Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)

Autor/in	Harjali
Titel	Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)
Quelle	In: International Journal of Learning and Change, 9 (2017) 3, S.228-244 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2017.10007271
Schlagwörter	Foreign Countries; Cooperative Learning; Teacher Attitudes; Qualitative Research; Phenomenology; Junior High Schools; Secondary School Teachers; Interviews; Participant Observation; Teaching Methods; Instructional Effectiveness; Student Participation; Self Efficacy; Knowledge Level; Barriers; Time Management; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Lehrerverhalten; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Sekundarstufe I; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Zeitmanagement; Indonesien
Abstract	This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant observations, and documentation. In analysing the data, the writer evaluated the interview transcriptions and the observation field notes which were organised into relevant themes which were suitable for the research questions. Most of the participants said that the use of cooperative learning had positive effects both for students and teachers. These positive effects impact the feelings of the students as well as the teachers. On the other hand, some of the participants noted difficulties with implementing cooperative learning this is because limited in understanding of cooperative learning. Further research needs to consider clear teachers' understandings and definitions of cooperative learning, preparedness to employ cooperative learning in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01