Taman Cendekia: Jurnal Pendidikan Ke-SD-an

Vol. 7, No. 2, 2023, pp. 117-127

Available online: https://jurnal.ustjogja.ac.id/index.php/tamancendekia

Indonesian Language Learning in Elementary Schools: a

Meta Analysis of the Application of Cooperative Learning
Method
Suparjan * 1, Biya Ebi Praheto 2, Nining Ismiyani 1
1
Primary School Teacher Education Study Program, Universitas Tanjungpura, Indonesia
2
Primary School Teacher Education Study Program, Universitas Sarjanawiyata Tamansiswa, Indonesia
1
Sociology Education Study Program, Universitas Tanjungpura, Indonesia
1
[email protected]
* Corresponding Author

Received: 15 Mei 2024; Revised: 22 Mei 2024; Accepted: 27 Mei 2024

Abstract: Cooperative learning stands as a widely embraced and innovative pedagogical method
adopted by educators globally. A multitude of scholars have extensively explored its effectiveness in
augmenting students' learning outcomes. This research aims to scrutinize the efficacy of implementing
cooperative learning methods specifically in Indonesian language classes at the elementary school
level. Employing a meta-analysis approach, 18 selected research-based articles pertaining to the
teaching of the Indonesian language in elementary schools were systematically analyzed. These articles
were sourced from reputable academic databases such as Google Scholar and Sinta. The results
highlight the impact of cooperative learning methods on elementary school students' learning
experiences, showcasing their effectiveness in positively influencing academic achievements within the
domain of the Indonesian language subject. These findings affirm the practicality and applicability of
integrating cooperative learning methods into the pedagogical framework for teaching the Indonesian
language at the elementary school level in academic settings.
Keywords: Cooperative learning method; Academic achievement; Indonesian language subject

How to Cite: Suparjan, S., Praheto, B. E. ., & Ismiyani, N. (2024). Indonesian Language
Class in Elementary Schools: a Meta Analysis of the Application of Cooperative Learning
Method . Taman Cendekia: Jurnal Pendidikan Ke-SD-an, 7(2), 117–127.
https://doi.org/10.30738/tc.v7i2.17286

Introduction
In the field of education in Indonesia, there has been a consistent emphasis on
implementing impactful teaching methodologies to enrich the learning journey and
outcomes for young learners. Throughout the years, the educational domain has witnessed a
transformative shift in paradigms, as educators and scholars increasingly acknowledge the
significance of inventive and collaborative approaches within the teaching-learning dynamic.
Within the academic context of Indonesia, the mandate for executing innovative pedagogy is
codified in the Teacher and Lecturer Law No. 14 of 2005. This legislation stipulates that
educators must possess the proficiency to excel in diverse teaching models, thereby aptly
addressing the diverse learning requirements of students.
One of the innovative teaching methods that has garnered attention and prominence
among educators is cooperative learning. Cooperative learning is commonly defined as the
utilization of group work in an educational context, with the caveat that not all instances of

This is an open access article under the CC–BY-SA license.

