Relationship between Cooperative learning method and Students’ Mathematics Learning Achievement: A Meta-Analysis Correlation
Abstract
An appropriate learning method can improve students’ learning achievement. The cooperative learning method encourages students to improve their mathematics learning achievement. Mathematics learning achievement is one indicator of achieving learning objectives. Mathematics is an important lesson to be learned and must be mastered by students. The purpose of this research was to analyze the effect size of the relationship between Cooperative learning method and mathematics learning achievement through meta-analysis quantitative research approach. In this research, the cooperative learning method serves as an independent variable, and mathematics learning achievement serves as the dependent variable. The data was obtained from the online database search results on Google Scholar in 2010-2020. The sample used was 16 research publications that have met the specified criteria. The data analysis technique used was the meta-analysis quantitative approach with correlation meta-analysis. The results showed that there was a positive and significant relationship (level of 5%) between the cooperative learning method and students’ mathematics learning achievement. The average effect size value was 0.15 in the range of 0.04 to 0.27 which was included in the low category. These results have proven the consistency of the findings of previous research.
Keywords
Full Text:
PDFReferences
Acharya, B. R. (2017). Factors affecting difficulties in learning mathematics by mathematics learners. International Journal of Elementary Education, 6(2), 8-15.
Ahmed, W., Van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of educational psychology, 105(1), 150.
Ajaja, O. P., & Eravwoke, O. U. (2010). Effects of cooperative learning strategy on junior secondary school students achievement in integrated science. Electronic Journal of science education, 14(1).
Akobeng, A. K. (2005). Understanding systematic reviews and meta-analysis. Archives of disease in childhood, 90(8), 845-848.
Altun, S. (2017). The effect of cooperative learning on students’ achievement and views on the science and technology course. International Electronic Journal of Elementary Education, 7(3), 451-468.
Artut, P. D. (2009). Experimental evaluation of the effects of cooperative learning on kindergarten children's mathematics ability. International journal of educational research, 48(6), 370-380.
Ben-Zeev, T. (1996). When erroneous mathematical thinking is just as "correct": The oxymoron of rational errors. In R. J. Sternberg & T. Ben-Zeev (Eds.), "The nature of mathematical thinking," (pp. 55-80), Mahwah, NJ: Lawrence Erlbaum.
Bhoke, W. (2016). Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) dan Motivasi Belajar terhadap Hasil Belajar Matematika Siswa Kelas V SD Gugus 2 Kecamatan Bajawa Kabupaten Ngada-Flores. Jurnal Ilmiah Pendidikan Citra Bakti, 3(1), 102-112.
Brown, A., & Campione J. (1986). Psychological theory and the study of learning disabilities American Psychologist, 14, 1059-1068.
Byrnes, J. P., & Wasik, B. A. (1991). Role of conceptual knowledge in mathematical procedural learning. "Developmental Psychology," 27, 777-786. [EJ 438 150]
Cahyaningsih, U. (2017). Pengaruh Model Pembelajaran Kooperatif Tipe Team Games Tournament (TGT) Terhadap Hasil Belajar Matematika Siswa SD. Jurnal Cakrawala Pendas, 3(1).
Chen, Y.-S., & Cheng, C.-H. (2013). Assessing mathematics learning achievement using hybrid rough set classifiers and multiple regression analysis. Applied Soft Computing, 13(2), 1183–1192.
Cobb, P., Yackel, E. and Wood, T.: 1992, ‘A constructivist alternative to the representa-tional view of mind in mathematics education’,Journal for Research in Mathematics Education 23, 2–33.
Cohen, L., Manion, l., & Morrison, K. (2007). Research methods in education. Sixth edition. Madison Avenue: New York.
Effandi Zakaria. (2005). Asas Pembelajaran Koperatif Dalam Matematik . Shah Alam: Karisma Publications Sdn Bhd.
Enwemeka, C. S., Parker, J. C., Dowdy, D. S., Harkness, E. E., Harkness, L. E., & Woodruff, L. D. (2004). The efficacy of low-power lasers in tissue repair and pain control: a meta-analysis study. Photomedicine and Laser Therapy, 22(4), 323-329.
Fennema, E., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American educational research journal, 14(1), 51-71.
Gie, T.L. (1993). Filsafat matematika bagian kedua epistimologi matematika.Yogyakarta. PUBIB
Green, S. (2005). Systematic reviews and meta-analysis. Singapore medical journal, 46(6), 270.
Haidich, A. B. (2010). Meta-analysis in medical research. Hippokratia, 14(Suppl 1), 29.
