Name                   : 1. Ani Sukma Sari               (2130730015)

                               2. Fathimatuzzahroh           (2130730018)

Group                  : 5

Cooperative Learning

            Cooperative learning is well known as an educational approach which aims to conduct and organize classroom activities into academic and social learning experiences. There is much more cooperative learning than merely arranging student into group, and it has been described as “structuring positive interdependence”. According to David Johnson and Roger Johnson (1999), there are five basic elements that allow successful small-group learning:

àPositive interdependence                          : Students feel responsible for their own and the group’s effort.

àFace-to-face interaction                            : Students encourage and support one other; the environment encourages discussion and eye contact.

àIndividual and group accountability       : Each student is responsible for doing their part; the group is accountable for meeting is goal.

àGroup behaviors                                       : Group member’s again direct instruction in the interpersonal, social, and collaborative skills needed to work with others occurs.

àGroup processing                                      : Group members analyze their own and the group’s ability to work together.  

Cooperative Learning Structures

A.    Problem Sets

Students complete some or most of their homework assignments in teams. The teams are encouraged to include only the names of actual participants on the solution set that they hand in. The students are initially disinclined to leave anyone’s name off, but eventually they get tired of letting nonparticipants (“hitchhikers,” in cooperative learning parlance)get good grades for work they didn’t do and begin to omit names, at which point many hitchhikers—unhappy about getting zeroes on assignments—start cooperating.

B.     Laboratories and Projects

Laboratories and projects may be carried out by teams (as they often are in traditional curricula), except that again the team grades should be adjusted for individual performance.

C.    Jigsaw

Jigsaw is a cooperative learning structure applicable toteam assignments that call for expertise in several distinct areas. For example, in a laboratory exercise, areas of expertise might include experimental design, equipment calibration and operation, data analysis (including statistical error analysis), and interpretation of results in light of theory, and in a design project the areas might be conceptual design, process instrumentation and control, safety and environmental impact evaluation, and cost and profitability analysis.

D.    Peer Editing

When teams turn in written lab reports and/or give oral presentations, the usual  procedure is for the instructor to do the critiquing and grading. A powerful alternative is

peer editing, in which pairs of groups do the critiquing for each other’s first drafts(written) or run-throughs (oral). The groups then revise their reports and presentations taking into account the critiquing teams’ suggestions and then submit or present to the instructor. This activity lightens the grading load for instructors, who end up with much better products to grade than they would have without the first round of critiquing.

E.     Peer-Led Team Learning

In peer-led team learning(PLTL), lectures are supplemented by weekly 2-hour workshops in which students work in six- to eight-person groups to solve structured problems under the guidance of trained peer leaders. The problems must be challenging and directly related to the course tests and other assessment measures. The course professor creates problems and instructional materials, assists with the training and supervision of peer leaders, and reviews progress of the workshops. The materials prompt students to consider ideas, confront misconceptions, and apply what they know to the solution process. The peer leaders clarify goals, facilitate engagement of the students with the materials and one another, and provide encouragement, but do not lecture or provide answers and solutions.