The Influence of Collaborative Learning Models in Increasing Elementary School Students’ Creativity and Motivation
Downloads
Background. Collaborative learning is increasingly being implemented in elementary schools as an alternative to increase student creativity and motivation. However, the challenges and obstacles in its implementation need to be considered to understand its impact on learning effectiveness. Teachers should have many methods to make students happier and receive lessons well
Purpose. This research aims to investigate the effect of the collaborative learning model on increasing student creativity and motivation at the elementary school level in West Sumatra. The main focus is to understand teachers’ perceptions of this model, identify the obstacles faced, and evaluate its effectiveness.
Method. The research method used was a quantitative survey with 20 teachers from several elementary schools in West Sumatra district as respondents. Data collection was carried out through distributing questionnaires designed to measure teachers’ perceptions of the collaborative learning model, as well as its impact on student creativity and motivation. Data analysis used the Miles and Huberman approach.
Results. Analysis of the questionnaire results showed that the majority of teachers (75%) strongly agreed that the collaborative learning model had great potential to increase student creativity and motivation. However, the main challenge identified was the limited time in the established curriculum.
Conclusion. Although the collaborative learning model is considered effective, teacher support and understanding needs to be improved through additional training. Strategic adjustments are also needed to overcome the constraints of time constraints and individual evaluations, as well as to understand more deeply differences in student skill levels. Overall, this learning model has great potential in increasing student motivation and creativity in elementary school, provided it is expanded and better supported by educators.
Alam, A. (2022). Mapping a Sustainable Future Through Conceptualization of Transformative Learning Framework, Education for Sustainable Development, Critical Reflection, and Responsible Citizenship: An Exploration of Pedagogies for Twenty-First Century Learning. ECS Transactions, 107(1), 9827–9840. https://doi.org/10.1149/10701.9827ecst
Alamri, M. M. (2019). Students’ academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal of Technology Enhanced Learning, 11(1), 103. https://doi.org/10.1504/IJTEL.2019.096786
Aldowah, H., Al-Samarraie, H., Alzahrani, A. I., & Alalwan, N. (2020). Factors affecting student dropout in MOOCs: A cause and effect decision?making model. Journal of Computing in Higher Education, 32(2), 429–454. https://doi.org/10.1007/s12528-019-09241-y
Androutsos, A., & Brinia, V. (2019). Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship. Education Sciences, 9(2), 113. https://doi.org/10.3390/educsci9020113
Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 9. https://doi.org/10.1186/s40561-020-00118-7
Asongu, S. A., & Odhiambo, N. M. (2019). Basic formal education quality, information technology, and inclusive human development in sub?Saharan Africa. Sustainable Development, 27(3), 419–428. https://doi.org/10.1002/sd.1914
Chaudhuri, J. D. (2020). Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach. Anatomical Sciences Education, 13(2), 250–271. https://doi.org/10.1002/ase.1884
Dakabesi, D.-, & Luoise, I. S. Y. (2019). The effect of problem based learning model on critical thinking skills in the context of chemical reaction rate. Journal of Education and Learning (EduLearn), 13(3), 395–401. https://doi.org/10.11591/edulearn.v13i3.13887
Fisk, R., Fuessel, A., Laszlo, C., Struebi, P., Valera, A., & Weiss, C. (2019). Systemic Social Innovation: Co-Creating a Future Where Humans and all Life Thrive. Humanistic Management Journal, 4(2), 191–214. https://doi.org/10.1007/s41463-019-00056-8
Franklin, H., & Harrington, I. (2019). A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms. Journal of Education and Training Studies, 7(12), 1. https://doi.org/10.11114/jets.v7i12.4491
Gaisch, M., Preymann, S., & Aichinger, R. (2019). Diversity management at the tertiary level: An attempt to extend existing paradigms. Journal of Applied Research in Higher Education, 12(2), 137–150. https://doi.org/10.1108/JARHE-03-2018-0048
González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability, 12(24), 10366. https://doi.org/10.3390/su122410366
