dr musa prof tosun

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Sakarya University
Faculty of A r t s and Scicncs
Thc Journal of A r t s and Scicncs
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ISSN :1301 3769. YII /Year :2002 Cilt / Volume :4 Sayr / Numberr 1
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Y.Do$.Dr. Muharrem TOSUN
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Editorial Board
~rof.'~ahdettin
SEVINC ,,.
Prof.Dr. Mehmet ALPARGU . I ~ ~.
Prof.Dr.Musa TASDELEN
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Prof-Dr. Alaeddin MEHMEDO~LU
Prof. Hamdi ARIKAN
Doq.Dr. llyas OZTURK
Do9.Dr.H. Murat T U T U N C ~ .
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hmi KARAKUS ... - . , ,
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lhrp AKAY. Muhmem TOSUN
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Sorunlar~............................................................. 1
Cmil dRGEV
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Oniversitesl Akadcmik vc fdari Personelinin Kan Cruplan ve
T d g o n u Konular~ndaklHassasyi@$Wa
Talepkrinin Tcdplti ile figill
Lr Arpgilrrna.................................
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W-km MANSOUR
1 X b u i e s of Reading and Interpretation: Reading orthc First 21 Lines
dlc Stage Direction in OsBorne's Loo&
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TJieTUZrA$
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1 l l a hDEM~R
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Selquklularr Devrinde Meslekler (Kitap Tan~trmi)
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rthrma dneri~erive Mu* Merkez llge brnegi ........
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tivc Learning in Indonesia
btalan
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US~DOCAN
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1ICltur ABAY
-rr'ndaki
Hemqehrilik Dernekleri. .................:........................ 94
bMustab ACKC)Z
Irh o b k m of Conscience and its Relevance to Consciousqess
104
U H t R A
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lLlsr Bilim Paradigmas1 ve Ona Y0neUk Elqtiriler.. ............................ 120
Ikpullah ~ A ? I
hTarihi Aqls~ndanAskcri Tekaiid Sand~p.::............................... 132
lYarm TOSUN
O.ti AaaqIr Metin C(hl)mlemesinde Ceviri lqlevinin Belirlenmesi........ 137
YlLDlRlM
114di.IOkullannda Kopyr Cekme Probledi........................................ 143
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'ILMEHMEL~CLU
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Kitabr'nda Bag~mltBirlqik Ugmk .................................. 165
n A&r Metallerin Ciderilrnai ve lqae Sbkrinin tnorganik
A n n d ~ n h a s...............
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UIRTULUS, Yusuf KARAKUS
(VLlenimIlie h e Filmlerin Optikse! izellikierinfn T n p l l . . . . . . . . 1%
ERTEM VEHiD. MOfit G1RESUN1,U. Yaht IRMAK &DEN
imtihar Ciriqimltrinde Ya$ ve Clnsiyet hi$kisinin isptist&sel
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~niversitesiFEN EDEB~YATDERGfSi (1 -2) 2002
DEVELOPMENT OF COOPEMTIVE LEARNING
IN INDONESIA
Eti "'
State University, Faculty of Social Sciences, Jakarta, Indonesia.
E-Mail: [email protected]
and objective; 11.) literature survey and outline of proposed
esearch methodology and analysis of data; and rv) conclusive
implications of the research.
Education, cooperative 1earning, s ocial studies, group, 1ecturer
F
g process become very rigid which c ~ $ d not be able to
support the development of knowledge and students' attitude, rnoralirly and
ability (N.Hasan, i996).
Teaching-learning process situation in university is still dominated
by "know!edge transfer" instead of including students activity in the learning
process. For exanlple this case can he found in stage I1 of D3 students (I33
students arr students i ~ h oin\ ol\.ed ir? cqu~lizationprogranme conducted by
Jakarta State I_'~:iversi?>)
of soclal s z ! , ~ i c::ducation, i.e. the leaming pl-ocess
nlainly e m p h a s i ~ eon :cignillvc acpcc: and do not ~ncludestudents act!vity in
teaching-leanling procrsh $0 that studen:~ha1.e lack of sr!f confident and lack
oi independence, even they have :i>ndency to be passive. whereas the D3
~hidentsare consist of secondary school teacher. The question is: How can
they teach secondary school studrirts stt'ect~velyw h l e their mind h a s been
alred:!y organlsed In the passivc form'?