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group work can be equated with cooperative learning (Ghahraman & Tamimy, 2017).
According to (Johnson and Johnson, 2017), cooperative learning transcends mere group
work by emphasizing the crucial element of interdependence among students to achieve
their learning objectives. Within cooperative groups, students can reap the benefits of group
work while mitigating potential challenges such as inattention, disruptions, and off-topic
discussions (Ellis, 1986). Rooted in the concept of fostering teamwork and mutual support
among students, the cooperative learning method has become a cornerstone in pedagogical
practices. This method aims not only to impart academic knowledge but also to nurture
social and interpersonal skills from an early age.
The cooperative learning model proves to be a pedagogical approach with multifaceted
benefits, as substantiated by empirical data. Research, including a meta-analysis by (Kyndt
et.al., 2013), consistently demonstrates that students engaged in cooperative learning exhibit
higher academic achievement compared to traditional instructional methods. (Zheng & Zhou,
2022) provides empirical evidence supporting the positive impact of cooperative learning on
fostering positive interdependence among students, leading to improved social skills and
interpersonal relationships. Moreover, studies by (Mendo-Lázaro et.al., 2022) reveal that
cooperative learning enhances student motivation, creating a sense of responsibility for
group success. The model also contributes to cultural competence and diversity appreciation,
as highlighted by research conducted by (Gebremariam et.al., 2023). Additionally, empirical
findings from (Silva et.al., 2023) emphasize the skill development benefits of cooperative
learning, particularly in critical thinking and problem-solving. The Cooperative Learning
model, supported by robust empirical evidence, not only enhances academic outcomes but
also cultivates a positive classroom climate, making it a compelling approach for
comprehensive student development.
Numerous studies have investigated the impact of the cooperative learning method on
outcomes in Indonesian language learning, signaling a rich research landscape. In light of the
extensive literature, there arises a compelling need for a comprehensive meta-analysis to
systematically evaluate the collective findings of these studies. While meta-analyses on the
application of cooperative learning have been conducted across various subjects in
Indonesian elementary schools (Dewi & Wardani, 2021; Kristiani & Airlanda, 2021;
Kusumawati & Kristin, 2021; Sukmayasa, 2022; Widyastuti & Rahayu, 2021) including
mathematics, science, and social studies, a notable gap exists concerning the specific
application of cooperative learning in Indonesian language lessons. Previous meta-analyses
have explored cooperative learning 's effects on cognitive learning outcomes, critical thinking
skills, and metacognition in elementary education but have not honed in on the intricacies of
its application in the context of Indonesian language learning since based on Indonesia
curriculum Indonesian language is one of obligatory subjects to be taught at the elementary
school level and its mastery is fundamental for students to acquire other knowledges. To
bridge this gap, a dedicated meta-analysis focused on the application of the cooperative
learning in Indonesian language lessons at the elementary school level is crucial, offering
valuable insights for educators, researchers, and policymakers in the realm of language
education.
In light of the background provided, this meta-analysis explores the application of
cooperative learning methodologies, specifically within the domain of Indonesian language
instruction at the primary school level. Indonesia, characterized by its diverse archipelago and
linguistic abundance, presents a distinctive educational environment where language

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proficiency plays a pivotal role in fostering effective communication and cultural

comprehension. Within the scope of this meta-analysis, the objective is to systematically
investigate and amalgamate existing research pertaining to the utilization of cooperative
learning in the context of Indonesian language education at the primary school level across
Indonesia.
Through an examination of a series of comprehensive studies, this research endeavors to
reveal the efficacy of cooperative learning methods in augmenting students' learning
achievements in the Indonesian language at the primary school level. Essentially, this meta-
analysis aspires to contribute valuable insights that enrich the scholarly discourse
surrounding the pedagogy and acquisition of the Indonesian language within primary
education in Indonesia.

Methods
This study adopts a quantitative method employing a meta-analysis research design. The
selected research methodology involves a documentary study. Meta-analysis is a form of
research that utilizes existing research data (secondary data), whether from published
research articles in journals or from theses and dissertations. According to Retnawati et al.,
(2018) meta-analysis is a quantitative research method that involves analyzing quantitative
data from previous research findings to accept or reject the hypotheses proposed in those
studies. Data acquisition encompasses academic transcripts delineating pre- and post-
implementation outcomes of cooperative learning method in the context of Indonesian
language education at the elementary school level in Indonesia. The dataset is derived from
18 research articles sourced from journals indexed in Sinta and Google Scholar. The search
process within Sinta and Google Scholar was executed using predefined keywords, and
research metadata was extracted utilizing the Publish or Perish. The specified keywords for
the search process are outlined as follows.

Table 1.Keywords

Keywords
―Influence‖ AND ―Cooperative Learning Method‖ OR ―Cooperative Learning
Type‖ or Cooperative Learning Model‖ AND ―Indonesian language‖ OR
―writing‖ OR ―reading‖ OR ―listening‖ OR ―speaking‖ OR ―retelling‖ or ―viewing‖
AND ―elementary school‖

The utilization of the Publish or Perish tool, coupled with the formulated keywords, yielded
a corpus of more than 100 articles. Following this, a meticulous filtration process ensued,
involving a comprehensive evaluation of both titles and content of the research. This
assessment was guided by diverse indicators, as delineated in Table 2 presented herewith.

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Table 2. Data Collection Criteria

Indicator
Theme Articles related to influence of the
application of cooperative learning method in
Indonesian language teaching at elementary
schools
Source Journal and Proceedings (National and
International) publised from 2014 to 2023
Language Indonesian language and English
Article Type Article based research

The inclusion of criteria for articles in this study aims to prevent research data errors,
ensuring that the research topic is focused on the primary school setting, the relevance of the
study to the present time by including articles published in the last 10 years, and a specific
research context—namely, the application of cooperative learning types in Indonesian
language instruction, encompassing various language skills such as writing, reading, listening,
speaking, viewing, and retelling. Additionally, this research also limits the selection to articles
written in Indonesian and English, specifically research articles rather than theses or
dissertations, and with specific criteria such as the inclusion of pretest and posttest scores.
The obtained search results using formulated keywords are presented, including article
metadata such as title, authors, publication year, pretest scores, posttest scores, percentage
gain scores, and the type of cooperative learning. Full article titles are not displayed to avoid
plagiarism.
To analyze the data obtained, the approach used includes quantifying the data to assess
the impact of cooperative learning methods. The analysis entails comparing the pre- and
post-implementation scores of cooperative learning methods. Specifically, the procedures
during data analysis involve evaluating the effect size (ES) of each journal and examining the
relationship between variables based on the effect size of each journal to understand its
correlation with students' learning outcomes.

