Journal articles: 'Cooperative inquiry'

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Reason, Peter, Peter Park, Mary Brydon-Miller, Budd Hall, and Ted Jackson. "Cooperative Inquiry." Curriculum Inquiry 26, no. 1 (1996): 81. http://dx.doi.org/10.2307/1179902.

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Ingram, Stephen. "Cooperative Intuitionism." Philosophical Quarterly 70, no. 281 (March 20, 2020): 780–99. http://dx.doi.org/10.1093/pq/pqaa011.

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Abstract According to pluralistic intuitionist theories, some of our moral beliefs are non-inferentially justified, and these beliefs come in both an a priori and an a posteriori variety. In this paper, I present new support for this pluralistic form of intuitionism by examining the deeply social nature of moral inquiry. This is something that intuitionists have tended to neglect. It does play an important role in an intuitionist theory offered by Bengson, Cuneo, and Shafer-Landau, but whilst they invoke the social nature of moral inquiry in order to argue that ordinary moral intuitions are trustworthy, my argument focuses on what I will call the ‘frontiers’ of moral inquiry. I will show that inclusive and cooperative dialogue is necessary at moral inquiry's frontiers, and that intuitionists can expect such dialogue to result in both a priori and a posteriori moral beliefs.

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Zhu, Shengyin, Xiangzhen He, Yerong Hu, and Yihao Zhang. "The Practical Application of Cooperative Inquiry Model in the Teaching for Tibetan College Students." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 325. http://dx.doi.org/10.17507/tpls.1003.09.

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The cooperative inquiry teaching mode refers to a teaching mode in which the teacher guides the students to learn the main knowledge points in the way of "independence, inquiry and cooperation" and communicate deeply through group inquiry, so as to better meet the requirements of cognitive and emotional goals in the course. The cooperative inquiry teaching mode is one of the effective models of English teaching, which focuses on students' learning and highlights the true, harmonious and efficient teaching concept. On the basis of practice, this paper discusses the specific application of cooperative inquiry teaching mode in English Teaching for Tibetan college students.

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Woods-McConney, Amanda, Marold Wosnitza, and Keryn L. Sturrock. "Inquiry and groups: student interactions in cooperative inquiry-based science." International Journal of Science Education 38, no. 5 (March 23, 2016): 842–60. http://dx.doi.org/10.1080/09500693.2016.1169454.

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Ospina, Sonia, Waad El Hadidy, and Amparo Hofmann-Pinilla. "Cooperative inquiry for learning and connectedness." Action Learning: Research and Practice 5, no. 2 (July 2008): 131–47. http://dx.doi.org/10.1080/14767330802185673.

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SYAMSIYAH, YUNI NOER. "PENERAPAN MODEL KOOPERATIF TIPE INQUIRI PADA PEMBELAJARAN IKATAN KIMIA UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 2, no. 2 (June 20, 2022): 144–51. http://dx.doi.org/10.51878/science.v2i2.1233.

