Keberkesanan Pembelajaran Koperatif terhadap Pencapaian Pelajar JKA dalam Kursus Kalkulus Vektor: Analisis Perbandingan antara Kumpulan Eksperimen dan Kumpulan Kawalan

Le résumé fourni par la source

Traditional teaching approaches are often criticized for their limited effectiveness, especially in helping students improve their academic performance. Cooperative learning, where students interact in small groups to meet learning objectives, has been proposed as a more effective alternative approach. The purpose of this research is to evaluate the impact of cooperative learning on students’ achievement in the Vector Calculus (VC) course by comparing two groups: the experimental group that uses the cooperative learning approach and the control group taught using traditional methods. Data were collected through pre-tests and post-tests for both groups. An independent t-test analysis was conducted to test the study’s hypothesis. The t-test results for the pre-test showed no significant difference between the experimental group (M = 52.90, SD = 2.834) and the control group (M = 57.15, SD = 6.746), p = 0.5001, indicating that students from both groups had similar initial performance levels. However, the t-test results for the post-test revealed a significant difference between the two groups, with the experimental group using cooperative learning showing a marked performance improvement compared to the control group. Additionally, the comparison between the pre-test and post-test in the experimental group also showed a significant increase in student achievement. Conversely, the control group showed a significant decline in performance from the pre-test to the post-test, indicating that traditional teaching methods may be less effective in this course. In conclusion, the findings of this study suggest that the cooperative learning approach has a positive and significant impact on student achievement in the VC course compared to traditional teaching methods. Therefore, cooperative learning is recommended to improve students’ academic performance. Educators may consider incorporating group activities, collaborative discussions, and joint problemsolving to optimize the effectiveness of this approach in their teaching.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.