Cooperative Learning to Improve Social Skills in Acceleration Students

DOI

10.2991/978-2-38476-114-2_106How to use a DOI?

Keywords

Social skills; cooperative learning

Abstract

This study aims to determine the differences in social skills in accelerated students before and after being given the cooperative learning method. The hypothesis this study is that there are differences in social skills in accelerated students before and after being given the cooperative learning method in the teaching and learning process. The method used in this research is Quasi Experiment with repeated experimental design. The research subjects were fourth graders of the acceleration program at Primary school in Banjarmasin (N=13) who were given treatment using the cooperative learning method in the learning process for 10 meetings. Analysis of the data used is the Wilcoxon Signed Ranks Test. The results of the analysis showed that Z = -2.478 with p < 0.05 there was a difference in social skills before and after treatment in the form of cooperative learning. Social skills after treatment were higher than before treatment (Xpre = 86.15 to Xpost = 90.38). After that, post-test and follow-up calculations were carried out and Z = -0.746 with p > 0.05 indicating a decrease in the social skills of accelerated fourth graders when not given treatment for 2 weeks.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Hayatun Thaibah
PY  - 2023
DA  - 2023/12/04
TI  - Cooperative Learning to Improve Social Skills in Acceleration Students
BT  - Proceedings of the 6th International Conference on Learning Innovation and Quality Education (ICLIQE 2022)
PB  - Atlantis Press
SP  - 1151
EP  - 1164
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-114-2_106
DO  - 10.2991/978-2-38476-114-2_106
ID  - Thaibah2023
ER  -