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The activity level of students in class X IPA 2 SMAN 10 Pandeglang before the study was 12.5% ??and the average learning outcome was 42.4. Inquiry type cooperative learning provides many opportunities for students to express opinions, ask and answer questions, so that all students can be actively involved in the learning process. The application of the inquiry type cooperative learning model is able to provide learning experiences about various phenomena or facts so that students are able to conclude or find answers that are certain in accordance with the objectives of using inquiry learning strategies, namely developing the ability to think systematically, logically and critically. This study aims to improve student activity and learning outcomes in chemical bonding learning through the inquiry type cooperative learning model. This classroom action research consists of 2 cycles, with 4 stages, namely planning, implementation, observation and reflection. It was carried out on 32 students of class X IPA 2 of SMAN 10 Pandeglang in the 2017/2018 academic year. Based on the results of the study, it turned out that student activity increased by 43.62% from the first cycle of 38.18% and 81.8% in the second cycle. This shows that the application of the inquiry-type cooperative learning model can increase student activity. Student learning outcomes in the cognitive domain also increased by 43.75%, which came from the first cycle of 34, 38% and the second cycle of 78.13%. In general, the results showed that the application of the inquiry-type cooperative learning model could improve student activity and learning outcomes in chemical bonding learning at SMAN 10 Pandeglang. ABSTRAKTingkat keaktifan siswa kelas X IPA 2 SMAN 10 Pandeglang sebelum penelitian sebesar 12,5% dan rata-rata hasil belajarnya 42,4. Pembelajaran kooperatif tipe inquirí banyak memberikan kesempatan siswa saling mengemukakan pendapat, bertanya dan menjawab, maka semua siswa dapat terlibat aktif dalam proses pembelajaran. Penerapan model pembelajaran kooperatif tipe inquirí mampu memberikan pengalaman belajar tentang berbagai fenomena atau fakta sehingga siswa mampu menyimpulkan atau menemukan sendiri jawaban yang sudah pasti sesuai dengan tujuan dari penggunaan strategi pembelajaran inquirí yaitu mengembangkan kemampuan berpikir secara sistematis, logis dan kritis. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa pada pembelajaran ikatan kimia melalui model pembelajaran kooperatif tipe inquirí. Penelitian tindakan kelas ini terdiri atas 2 siklus, dengan 4 tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Dilakukam pada 32 siswa kelas X IPA 2 SMAN 10 pandeglang tahun pelajaran 2017/2018. Berdasarkan hasil penelitian, ternyata aktivitas siswa meningkat 43,62% yang berasal dari siklus I sebesar 38,18% dan 81,8% pada siklus II. Hali ini menunjukkan bahwa penerapan model pembelajaran kooperatif tipe inquirí dapat meningkatkan aktivitas siswa. Hasil belajar siswa pada ranah kognitif juga meningkat sebesar 43,75% yang berasal dari siklus I sebesar 34, 38% dan siklus II sebesar 78,13%. Secara umum hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe inquirí dapat meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran ikatan kimia di SMAN 10 Pandeglang.

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Franken, Jason R. V., and Michael L. Cook. "Do Corporate Governance Recommendations Apply to U.S. Agricultural Cooperatives?" Sustainability 11, no. 19 (September 26, 2019): 5321. http://dx.doi.org/10.3390/su11195321.

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A limited inquiry into cooperative governance and performance suggests that best practices from corporate governance literature may not apply uniformly to cooperatives. The rarely addressed issue of endogeneity limits confidence in recommendations for corporations and cooperatives alike and inference of recommendations for cooperatives is complicated by availability of appropriate performance measures. By accounting for the most commonly recognized sources of endogeneity and measuring overall cooperative performance, expectations of better performance by larger cooperatives with smaller boards are confirmed, while limited evidence is obtained on the expected positive effects of seating outside experts on the board.

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LLOYD, M., and A. CARSON. "Culture shift: carer empowerment and cooperative inquiry." Journal of Psychiatric and Mental Health Nursing 12, no. 2 (April 2005): 187–91. http://dx.doi.org/10.1111/j.1365-2850.2004.00816.x.

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Siegel, Christine. "An ethnographic inquiry of cooperative learning implementation." Journal of School Psychology 43, no. 3 (May 2005): 219–39. http://dx.doi.org/10.1016/j.jsp.2005.04.005.

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Ji, Fang, and Hang Bo. "Function Design for Inquiry-Based Learning Platform Based on a Computer Network." International Journal of Emerging Technologies in Learning (iJET) 12, no. 02 (February 28, 2017): 40. http://dx.doi.org/10.3991/ijet.v12i02.6043.

