1. The Understanding of Cooperative Learning
Cooperative Learning appeared in the early seventies following the pioneering work of John Dewey, and later of Alice Miel and Herbert Thelen. As
Robert E. Slavin informs that , ―Social psychological research on cooperation
dates back to the 1920s, but research on specific applications of cooperative learning to the classroom did not begin until the early 1970s
24
.‖ It is used as an alternative teaching method
to improve students’ cognitive, academic, social, and affective outcomes in the classroom. As Carlos J. Ovando and friends write in
their book, ―In the United States since the 1970s, cooperative learning has been used to improve cognitive, academic, social, and affective outcomes in
classrooms as an alternative to individualistic, competitive structures
25
.‖ The challenges of teacher education for employing cooperative methods
and implementing them in the school still remain. Over the course of the past three decades, it became increasingly apparent to the proponents and
investigators of cooperative learning that adoption and institutionalization of these approaches to instruction required system-wide changes in school
organization and functioning. There are many reasons that Cooperative Learning is entering into educational system. As Slavin states:
There are many reasons that Cooperative Learning is entering the mainstream of educational practice. One is the extraordinary research
base supporting the use of Cooperative Learning to increase student achievement, as well as such other outcomes as improved intergroup
relations, acceptance of academically handicapped classmates, and increased self-esteem. Another reason is the growing realization that
students need to learn to think, to solve problems, and to integrate and apply knowledge and skills, and that Cooperative Learning is an
excellent means to that end
26
. This method is based on the word ―getting better together‖ which focuses
in giving more opportunities in learning and giving good atmosphere to the
24
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, Boston: Allyn Bacon, 1995 2
nd
ed., p. 4.
25
Carlos J. Ovando, et.al., Bilingual ESL Classrooms: Teaching in Multicultural Contexts, New York: McGraww-Hill, 2003, 3
rd
ed., p. 93.
26
Slavin, Cooperative Learning …, p. 2.
students in receiving and exploring knowledge, attitude, norm, and social skills which are useful for their life in society.
Etin Solihatin defines that ―cooperative mengandung pengertian bekerja bersama dalam mencapai tujuan bersama
27
.” In cooperative classroom, students are expected to help their teammates in
mastering the current knowledge by arguing and discussion. All of the members have to take a part in every discussion, so they can learn effectively in their
group. All Cooperative Learning methods share the idea that students work together to learn and are responsible for their teammates’ learning as well as their
own
28
. With Cooperative Learning method, students not only improve their knowledge but also improve other aspects.
Panitz states there are the benefits of Collaborative Learning; 1 Improved learning and achievement. 2 Improved skills. 3 Improved
engagement and responsibility. 4 Improved relationships. 5 Classroom resembles real life social and employment situations
29
. In Cooperative Learning, teachers exploit the small groups which make
the students possible in learning together to maximize their learning and other members in that group. R. Bruce Williams
states, ―Cooperative Learning is the instructional use of small groups so that the students work together to maximize
their own and other’s learning
30
.‖ There are some categories when constructing cooperative learning groups.
The size of the groups is relatively small. The groups consist of four to five students. The groups are heterogeneous, contain both males and females of
different ability levels and if possible different ethnic backgrounds and social classes. Slavin states, ―The teams are heterogeneous – made up of high, average,
and low achievers, boys and girls, and students of different ethnic group
31
.‖ So, the groups must be constructed by the teacher. Do not construct the groups by
27
Etin Solihatin dan Raharjo, Cooperative Learning, Analisis Model Pembelajaran IPS, Jakarta: PT Bumi Aksara, 2008, p. 4.
28
Slavin, Cooperative Learning …, p. 5.
29
Chris Watkins, et.al., Effective Learning in Classrooms, London: Paul Chapman Publishing, 2007, p. 100.
30
R. Bruce Williams, Cooperative Learning a Standard for High Achievement, California: Corwin Press, 2002, p. 3.
31
Slavin, Cooperative Learning …, p. 4.
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