Effectiveness And Limitations Of Cooperative Learning: A Classroom Action Research In Social Studies

Yonatan Yolius  Anggara; Krisanti Krisanti

doi:10.26811/didaktika.v9i3.2013

Authors

Yonatan Yolius Anggara Geography Education Master Program, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Krisanti Krisanti Sekolah Menengah Pertama Negeri 5 Depok Sleman, Yogyakarta, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v9i3.2013

Abstract

Cooperative learning is recognized as an effective strategy for improving academic performance and social skills, yet evidence from Indonesian junior high school Social Studies classrooms remains limited. This study aimed to evaluate the effectiveness of cooperative learning in enhancing student achievement and engagement among Grade IX students at SMP Negeri 5 Depok. A two-cycle classroom action research design was implemented with 32 students. The intervention applied the Student Teams Achievement Division (STAD) model supported by validated lesson plans, worksheets, and a 15-item multiple-choice test. Data were collected through tests, observations, and field notes, and analyzed using descriptive statistics, paired-samples t-tests, Wilcoxon signed-rank tests, and effect size estimation. The findings revealed an initial improvement in learning outcomes, with the proportion of students achieving the minimum mastery criterion (KKM = 75) increasing to 70% in Cycle 1. However, performance stabilized in Cycle 2, with no significant difference between pre- and post-test scores (p > 0.05, Cohen’s d = –0.01). This plateau indicates that cooperative learning stimulated engagement and collaboration but did not sustain further cognitive gains without instructional variation. The study confirms cooperative learning’s promise as a pedagogical strategy while underscoring the need for adaptive design, multidimensional assessment, and broader implementation across subjects to capture its full academic and social benefits.

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