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This platform emphasizes the design of inquiry-based learning’s function and interaction and organization of information. In this platform, students can adopt independent research and cooperative learning modes and teachers can carry out remote guidance in the students’ learning activities, which improves the students’ innovation capabilities and the practical capabilities. This platform embodies the concept of inquiry-based learning and emphasizes the establishment of an ideal environment for in-depth learning, cooperative inquiry and announcing achievements. However, it cannot replace the teachers’ functions nor can it replace the students’ dominant positions, but it embodies student-centered and teacher-directed inquiry-based learning.

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Siebert, John W., and John L. Park. "United Agricultural Cooperative: considering the sale of the agronomy division." International Food and Agribusiness Management Review 21, no. 5 (June 15, 2018): 573–82. http://dx.doi.org/10.22434/ifamr2016.0119.

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This case study examines a common agricultural cooperative structure in the United States, namely that of a business which both sells farm supplies to its members and also markets, to others, the agricultural products of its members. The case concerns whether the United Agricultural Cooperative should sell the cooperative’s agronomy supply division. This division sells fertilizer, chemicals and seed. It also provides related services. The cooperative has received an acquisition inquiry from rapidly expanding agricultural retailer, Pinnacle Agricultural Holdings, LLC. The case allows readers to examine both detailed financial information as well as the cooperative’s political environment. The case ends with readers being asked to recommend a decision; namely should the cooperative sell the agronomy division or should it be kept? Professors can read the authors’ teaching note to learn recommended classroom teaching strategies and also to learn the actual decision which was made by this cooperative.

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Sohmer, Olga R. "Interactive Meditation Practice as Research Method: An Introduction to Embodied Spiritual Inquiry." Integral Transpersonal Journal 10, no. 10 (April 2018): 118. http://dx.doi.org/10.32031/itibte_itj_10-so5.

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This article presents Embodied Spiritual Inquiry (ESI), a participatory approach to integral education and transpersonal research that has been offered since 2003 as a graduate course at the California Institute of Integral Studies (CIIS), San Francisco, by core faculty Jorge N. Ferrer. Inspired by elements of participatory research (e.g., Reason, 1994a; Reason & Bradbury, 2008) and cooperative inquiry (Heron, 1996), ESI applies Albareda and Romero’s Interactive Embodied Meditations (Ferrer, 2003) to access multiple ways of knowing (e.g., somatic, vital, emotional, mental, spiritual) and mindfully inquire into collaboratively decided questions about the human condition. Past inquiries have included diverse psychospiritual topics including the experiential features of relational spirituality (Osterhold, Husserl, & Nicol, 2007), the nature of human boundaries within and between co-inquirers (Sohmer, Baumann, & Ferrer, 2018), felt-sensed markers discerning genuine versus unreliable spiritual knowledge, experiential understandings of the personal and collective “shadow,” and the multidimensionality of the human condition. After presenting an overview of the ESI methodology and two case studies, this article discusses the merits, limitations, and future horizons of this approach for integral education and transpersonal research. KEYWORDS Transpersonal Research, Integral Education, Multiple Ways of Knowing, Interactive Embodied Meditations, Cooperative Inquiry, Participatory Research, Embodied Spirituality.

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Nuramin, Nuramin. "Penerapan Pembelajaran Cooperative Integrated Reading and Composition Berbasis Inquiry untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Kelas IX-6 SMPN 1 Pujut." JTAM | Jurnal Teori dan Aplikasi Matematika 2, no. 1 (April 7, 2018): 43. http://dx.doi.org/10.31764/jtam.v2i1.274.

