The Effectiveness of Collaborative Learning with Group Investigation in Mathematics Lessons in Elementary School Education in South Tangerang, Indonesia

Enigma in Education Pub Date : 2024-02-19 DOI:10.61996/edu.v2i1.52

Okta Rosfiani, Windu Syaeful Ridwan, Heni Ardiyanti, Cika Auliya Nurrohmah, Fitrha Ramadhan, Afandy Muharrom

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Abstract

This research examines the effectiveness of collaborative learning with group investigations in mathematics lessons in South Tangerang elementary schools. A quasi-experimental design with two groups (experimental and control) was used. The sample consisted of 60 fifth grade elementary school students who were chosen randomly. The experimental group (n=30) took part in collaborative learning with group investigation, while the control group (n=30) took part in traditional learning. The results show that there is a significant difference in mathematics learning outcomes between the two groups (t = 2.45; p = 0.017). The experimental group showed higher learning outcomes (M = 82.50; SD = 7.12) compared to the control group (M = 75.83; SD = 6.47). This research shows that collaborative learning with group investigations is effective in improving elementary school students' mathematics learning outcomes. This research concludes that collaborative learning with group investigation is an effective learning strategy for improving elementary school students' mathematics learning outcomes.

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印度尼西亚南坦格朗小学数学课上小组合作探究学习的有效性

本研究探讨了南丹江小学数学课上小组合作探究学习的有效性。研究采用了两组（实验组和对照组）的准实验设计。样本由随机抽取的 60 名五年级小学生组成。实验组（30 人）参加小组合作探究学习，对照组（30 人）参加传统学习。结果显示，两组学生的数学学习成绩存在显著差异（t = 2.45; p = 0.017）。实验组的学习成果（M = 82.50；SD = 7.12）高于对照组（M = 75.83；SD = 6.47）。这项研究表明，小组合作探究学习能有效提高小学生的数学学习成绩。本研究的结论是，小组合作探究学习是提高小学生数学学习成绩的有效学习策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Enigma in Education

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