Results and Discussion

The data obtained for this study comprises 18 articles that study the influence of various
cooperative learning methodologies on the academic achievements of elementary school
students in the field of Indonesian language. These articles undergo a systematic processing
using summarization techniques to distill the core findings regarding the implementation of
cooperative learning methods. Following this, the data is presented once more in a
quantitative descriptive format. The outcomes of the analysis of cooperative learning
methods are elucidated as follows:

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Table 3. Gain of Students’ Learning Achievement

No Title (Author, Pretest Posttest Gain Gain Type of
Year) (%) Cooperative
Learning
Method
1 Penerapan (Rahmah & 65,57 80,23 14,66 42,58% Talk & Write
Model ... Kusumawardan
i, 2018)
2 Peningkatan (Rosa & 58,85 80,40 21,55 52,37% Role Playing
Keterampilan Nartani, 2020)
...
3 Pengaruh (Sultan et.al., 63,8 80,2 16,4 45,30% Time Token
Model ... 2020)
4 Pengaruh (Lestari et.al., 68,03 75,92 7,89 24,68% Think, Talk,
Model ... 2014) Write
5 Pengaruh Hasil (Kemal & 42,17 76,17 34 58,79% Think Pair
Belajar ... Nurbaya, 2017) Share
6 Pengaruh (Basri et.al., 45,14 71,81 26,67 48,61% Scramble
Model ... 2023)
7 Pengaruh (Astomo, 2023) 54 80 26 56,52% Talking Stick
Penerapan
Model ...
8 Pengaruh (Molan et.al., 54,62 84,15 29,53 65,07% Talking Stick
Model ... 2020)
9 Penerapan (Mangundap 60,83 90,8 29,97 76,51% CIRC
Model ... et.al., 2023)
10 Pengaruh (Agus et.al., 43,57 71,58 28,01 49,64% Team Games
Metode Team 2023) Tournament
...
11 The Effect of (Wibowo & 58,15 74,07 15,92 38,04% Role Playing
Role Playing ... Masruro, 2022)
12 Pengaruh (Ernani & 40,03 82,10 42,07 70,15% Role Playing
Metode Role ... Syarifuddin,
2016)
13 Role-Playing (Ristianisa & 52,33 73,79 21,46 45,02% Role Playing
Model on ... Suhardi, 2020)
14 Pengaruh (Sukma et.al., 65,375 77,13 11,755 33,95% Student
Model Student 2022) Team
... Achievement
Division
15 Penerapan (Susiprayati 69,11 83,00 13,89 44,97% CIRC
Model ... et.al., 2014)
16 Peningkatan (Beta, 2019) 51,52 80,58 29,06 59,94% Role
Keterampilan Playing
...

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17 Peningkatan (Rahmawaty & 78,61 81,04 2,43 11,36% Role Playing

Keterampilan Suwarjo, 2014)
...
18 Penggunaan (Khasanah, 70 86,66 16,66 55,53% Cooperative
Metode 2023) Script
Mean 57,87 79,42 21,55 49%

The data from Table 3 above indicates that cooperative learning types can enhance the
learning outcomes of elementary school students in the Indonesian language subject. The
average percentage increase in student learning outcomes after the implementation of
cooperative learning types in Indonesian language instruction is 49%. Prior to the
introduction of cooperative learning types in the Indonesian language class, students
obtained a pretest score of 57.87. The average learning outcomes of students after
participating in cooperative learning activities increased to 79.42, reflecting an average
increase score of 21,55.
This analysis aligns with previous research findings where the application of cooperative
learning types proves effective in improving student learning outcomes at the elementary
school level, particularly in the Indonesian language subject (Astomo, 2023; Khasanah, 2023;
Wibowo & Masruro, 2022). Additionally, this research is consistent with the results of a meta-
analysis by (Roseth et.al., 2008), which found a positive association between cooperative
learning and high learning outcomes. Furthermore, these findings are supported by other
experiments, affirming the positive effects of cooperative learning in language instruction,
specifically in teaching English as a foreign language (Bećirović et.al., 2022; Ning, 2013; Ning
& Hornby, 2013). This demonstrates that the implementation of cooperative learning in
Indonesian language classes at the elementary school level is highly recommended, as
numerous research findings have substantiated its effectiveness.

