Individual Responsibility Education Learning
This element is a direct result of the first element. If assignments and assessment patterns are made according to Cooperative Learning model learning procedures, each student will feel responsible for doing their best. The key to the success of group work methods is the teacher's preparation in the preparation of their assignments.
Effective instructors in the Cooperative Learning learning model make preparations and arrange assignments in such a way that each group member must carry out their own responsibilities so that further assignments in the group can be carried out. In the Jigsaw technique developed by Aronson for example, the reading material is divided into four parts and each student gets and reads one part. In this way, students who do not carry out their work will be clearly identified and easily. Colleagues in one group will demand it to carry out the task so as not to obstruct the other.
Face to face
Each group must be given the opportunity to meet face to face and discuss. This interaction activity will provide learners to form synergies that benefit all members. The results of the thinking of several heads will be richer than the results of the thought of just one head. Furthermore, the results of this collaboration are far greater than the sum of the results of each member.
The essence of this synergy is to respect differences, take advantage of strengths, and fill each other's shortcomings. Each group member has a different background, experience, and socio-economic background. This difference will be the main capital in the process of mutual enrichment between group members. Synergy is not just obtained in an instant, but it is a fairly long group process. Group members need to be given the opportunity to get to know and accept each other in face-to-face activities and personal interactions.
Communication between members
This element also requires that buyers be equipped with a variety of communication skills. Before assigning students to groups, teachers need to teach ways to communicate. Not every student has the expertise to listen and don't speak. The success of a group also depends on the willingness of its members to listen to each other and their ability to express their opinions.
There are times when learners need to be explicitly told about ways to communicate effectively such as how to refute the opinions of others without having to offend that person. There are still many people who are less sensitive and not wise in expressing their opinions. There is no harm in teaching students some positive expressions or refutations in finer expressions.
For example, the phrase "Your opinion is somewhat different and unique. Please explain your reasoning again, "it would be wiser than saying," Ando's opinion is strange and doesn't make sense. "Another example, the response" Hm ... it's interesting you can give that answer. But my answer is somewhat different .... "will respect others more than verdicts like," Your answer is a solution. It should be like this. ”Communication skills in this group are also a long process. Learners cannot be expected to immediately become reliable communicators in an instant. However, this process is a very useful process and needs to be taken to enrich the learning experience and foster emotional mental development of students.
Evaluation
Teachers need to schedule special time for groups to evaluate the process of group work and the results of their cooperation so that they can then work together more effectively. This evaluation time does not need to be held every time there is group work, but it can be held some time after a number of times the buyer is involved in cooperative learning activities.