Mass a116 electronic nie:iiun! iiequently putting the problem of low
quality of education as head!i! . in newspaper. It is suggested that the lo\\,
quality of education appear heiiiuse of using uaappropriate learning method
;,~b
. ,I(
-.I1 a s s ~ ~ n l i nthat
g soci3l scicnce education is sinlply a kno\vledge that call
bc entirely transfered fion; lecture1 to students mind. Rased on this
assumption, may be lech~lcrfeels that he has already thought perfectly, but
stlldeuts actually do no! learn allything. 7'111s demonstrates that there is the gap
between lecturer u~lderstanding in tcac-hing process, the objective and also
mission of social science educa~iunw l ~ ish preparing knowledge and ab~lity
to students in Jcaling \\lth life in society.
This situation is :~:ppcl~~ed
by rcailty that mcthodologic a5pecr and
"ek\positorik" approach a re d om~natec!t h:~:r' hole teacliing-lraming p roceys
!Scnuawal~. 19061. In thls sontrat. S a v a y 2nd Amstrong 11096') claim that
ye1 soc~alsclcncz cducaticjn does net challerqe students to lea112 and thds
devclop dn productive tdea. 1Irercfi~i-eit is obvious ihat to Improve quality of
teact~ing-learning process in social szicnzc education beconle very crucial
problem to be sol1;cd ilnnv:diarcly. Olie niodel of teaclling-lealning process
su~g,fitedcal!ed a s "cno;~erat~\.e
Ican~~ng".
This n ~ o d e lbased on the basic thought of "getting better togettier"
w111i.hemphasize on g i v ~ n gopporh~~!ityin condusive circunltances to students
to tievelop their kno~vledge,att~tude.values and social skills which wlll glve
them advantage in social life. !n cooperari\,e learning model students will not
only learn and accept kno\v!edpe from lecturtr, but also from other students,
elren they \vill able to give t11ei1 i!Mn views as well. Besides that there will be
more opportunity for students for improving their independence.
'
PROBLEM .4SD OBJEC'I'IVE
This research is trying to answer the following question: In s o c ~ a l
science education, can "cooperative 1earni:ig model" improve students ability
for lcaming independently'!
Rearm% the qucstlon in ~niiid. the ob.jcctive of' this ,study 1s to
inpro-.re or ad\.sncc students iibility to <furl! independently by applying to
(akarys i:!niversitesi FEN EDEBIYAT LIERGISI (1 -2) 2002
iooperative learn~ng method. Assuming that some aspect of learning
independently, ~ncludingstudents activities in learning process, is not too
i!luch dependent on Iectiirers. Because In most cases, sadents are able to find
olutions of confronted proble~lxbecause of using accurate datas, sharing
1 le\\-s among students, 9itorial 01. learning togetht.1 \\,it11 lecturer's assistance;
,o that process of leamlng and students uilderstanding become easier and
L!~~icker,
LITERAT1,'RE SLTRVEY AR'D OILiTI,INE OF PROPOSED RIODEL
Coomative
--. I.ean~in,g
-.-- Mode!
C~'ooperative means work together in achieving the goal (H. Hasan,
:()4h). In cooperxive acyivity. srudents working for the sake of a group. So
:liar 1earn:ng cc~operativc.1s ustng sr:~all Troup in Iearn~ngprocess \\.hi-fi give
.rt!tlrtit. iq~portnr:i:y to ~vc~rk
!c;gether for max~nuzinglearning process eithel.!, .ti1 ~ndivlc!ual o: as z, !::.sup ( H . Hasa:i. 1996). In relatin!] with this Slav111
! 19x3) pointed out that cooperative Iearning is a lcarniilg model w!11c!1
students could study am! xork in small group wlth collaborat~onwhrre the
~1.o11pis consist of 4-6 members, which group snucture is heterogen. <'he
,acceed of group is depend on capacity and activity of member as individual
.IS nell as 3 group.
Cooperative Irarlilng I S more than merely learning group or work
~ ' o ~ ibecause
p.
in cooperative learning their are structural support and group
<isslg~mment,
so that to enabie students to Interact openly and relation among
\hen1 cl!al.acterizcd by effecu\.e interdependency (Slavin, 1983; Srahl, 1904).
Besides that this kinc! of :&.c;rA relati011 pattern enable to emerge pasiti\.e
~ierueptionabout what students could do and acllieve as member and support
I;-om orhei member nhile !hey ere learning together in a groap. Stahl ( 190-4)
. . .