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Abstrak: Pelaksanaan PTK dengan tujuan untuk mengetahui meningkatnya aktivitas dan hasil belajar matematika siswa kelas IX-6 di SMPN 1 Pujut tahun pelajaran 2017/2018 dengan penerapan pembelajaran cooperatif integrated reading and composition berbasis inquiri. Pengumpulan data dengan metode observasi, wawancara dan dokumentasi. Hasil siklus I skor rata-rata aktivitas belajar siswa 10,84 kategori aktif, nilai belajar siswa 66,25 dan ketuntasannya 79%. Siklus II aktivitas belajar siswa 12,68 kategori aktif, hasil belajar siswa 75,8 dan ketuntasannya 88%. Disimpulkan pelaksanaan pembelajaran cooperative integrated reading and composition berbasis inquiry pelajaran matematika dapat meningkatkan aktivitas dan hasil belajar siswa kelas IX-6 SMPN 1 PujutAbstract: Implementation of PTK with the aim to know the increased activity and learning outcomes of mathematics students of class IX-6 in SMPN 1 Pujut 2017/2018 academic year with the application of cooperative learning integrated reading and composition based inquiri. Data collection by observation method, interview and documentation. Result of cycle I average score of student activity activity 10,84 active category, student's learning score 66,25 and completeness 79%. Cycle II student learning activities 12.68 active categories, student learning outcomes 75.8 and completeness 88%. It is concluded that cooperative integrated reading and composition instruction based on inquiry of mathematics lesson can improve the activity and learning outcomes of students of class IX-6 SMPN 1 Pujut

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Syarifuddin, Syarifuddin, and Dewi Sartika. "The Effectiveness of Community of Inquiry Learning and Learning Styles Towards Students’ Concept Mastery." JECED : Journal of Early Childhood Education and Development 4, no. 1 (June 29, 2022): 45–58. http://dx.doi.org/10.15642/jeced.v4i1.1650.

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This study was conducted to identify whether there was a positive effect of the Community of Inquiry learning and learning styles on students’ concept mastery. The samples involved were 113 students, consisting of 56 students for the experimental group and 57 students for the control class. This research was a quasi-experimental design. The results of this study concluded that there was a significant difference in the concept mastery of the students who used the Community of Inquiry learning compared to the group of students who used cooperative learning. Besides, there were significant differences in concept mastery of students taught using the community of inquiry learning compared to those taught using cooperative learning in terms of student learning style visual, auditory, and kinesthetic. There was no infection of the use of community of inquiry learning with cooperative learning and learning styles on students’ concept mastery.

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Ilmiyah, Najimatul. "PEMBENTUKAN KARAKTER DAN KETERAMPILAN SOSIAL PESERTA DIDIK DI SMA MELALUI MODEL PEMBELAJARAN BERBASIS INQUIRY DAN GROUP INVESTIGASI DENGAN SETTING LINGKUNGAN." Jurnal Terapung : Ilmu - Ilmu Sosial 4, no. 2 (September 1, 2022): 46. http://dx.doi.org/10.31602/jt.v4i2.8622.