Hariyati, E., Mardiyana, M., & Usodo, B. (2013). Efektivitas Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) dan Problem Based Learning (PBL) Pada Prestasi Belajar Matematika Ditinjau Dari Multiple Intelligences Siswa SMP Kabupaten Lampung Timur Tahun Pelajaran 2012/2013. Jurnal Pembelajaran Matematika, 1(7).
Hasanah, M. A., & Surya, E. (2017). Differences in the abilities of creative thinking and problem solving of students in mathematics by using cooperative learning and learning of problem solving. International Journal of Sciences: Basic and Applied Research (IJSBAR), 34(01), 286-299.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D.Grouws (Ed.), "Handbook for research on mathematics teaching and learning" (pp.65-97). New York: MacMillan.
Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), "Conceptual and procedural knowledge: The case of mathematics" (pp. 1-27). Hillsdale, NJ: Lawrence Erlbaum.
Hong, H. (1996). Effects of mathematics learning through children's literature on math achievement and dispositional outcomes. Early childhood research quarterly, 11(4), 477-494.
Huang, C. S. J., Su, A. Y. S., Yang, S. J. H., & Liou, H.-H. (2017). A collaborative digital pen learning approach to improving students’ learning achievement and motivation in mathematics courses. Computers & Education, 107, 31–44.
Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. California: Sage Publications
Hunter,J.E.,& Schmidt, F. L. (1990). Methods of meta‐analysis.Newbury Park, CA : Sage Publications,Inc
Janvier, C., Girardon, C., & Morand, J. (1993). Mathematical symbols and representations. In P. S. Wilson (Ed.), "Research ideas for the classroom: High school mathematics" (pp. 79-102). Reston, VA: National Council of Teachers of Mathematics.
Johnson, D. W., & Johnson, R. (1989). Cooperation and competition: Theory and research Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning(5th Edition). Boston: Allyn & Bacon. First edition 1975.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
Johnson, D. W., Johnson, R., & Smith, K. (2006). Active learning: Cooperation in the university classroom(3rd ed.). Edina, MN: Interaction Book Company.
Junhua, Z., Hongcai, S., Xiumei, G., Boli, Z., Yaozu, X., Hongbo, C., & Ming, R. (2007). Methodology and reporting quality of systematic review/meta-analysis of traditional Chinese medicine. The Journal of Alternative and Complementary Medicine, 13(8), 797-806.
Karyawati, N. K., Murda, I. N., & Widiana, I. W. (2014). Pengaruh model pembelajaran kooperatif tipe think pair square berbantuan kartu kerja terhadap hasil belajar matematika. MIMBAR PGSD Undiksha, 2(1).
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & education, 55(2), 427-443.
Kemendikbud. (2013). Petunjuk teknis persiapan implementasi kurikulum tahun 2013. Direktorat Jenderal Pendidikan Menengah.
Kilpeläinen, T. O., Qi, L., Brage, S., Sharp, S. J., Sonestedt, E., Demerath, E., ... & Holzapfel, C. (2011). Physical activity attenuates the influence of FTO variants on obesity risk: a meta-analysis of 218,166 adults and 19,268 children. PLoS Med, 8(11), e1001116.
King, William & He, Jun. (2006). A meta-analysis of the Technology Acceptance Model. Information & Management. 43. 740-755. 10.1016/j.im.2006.05.003.
Koricheva, J., Gurevitch, J., & Mengersen, K. (Eds.). (2013). Handbook of meta-analysis in ecology and evolution. Princeton University Press.
Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310.
Lampert, M. (1986). Knowing, doing, and teaching multiplication. "Cognition and Instruction," 3, 305-.342
Lerman, S.: 1996, ‘Intersubjectivity in mathematics learning: A challenge to the radical constructivist paradigm?’ Journal for Research in Mathematics Education 27(2), 133–150.
Li, Q., & Ma, X. (2010). A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, 22(3), 215–243.
Maonde, F., Bey, A., Salam, M., Suhar, L., Anggo, M., & Tiya, K. (2015). The discrepancy of students’ mathematic achievement through cooperative learning model, and the ability in mastering languages and science. International Journal of Education and Research, 3(1), 141-158.
Mata, M. D. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child development research, 2012.
Mutlu, Y. (2019). Math Anxiety in Students with and without Math Learning Difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475.
National Research Council, (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, D. C.: National Academy Press.
Pimphan Dechacoop. (2001). The Learning and Teaching that Mainly Focus on Learners, Concept, Method and Teaching Technique 1.Bangkok: The Master Group Management.
Prabowo, A., Anggoro, R. P., Astuti, D., dan Fahmi, S. (2017). Interactive multimedia-based teaching material for 3-dimensional geometry. IOP Conf. Series: Journal of Physics: Conf. Series 943 (2017) 012047 doi :10.1088/1742-6596/943/1/012047.
