The effectiveness of group-based learning in improving elementary students’ social studies learning outcomes and cooperative attitudes
Downloads
Group-based learning provides opportunities for elementary students to develop academic understanding while learning to interact, cooperate, and support their peers. This study examined changes in students’ social studies learning outcomes and cooperative attitudes following the implementation of group-based learning in an elementary classroom. The study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection. Participants were 14 third-grade students at SDN Lidah Wetan IV, Surabaya, Indonesia. Data were collected through classroom observations, interviews, documentation, and a literature review and were analyzed inductively by organizing, presenting, and interpreting the evidence obtained across the research cycles. The findings showed progressive changes in students’ participation, cooperation, and understanding of social studies content. During the initial classroom observations, learning was predominantly individual and teacher-centered, and students showed signs of boredom and difficulty understanding cardinal directions and floor plans. In the first cycle, group activities encouraged students with stronger understanding to assist peers who experienced difficulties, while students became more actively involved in learning. By the second cycle, students demonstrated greater enthusiasm, social interaction, task sharing, and cooperation when completing the floor-plan activity. The classroom evidence also indicated improved understanding of cardinal directions and floor plans across the cycles. These findings suggest that group-based learning can provide a supportive classroom environment in which students develop subject-matter understanding alongside cooperative behaviors. Within the context of this classroom action research, group-based activities were particularly useful for encouraging peer support and active participation in elementary social studies learning.
Downloads
Ader, M., Hassane, S., van Bruggen, J., & Vermeulen, M. (2023). Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving. Learning, Culture and Social Interaction, 39, 100684. https://doi.org/10.1016/j.lcsi.2022.100684
Al-Ma’seb, H., Al-Sejari, M., & Kondrat, D. (2023). The effects of the COVID-19 pandemic on the lives and social daily life of married individuals during the total curfew in Kuwait. Journal of Affective Disorders Reports, 14, 100676. https://doi.org/10.1016/j.jadr.2023.100676
Alexa, V.-Q., Carlos, P.-L., Mirsha, Q.-S., Alejandra, C.-A., Ana María, S.-R., Jorge A, G.-V., Margarita, O., Jesús-Bonilla Vladimir, D., Roxana, E.-F., & Luis Jiro, S.-H. (2022). Teaching Forensic Entomology, Forensic Anthropology, and Haematology & Serology during the COVID-19 pandemic: Practical activities for distance learning. Science & Justice, 62(6), 721–734. https://doi.org/10.1016/j.scijus.2022.04.009
Azizah, Z., Ohyama, T., Zhao, X., Ohkawa, Y., & Mitsuishi, T. (2024). Predicting at-risk students in the early stage of a blended learning course via machine learning using limited data. Computers and Education: Artificial Intelligence, 7, 100261. https://doi.org/10.1016/j.caeai.2024.100261
Bardone, E., Raudsep, A., & Eradze, M. (2022). From expectations to generative uncertainties in teaching and learning activities. A case study of a high school English Teacher in the times of Covid19. Teaching and Teacher Education, 115, 103723. https://doi.org/10.1016/j.tate.2022.103723
Beer, E. de, Os-Medendorp, H. van, Groeneveld, S., & Jukema, J. S. (2023). Perceived contribution of a hybrid serious game to the development of collaborative problem solving among undergraduate nursing students: A mixed method design. Nurse Education in Practice, 73, 103794. https://doi.org/10.1016/j.nepr.2023.103794
Chng, H. T., Ng, H. Y., Teo, Z., Liew, S. D., & Gan, M. J. S. (2024). Evaluation of jigsaw collaborative learning strategy on students’ learning of clinical pharmacokinetics of special populations. Currents in Pharmacy Teaching and Learning, 16(11), 102162. https://doi.org/10.1016/j.cptl.2024.102162
Doncaster, C. P., & Bullock, J. M. (2024). Living in harmony with nature is achievable only as a non-ideal vision. Environmental Science & Policy, 152, 103658. https://doi.org/10.1016/j.envsci.2023.103658
Go, C. F. M., Gonzales, F. R. S., Gonzales, M. M. T., Gonzales, S. A. C., Gregorio, A. H., Guerra, M. A. E. G., Guillermo, J.-R. E., Gumapos, N. F. M., Malong-Consolacion, C. P., Chua, R. L. E., & Berdida, D. J. E. (2024). Nursing students’ blended learning satisfaction, self-efficacy, and work readiness: A structural equation modeling study. Teaching and Learning in Nursing, 19(4), e638–e645. https://doi.org/10.1016/j.teln.2024.05.010
