Characteristics of Collaborative Learning
15 significant contribution to student achievement as cited in Cabrera, Nora,
Crissman, Terenzini, Bernal Pascarella, 2002, p. 21. Critical thinking is one of many contributions that is caused by
collaborative learning. Through the process, it is expected that problems will arise. Johnston, James, Lye, and McDonald 2000 state that the students
encourage and develop their critical thinking through the process of problem solving as cited in Lin, 2015, p. 23. Lin 2015 also states that collaborative
learning fosters the development of critical thinking skills through discussion, clarification and the evaluations of peers’ opinions. Hawkes 1991 states that not
only the problems, but the tasks also need the critical thinking from the members of the group as cited in Pandian, Cakravarthy Lah, 2003. Gokhale 1995 p.28
explains the result of conducting a statistical analysis on the test score in his study that “students who participated in collaborative learning had performed frequently
better on the critical-thinking test than stud ents who studied individually.”
Another contribution of collaborative learning which was included in the academic benefits is problem solving. Johnson 1971 and Peterson Swing
1985 state that when students work in pairs, there is one person who listens, and another person discusses the question. Both of them develop valuable problem
solving skills by formulating their ideas, discussing them, receiving immediate feedback and responding to questions and comments as cited in Laal Ghodsi,
2012, p. 488. Gokhale 1995, p. 29 also concludes that “If the purpose of
instruction is to enhance critical-thinking and problem-solving skills, then collaborative learning is more beneficial.
” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16 For the social benefits, collaborative learning contributes to sharpen
students’ overall communication skills, such as team working skills, emotional skills, and conflict resolution skills Jarvenoja Jarvela, 2009; Prichard,
Stratford, Bizo, 2006; Yates, 2006; Beckman, 1990. For communication skills, Yager, Johnson and Johnson 1985 state that collaborative learning develops
students’ oral communication skills as cited in Laal Ghodsi, 2012, p. 489. Neer 1987 also explains in communicating, the students must develop and
convey a clear idea about the concept which they have to present and communicate it to their partners as cited in Laal Ghodsi, 2012, p. 489.
Beside the contributions in terms of academic benefits and social benefits that are mentioned by Liao 2014, there are also more contributions from
collaborative learning. Another contribution is on students’ speaking skills. Collaborative learning helps the students to develop their speaking skills in front
of the audience. The students are able to overcome their stage fright in a better way than before. Besides that, they can gather their courage to speak up easily
Pandian, Cakravarthy Lah, 2003. According to Bargh, and Schul 1980 and Webb 1991, the students feel more comfortable in expressing their thoughts and
can engage in high-verbal interactions in which they are able to discuss pertinent subject matter with peers as cited in Pandian, Cakravarthy Lah, 2003.
Moreover, Osman et al. 2010 find that students’ speaking skills are improved
and their levels of communicative apprehension are reduced after a one-month treatment of collaborative activities as cited in Liao, 2014, p. 48
17 Collaborative learning contributes to the students to be better in
understanding others, accepting others’ opinion and being tolerant to others. Collaborative learning leads the students to work in a group with different people
from different backgrounds. These differences lead into diversity. Laal and Ghodsi 2012 cite from Webb 1980 who states that collaborative learning
builds more positive heterogeneous relationships. Moreover, they also cite from Swing and Peterson’s 1982 explanation that tells collaborative learning
encourages diversity understanding. In addition, Cabrera, Nora, Crissman, Terenzini, Bernal Pascarella 2002, p. 26 reveal that collaborative learning
gives the highest effect on college students’ openness toward diversity after controlling for precollege academic ability, gender ethnicity, quality of academic
effort, socioeconomic status, and racial composition of the high school. Through the learning process, there are many differences in the way of thinking from a
person to the other. However, collaborative learning itself helps the students to resolve differences in a friendly manner. Johnson, Johnson and Holubec 1984
explain that the students need to be taught how to challenge ideas and advocate for their positions without personalizing statements as cited in Laal Ghodsi,
2012, p. 488. Collaborative learning gives contribution to the students to be tolerant toward others as well. Cabrera
et al. 2002 reveals that “collaborative learning has taught students to be more accepting and tolerant of others” p. 21.
Johnson, Johnson, and Holubec 1983 explain another advantage of collaborative learning is that it trains students in the social skills. Those skills are
needed to work cooperatively as cited in Laal Ghodsi, 2012, p. 488. Cohen PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 and Cohen 1991 state that collaborative learning develops social interaction
skills as cited in Laal Ghodsi, 2012, p. 488. Entwistle and Tait 1993 state that the high level of interaction and interdependence among group members leads
to deep learning rather than surface learning as cited in Laal Ghodsi, 2012. Collaborative learning is student centered so it really develops the interaction
skills owned by the students. Through working together, Judd, Kennedy and Cropper 2010 explain that “students break down stereotypes, learn to work
together in groups, develop listening skills, and are exposed to a variety of different people” p. 31.
Bean 1996 explains that students in collaborative learning community know each other and expand their activities outside the class. Students also ask for
some help from their friends to solve several problems. Besides, they also contact each other in order to maintain their communication as cited in Laal Ghodsi,
2012, p. 488. Tinto 1997 states collaborative learning helps to develop learning communities within classes and institutions as cited in Laal Ghodsi, 212, p.
488. Collaborative learning also contributes in developing students’
responsibility and self-management skills. According to Bonoma, Tedeschi, and Helm 1974, the students develop responsibility for each other in collaborative
learning setting as cited n Laal Ghodsi, p. 488. Moreover, according to Laal and Ghodsi 2012, the students are trained to be ready to complete the
assignment and work together in their groups and they must understand the subject that they plan to contribute to their group. They are also given time to