The research objective was to compare students’ learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning.
This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four times in one semester. The social science (IPS) learning outcome was measured using an essay test comprising eight items. The data concerning sociable learning motivation were obtained from a questionnaire comprising 29 items, with α = 0.956.
Using a paired-sample t-test, the analysis showed that there was a significant increase in students’ motivation after implementing cooperative learning. The results also showed a positive correlation between students’ curiosity and their perseverance in doing the task.
Implications for Research and Practice:
The results of this research confirm that cooperative learning can significantly increase students’ motivation. Teachers should attempt to implement cooperative learning in their classes to ensure students’ motivation to learn.
sociable motivation, cooperative learning, elementary school