Hasmirati, H., SY, N., Mustapa, M., Dermawan, H., & Hita, I. P. A. D. (2023). Motivation and interest: Does it have an influence on PJOK learning outcomes in elementary school children? Journal on Research and Review of Educational Innovation, 1(2), 70–78. https://doi.org/10.47668/jrrei.v1i2.785
He, S., Shi, X., Choi, T.-H., & Zhai, J. (2023). How do students’ roles in collaborative learning affect collaborative problem-solving competency? A systematic review of research. Thinking Skills and Creativity, 50, 101423. https://doi.org/10.1016/j.tsc.2023.101423
Iterbeke, K., Schelfhout, W., & De Witte, K. (2022). The role of students’ interests during computer-assisted learning: A field experiment. Computers in Human Behavior, 130, 107168. https://doi.org/10.1016/j.chb.2021.107168
Jankowski, J. M., & Job, V. (2023). The role of lay beliefs about willpower and daily demands in day-to-day pro-environmental behavior. Journal of Environmental Psychology, 88, 102024. https://doi.org/10.1016/j.jenvp.2023.102024
Kaiser, Z. R. M. A. (2024). Smart governance for smart cities and nations. Journal of Economy and Technology, 2, 216–234. https://doi.org/10.1016/j.ject.2024.07.003
Liben, F., Abera, W., Chernet, M. T., Ebrahim, M., Tilaye, A., Erkossa, T., Degefie, D. T., Mponela, P., Kihara, J., & Tamene, L. (2024). Site-specific fertilizer recommendation using data driven machine learning enhanced wheat productivity and resource use efficiency. Field Crops Research, 313, 109413. https://doi.org/10.1016/j.fcr.2024.109413
Liu, J., Yuan, L., Li, M., Li, S.-J., Sun, Y., & Yuan, J. (2024). Ecological experiential learning and tourists’ pro-environmental behavior intentions: The mediating roles of awe and nature connection. Heliyon, 10(1), e23410. https://doi.org/10.1016/j.heliyon.2023.e23410
Liu, Y., Hu, H., Wang, L., Mao, Y., Yang, K., Ma, L., & Li, H. (2023). Medical education environment perception and learning engagement in undergraduate nursing students: The mediating effect of self-regulated learning ability. Nurse Education in Practice, 72, 103793. https://doi.org/10.1016/j.nepr.2023.103793
López, B. M., Chaves, P. L., & Cordero, E. G. (2023). Visual thinking and cooperative learning in higher education: HOW does its implementation affect marketing and management disciplines after COVID-19? The International Journal of Management Education, 21(2), 100797. https://doi.org/10.1016/j.ijme.2023.100797
Lucas, D. S., & Park, U. D. (2023). The nature and origins of social venture mission: An exploratory study of political ideology and moral foundations. Journal of Business Venturing, 38(2), 106271. https://doi.org/10.1016/j.jbusvent.2022.106271
Luwesty, A. (2017). Pengaruh penataan formasi tempat duduk u terhadap peningkatan motivasi belajar pada mata pelajaran sejarah siswa kelas X IIS SMAN 3 Kotabumi Lampung Utara Tahun Ajaran 2015/2016 [Universitas Lampung]. http://digilib.unila.ac.id/26279/
Mahrinasari, M. S., Bangsawan, S., & Sabri, M. F. (2024). Local wisdom and government’s role in strengthening the sustainable competitive advantage of creative industries. Heliyon, 10(10), e31133. https://doi.org/10.1016/j.heliyon.2024.e31133
Malay, E. D., Coelen, R. J., & Otten, S. (2024). The dynamics in the relationship between perceived cultural distance, cultural intelligence and adjustment of international students. International Journal of Intercultural Relations, 102, 102016. https://doi.org/10.1016/j.ijintrel.2024.102016
Martins, R., Mascarenhas, M., & Pereira, E. (2024). Exploring strategic multi-leveraging of sport tourism events: An action-research study. Journal of Destination Marketing & Management, 32, 100902. https://doi.org/10.1016/j.jdmm.2024.100902
Marzali, A. (2017). Menulis kajian literatur. ETNOSIA : Jurnal Etnografi Indonesia, 1(2), 27–36. https://doi.org/10.31947/etnosia.v1i2.1613
Meyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, 100199. https://doi.org/10.1016/j.caeai.2023.100199
Mujazi, M. (2020). Penggunaan metode pembelajaran kooperatif tipe STAD untuk meningkatkan aktivitas dan hasil belajar siswa. Jurnal Indonesia Sosial Sains, 1(5), 448–457. https://doi.org/10.59141/jiss.v1i05.76
Mutia, M. (2021). Characteristics of children age of basic education. Fitrah: International Islamic Education Journal, 3(1), 114–131. https://doi.org/10.22373/fitrah.v3i1.1330
Mydin, A.-A., Xia, Y., & Long, Y. (2024). Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang. Teaching and Teacher Education, 148, 104715. https://doi.org/10.1016/j.tate.2024.104715
Norhaniah, N., & Tindangen, M. (2021). Meningkatkan kemampuan pembelajaran tematik yang menyenangkan melalui metode bernyanyi pada siswa kelas VI. Prosiding Seminar Nasional PPG Universitas Mulawarman, 2, 19–23. https://jurnal.fkip.unmul.ac.id/index.php/semnasppg/article/view/1022