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ABSTRACTBasically, the use of inquiry learning models and investigative group type cooperative learning models with environmental settings in the learning process can not only improve learning outcomes but also improve student character behavior and social skills. This study aims to (1) describe the character behavior of students through inquiry learning models and investigative groups with environmental settings (2) describe students' social skills through inquiry learning models and investigative groups with environmental settings. This study uses a qualitative approach with a descriptive method. Character behavior data and social skills of students were obtained from the observation sheet of character behavior and social skills of students. Data collection using observation techniques. The data analysis technique used qualitative analysis techniques. From the results of data analysis and research conclusions, the following findings were obtained: Based on the results of structured observations of character behavior and social skills that should be carried out by students during the teaching and learning process, there was an increase in the percentage from the first meeting to the second meeting. This illustrates that inquiry-based learning with a cooperative approach and set with environmental conditions is said to be successful in improving the character behavior and social skills of students during the learning process.Keywords: Character Behavior, Social Skills, Inquiry, Group Investigation, Environment ABSTRAKPada dasarnya penggunaan model pembelajaran inquiri dan model pembelajaran kooperatif tipe group investigasi dengan setting lingkungan dalam proses pembelajaran tidak hanya dapat meningkatkan hasil belajar tetapi juga dapat meningkatkan perilaku berkarakter dan keterampilan sosial peserta didik. Penelitian ini bertujuan untuk (1) mendeskripsikan perilaku berkarakter peserta didik melalui model pembelajaran inquiry dan group investigasi dengan Setting Lingkungan (2) mendeskripsikan keterampilan sosial peserta didik melalui model pembelajaran inquiry dan group investigasi dengan Setting Lingkungan. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data perilaku berkarakter dan keterampilan sosial peserta didik diperoleh dari lembar pengamatan perilaku berkarakter dan keterampilan sosial peserta didik. Pengumpulan data menggunakan teknik observasi. Teknik analisis data menggunakan teknik analisis kualitatif. Dari hasil analisis data dan kesimpulan penelitian, diperoleh temuan sebagai berikut: Berdasarkan hasil observasi terstruktur terhadap perilaku berkarakter dan keterampilan sosial yang seharusnya dilakukan peserta didik selama proses belajar mengajar berlangsung terjadi peningkatan prosentase dari pertemuan I ke pertemuan II. Ini menggambarkan bahwa pembelajaran berbasis inquiri dengan pendekatan kooperatif dan disetting dengan kondisi lingkungan dikatakan berhasil dengan baik dalam meningkatkan perilaku berkarakter dan keterampilan sosial peserta didik selama proses pembelajaran berlangsung.Kata Kunci: Perilaku Berkarakter, Keterampilan Sosial, Inquiry, Penyelidikan Kelompok, Lingkungan

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Sukontawaree, Nudjaree, Apantee Poonputta, and Orrasa Prasitnok. "Development of Problem-Solving Abilities in Science by Inquiry-Based Learning With Cooperative Learning for Grade 4 Students." Journal of Educational Issues 8, no. 2 (December 11, 2022): 771. http://dx.doi.org/10.5296/jei.v8i2.20418.

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Considering problem-solving ability as an important qualification in the 21st century that could be developed by instructional methods that allow learners to construct their knowledge via questioning through cooperative learning activities, we conducted action research with the purpose of investigating the effectiveness of inquiry-based and cooperative learning on grade 10 students’ problem-solving ability and studying students’ satisfaction with inquiry-based and cooperative learning in developing their problem-solving ability. The participants were 7 grade 4 students in the Thai educational context. They were selected from a class of 20 students using the results of a placement test. The instruments were a learning management plan designed using the integration of inquiry-based learning and cooperative learning, a problem-solving ability evaluation form, and a satisfaction questionnaire. The data was analyzed using the statistics of percentage, mean score, and standard deviation. The result shows that the integration of the two methods was beneficial in improving the problem-solving skills of the majority of the participants. Participants were also satisfied with learning management throughout the semester it was implemented.

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Hillkirk, Keith, and Teresa Foley. "Hegel's dialectic as a means for cooperative student inquiry." Teacher Educator 29, no. 1 (June 1993): 2–6. http://dx.doi.org/10.1080/08878739309555043.

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Jenkins, Emrys. "Using cooperative inquiry and clinical supervision to improve practice." British Journal of Community Nursing 12, no. 2 (February 2007): 63–69. http://dx.doi.org/10.12968/bjcn.2007.12.2.22815.

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Gillies, Robyn M., Kim Nichols, and Gilbert Burgh. "Promoting problem-solving and reasoning during cooperative inquiry science." Teaching Education 22, no. 4 (December 2011): 427–43. http://dx.doi.org/10.1080/10476210.2011.610448.

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Ness, Ottar, and Tom Strong. "Learning New Ideas and Practices Together: A Cooperative Inquiry." Journal of Family Psychotherapy 24, no. 3 (July 2013): 246–60. http://dx.doi.org/10.1080/08975353.2013.817268.

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Lehner, Edward, and Tonya Johnson. "Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry." Voices of Reform 5, no. 1 (December 28, 2022): 59–88. http://dx.doi.org/10.32623/5.00005.

