Articles

Mathematical Problem-Solving Cooperative Learning (MPSCL): Enhancing Geometry Problem-Solving Ability among Santri in an Islamic Boarding School

/0 Comments/in /by

This study examined the effectiveness of Mathematical Problem-Solving Cooperative Learning (MPSCL) in enhancing the geometry problem-solving ability of santri in an Islamic boarding school, particularly on the topics of circle circumference and circle area. A quantitative approach was employed using a one-group pretest-posttest pre-experimental design. The participants were 15 ninth-grade santri from MTs Darul Hikmah Mumbulsari, an Islamic junior secondary school, selected through purposive sampling. The research instruments consisted of a geometry problem-solving test, a santri response questionnaire, and observation sheets assessing learning implementation and santri activities. Data were analyzed using descriptive and inferential statistics, including the Shapiro–Wilk normality test, paired-samples t-test, N-gain analysis, and effect size analysis (Cohen’s d). The findings revealed a significant improvement in the geometry problem-solving ability of the santri following the implementation of MPSCL. The paired-samples t-test yielded a significance value of 0.000 (p < .05), indicating a statistically significant difference between the pretest and posttest scores. The average N-gain scores were 0.466 for circle circumference and 0.552 for circle area, both categorized as moderate. Furthermore, Cohen’s d values of 2.541 and 4.445 indicated strong practical effects. The santri also demonstrated highly positive responses toward the learning process, while the implementation of learning activities and santri participation were categorized as very good. These findings suggest that MPSCL is an effective instructional approach for enhancing geometry problem-solving ability among santri and supporting meaningful mathematics learning in Islamic boarding school settings.

The Benefits of Cooperative Teaching Applied Through Projects to Improve Learning for Students with Autism Spectrum Disorder

/in /by

People with autism spectrum disorder (ASD) are characterised by severe limitations in nodal connectivity of information, which can involve some or several levels of the neuropsychological information processing system to various degrees. For this reason, in besides treating behaviours formally expressed by international classifications, it´s necessary to apply programmes to facilitate functional connectivity and fluidity over knowledge processing, in this sense, the cooperative project-based method can help neural networks interact and support the perception and subsequent processing of information.

A total of 10 participants took part in this study, divided into two groups of 5 students each. One of the groups included a student with level 1 ASD (n: 5). All students belong to the same class and are studying all subjects corresponding to first grade of secondary education. Results confirmed the hypothesis that project-based work in small cooperative groups is effective, with all students showing improvement compared to the other two didactic methods implemented: practical and expository. Moreover, it was also observed that the group in which the student with ASD participates has not impaired the knowledge process, but, on the contrary, provides benefits that exceed the second group of exclusively neurotypical students (n: 5) in the statistics applied.

Enhancing Collaborative English Speaking Skill Development for Primary Students of UK Academy Ba Ria: Strategies, Impact, And Future Directions

/in /by

The research paper titled ” Enhancing collaborative English speaking skill development for Primary students of UK Academy Ba Ria: strategies, impact, and future directions” investigates the efficacy of collaborative teaching methods in enhancing English speaking skill among primary students. Rooted in the socio-cultural theory of Vygotsky (1978) and the cooperative learning model of Johnson and Johnson (1999), this study delves into the collaborative efforts between native and Vietnamese teachers in a bilingual educational setting.

Through a mixed-methods approach involving classroom observations, teacher interviews, and student speaking assessments, the research underscores the pivotal role of collaborative teaching strategies in fostering a conducive environment for language skill development. The findings illuminate the positive impact of cooperative instruction on students’ speaking abilities, accentuating the importance of teacher collaboration and shared expertise.

The study sheds light on the specific strategies employed by teachers, such as co-planning, team teaching, and interactive activities, which create a language-rich environment conducive to speaking skill enhancement. The collaborative approach fosters students’ engagement, active participation, and confidence in using spoken English.

The implications of the research extend to curriculum design, teacher training, and educational policies, emphasizing the need for intercultural competencies and effective communication skill among educators. The study contributes to the body of knowledge in English language education and provides practical insights for enhancing language instruction and collaborative teaching practices in a bilingual primary school context.

Numbered Heads Together based on Contextual Teaching and Learning to Improve Students’ Reading Comprehension

/in /by

This research aims to find out the significance difference in the reading comprehension of students taught through original NHT and through modified NHT based on CTL. This is a quasi-experimental research design that conducts a quantitative method. The subjects of this research are two classes of SMPN 30 Bandar Lampung in. Furthermore, the researcher collected the data using reading test in form of multiple choices. Then, the researcher analyzed using independent sample t-test. The finding shows that there is a significant difference between experimental and control class with the significant level 0.015. Hence, this suggests that teaching reading using modified NHT based on CTL can improve students reading comprehension achievement.