The Impacts of Cooperative Learning on Suburban Students’ Learning Motivation
Keywords:
cooperative; suburban; motivation
Abstract
This study investigates the impact of cooperative learning on suburban students’ motivation. This study used an experimental approach by comparing the effectiveness of cooperative learning in the experimental group with traditional learning in the control group. The research began by carefully identifying schools in a developing industrial area in Cerme, Gresik City, Indonesia. Data collection was carried out carefully through documentation techniques, including taking various documents and records directly related to student learning motivation. This research group featured 224 high school students divided into two equal groups: 146 students in the experimental group and 145 students in the contr with traditional learning. The data were analyzed using the t-test as an analytical tool to measure and establish the statistical significance of the differences between these two groups of students. The research results clearly show the positive impact of cooperative learning on student motivation, as shown by the p-value of 0.014. In light of these important findings, future research directions have been carefully outlined to include in-depth and longitudinal investigations of motivational sustainability within cooperative learning frameworks, exploration of the potential for cultural variation, refinement of teacher training methodologies, integration of modern educational technologies, and development of parental involvement initiatives and innovative. Cooperative learning can increase student motivation and enrich and stimulate academic environments.
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References
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Casanova, J. R., Cervero, A., Núñez, J. C., Almeida, L. S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408–414. https://doi.org/10.7334/psicothema2018.155
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Dendup, T., & Onthanee, A. (2020). Effectiveness of cooperative learning on English communicative ability of 4th grade students in Bhutan. International Journal of Instruction, 13(1), 255–266. https://doi.org/10.29333/IJI.2020.13117A
Dube, B. (2020). Rural online learning in the context of COVID-19 in South Africa: Evoking an inclusive education approach. Multidisciplinary Journal of Educational Research, 10(2), 135–157. https://doi.org/10.4471/remie.2020.5607
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Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Leaper, C., & Starr, C. R. (2019). Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment. Psychology of Women Quarterly, 43(2), 1–19. https://doi.org/10.1177/0361684318806302
Lestari, F., Saryantono, B., Syazali, M., Saregar, A., Madiyo, Jauhariyah, D., & Umam, R. (2019). Cooperative learning application with the method of network tree concept map: Based on Japanese learning system approach. Journal for the Education of Gifted Young Scientists, 7(1), 15–32. https://doi.org/10.17478/jegys.471466
Liu, W., Guo, S., Qiu, G., & Zhang, S. X. (2021). Corporal punishment and adolescent aggression: An examination of multiple intervening mechanisms and the moderating effects of parental responsiveness and demandingness. Child Abuse and Neglect, 115(February), 1–12. https://doi.org/10.1016/j.chiabu.2021.105027
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Martin, L. E., & Mulvihill, T. M. (2019). Voices in Education: Teacher Self-Efficacy in Education. Teacher Educator, 54(3), 195–205. https://doi.org/10.1080/08878730.2019.1615030
Meyer, J., Fleckenstein, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58(January), 58–74. https://doi.org/10.1016/j.cedpsych.2019.01.006
Mizuno, K., Tanaka, M., Fukuda, S., Imai-Matsumura, K., & Watanabe, Y. (2011). Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents. Behavioral and Brain Functions, 7(4), 1–11. https://doi.org/10.1186/1744-9081-7-4
Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83–101. https://doi.org/10.17323/jle.2019.9809
Ng, B. (2018). The neuroscience of growth mindset and intrinsic motivation. Brain Sciences, 8(20), 1–10. https://doi.org/10.3390/brainsci8020020
Núñez, J. C., Regueiro, B., Suárez, N., Piñeiro, I., Rodicio, M. L., & Valle, A. (2019). Student perception of teacher and parent involvement in homework and student engagement: The mediating role of motivation. Frontiers in Psychology, 10(JUNE), 1–16. https://doi.org/10.3389/fpsyg.2019.01384
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Plessis, P., & Mestry, R. (2019). Teachers for rural schools – A challenge for South Africa. South African Journal of Education, 39(1), 1–9. https://doi.org/10.15700/saje.v39ns1a1774
Ramos Salazar, L., & Hayward, S. L. (2018). An Examination of College Students’ Problem-Solving Self-Efficacy, Academic Self-Efficacy, Motivation, Test Performance, and Expected Grade in Introductory-Level Economics Courses. Decision Sciences Journal of Innovative Education, 16(3), 217–240. https://doi.org/10.1111/dsji.12161
Rashid, S., & Akram, R. (2019). Relationship between the levels of motivation and learning strategies of prospective teachers at Higher Education level. Bulletin of Education and Research, 41(1), 57–66.
