Downloads: 129 | Views: 226
Dissertation Chapters | Education Management | Indonesia | Volume 4 Issue 3, March 2015
An Experiment of Cooperative Learning Model to Teach the Students in Writing Scientific Works as Observed from their Logical Thinking Capacity
Henny Dewi K | Herman J. Waluyo [6] | Sugiyanto [4] | Retno Winarni [4] | Andayani [22]
Abstract: The aims of this research are (1) find the differences of the skill in writing scientific works among student groups taught with a cooperative learning model that was divided into several learning methods Mind Mapping, Problem Based Learning, and Cooperative Integrated Reading and Composition, (2) find the differences of the skill in writing scientific works among student groups that had high and low logical thinking capacity, and (3) find the interaction of the use of those three learning methods and logical thinking capacity in affecting the students skill in writing scientific works. The method applied in this research was experiment. The population in this research was the students of private universities in Surakarta. The sample was taken by using multi stage area random sampling technique. The data were collected with an instrument test and a standardized test. They were analyzed by using two ways analysis of variance. The results of this research showed that the skill in writing scientific works of the students who joined the learning with Mind Mapping and Cooperative Integrated Reading and Composition methods was better than with Problem Based Learning method. Meanwhile, the skill in writing scientific works of the students who joined the learning with Mind Mapping method was just as good as with Cooperative Integrated Reading and Composition method. Besides, logical thinking capacity also affected the skill of writing scientific workss, in which the students with high logical thinking capacity had higher skill in writing scientific works than those with low logical thinking capacity.
Keywords: cooperative learning, logical thinking capacity, writing skill
Edition: Volume 4 Issue 3, March 2015,
Pages: 2119 - 2125