Grant, A. M. (2020). An Integrated Model of Goal?Focused Coaching: An Evidence?Based Framework for Teaching and Practice. In J. Passmore & D. Tee (Eds.), Coaching Researched (1st ed., pp. 115–139). Wiley. https://doi.org/10.1002/9781119656913.ch7
Halabi, O. (2020). Immersive virtual reality to enforce teaching in engineering education. Multimedia Tools and Applications, 79(3–4), 2987–3004. https://doi.org/10.1007/s11042-019-08214-8
Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5, 89. https://doi.org/10.3389/feduc.2020.00089
Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. The Electronic Library, 37(5), 842–859. https://doi.org/10.1108/EL-02-2019-0024
Khairani, S., Suyanti, R. D., & Saragi, D. (2020). The Influence of Problem Based Learning (PBL) Model Collaborative and Learning Motivation Based on Students’ Critical Thinking Ability Science Subjects in Class V State Elementary School 105390 Island Image. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1581–1590. https://doi.org/10.33258/birle.v3i3.1247
Khan, M. N., Ashraf, M. A., Seinen, D., Khan, K. U., & Laar, R. A. (2021). Social Media for Knowledge Acquisition and Dissemination: The Impact of the COVID-19 Pandemic on Collaborative Learning Driven Social Media Adoption. Frontiers in Psychology, 12, 648253. https://doi.org/10.3389/fpsyg.2021.648253
Khoa, B. T., Hung, B. P., & Brahmi, M. H. (2023). Qualitative research in social sciences: Data collection, data analysis and report writing. International Journal of Public Sector Performance Management, 12(1/2), 187–209. https://doi.org/10.1504/IJPSPM.2023.132247
Krewski, D., Andersen, M. E., Tyshenko, M. G., Krishnan, K., Hartung, T., Boekelheide, K., Wambaugh, J. F., Jones, D., Whelan, M., Thomas, R., Yauk, C., Barton-Maclaren, T., & Cote, I. (2020). Toxicity testing in the 21st century: Progress in the past decade and future perspectives. Archives of Toxicology, 94(1), 1–58. https://doi.org/10.1007/s00204-019-02613-4
Lake, D., Flannery, K., & Kearns, M. (2021). A Cross-Disciplines and Cross-Sector Mixed-Methods Examination of Design Thinking Practices and Outcome. Innovative Higher Education, 46(3), 337–356. https://doi.org/10.1007/s10755-020-09539-1
López-Faican, L., & Jaen, J. (2020). EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers & Education, 149, 103814. https://doi.org/10.1016/j.compedu.2020.103814
Mora, H., Signes-Pont, M. T., Fuster-Guilló, A., & Pertegal-Felices, M. L. (2020). A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior, 103, 140–150. https://doi.org/10.1016/j.chb.2019.09.008
Muñoz Martínez, Y., & Porter, G. L. (2020). Planning for all students: Promoting inclusive instruction. International Journal of Inclusive Education, 24(14), 1552–1567. https://doi.org/10.1080/13603116.2018.1544301
Peters, M., & Romero, M. (2019). Lifelong learning ecologies in online higher education: Students’ engagement in the continuum between formal and informal learning. British Journal of Educational Technology, 50(4), 1729–1743. https://doi.org/10.1111/bjet.12803
Piccolo, D. L., Livers, S. D., & Tipton, S. L. (2021). Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences. The Teacher Educator, 56(3), 229–249. https://doi.org/10.1080/08878730.2021.1925382
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Smyrnaiou, Z., Georgakopoulou, E., & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling—The CCQ model for creativity. International Journal of STEM Education, 7(1), 25. https://doi.org/10.1186/s40594-020-00223-6
Sun, C., Shute, V. J., Stewart, A., Yonehiro, J., Duran, N., & D’Mello, S. (2020). Towards a generalized competency model of collaborative problem solving. Computers & Education, 143, 103672. https://doi.org/10.1016/j.compedu.2019.103672
Sutaphan, S., & Yuenyong, C. (2019). STEM Education Teaching approach: Inquiry from the Context Based. Journal of Physics: Conference Series, 1340(1), 012003. https://doi.org/10.1088/1742-6596/1340/1/012003
Tang, T., Vezzani, V., & Eriksson, V. (2020). Developing critical thinking, collective creativity skills and problem solving through playful design jams. Thinking Skills and Creativity, 37, 100696. https://doi.org/10.1016/j.tsc.2020.100696
Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B., Nurabadi, A., & Handayani, L. (2020). Student Learning Motivation: A Conceptual Paper: Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020). 2nd Early Childhood and Primary Childhood Education (ECPE 2020), Malang, Indonesia. https://doi.org/10.2991/assehr.k.201112.049
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3
Copyright (c) 2024 Sanasintani Sanasintani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