DE.iif\'?S that cooperative i e ~ r n : n , ~41 siudents as part of collaboration s\.sten~
.;o as to achieve optinial result i n learning process, This model is using
dssurnption based on Iik in community "gerting better together" or together
:srry on the better (Sla\.iri. 1493). App!ica':ion in the classroom. this learnlng
'espe~.~enct.d
tile cvntre which could felt
:,roccss put social lit2 realit)
'[I!"
s t ~ i d r n ~!ns daily Ilk I:I a sirnplc fornl. '!.his learning process cons~dzrthat
proposed succetss 111 1ca;ning not only depend on and obtain from lecturer.,
hut also horn the otl~ernarties who inc!uded in learning process, such as
hiends or a group members.
C'oopilrative learning 1s more efi'cctive in increasing the motives, the
h i r e s and performancc~ cf students (Manning and Lucking, 1991).
C'ooperative learning moclel st~inulateand increase students ability In solv~ng
problems faced in l e a r ~ ~ i nprocess,
g
tiecause students work together in finding
g
solution to the problem with a g o u p spirit.
and f o m ~ u l a t ~ nalternative
Based on above understanding, using cooperative learning model
students personal quality \\-ill develop especially in relation with affection
aspect which they can do together. Learning together in small group applying
8
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,,.
S~h.~r!.ai!ll.ivel.sltesr FEN EUEBIY AT DERG!SI (1 -2) 2002
.
--
-
~
pnnaple of cooperative is a p o d way to achieve learning objectives, rither
in cc~gnitiveand affective aspects or in ionat~vcaspect (H. Hasan. 1996;
Kosaslh. 1994). Lear-ning In reisable, open ancl relax situation among group
111cnibers g1i.e op1~1~txn!t)
to smdei-11s to galn and give input to del-elop
knowledge, attitude. \alucs. inol-ality and skllis. Positwe interdependent
behavioral pattein nhich is gro\\lng among group members will emerge
collective feeling and onc's belief for succeed In the learning process.
Personal~~y
developnient proc2ss 1~111help student who have lack of
interest to hecomt. more dmbit~onin learning, (11. Hasan. 1996: Kosasih.
1994; Stahl, 1994: Novac and (;ow-~n. 1985). The shidents v7ho have sh-o:ig
desire to learn will hslp ar,d br a niode! to the other students who have lack of
~nterestto Irarn berier. This kind of situation besides learning process become
11io1.eeffective also wili establisli n urturant v aiues which fit with education
object~vesot' social education, i.e. value of solidarity or mutual aid, social
atte:ltion, tnlsiing each other, read) to rake and to give, responsibiljty to
theirse1:les and to other gro:;:, ~nenlhers.Accordingly, in this learning group
attitude: vaiues and basic mnral are developed (H Hasan. 1996).
Basic Concept of Cooperative LeanModcl DeveloTo develcrp co~iperatrvelcanling model in the c,lassroom there are
some \>asic COIICCP~S !iced to he taken into account and by meails of whiz.!^
lectl~~ei-s
should prepare thc~rstlvrs\vl-lilt lecturing.
211 Study objective
Befor? applying any It.arriing stratcEy. first lecturer has to formulate
study objective clearly and speciiically. This study objective iiicluding what
students wiil do rn learning process. Study objective has to be fitted with
c u ~ ~ i c u l u study
m
and !earni:ig pl.oczss shoulcl f o ~ u son an ~1r:derstimdingof
snbject matter, att~tudeand plc)cess in cooperation, or certdin skills. ;I'hosc
objectives liave to be written cleally 50 as to inake easy to be understood by
sludel~tsas a whole. This has to be dons by a lecturer hefore a leqming group
fomled.
b) Students acceptance on study objective
In thls pati1 a Iccturer has to convince students to accept study
obj~rctivefor the sake of an individrlal and a group mterest. So that every
srudcnt has to realue and prepare hiinself for working together and learning
subject matter which is already t'onnulated.
c) Positive dependence
To stimulare positive interdependence situation among students in a
y o u p a !ecturci- has to organize a sukyect matter and learning assignment. so
rhar students understand and iarry out their responsibilities. Lec'turer has to
ticsiyn a group structure and a group assignment so as to provide every
\tudi'iit~a set of opportunity to learn and e ~ ~ a l u ahimsell'and
ts
the other group
mcmhers a n colnpetency. capacity and ability to understand subject matter.
il115 iea!~nlr~g
situation will create posit~veinterdependence among students in
: : z ~ - ! I I ~ I 2nd
~
carrying ciut every assignment given by a lecturer.
