Menggunakan Cooperative Learning Secara Lebih Efektif sebagai Upaya Menerapkan Nilai Kewirausahaan dalam Pembelajaran Matematika
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Abstract
Tingkat penggangguran terdidik, yaitu pengangguran lulusan perguruan tinggi kembali meningkat pada tahun 2016. Sebagai solusinya, diperlukan pendidikan yang mengusung nilai kewirausahaan. Matematika sebagai mata pelajaran yang diterima siswa dari jenjang prasekolah hingga perguruan tinggi, memiliki potensi untuk menyisipkan nilai kewirausahaan secara komperhensif. Pembelajaran berkelompok sebagai salah satu bentuk cooperative learning banyak dipakai pengajar sebagai sarana eksperimen dan pembelajaran biasa. Pembelajaran ini mengusung nilai kemandirian, kerjasama, dan kepercayaan diri bagi siswa yang merupakan sikap yang diperlukan bagi seorang wirausahawan. Namun tak selalu pembelajaran berkelompok menuai hasil positif. Dalam artikel berikut akan dikaji kendala pembelajaran berkelompok dan solusi teoritisnya. Tidak meratanya tingkat partisipasi dalam kelompok dan terbuangnya waktu dalam pembelajaran menjadi kendala yang sering terjadi. Berdasarkan beberapa hasil penelitian yang dikaji, penggunaan kelompok dengan sedikit anggota menjadi salah satu solusinya. Dengan sedikitnya anggota kelompok, diharapkan seluruh anggota dapat lebih berpartisipasi. Evaluasi secara berkelompok juga diharapkan dapat meningkatkan rasa kemandirian dan kerjasama. Namun, penelitian lanjutan secara lebih komperhensif sangat diperlukan ketika hal tersebut diterapkan pada siswa pada jenjang tertentu.
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How to Cite
Santoso, D. A., & Fahruddin, I. (2017). Menggunakan Cooperative Learning Secara Lebih Efektif sebagai Upaya Menerapkan Nilai Kewirausahaan dalam Pembelajaran Matematika. PRISMA, Prosiding Seminar Nasional Matematika, 181-191. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/21625
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References
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McWhaw, K, Schnackenberg, H, Sclater, J dan Abrami, P.C. 2003. From co-operation to collaboration: helping students become collaborative learners. Cooperative learning: The social and intellectual outcomes of learning in groups, 69 - 86.
Nickels, W.G. McHugh, J.M and McHugh, S. M. 2010. Understanding Business, 10th Ed,. NY: McGraw-Hill Inc
Oosterbeek, H., Van Praag, M. dan Ijsselstein, A., 2010. The impact of entrepreneurship education on entrepreneurship skills and motivation. European economic review, 54(3), pp.442-454.
Ross, J.A., 2008. Explanation giving and receiving in cooperative learning groups. In The teacher’s role in implementing cooperative learning in the classroom, 222-237. Springer US.
Sandholtz, J. H. 2011. Preservice teachers' conceptions of effective and ineffective teaching practices. Teacher Education Quarterly, 38(3), 27-47.
Sormunen, E., Tanni, M., Alamettälä, T. and Heinström, J., 2014. Students' group work strategies in sourceâ€based writing assignments. Journal of the Association for Information Science and Technology, 65(6), 1217-1231.
Surgenor, Paul. 2010. Teaching Toolkit: Large & Small Group Teaching. Dublin: UCD Teaching And Learning. (Online) (http://www.ucd.ie/t4cms/UCDTLT0021.pdf diakses 25 September 2016)
Tan, I.G.C., Sharan, S. and Lee, C.K.E., 2007. Group investigation effects on achievement, motivation, and perceptions of students in Singapore. The Journal of Educational Research, 100(3), 142-154
Watkins, R. 2004. Groupwork and assessment: The handbook for economics lecturers.Economics Network. (online) (http://www.economicsnetwork.ac.uk/handbook/printable/groupwork.pdf diakses 15 September 2016)
Badan Pusat Statistik. 2016. Pengangguran Terbuka Menurut Pendidikan Tertinggi yang Ditamatkan 1986 – 2016. (Online). (https://www.bps.go.id/linkTabelStatis/view/id/972 diakses 1 oktober 2016)
Bakotic, D. and Kruzic, D .2010. Students perceptions and intentions towards Entrepreneurship: The empirical findings from Croatia. The Business Review Cambridge, 14(2), 209-215.
Battistich, V. dan Watson, M., 2003. Fostering social development in preschool and the early elementary grades through co-operative classroom activities. Cooperative learning: The social and intellectual outcomes of learning in groups, 19-35.
Bullinger, A. C., Neyer, A. K., Rass, M., & Moeslein, K. M. 2010. Communityâ€based innovation contests: where competition meets cooperation. Creativity and innovation management, 19(3), 290-303.
Chell, E. dan Athayde, R., 2009. The identification and measurement of innovative characteristics of young people: development of the Youth Innovation Skills Measurement Tool. (online) (http://eprints.kingston.ac.uk/5985/2/Chell-E-5985.pdf diakses 29 September 2016)
Davidson, N., & Major, C. H. 2014. Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3/4), 7-55.
Davies, W. M. 2009. Groupwork as a form of assessment: common problems and recommended solutions. Higher Education, 58(4), 563-584.