Roksa, J., & Kinsley, P. (2019). The Role of Family Support in Facilitating Academic Success of Low-Income Students. Research in Higher Education, 60(4), 415–436. https://doi.org/10.1007/s11162-018-9517-z
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryzin, M. J. Van, & Roseth, C. J. (2018). Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes. J Educ Psychol., 110(8), 1192–1201. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5958625/pdf/nihms960157.pdf
Santrock, J. (2008). Educational Psychology. McGraw-Hill Companies.
Santrock, J. (2023). Educational Psychology, 8th Edition (8th ed.). McGraw-Hill Companies.
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In Advances in Motivation Science (1st ed., Vol. 8, pp. 153–179). Elsevier Inc. https://doi.org/10.1016/bs.adms.2020.10.001
Serin, H. (2018). A Comparison of Teacher-Centered and Student-Centered Approaches in Educational Settings. International Journal of Social Sciences & Educational Studies, 5(1), 164–167. https://doi.org/10.23918/ijsses.v5i1p164
Siriphot, T., & Hamcumpai, S. (2020). The Effect of Cooperative Learning on Students’ Speaking Self-efficacy. KKU Research Journal, 8(August), 145–154. https://so04.tci-thaijo.org/index.php/gskkuhs/article/view/245330%0Ahttps://so04.tci-thaijo.org/index.php/gskkuhs/article/download/245330/166623
Sulastri, E., Yahya, M., Budiono, H., & Daroini, H. (2019). Kecamatan Cerme Dalam Angka. In Badan Pusat Statistik Kabupaten Gresik (Issue September).
Tran, V. D., Nguyen, T. M. L., De, N. Van, Soryaly, C., & Doan, M. N. (2019). Does cooperative learning may enhance the use of students’ learning strategies? International Journal of Higher Education, 8(4), 79–88. https://doi.org/10.5430/ijhe.v8n4p79
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1), 1–9. https://doi.org/10.1080/10872981.2020.1742964
Yalçin, K., & Hasan, A. (2018). The effect of cooperative learning on the academic achievement and attitude of students in Mathematics class. Educational Research and Reviews, 13(21), 712–722. https://doi.org/10.5897/err2018.3636
Yatimah, D., Solihin, S., Adman, A., & Syah, R. (2019). Jigsaw learning model base on cooperative instructional strategies to improve academic discussion in adult education on environment concepts. Journal of Physics: Conference Series, 1402(3), 1–4. https://doi.org/10.1088/1742-6596/1402/3/033039
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399–1412. https://doi.org/10.29333/iji.2019.12189a
Zheng, S., & Zhou, X. (2022). Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment. International Journal of Environmental Research and Public Health, 19, 1–15. https://doi.org/10.3390/ijerph191912604
Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/10.1080/02607476.2020.1733402
Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students’ writing skills and attitudes through telegram application. International Journal of Instruction, 11(3), 433–448. https://doi.org/10.12973/iji.2018.11330a
Ardiyani, S. M., Gunarhadi, & Riyadi. (2018). Realistic Mathematics Education in Cooperative. Journal on Mathematics Education, 9(2), 301–310. https://files.eric.ed.gov/fulltext/EJ1194281.pdf
Bilgin, C. U., & Gu, A. (2019). Investigating the effectiveness of gamification in collaborative learning environments. TechTrends, 7(November). https://doi.org/https://doi.org/10.1007/s11528-019-00442-x
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001
Casanova, J. R., Cervero, A., Núñez, J. C., Almeida, L. S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408–414. https://doi.org/10.7334/psicothema2018.155
Chan, S., Maneewan, S., & Koul, R. (2021). An examination of the relationship between the perceived instructional behaviors of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 75(2), 264–286. https://doi.org/10.1080/00131911.2021.1916440
Clark, S., & Newberry, M. (2018). Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32–47. https://doi.org/10.1080/1359866X.2018.1497772
Dendup, T., & Onthanee, A. (2020). Effectiveness of cooperative learning on English communicative ability of 4th grade students in Bhutan. International Journal of Instruction, 13(1), 255–266. https://doi.org/10.29333/IJI.2020.13117A
Dube, B. (2020). Rural online learning in the context of COVID-19 in South Africa: Evoking an inclusive education approach. Multidisciplinary Journal of Educational Research, 10(2), 135–157. https://doi.org/10.4471/remie.2020.5607
Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback, and student achievement. Learning and Instruction, 66(November), 1–17. https://doi.org/10.1016/j.learninstruc.2019.101296
Hajovsky, D. B., Chesnut, S. R., & Jensen, K. M. (2020). The role of teachers’ self-efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology, 82(September), 141–158. https://doi.org/10.1016/j.jsp.2020.09.001