Sakarya Llniversitesi FEN EDEBIYAT DERGISi (1 -2) 2002
d j Openly interaction
In group. learning i ~ ~ t e r a c t ~ happens
on
directly and openly !r.
iilscussing subject matter and assig~mlentglven by a lecturer. This learning
i~luationwill help students to develop positive dependence and openness
m o n g them so as to obtain succeess. Students will take and g ive a n idea,
wggestion and criticism among each other positively a ~ i dopenly.
e) Individual responsibility
One of the basic principles in using cooperative learning is
~ucieessfu^uilrarnirig wi!l be easier to obtaiil if it perfomled by the sense o f
:,yetherncs:, S~icceessfullearning in this strattgy rnodel is depending upon
.:i,iiv~dualability to accepi and p \ . e 01.:-r.ansl'trLvhat hc gains 01. understands
:!om the rele\,ant snbject clartcra. Students !lave hvo responsibilit~es as
. .
tl?!iows: first. responsibil~tytor ucilersranding and carrying out assignment for
rhe sake of an individual succeess and second, responsibility for an organised
;:oup success Lvhich f t with sttidy objective as formulated.
ti Heterogenity of group
In fornung learni~iggroup, g!(il:p ~nelnbersshould be heterogen. s o
.!> lo )upport cooperat~ve :rrteractloi~ take place In the way that different
-:utii.nts charactenstics \vi!l be accan1l;lared. In this learning situation, values;
:::~tude, tnorai and students bel~avii:ural pattern will be developed. This
-1tuiition will function as a very good medium for the students to develop
2hility and train their skills in openly and democratic situations.
g ) Positive interaction of attiiude and social behaviour
In c arrylng o u t a g roup a ssrgment, s tudents work in a group as a
:: :c!perarive group. In doing interaction with other students, they cannot easily
. : app!y or ~ I ~ S their
I S ~ view o r attitude toward otliel- members of the group. 111
..-.i:-~lingacti~rity i:l tlie groap, s!l~dents have to learn how to c!eve!op
.::: racti:,:~ abiiity i~: !t:acilri?. iiistus:.i!;g. negotiating arid t.larrficari!:g rhe
- : ~ > h i c n;n~ scer:>,ing ~ L ! L a g ~ o ~ ~i ps ~ g r ~ ~ nIne rthis
i t . nlanner a iectul.t-r! has to
~:ll: .;tudents fhl cxan~pleIn t:xplalning how to act and behave coopzrative!y
as to apply 11 i!? a Iearrilng group. This behaviour inciude a ieadership,
i:;-eloping s cli'a nd c ollect~veconfident, communication, solving problenx.
.!t~cizinganti socjai f k e l i ~ ~ gl n. the end of process, studelits by ihemselves
LIe to lea:n and appij- difierrnt sttitude and social bel~a\riourin a !ear-ning
.:o:ip situatiori.
11) Follo~\:up
After every learti~nggroup whicn IS carrying out an assigplent and a
:t of work. then it needs to evaluate the students achieveme~ltin a group
:!~luding:l j performance of work. 2) how they help each other in a group in
..nderstandiny subject matter and solving problem, 3) students attitude and
xhaviour in a learning group interaction for tlie sake of a group succeess in
:I< aimed and planned future. For this reason a lecturer has to evaluate and
::i.e an input towards students work achievement and a set of activities during
-:: formative process of a group. In this case' a lecturer has to give an
?portunity t o the students for expressing an idea and thus s u g g e s t l ~ ~itg to
other students as ;<ell 3s lecturcr <o as to improve leacling achievemer~tin the
fiiturc.
I ) Satisfaction in learning
I'very stl~deniand group !]as io have enough tirne tor leanling in
:.~rdc! develop ki!(;wledgc. ability and skjils. With lack of time in learning,
tlls academic advantage of applbing cooperative lcaming will reduce and
Iiniit its objectives i i l thtx proccss vi' educating studeri~s(Colom! and Stahl.
IQ92).Stvdents w ~ l :air1
l
in a linliri-!' iv;;m!er as well, so that a lectu~erhas to
havc ability to desizn 3itd allocate rr!ough time in applying cooperative
!raming model and its implicatilins in h~.;wc~rk.
