and Participatory Learning (CPL) can be used to improve students' critical literacy skills. This qualitative research study was conducted in Issues on Linguistics class at Faculty of Culture Studies, Universitas Brawijaya. The respondents were 42 students who were taking the Issues on Linguistics courses. The authors assisted students to be involved in shared knowledge construction with classroom members and engaged meaningfully in CPL. Students' interest and enthusiasm to finish assignments has enhanced collaborative and participatory class, as well as the development of critical and analytical thinking skills. Furthermore, this technique has encouraged students to improve their social skills. Through this study, it is expected that other teacher educators can learn from the authors and enact CPL in their classroom contexts.

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“…Also, this facilitates cooperative learning among the students which makes the students feel like a part and parcel of the lesson and thus raising their performance. Rokhaniyah (2016) adds that through the usage of collaborative approach through grouping and pairing, learners increase their creative thinking and writing skills through listening to other students' ideas which facilitates them to acquire more knowledge.…”

Section: Usage Of Collaborative or Team Approachmentioning

confidence: 99%

Implementation of the Differentiated Instructional Approach among Public Secondary Schools in Mwanga District, Tanzania

Nguvava

Meremo

2021

EAJESS

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The Differentiated Instructional approach (DI) is a very important strategy to meet the diverse needs of the learner in improving the teaching and learning process. This study aimed at investigating the implementation of the Differentiated Instructional approach among the public secondary schools in Mwanga District, Tanzania. The study employed a mixed research approach with the convergent parallel design. The targeted population of this study was 7800 people and the study sample involved 98 participants including 1 District Quality Assurance Officer, 4 head of schools, 20 teachers as well as 73 students from 25 public secondary schools who were selected using purposive, stratified random sampling and simple random sampling. Data were analyzed through descriptive statistics with the help of the SPSS version 20 and content analysis. The findings indicate that teachers were familiar with the DI although they were not implementing it effectively to meet the diverse needs of the learners due to several work related hindrances. The study recommends that there should be the provision of adequate teaching and learning facilities in order to keep teachers updated on inclusive instructional approaches.

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The Implementation of Collaborative Learning to Enhance the Students’ Critical Thinking In Writing

Cited by 8 publications

References 3 publications

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

The Implementation of Collaborative and Participatory Learning (CPL) to Enhance Students’ Critical Literacy Skills: A Case Study of Issues on Linguistics Class at Universitas Brawijaya

Implementation of the Differentiated Instructional Approach among Public Secondary Schools in Mwanga District, Tanzania

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