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Anit Pranita Devi

Bio: Anit Pranita Devi is an academic researcher from Indonesia University of Education. The author has contributed to research in topics: Cooperative learning & Critical thinking. The author has an hindex of 1, co-authored 1 publications receiving 10 citations.

Papers
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Journal ArticleDOI
TL;DR: In this article, the authors investigated how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi.
Abstract: This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured. Keywords : cooperative learning, critical thinking

20 citations

Journal ArticleDOI
06 Jun 2023
TL;DR: In this article , the authors investigated the relationship between Indonesian postgraduate students' English language proficiency and their academic achievement, and found that there is a significant positive linear correlation between English proficiency and academic achievement.
Abstract: There is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of English as a Foreign Language (TOEFL) scores and their grade point average (GPA) was used to indicate their academic achievement. All data were analyzed through manual computation of Pearson Product-moment correlation. The result revealed that there is a significant positive linear correlation between English language proficiency and academic achievement. This result suggests that as the English proficiency increases, so does academic achievement. The results are expected to provide insight in understanding whether English language proficiency can increase academic success, especially in educational settings where English is the primary medium of instruction.

Cited by
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Journal Article
TL;DR: In this article, the effects of laboratory approach based on jigsaw method with cooperative learning and confirmatory laboratory approach on university students' cognitive process development in Science teaching laboratory applications, and to determine the opinions of the students on applied laboratory methods.
Abstract: The purpose of this study is to investigate the effects of laboratory approach based on jigsaw method with cooperative learning and confirmatory laboratory approach on university students’ cognitive process development in Science teaching laboratory applications, and to determine the opinions of the students on applied laboratory methods. The participating student teachers were identified as the Jigsaw Group (n=25), in which the laboratory approach based on Jigsaw method is applied, and as the Control Group (n=23), in which confirmatory laboratory approach is applied. Scientific Process Skill Test and Student Opinion Scale were used as data collection instruments. As a result of statistical analysis made, it was found that the effect of laboratory approach based on Jigsaw method on the development of student teachers’ scientific process skills is higher than those of confirmatory laboratory approach. It was also revelaed that there is no statistically significant difference between the opinions of research groups on applied laboratory approaches. Keywords: Cooperative learning, Jigsaw technique, scientific process skill

24 citations

Journal Article
TL;DR: In this article, the authors used Think Pair Share technique to teach speaking in English for English Foreign Language class and the results of the test was analyzed by using t-test and the result of the data analysis indicated that the students' speaking score in experimental group after they taught by using think pair share has been improved.
Abstract: The aim of this research was to find out whether the use of Think Pair Share technique can improve students’ speaking performance or not. The writer uses Think Pair Share technique to teach speaking. Think Pair Share is a part of cooperative learning strategy that makes the students work together in small group. Quantitative method with experimental study of pretest and posttest control group design was undertaken in this research. The data result of the test was analyzed by using t-test. The result of the data analysis indicated that the students’ speaking score in experimental group after they taught by using Think Pair Share has been improved. The result of the data calculation showed that t -score was higher than t -table ( = 3.50 > = 1.68) with the significant standard = 0.05 and the degree of freedom = 48. There are any improvements in students’ score in speaking performance after learning by Think Pair Share technique. In this case, Think Pair Share technique can be one of the teaching technique alternative applied by the English teacher in teaching English for English Foreign Language class.

11 citations

Journal ArticleDOI
01 Jan 2020
TL;DR: In this paper, the impact of the implementation of the teacher supervision program and describe the obstacles or constraints faced when conducting this program was analyzed by interviewing a number of teachers and supervisors selected using the purposive sampling technique.
Abstract: Teacher professionalism improvement is an important program to run. The program is carried out to enable the resulting teachers to facilitate their students in accordance with the demands of 21st century learning. Thus, to maintain teacher performance, supervision needs to be carried out regularly. Therefore, this study aims to analyze the impact of the implementation of the teacher supervision program and describe the obstacles or constraints faced when conducting this program. The study was conducted qualitatively with descriptive methods. Data collection was carried out by interviewing a number of teachers and supervisors selected using the purposive sampling technique. The results of the data analysis showed that supervision on the teachers had a quite positive impact, but there were still some obstacles faced by the supervisors and the teachers themselves. This study provides an overview of how to conduct supervision activities. In addition, the obstacles faced can be taken into consideration in the recruitment activities of prospective education supervisors INTRODUCTION Education is a research topic that can be analyzed and applied on a variety of scales, from students, prospective teachers, teachers or supervisors. Education has a complex nature because it has both conceptual and methodological implications (Jacobson, Levin, & Kapur, 2019; Mital, Moore, & Llewellyn, 2014; Velle, 2019). The elements of an educational institution consist of regulations, policies, organizers, staff, tools and materials, costs and other tools (Bojuwoye, Moletsane, Stofile, Moolla, & Sylvester, 2014; Sun & Huang, 2016; Tamuliene, 2014). These elements can be found as a whole in a school that also interacts with the community. Schools basically have a significant influence on the development of society with student learning activities (Almaraz & Stieber, 2017; Benson, 2017; Palmieri & Palma, 2017). This certainly builds the community because schools prepare students with certain knowledge and skills (Akareem & Hossain, 2016; Haruthaithanasan, 2017; Serdyukov, 2017). Therefore, students will contribute to their community and can help make their regions better places to live. In addition, through education, students are also able to learn more friendlily and develop good relationships with their peers through cooperation in various types of learning (Altun, 2015; Devi, Musthafa, & Gustine, 2015; Mohammad, 2018). This can be achieved easily if students are guided by professional teachers (Adnot, Dee, & Katz, 2017; Borroughs, 2019; Sirait, 2016). The main influential element is the teacher. Vygotzsky (1978) Theory suggests that other people who are more knowledgeable, including teachers and peers, can help in student development. One of the International Journal of Education and Social Science Research

11 citations

Journal ArticleDOI
TL;DR: In this article, the authors identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic.
Abstract: This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents.

8 citations

Journal ArticleDOI
TL;DR: In this article, the authors describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students, which is one of the cooperative learning strategies that promote student involvement in the classroom.
Abstract: Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share.

8 citations