Glenn (1977) cuggcsting that orga~~izingsubject matter and
i~ssignmentalso work in a group uiil not g:ve enoug!i suppori to create
ccmperative \vork situation. I??-.;clopnznt of condmlve situation for a learning
group and a:] inteipersonai rc!atro:i among 111~nlembcrs have to be grovln b y
ii iccturer. s o that !sarr;ing g~.ci:~!r:
. I ! ] able !u work sail learr. productively.
Tlic l~sser,crsand Q!?~~:!ii~ie
of Snciiii $ig!:i:c Educatioa '
'['he te!?n of S O C ~ ;i.ienC?
J;
c'(i~:rstionin Indnnesra is relatively new.
S o c ~ a lscicnce cducatii~:~
15 ;:e<r or palable wi:!~ social studies in Arllerican
curricuiuni. Tliis term used Ihr tile iirsr Lim? in :%n;crica in 1913 which was
~ ~ d o p t i ntiic.
g name o! sricial shidles inn:th!ir \villch !!eveloped curriculum in
I~l111ied
State o:'hnler~ca (Heyc:, 11279. 3i-ei;ds. I9Iu6)
Regarding dhje.:ti~e of ioc!a! siictlce c!iuca:ion, scientist usually
i-r!a!r it with tiitfcrcn! axgcl and i:n-i~i:ac~zeii fi.orn education programme
icseif. Skee! (1995) pointzd o::: that cibjec!ive of social scienct ec?ucation is to
prcpare studelits to he a :.:ood cituen in socictv. in other word to prepare
students to he ~vell fiinct~on~ngcitizen in a democratic society. Uther
tibjective of sac:al scic-nce educatior: is to develop students ability in decision
nmking for every faced problcm.
Social scie11.cc education also djscussing relnti~nshipbetween human
belng and environn:ent or surroundings. Surroulding socieQ where students
growicg and developing as parz of society F x c d with problems. Social
science education i ~ e i pthern in soi7;icg thosr problen-is, so that students can
cnsily understand surrounding socieiy iKosasih. 1994).
Lecturer ab:l!t!f and skil!s In C ~ O O S I I Iaiid
~
using different teach~ngI t w n ~ n g model, meihod and strategy should be improved every iinle
I Kojasih, 1094). SO its to iilakc cirsumtances of social science education able
t : ~ prepare stadents zbiiity and basic skills for being good citizen. Study
elrcun1tai:ces is one of importance aspect for achieving objective of education
1,
Wahab. 19863.
S ~ e n s~nCooprl.ative L.ean:ing R1odrI
~Iccordingto Stah! and S ~ c k l e(1992) and Slavirl(1983) several steps
.::.!.l:-;ng cocipc-rativc Ieal-r~ingmodel are.
(akarya cniversitesi FEN EDER1YA7I DERCilSl (1-2) 2002
.
a) The first step in applying cooperative learning model is a lecturer
:ias to design and plan learning programme. In this step it is expected to
i:tinc I c a r ~ i ~ nand
g its target which will be achieved by a lecturer. B e s ~ d e s
.!lLlt 1 czturer also define e vpected a tt~tudea n d social skills to be developed
.::id showed hy student.; duri~lg learning process. In designing teachi~ig-.;lr-nlnS prr)ces\ I~:ct~lrc~
also iias to o r g a n l x subject matter and students
.ybrg~~~:lcnt
uil~cflretlect \ v n ~ ~system
k
in a small group. It means that those
.~i?>.ject
matters and ausignnients have to be done together in a w o r k ~ n ggroup.
li~,fijretcachi~~g-learning
process began, a lecturer has to explain objective,
. i ~ t ~ t u dand
e social skills to bt: showeti and achieved by students. sc, that
.::identc u.111 understand \r.liat thi'y are suppose to do in a teaching-learning
' , I O('L'SS.
b) In tile i.lassioom appiicar~on,lecturer has to design o bservatlon
\vIilch c.111h s L I S li)r
~ ~ohses\~ingstudents activ~tiesin learning together
,! 3 sniall Sl.nai). 1!1 teach~ngsulqcct matter, a lecturer does not h a ~ c
io
- , \ p l ~ ~~tn In \el-> long a n.l d eep c xplanaiion because s tudelits w ili o hse1n.c
.::lii expiall1 sutyect matter by rhemselvcs dunng act~vitiesof united working
; I O L ! ~ . .+Z lecturer \vil! only explain rhe core of subject matter, so that students
.\ ~ i have
l
idea and orientation about subject matter. After that a lecturer has io
l'i~srrvc sludent knowlcvlge and unclerstaliding on subject malter s o as lo
:'rcpare students for learning process adequately. Then a lecturer has to assist
-:aclent!: for rn3ki11ga group. A lecturer's understanding and conceptroll about
,!di~!dual attitude of students c r i l l secure toget1ie1-ness 111 a foaned ~ I ~ L I ~
!'liilc shlitcnt.; learning together 11: a group, a lecturer mill hrgln to ~ : i o i l ! l ( l l
,.i,i ohsrr\,c .;iudCnts lc,!r-~;i~lgact~vltyusing an o b s c r v a ( ~ o rsheer
~
\tli1c11
,
.