Eroglu, O., & Piçak, M. 2011. Entrepreneurship, national culture and Turkey. International Journal of Business and Social Science, 2(16), 146-151.
EURYDICE. 2016. Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes. Brussel: Education,Audiovisual and Culture Executive Agency (EACEA). (Online) (https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/images/4/45/195EN.pdf diakses 1 Oktober 2016)
EURYDICE. 2012. Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes. Luxembourg: Publications Office of the European Union. (Online) (http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135en.pdf diakses 1 Oktober 2016)
Ezeudu, F.O., Ofoegbu, T.O. and Anyaegbunnam, N.J., 2013. Restructuring STM (Science, Technology, and Mathematics) Education for Entrepreneurship. Online Submission, 3(1), pp.27-32.
Felder, R. M., & Brent, R. 2007. Cooperative learning. Active learning: Models from the analytical sciences, ACS Symposium Series, 970, 34-53.
Finland Ministry of Education. 2009. Guidelines for Entrepreneurship Education. (Online) (http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm09.pdf diakses 30 September 2016)
Gillies, R.M. dan Ashman, A.F., 2003. Structuring co-operative learning experiences in primary school. Co-operative learning. The social and intellectual outcomes of learning in groups, 36-53.
González, A., Jennings, D. and Manriquez, L., 2014. Multi-faceted Impact of a Team Game Tournament on the Ability of the Learners to Engage and Develop their Own Critical Skill Set., 1213 – 1224.
Hatak, I. dan Reiner, E., 2011. Entrepreneurship education in secondary schools: Education systems, teaching methods and best practice. RiCC-research report 2011/1, hrsg. v. Rößl Dietmar. Wien: RiCC-Research Institute for Co-operation and Co-operatives. (online) (https://www.wu.ac.at/fileadmin/wu/d/ri/ricc/Forschung/.../researchreport2011_1.pdf diakses 30 September 2016)
Heinonen, J. dan Poikkijoki, S.A., 2006. An entrepreneurial-directed approach to entrepreneurship education: mission impossible?. Journal of management development, 25(1), 80-94.
Huang, Y.M., Liao, Y.W., Huang, S.H. and Chen, H.C., 2014. A Jigsaw-based Cooperative Learning Approach to Improve Learning Outcomes for Mobile Situated Learning. Educational Technology & Society, 17(1), 128-140.
Ing, M., Chan, A., De, T., Freund, D. and Battey, D., 2007. The Role of Teacher Discourse in Effective Groupwork. (Online) (http://cresst.org/wp-content/uploads/R726.pdf diakses 25 September 2016)
Iqbal, Adnan et. Al. 2012. Readiness Of The University Students Towards Entrepreneurship In Saudi Private University: An Exploratory Study. European Scientific Journal. 8(15), 109-131.
Isaac, M. L. 2012. " I Hate Group Work!" Social Loafers, Indignant Peers, and the Drama of the Classroom. English Journal, 83-89.
Knight, D. Denise. 2007. Pairing vs. small groups: A model for analytical collaboration. The Teaching Professor. 21(2), 5.
Kothiyal, A., Murthy, S. and Iyer, S., 2014. Think-pair-share in a large CS1 class: does learning really happen? In Proceedings of the 2014 conference on Innovation & technology in computer science education, 51-56.
Lyman, F., 1992. Think-pair-share, thinktrix, thinklinks, and weird facts: An interactive system for cooperative thinking. Enhancing thinking through cooperative learning, 169-181.
McWhaw, K, Schnackenberg, H, Sclater, J dan Abrami, P.C. 2003. From co-operation to collaboration: helping students become collaborative learners. Cooperative learning: The social and intellectual outcomes of learning in groups, 69 - 86.
Nickels, W.G. McHugh, J.M and McHugh, S. M. 2010. Understanding Business, 10th Ed,. NY: McGraw-Hill Inc
Oosterbeek, H., Van Praag, M. dan Ijsselstein, A., 2010. The impact of entrepreneurship education on entrepreneurship skills and motivation. European economic review, 54(3), pp.442-454.
Ross, J.A., 2008. Explanation giving and receiving in cooperative learning groups. In The teacher’s role in implementing cooperative learning in the classroom, 222-237. Springer US.
Sandholtz, J. H. 2011. Preservice teachers' conceptions of effective and ineffective teaching practices. Teacher Education Quarterly, 38(3), 27-47.
Sormunen, E., Tanni, M., Alamettälä, T. and Heinström, J., 2014. Students' group work strategies in sourceâ€based writing assignments. Journal of the Association for Information Science and Technology, 65(6), 1217-1231.
Surgenor, Paul. 2010. Teaching Toolkit: Large & Small Group Teaching. Dublin: UCD Teaching And Learning. (Online) (http://www.ucd.ie/t4cms/UCDTLT0021.pdf diakses 25 September 2016)
Tan, I.G.C., Sharan, S. and Lee, C.K.E., 2007. Group investigation effects on achievement, motivation, and perceptions of students in Singapore. The Journal of Educational Research, 100(3), 142-154
Watkins, R. 2004. Groupwork and assessment: The handbook for economics lecturers.Economics Network. (online) (http://www.economicsnetwork.ac.uk/handbook/printable/groupwork.pdf diakses 15 September 2016)