interpretative or knowledge communities”
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that forms many aspects such as point of view, histories, values, conventions and interests. Therefore, at this point,
it is necessary to help learners learn to realize and discuss the line between the communities they already belong to and the community represented by the
teacher academic discipline which the learners want enter. From the four definitions discussed above, it can be summed up that the
definitions and the concept of collaborative learning are quite varied and broad. Placing students in groups and giving them tasks in which they depend in each
other to complete the work is a wonderful way to capitalize on the social need of students.
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In working together, students are enforced to know other thinking. Differences between students can increase understanding about some materials or
lessons. Good communication is needed to achieve the goal. From the explanation above, the writer concludes collaborative learning as
one method that uses students-group for teaching and learning. In collaborative classroom, students decide their own goal in learning. The role of teacher is just
as a mediator and a knowledge transferor. Differences of knowledge in the groups are expected increasing the understanding of the students of learning materials.
2. The Theories Underlying Collaborative Learning
There are three theories on how collaborative improves the educational and physiological outcomes for learners, these can be broadly described as
cognitive, social constructivism and motivational.
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These theories based collaborative learning as an approach in teaching learning.
First in relation to cognitive theory, working in the small group, learners have the opportunity to rethink their understanding with others and to be exposed
to other mind. The share-cognitive approach places the focus on the social context
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Kenneth Bruffee, Sharing Our Toys; Cooperative VS Collaborative Learning – Cover Story, http:findarticles.comparticlesmi_m1254is_n1_v27ai_16739700, May 11
th
2007
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Mel Silberman, “Active Learning”,………………….
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Smith and MacGregor, What is Collaborative Learning…………………..
that is claimed to make the collaborative happens and not just presence of collaborating shared cognition provides a forum for the peers to learn knowledge
and skills in context where they are applicable. Moreover, by linking together specific context and the knowledge to be learned, peers condition make
knowledge applying and eventually leading to creative thinking. Second theory is social constructivism. Relating to this theory there is a
social discourse that leads to the conceptual framework which relates the new knowledge.
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Social constructivism focuses on individual development with respect to the social interaction. In collaborative learning, social interaction is
needed as a way to make the students more understand about what they have learned.
The third theory is motivational; the motivational theorists believe that structure of collaborative learning creates an environment which motivates
learning. For instance, if group and individual performance are components of final assessment. Individuals are motivated not only to learn the material but also
to encourage all group members to understand the basic of knowledge. Here is a driving force to foster positive interdependent relationship between group
members.
3. The Principles of Collaborative Learning