. I I L . : ~ L I ~ t l ~ ~ ~ g ~h ci fci tl ~l c l ~ a ~ ; d
c ) .I he th~r-ilstcp, :! :c.c.t:!!.c.r h;ls to c l ~ ~ c :~ntl
c t assist studcn!s c ~ t h e:I\~
. I :ntii\,~dualor as ;I grcir!;) I;: i~ncIi~rst,i~:iiir~g
suhjcct n l a t t ~ rand a!so oh\rl\c.
' I L ' I I . ~ l t l ~ t~111d
~~<
!>~:!~:~~,~Io!I~.
l~
. A I I : I I I ~ 3 IC:I~I~:II?
P I - ~ J C ~ S SCiit111~
,
COIJIPIY~~~~II~
.!I(! c r ~ t i c ~ sby
m a lL.c:urc~;o s t ~ ~ d e n tISs orlc of [lie most iniportancc a\pzct
1le1.ca l t ~ ~ t ~lias
~ r cios pa:$ attcntloll on ~t i:l u b s e ~ - \ / i them
~ ~ g in a bvork group
. i L ~ s ~ t ithat.
e s dul-~ngi.11~group a c i i \ ~ t \ and
.
discuss~onsession, a ,!ecturcr has
a s s ~ s evcry
t
group ar,d cvcry stilde~l!as an ~ndividuali;r as a group or even
:-. d C ~ ; I S Sp c r ~ o d ~ c a l l y .
d) 'I'he last :;tep. a lecturer has to give enough opportunity to students
. , o m each group for presenting the11 work result or output. In t h ~ sclass
I~scussion,a lecturer will be acting as a leading model in the way that he or
-he d ~ r e c and
t correct students understanding on subject matter. At the end of
- ~ e s c n t a t ~ oand
n discussion session, a lecturer together with students have to
:\.aluate themselves regarding ho!v teaching-learnmg process had performed.
!i order to improve weaknesses or unappropriate attitude and behaviour had
.!i~rleduring a lcarn~ngprocess. Siniiliarly, a lecturer emphasize u%icll values,
.:tt~tudeand s o c ~ a beha\,~vur
l
have to be developcd and exerc~sedby students.
.:I evaluating theniselve~,a lecturer still acting as an active leading model. It
:]leans development of an idea, a suggestion and a criticism towards a
. :<:.I
J
Sakarya cnivtrsitesi FEN ELIERiYAT DEKc;~SI (1-2) 2002
teaching-lcarn~ng process should come from shldents. after that a lecturer may
correct or improve on the riscn Ideas, suggestions and criticisnls.
'
KESEARCH METHOIDOLOGY kliD MALYSIS OF DATAS
Research Sub&
This researli applied to 23 students in D3 equalization project (in
stage II), in one class, in ('~tiienship Education (PPKN) Study Programme,
Department of Socio-politic Sciences. Faculty of Social Sciences. Jakarta
State Ihiversity. This research conducted in one semester, in 2000-2001
education year.
Procedure and Basic .ili:ti(.)n
The basic piinciplc of'this rz>uarch car] bc Jevided into two slages as
follows:
I . Action Planning
a) Orientation
For identifying prablem ill the field, a reseach team collected
int'oima!ion regarding ail objective and characteristics of reseach problem
which ~ i i be
i used it):-formulating a i.esearch actlon. This o1,ientation tindings
:\ill be based upor1 the thcoiet~calapp~ozzhwhich is relevant in developing of
a representable basic action plann~ng.
b) Plaluliny
Onentation findings above then will he used for improving e arlier
research p lanning, s o that action p !arming t'ormatioii will be developed and
fitted with social science education which consider flexibility and
pr0spec:ivitj; of a formatted planning (circumtances of social classes usually
unpredictable).