Prabowo, A., Anggoro, R.P., dan Rahmawati U. (2018a). Profil Hasil Ujian Nasional Materi Matematika SMP/MTs. EduMa, 7(2), 31-39.
Prabowo, A., Anggoro, R. P., Adiyanto, R., dan Rahmawati, U. (2018b). Interactive Multimedia-based Teaching Material for Trigonometry. IOP Conf. Series: Journal of Physics: Conf. Series 1097 (2018) 012138 doi :10.1088/1742-6596/1097/1/012138.
Prabowo, A., Rahmawati, U., & Anggoro, R.P. (2019). Android-based Teaching Material for Statistics Integrated with Social Media WhatsApp. International Journal on Emerging Mathematics Education, 3(1), 93-104. http://dx.doi.org/10.12928/ijeme.v3i1.11961
Prabowo, A., Anggoro, R. P., Rahmawati, U., dan Rokhima, N. (2019). Android-based teaching material for straight-sides solid. Journal of Physics: Conference Series 1321 (2019) 032097, doi:10.1088/1742-6596/1321/3/032097.
Pradana, P. H. (2017). Pengaruh Pembelajaran Kooperatif Tipe NHT & STAD dan Motivasi Belajar Terhadap Hasil Belajar Matematika. Gammath: Jurnal Ilmiah Program Studi Pendidikan Matematika, 1(2).
Rattanatumma, T., & Puncreobutr, V. (2016). Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability. Journal of Education and Practice, 7(12), 194-199.
Reid, J. (1992). The Effects of Cooperative Learning with Intergroup Competition on the Math Achievement of Seventh Grade Students.
Ridwanthi, K. D. P., Japa, I. G. N., & Agung, A. G. (2013). Pengaruh Model Pembelajaran Kooperatif Tipe NHT Berbantuan Media Question Cards Terhadap Hasil Belajar Matematika Siswa Kelas IV SDN 6 Bondalem. MIMBAR PGSD Undiksha, 1(1).
Riley, R. D., Higgins, J. P., & Deeks, J. J. (2011). Interpretation of random effect meta-analyses, BMJ, 342,d549
Riley, R. D., Lambert, P. C., & Abo-Zaid, G. (2010). Meta-analysis of individual participant data: rationale, conduct, and reporting. Bmj, 340, c221.
Rosyidah, U. (2016). Pengaruh model pembelajaran kooperatif tipe jigsaw terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 6 Metro. SAP (Susunan Artikel Pendidikan), 1(2)
Rusmawati, P. E., Candiasa, I. M., Kom, M. I., & Kirna, I. M. (2001). Pengaruh Model Pembelajaran Kooperatif TGT terhadap Prestasi Belajar Matematika Ditinjau dari Motivasi Berprestasi Siswa Kelas VIII SMP Negeri 2 Semarapura Tahun Pelajaran 2012/2013. Jurnal Teknologi Pembelajaran Indonesia, 3(1).
Santiana, N. L. P. M., Sudana, D. N., Garminah, N. N., & Hum, M. (2014). Pengaruh Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Terhadap Hasil Belajar Matematika Siswa Kelas V Sekolah Dasar di Desa Alasangker. MIMBAR PGSD Undiksha, 2(1).
Schmidt, F. L., & Hunter, J. E. (2015). Methods of meta-analysis: Correcting error and bias in research findings (3rd ed.). Thousand Oaks, CA: SAGE. doi:10/b6mg
Setiawati, N. L. P., DANTES, D. N., CANDIASA, D. I. M., & Komp, M. I. (2015). Pengaruh Model Pembelajaran Kooperatif Thinking Aloud Pair Problem Solving (TAPPS) berbantuan LKS Terhadap Sikap Sosial dan Hasil Belajar Matematika Siswa Kelas VI SLB Negeri Gianyar. Jurnal Penelitian dan Evaluasi Pendidikan Indonesia, 5(1).
Setyowaty, M. S., Maonde, F., & Sani, A. (2017). Pengaruh Pembelajaran Kooperatif, Perilaku Berkarakter dan Pengetahuan Dasar Siswa terhadap Hasil Belajar. Jurnal Pendidikan Matematika, 5(2), 136-149.
Silver, E. A. (1986). Using conceptual and procedural knowledge: A focus on relationships. In J.
Hiebert (Ed.), "Conceptual and procedural knowledge: The case of mathematics" (pp. 181-197). Hillsdale, NJ: Lawrence Erlbaum.
Singga, L. (2017). Pengaruh model pembelajaran kooperatif tipe jigsaw dan tsts terhadap hasil belajar matematika. Jurnal Pendidikan Matematika, 2(1).