Riant, M., de Place, A.-L., Bressoux, P., Batruch, A., Bouet, M., Bressan, M., Brown, G., Butera, F., Cepeda, C., Cherbonnier, A., Darnon, C., Demolliens, M., Desrichard, O., Ducros, T., Goron, L., Hémon, B., Huguet, P., Jamet, E., Martinez, R., … Pansu, P. (2024). Does the Jigsaw method improve motivation and self-regulation in vocational high schools? Contemporary Educational Psychology, 77, 102278. https://doi.org/10.1016/j.cedpsych.2024.102278
Ryder, M., & Browne, F. (2024). Changing the delivery of continuing professional education: An action research approach. Nurse Education Today, 139, 106248. https://doi.org/10.1016/j.nedt.2024.106248
Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), e31370. https://doi.org/10.1016/j.heliyon.2024.e31370
Salehi, G., Díaz, E., & Redondo, R. (2023). Forty-five years of research on vegetarianism and veganism: A systematic and comprehensive literature review of quantitative studies. Heliyon, 9(5), e16091. https://doi.org/10.1016/j.heliyon.2023.e16091
Salleh, N. M., & Aiman, M. S. (2015). Improving the quality of pupils’ response in science inquiry teaching: A participatory action research. Procedia - Social and Behavioral Sciences, 191, 1310–1316. https://doi.org/10.1016/j.sbspro.2015.04.482
Salomé, F., Commissaire, E., & Casalis, S. (2024). Contribution of orthography to vocabulary acquisition in a second language: Evidence of an early word-learning advantage in elementary-school children. Journal of Experimental Child Psychology, 246, 105978. https://doi.org/10.1016/j.jecp.2024.105978
Sheard, L. (2022). Telling a story or reporting the facts? Interpretation and description in the qualitative analysis of applied health research data: A documentary analysis of peer review reports. SSM - Qualitative Research in Health, 2, 100166. https://doi.org/10.1016/j.ssmqr.2022.100166
Tamblyn, A., Sun, Y., May, T., Evangelou, M., Godsman, N., Blewitt, C., & Skouteris, H. (2023). How do physical or sensory early childhood education and care environment factors affect children’s social and emotional development? A systematic scoping review. Educational Research Review, 41, 100555. https://doi.org/10.1016/j.edurev.2023.100555
Trivedi, A. K., Thounaojam, D. M., & Pal, S. (2021). A novel minutiae triangulation technique for non-invertible fingerprint template generation. Expert Systems with Applications, 186, 115832. https://doi.org/10.1016/j.eswa.2021.115832
Wang, M., Alavi, M., & Izadpanah, S. (2023). The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners. Learning and Motivation, 84, 101940. https://doi.org/10.1016/j.lmot.2023.101940
Whittaker, J. E., Hofkens, T., Vitiello, V. E., Pianta, R. C., DeCoster, J., & Ansari, A. (2024). Patterns of children’s readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter? Early Childhood Research Quarterly, 66, 112–123. https://doi.org/10.1016/j.ecresq.2023.09.005
Wu, C.-H., Chamnisampan, N., & Liao, Y.-T. (2024). Perpetual or Subscription: Incumbent sales strategy with strategic consumers and social learning. Procedia Computer Science, 234, 691–698. https://doi.org/10.1016/j.procs.2024.03.055
Xiao, Y., & Hew, K. F. (2024). Personalized gamification versus one-size-fits-all gamification in fully online learning: Effects on student motivational, behavioral and cognitive outcomes. Learning and Individual Differences, 113, 102470. https://doi.org/10.1016/j.lindif.2024.102470
Yaqinuddin, A., Ikram, M. F., Zafar, M., Eldin, N. S., Mazhar, M. A., Qazi, S., Shaikh, A. A., Obeidat, A., Al-Kattan, K., & Ganguly, P. (2016). The integrated clinical anatomy program at Alfaisal University: an innovative model of teaching clinically applied functional anatomy in a hybrid curriculum. Advances in Physiology Education, 40(1), 56–63. https://doi.org/10.1152/advan.00153.2015
Yilmaz, K. (2008). Social studies teachers’ conceptions of history: Calling on historiography. The Journal of Educational Research, 101(3), 158–176. https://doi.org/10.3200/JOER.101.3.158-176
Yoong, S. Q., Wang, W., Chao, F. F. T., Dong, Y., Goh, S. H., Chan, Y. S., Lim, S., Seah, A. C. W., Wu, X. V., & Zhang, H. (2023). Using peer feedback to enhance nursing students’ reflective abilities, clinical competencies, and sense of empowerment: A mixed-methods study. Nurse Education in Practice, 69, 103623. https://doi.org/10.1016/j.nepr.2023.103623
Zellou, G., Barreda, S., Lahrouchi, M., & Smiljanić, R. (2024). Learning a language with vowelless words. Cognition, 251, 105909. https://doi.org/10.1016/j.cognition.2024.105909
Copyright (c) 2026 Harmoni Sosial: Jurnal Pendidikan IPS
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright publishing of the article shall be assigned to Harmoni Sosial: Jurnal Pendidikan IPS
 | Harmoni Sosial: Jurnal Pendidikan IPS by http://journal.uny.ac.id/index.php/hsjpi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. |
ISSN Print