3. Executing itct~on
a ) Orientation
h ) Planning
c ) ['.x.;ecutiogaction
After t'ormattlng earlier plaiming which is conducted by research
team collaborativcly, then applying it in the classroom using an agreed model.
In a developed and agreed model at any time it can be improved depending
on drveiopnlent happen during tlie appLying time. It takes place foi tile sake
ol'in;prov~ngthe execution quality o f tlie model.
d ) Obser;,ation
\'v-hlle executing a;: action planning and using an agreed inodel and
stagcs. then research team bzg~n to move on and accordinkly observe
inventories or docu~uenteriesprocess. situatibn and other factors which take
place and deveiop during e?:ecuting an action. This obsemation findiiigs will
h? 11sedso as to impro1.e cui-rent planning and action and finally will come to
!!ie bcst plarning and action formu!ation.
e ) Reflection
6
Sakarya ~ n ~ v e r s i t e FEN
s i EDEBIYAT D E R G I S ~(1 -2) 2002
In this step reseach team once again review planning and action
\vtiich thcy based on analysis of the result. data, process and the action. As a
ivt~ole,reflection can be d e v ~ d e dinto: 1 ) Early reflection during orientation
lime on the problems and other factors either supporting or obstacle one
%\-l~ich
could Influence in de\eiopir~g a planned model of social science
ilucation. 2! Reflection on process. i.e, reflection on executing action
;!rogranune so as to emluate process. result and implication of the action
;liogramnle to\r.lards students 1earnir.g achievement, activity' and other
inplication which develop during executing the action. In t?lis opportunity
!.>operativelear:iing nlodei will be rc\.ised and developed, 3 ) Reflectio~ion
- s. ,d t at the end of esec:ltlrq action programme to nuke sure that result
wtch with an agreed action programme and its cbjective. IE t k s stage one
. ~ ~ ! l lsay
d that the action progranime succeed irl an achieving objective, i.e.
:~.:reasin_esn~dentsachievemen: un untlerstanding subject mattcr, attitude,
'lilal skiils, activiry and indepcndrnce,
!j Revision
Bssed on ahcnpe r5nd1nsb collaburati\~elyresearch team'havc to do
- last ~.evision
on plnn:ling of a n actinn pl.ogranlrne so as to reach to the best
c . i'iikinp this point Into sonridclatlon. every step of an action pmgranmme
this reseach imnproccd in accordance w ~ t hthe findings a ~ i dresults on
*{,cessand achievement directing by objective and emphasize problerns. In
.[ion rcseach c!iaracteristic of composed planning is not absolute, whereas
\,s!oping paral!el with chauges iu social circurntances where programme is
:cutmg (Sharan and Slianca. 1988; Suwarsih. 1994).
.A
T F-~ C
--~ of
I I Dsta
I C-- -.Collectio~l
--- -1 \ Obser~ationshret. 7 0 bc ust,d f ~ collecting
r
data on st;ldents alici
:';:!\1icT teachiiig-ica~~~i!:g
a r ~ i \ . i t i 11,
e ~social science cduciicion course uh!cl.l
.!yifig a -. oopt.rxti\re !earnix< niodei. C'oilccted data regardir:g in!ei-aciivc
~:inunica:ion between ifcttirer-stuileiits, students-sh~dents and si~:dents:urer during tsaclimg-learning process and discussion sessioli.
2,) 1n:efi.iew g u ~ d e T
. o be used for collecting data and nifomation
.,irciing action execution, opir;ion or view from lecture: and students either
or after execu!ion of' action proprarrune.
3) Questionei. T o he used for collectirlg data and ,informat~on
.?;-!l~nga coopcratl~c learning model application in the social sciencz
.:itio!l anti the possibllit;; of tll~s~llodclto be applied on the other subject
:ers. I'h~s questioner to be used after the wlioie action programme
.!led.
4) Study result tests. T o be used foi collecting data relating to the
ji-nts study achievement in every cyclus.
5 ) Field note, T o be used for collecting data and information w h ~ c h
he developed during the action programme execution.
Data Anaiyj'.
Data analysis cor:ducted in ever; siep. i.e. before executing of an
':ctlon programme. duririg execution of an action progranme and at the enc! of
the act!oi~progranuiie (Sawarsih. i993j. Aiialysls of data using the reseach
.