Slavin, R. E. (1986). Using student team learning. (3rd ed.). Baltimore: Johns Hopkins University, Center for Research on Elementary and Middle Schools.
Slavin, R. E., Leavey, M. B., & Madden, N. A. (1984). Combining cooperative learning and individualized instruction: Effects on student mathematics achievement, attitudes, and behaviors. The Elementary School Journal, 84(4), 409-422.
Slavin, R. E., Leavey, M., & Madden, N. A. (1984). Combining cooperative learning and individualized instruction: Effects on students' mathematics achievement, attitudes, and behaviors. Elementary School Journal, 84, 409-422
Slavin. Robert.E., Cooper. Robert. (1989). Improving Intergroup Relations: Lessons Learned From Cooperative Learning Programs. Journal of Social Issues, Winter, 55(4), p.647
Solihah, A. (2016). Pengaruh Model Pembelajaran Teams Games Tournament (TGT) terhadap Hasil Belajar Matematika. SAP (Susunan Artikel Pendidikan), 1(1).
Stanley, T. D., Doucouliagos, H., Giles, M., Heckemeyer, J. H., Johnston, R. J., Laroche, P., ... & Rosenberger, R. S. (2013). Meta‐analysis of economics research reporting guidelines. Journal of Economic Surveys, 27(2), 390-394.
Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95(3), 241-262.
Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly,22, 433-454.
Sudia, M., & Majja, M. (2017). Pengaruh Motivasi Berprestasi Melalui Kombinasi Model Pembelajaran Kooperatif Terhadap Hasil Belajar Matematika. Jurnal Pendidikan Matematika, 7(1), 1-13.
Sukmayasa, I. M. H., Lasmawan, I. W., & Sariyasa, S. (2013). Pengaruh Model Pembelajaran Kooperatif Tipe NHT Berbantuan Senam Otak terhadap Keaktifan dan Prestasi Belajar Matematika (Doctoral dissertation, Ganesha University of Education).
Suryabrata, 1998, Metode Penelitian Kuantitatif dan Kualitatif, Catatan Kuliah Program Pendidikan Doktor Psikologi UGM(tidak diterbitkan), Yogyakarta.
Tarim, K. (2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving ability. Educational studies in mathematics, 72(3), 325-340.
Tinungki, G. M. (2015). The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory. Journal of Education and Practice, 6(32), 27-31.
Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge retention. International journal of higher education, 3(2), 131-140.
Warmansyah, J. (2016). Pengaruh Metode Pembelajaran Kooperatif dan Motivasi Belajar Terhadap Hasil Belajar Matematika. Jurnal Pendidikan Usia Dini, 10(1), 99-120.
Wearne, D., & Hiebert, J. (1988). A cognitive approach to meaningful mathematics instruction: Testing a local theory using decimal numbers. "Journal for Research in Mathematics Education," 19, 371-384. [EJ 380 725]
Wewe, M. (2017). The Effect Of Problem Based Learning Model And Mathematic-Logical Intelligence Toward Mathematics Learning Achievement. Journal of Education Technology, 1(1), 13-17.
White, I. R. (2015). Network meta-analysis. The Stata Journal, 15(4), 951-985.
Wittrock, M. (1986). Students' thought processes. In M.Wittrock (Ed.), Handbook of research on teaching (pp. 297-314). New York: Macmillan.
Wolf, F. M. (1986). Meta-analysis: Quantitative methods for research synthesis (Vol. 59). Sage.
Vygotsky, L.(1978). Mind and society: The de-velopment of higher psychological processes. Cambridge, MA: Harvard University Press.
Wyk, M. M. V. (2011). The effects of Teams-Games-Tournaments on achievement, retention, and attitudes of economics education students. Journal of Social Sciences, 26(3), 183-193.
Wyk, M. M. V. (2012). The effects of the STAD-cooperative learning method on student achievement, attitude and motivation in economics education. Journal of Social Sciences, 33(2), 261-270.
Yetkin, E. (2003). Student Difficulties in Learning Elementary Mathematics. ERIC Digest.
Zakaria, E., & Iksan, Z. (2007). Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective. Online Submission, 3(1), 35-39.
Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. Journal of social sciences, 6(2), 272-275.
Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. Z. (2013). Effect of cooperative learning on secondary school students’ mathematics achievement. Creative Education, 4(2), 98-100.
Zevenbergen, R.: 1996, ‘Constructivism as a liberal bourgeois discourse’, Educational Studies in Mathematics 31, 95–113.
DOI: http://dx.doi.org/10.24042/ajpm.v11i1.6620
Refbacks
- There are currently no refbacks.
Indexed by:
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.