Table 4.Paired Samples Statistics

Mean N Std. Std. Error

Deviation Mean
Pair 1 Before 57,87 18 10,833716 2,553531
After 79,42 18 5,079245 1,197190

According to the data presented in Table 4, it is evident that the average pre-test score
administered before the incorporation of the cooperative learning method was 57.85. In
contrast, the average post-test score following the implementation of the cooperative
learning approach rose to 79.42. This outcome signifies the effectiveness of the cooperative
learning method in enhancing the learning outcomes of Indonesian language at the
elementary school level.
Table 5.Paired Samples Correlations

N Correlation SIG
Pair 1 Before & 18 0,397 0,103
After

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In Table 5 above, the computed result with SPSS regarding the correlation between the
average learning outcomes of the Indonesian language subject before and after using the
cooperative learning type is 0.397. This outcome indicates that there is a correlation between
the average test results before and after the implementation of the cooperative learning type
in Indonesian language instruction.

Table 6.Paired Samples Test

Paired Differences
Mean Std. Std. 95% Confidence
Deviati Error Interval of the
on Mean Difference d Sig (2-
Lower Upper T f tailed)
Pai B - 9,97 2,35 - - - 1 <,001
red 1 efor 21,55138 4077 0912 26,51138 16,59139 9,16724 7
e- 9 1 7 4
After

Based on the hypothesis, where H0 = there is no significant difference in the learning

outcomes of students in the Indonesian language subject before and after using cooperative
learning type, and H1 = there is a significant difference in the learning outcomes of students
in the Indonesian language subject before and after using any type of cooperative method.

In Table 6, it is observed that the calculated t-value = -9.167244 < t-table = 1.714, thus
rejecting H0. Therefore, it can be concluded that there is a significant difference in student
learning outcomes in the Indonesian language subject before participating in learning
activities using cooperative methods and after participating in learning activities applying
cooperative methods.

Table 7. Paired Samples Effect Sizes

95% Confidence
Standardi Point Interval
zer Estimate Lower Upper
Pair 1 Before - Cohen’s 9,97408 -2,161 -3,007 -1,296
After d
Hedges’ 10,20105 -2,113 -2,940 -1,267
correction

Referring to the information presented in Table 7, it is ascertained that the average

computed effect size is 9.97408. Following Cohend's criteria outlined in (McLeod, 2019),
where an effect size exceeding 1.4 is considered substantial (refer to Table 8), the deduction
can be made that the application of cooperative learning types significantly influences the
learning outcomes of elementary school students in the Indonesian language subject.

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Table 8. Criteria of Effect Size

Relative Size Effect Size % of control group below

the mean of experimental
group
0.0 50%
Small 0.2 58%
Medium 0.5 69%
Large 0.8 79%
1.4 92%

Cohend in Mcleod (2023)

The measurement results of the effect size from the implementation of 18 types of
cooperative learning in Indonesian language learning activities at elementary schools
demonstrate a significant impact. This finding is consistent with the research by Maimunah et
al. (2020), which discovered that instructional models significantly influence student learning
outcomes in schools. Therefore, the selection and implementation of appropriate and
innovative teaching models are crucial for educators to enhance the quality of learning. This
notion is further supported by the opinions of (Dewi & Wardani, 2021; Masrinah, 2019; Zhang
& Ma, 2023), stating that the implementation of innovative learning not only affects cognitive
aspects (learning achievement) but also various other aspects related to student learning
activities, such as thinking skills, critical thinking, communication skills, collaboration skills,
and attitudes.

Conclusion
In conclusion, the comprehensive meta-analysis undertaken in this study provides
evidence supporting the significant impact of cooperative learning methods on elementary
school students' learning experiences in the context of Indonesian language instruction. The
literature analyzed underscores the effectiveness of this pedagogical method in positively
influencing academic achievements within the specific domain of the Indonesian language
subject. The findings affirm that cooperative learning, as a widely embraced and innovative
pedagogical method, holds substantial promise for educators seeking to enhance the quality
of language education at the elementary school level. Future research endeavors concerning
meta-analyzing the impact of implementing cooperative learning methods across various
subjects and educational levels should be pursued to further validate its efficacy.

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