Han, S.-I., & Son, H. (2020). Effects on cooperative learning on the improvement of interpersonal competence among students in classroom environments. International Online Journal of Education and Teaching (IOJET), 7(1), 17–28. http://iojet.org/index.php/IOJET/article/view/717
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300–312. https://doi.org/10.1037/0012-1649.17.3.300
Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54(June), 139–152. https://doi.org/10.1016/j.cedpsych.2018.06.005
Karlen, Y., Suter, F., Hirt, C., & Maag Merki, K. (2019). The role of implicit theories in students’ grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task. Learning and Individual Differences, 74(July). https://doi.org/10.1016/j.lindif.2019.101757
Klassen, R. M., & Klassen, J. R. L. (2018). Self-efficacy beliefs of medical students: a critical review. Perspectives on Medical Education, 7(2), 76–82. https://doi.org/10.1007/s40037-018-0411-3
Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children’s academic achievement in Chile. Frontiers in Psychology, 10(JUNE), 1–5. https://doi.org/10.3389/fpsyg.2019.01464
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Leaper, C., & Starr, C. R. (2019). Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment. Psychology of Women Quarterly, 43(2), 1–19. https://doi.org/10.1177/0361684318806302
Lestari, F., Saryantono, B., Syazali, M., Saregar, A., Madiyo, Jauhariyah, D., & Umam, R. (2019). Cooperative learning application with the method of network tree concept map: Based on Japanese learning system approach. Journal for the Education of Gifted Young Scientists, 7(1), 15–32. https://doi.org/10.17478/jegys.471466
Liu, W., Guo, S., Qiu, G., & Zhang, S. X. (2021). Corporal punishment and adolescent aggression: An examination of multiple intervening mechanisms and the moderating effects of parental responsiveness and demandingness. Child Abuse and Neglect, 115(February), 1–12. https://doi.org/10.1016/j.chiabu.2021.105027
Lombardi, D., Shipley, T. F., Bailey, J. M., Bretones, P. S., Prather, E. E., Ballen, C. J., Knight, J. K., Smith, M. K., Stowe, R. L., Cooper, M. M., Prince, M., Atit, K., Uttal, D. H., LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J., & Docktor, J. L. (2021). The Curious Construct of Active Learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974
Luther, V. L. (2022). The Impacts of Self-Efficacy and Intrinsic Motivation: Mentoring Students to Be Motivated Readers. The Language and Literacy Spectrum , 32(1). https://digitalcommons.buffalostate.edu/lls/vol32/iss1/2
Mahmud, R. (2021). Family Socioeconomic Determinants and Students’ Demand for Private Supplementary Tutoring in English in Urban and Rural Bangladesh. Education and Urban Society, 53(7), 1–21. https://doi.org/10.1177/0013124520974332
Martin, L. E., & Mulvihill, T. M. (2019). Voices in Education: Teacher Self-Efficacy in Education. Teacher Educator, 54(3), 195–205. https://doi.org/10.1080/08878730.2019.1615030
Meyer, J., Fleckenstein, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58(January), 58–74. https://doi.org/10.1016/j.cedpsych.2019.01.006
Mizuno, K., Tanaka, M., Fukuda, S., Imai-Matsumura, K., & Watanabe, Y. (2011). Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents. Behavioral and Brain Functions, 7(4), 1–11. https://doi.org/10.1186/1744-9081-7-4
Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83–101. https://doi.org/10.17323/jle.2019.9809
Ng, B. (2018). The neuroscience of growth mindset and intrinsic motivation. Brain Sciences, 8(20), 1–10. https://doi.org/10.3390/brainsci8020020
Núñez, J. C., Regueiro, B., Suárez, N., Piñeiro, I., Rodicio, M. L., & Valle, A. (2019). Student perception of teacher and parent involvement in homework and student engagement: The mediating role of motivation. Frontiers in Psychology, 10(JUNE), 1–16. https://doi.org/10.3389/fpsyg.2019.01384
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Fur Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x
Plessis, P., & Mestry, R. (2019). Teachers for rural schools – A challenge for South Africa. South African Journal of Education, 39(1), 1–9. https://doi.org/10.15700/saje.v39ns1a1774
Ramos Salazar, L., & Hayward, S. L. (2018). An Examination of College Students’ Problem-Solving Self-Efficacy, Academic Self-Efficacy, Motivation, Test Performance, and Expected Grade in Introductory-Level Economics Courses. Decision Sciences Journal of Innovative Education, 16(3), 217–240. https://doi.org/10.1111/dsji.12161
Rashid, S., & Akram, R. (2019). Relationship between the levels of motivation and learning strategies of prospective teachers at Higher Education level. Bulletin of Education and Research, 41(1), 57–66.
