Cooperative Abilities and Cognitive Learning Outcomes: Study Group Investigation on Life Cycle Topic

Q2 Social Sciences

International Electronic Journal of Elementary Education Pub Date : 2023-02-16 DOI:10.23887/ijee.v7i1.56162

Marleny Leasa, Marthina Eralisa Wuarlela

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引用次数: 1

Abstract

The cooperative ability and cognitive learning outcomes of students in Ambon City still need to improve. The results of students learning science evidence this. The solution that can be done is to use learning models that can stimulate the development of students' cooperative and cognition abilities, one of which is group investigation. This study aims to analyze the relationship between cooperative abilities and cognitive learning outcomes in science learning with the GI cooperative model. The type of research used is correlational, with a sample of 50 people. The data collection instruments used in this study included questionnaires on students' collaboration abilities and cognitive learning outcomes test instruments—data analysis using simple linear regression. The results showed the sufficient category was the relationship between cooperative abilities and students' cognitive learning outcomes in science content learning the life cycle material with the Group Investigation type cooperative model. It was also revealed that the contribution of the cooperative ability variable to cognitive learning outcomes proves that GI contributes to students' cooperative abilities and cognitive learning outcomes.

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合作能力与认知学习成果:生命周期主题的小组调查

安汶市学生的合作能力和认知学习成果还有待提高。学生学习科学的结果证明了这一点。解决的办法是采用能够激发学生合作能力和认知能力发展的学习模式，其中之一就是小组调查。本研究旨在运用GI合作模型分析科学学习中合作能力与认知学习成果的关系。使用的研究类型是相关的，样本为50人。本研究使用的数据收集工具包括学生协作能力问卷和认知学习成果测试工具，数据分析采用简单线性回归。结果表明，在生命周期材料的科学内容学习中，小组调查式合作模式下的合作能力与学生认知学习成果的关系是充分的范畴。研究还发现，合作能力变量对认知学习结果的贡献证明了GI对学生合作能力和认知学习结果的贡献。

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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来源期刊

International Electronic Journal of Elementary Education Social Sciences-Education

CiteScore

1.90

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： As an international, multi-disciplinary, peer-reviewed, open-access journal, IEJEE provides a platform for the publication of scientific research in the all areas of education on elementary grades. IEJEE is a multidisciplinary journal, committed to no single approach, discipline, methodology or paradigm. It is concerned with elementary education in general and devoted to all concerned with elementary education. IEJEE welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. The major criteria in the review and the selection process concern the significance of the contribution to the area of elementary education.