112s 10 be c ~ ~ n d u c ~111e ievery.
i
step. ir begin with
analysis pattern, i . ~ analysis
urlentatit~~n
srep ali:i Gnisl; ,ir [fie e:ld o t a]: ~ c t l o nprogranunc which directing
1 ) ) c!la;.aclc.ris~ic
~
otelnp!:.isire prublcni i::i*J i i s ~ o~~~J chc ~ ~ LQualitative
.:?.
and
quantitative analysls aiso uscd ~n tl:l~ .;ti~dy.Qr~alita11r.t.analysis used for
aiialysing d a ~ a and inr'orn~atlon iegxd:np tl)-ria!?iic of process which
cmnphasizc o n contzx! arxi c!eepness of'restach problcn?. Quantitative analysis
used for anaiysing data ;:id inforniaticm on students ~ t u d yachievement in
relatior! \vith unders:itnd:ng sublect niatter. 111 deta!l. procedure of data
a n a l y s ! ~can be exp1aini.d as hilows:
I ) Cu!lec:~n$. c o d i t i c ~ t ~ nand
g categorizing i;f diita
2 ) Va!iilatiun of data
2.1. 'rria~!gl.i:,,!,-~n
of data, cu!i:ii-~~ii:i~
data witli data
soiuces and expert so as ti, rn:;ki. htire all data are r.al!tl.
2.2. Audi! mai, confirzing findings aii:! reseacli procedure
with the first data source i i . ~n iecturer :!,~c!the studentji
2.3. hlcn.;ber-check.
3 ) Inte~pretation.Interpreting ail data and 11:frn~ation based o n
tic
theoretical sketch ancl . ~ c ~ c ~ t :norm.
(:GNCLL!SI\:IC I'I~LDI.YC;S
I\.IPL,IC.ATIQNSOF RESEARCH
L3aseci upon all iind~ng.. cl!:~:i-isesfcutior: of det~elopment of
c;ooperative leam!ng niodci i ~ is o c ~ a iscirnce edl~cation,several conchision
car. be derxed and thus prc-sented as f ( ~ H o ~ v s .
1 ) As individua!, student achievement increase b y 209!.:,. while
a\.erage class value inc~easetioni 6.04 to 8.59, These evidence aprove &thata
cooperative learning niodel cnpable i i t increasin~the students achievement
either as an indiv~dualor as 3 group.
2) A cuoperatise ieaming rnoc!cl capable of inipsov~ng students
ability to snidy ~ndependelitly.Studellts nr.1 on!y leanling Srom the lecturer,
but aiso t'ron~other f l l o w srudents 111 ihi- group.
3) A cooperative It-arri~ngnlodc! capable of growing and giving
opportunity to students in drl.eloping their attitude and social skills which
give ad\isniage to soc~ety,so that 111 and reach social science education
objectives.
4) In a teachirig-learning process ~uulti~interaction
pattern betweefi
lecturzr-srudents. students-students and students-lecturer able to create an
acti\.e, an i~xtrractive,a condusivc and a com~ortahleor an enjoyable learning
c'ircums!arICcs.
5 ) A cooperati\ r 1earn:ng niodel 1nc1-easesthe students' ac1iieve1;lent
\ 1 2 in<rcd\:iig \vi~ole aspcct 01'
learning pal-crmere~, 1.e. cognitive aspecr.
~t'l'ect:\.cancl psyziio-o~notoraspects.
!npl~catio:is ui this reseacli ase.
..:Larya LIniversitesi FEN EDEBIYAT DERGISI (1-2) 2002
I j A cooperati\r lear~ling[node! has to he s p ~ e a dor extended lo all
Iccturers and the teachers so as to give them an akemative Iearl~ing
:!boil for lnlpro\,uig qualit! of teaching-learning pl.ocess and ilnprove the
~ J s n t sa c h i e ~ement.
2 j It is better to continue to develop and apply to a cooperative
..:~ning model m the more \vide way. i.e, considering education level for
.-,.~rr;ple
prinlary level, sctcondaqr level. i~niversitylevel; and applying it on
.i. other progranxne studies.
As a result, in nccordance uith the Gildings and iniplications of the
..?arch :t 1s sirpgestrd :o al! lecturo~salld tzachzrs to jviden the,ir ~ n h dand
.;c~dingIy accept t'\x:ry iic'A educailonal techr.ology and al~vayscreatc
.~r!gcls 011 a reactling-learning il:(:Ihoci to ihe be!ter une so as to Ili:provc
:;,;.:en~:;\t. attitilde. values ;111dsocial skills of the students.
.-
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