Roksa, J., & Kinsley, P. (2019). The Role of Family Support in Facilitating Academic Success of Low-Income Students. Research in Higher Education, 60(4), 415–436. https://doi.org/10.1007/s11162-018-9517-z
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryzin, M. J. Van, & Roseth, C. J. (2018). Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes. J Educ Psychol., 110(8), 1192–1201. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5958625/pdf/nihms960157.pdf
Santrock, J. (2008). Educational Psychology. McGraw-Hill Companies.
Santrock, J. (2023). Educational Psychology, 8th Edition (8th ed.). McGraw-Hill Companies.
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In Advances in Motivation Science (1st ed., Vol. 8, pp. 153–179). Elsevier Inc. https://doi.org/10.1016/bs.adms.2020.10.001
Serin, H. (2018). A Comparison of Teacher-Centered and Student-Centered Approaches in Educational Settings. International Journal of Social Sciences & Educational Studies, 5(1), 164–167. https://doi.org/10.23918/ijsses.v5i1p164
Siriphot, T., & Hamcumpai, S. (2020). The Effect of Cooperative Learning on Students’ Speaking Self-efficacy. KKU Research Journal, 8(August), 145–154. https://so04.tci-thaijo.org/index.php/gskkuhs/article/view/245330%0Ahttps://so04.tci-thaijo.org/index.php/gskkuhs/article/download/245330/166623
Sulastri, E., Yahya, M., Budiono, H., & Daroini, H. (2019). Kecamatan Cerme Dalam Angka. In Badan Pusat Statistik Kabupaten Gresik (Issue September).
Tran, V. D., Nguyen, T. M. L., De, N. Van, Soryaly, C., & Doan, M. N. (2019). Does cooperative learning may enhance the use of students’ learning strategies? International Journal of Higher Education, 8(4), 79–88. https://doi.org/10.5430/ijhe.v8n4p79
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1), 1–9. https://doi.org/10.1080/10872981.2020.1742964
Yalçin, K., & Hasan, A. (2018). The effect of cooperative learning on the academic achievement and attitude of students in Mathematics class. Educational Research and Reviews, 13(21), 712–722. https://doi.org/10.5897/err2018.3636
Yatimah, D., Solihin, S., Adman, A., & Syah, R. (2019). Jigsaw learning model base on cooperative instructional strategies to improve academic discussion in adult education on environment concepts. Journal of Physics: Conference Series, 1402(3), 1–4. https://doi.org/10.1088/1742-6596/1402/3/033039
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399–1412. https://doi.org/10.29333/iji.2019.12189a
Zheng, S., & Zhou, X. (2022). Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment. International Journal of Environmental Research and Public Health, 19, 1–15. https://doi.org/10.3390/ijerph191912604
Published
2023-10-30
How to Cite
Arianto, F., & Yasin, F. (2023). The Impacts of Cooperative Learning on Suburban Students’ Learning Motivation. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 987-998. https://doi.org/10.37680/qalamuna.v15i2.3380
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Articles
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