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The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from strict control and discipline to student-centered inclusion and cooperative inquiry. We recommend distributive classroom management and examine the practice in the context of its enactment by stakeholders in one social studies classroom in the East New York Alternative Learning Center. Under this model, students demonstrated distributed classroom management actions that fostered improved classroom behaviors and expressions of group solidarity. Students maintained a fertile learning environment by proposing a distributive management practice during the research period. Additionally, students enacted the same approach in the classroom. The study’s findings suggest that teachers and students can integrate standard classroom management rules with transformative stakeholder-directed practices to benefit all participants.

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Anyushenkova, O. N. "Cooperative Learning as a Pedagogical Approach and Strategy for Teaching and Learning in Higher Education." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 3 (July 5, 2022): 18–22. http://dx.doi.org/10.26794/2226-7867-2022-12-c-18-22.

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This article discusses cooperative learning as a pedagogical technology based on two different pedagogical approaches. One based on Inquiry-Based Learning (IBL) and structured in steps to guide the learner through the learning process. The second one is based on Gamification, applied as an integrated teaching and learning strategy, and includes the definition of formative assessment, student classification and learning experience, based on traditional practice tasks and educational games. The author emphasizes that these approaches and cooperative learning strategies have a positive effect on building higher-order skills, such as communication skills, critical thinking and cooperation.

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Corrigan, Lawrence T., and Daphne Rixon. "A dramaturgical accounting of cooperative performance indicators." Qualitative Research in Accounting & Management 14, no. 1 (April 18, 2017): 60–80. http://dx.doi.org/10.1108/qram-08-2016-0060.

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Purpose Electric cooperatives may be seen as an alternative form of organizing in the shadow of investor-owned utilities. They are presumed able to meet financial challenges while simultaneously honoring cooperative principles of member-owners. This paper aims to investigate such a balancing act and conceptualize “key performance indicators” (KPIs) as a dramatic accounting discourse. Design/methodology/approach This paper uses a dramaturgical approach to cooperative performance accounting, and claims that KPIs are a simplification of a complex and shifting reality which they also socially construct. Data were gathered from annual financial reports and websites of rural electric cooperatives along with semi-structured interviews conducted with senior cooperative officials. Findings The cooperatives in this case study reported a huge number of KPIs. However, this paper reveals that the performance indicators serve impression management goals and operational demands rather than reporting on fulfillment of the “Seven Cooperative Principles” that are fundamental to the cooperative movement. Research limitations/implications Extant inquiry regarding electric cooperatives tends toward a positivist research approach and a realist worldview. This overlooks dramatic and critical possibilities of KPIs as a management construction project. Expanding beyond mainstream research, this paper calls attention to artistic production of knowledge and applies a qualitative framework to problematize accounting disclosures. Originality/value Prior KPI research has often been instrumental, looking for predictive evidence that KPIs have strategic value as a “tool” for organizations to attain competitive advantage. This paper introduces the notion that performance measures are theatrical, and applies this to rural electric cooperatives, an industry mostly ignored in the academic literature.

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Leonard, Nwafor Chimuanya, and A. U. Nwanekezi. "Effects of Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy on Chemistry Students’ Performance in Imo State." European Scientific Journal, ESJ 14, no. 25 (September 30, 2018): 54. http://dx.doi.org/10.19044/esj.2018.v14n25p54.

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The study investigated the effects of guided inquiry and task hierarchy analysis model in cooperative learning strategy on Chemistry students’ performance in Nwangele Local Government Area, Imo State. The study adopted Pretest Posttest non-equivalent quasi-experimental design. One hundred and sixty-three Chemistry students from six public schools purposively selected participated in the study. Chemistry Performance Test on Acid-Base Reactions (CPTABR) which also tested retention with a reliability index of 0.75 was developed, validated and used for data collection. Research questions were answered using mean and Standard deviation, while the null hypotheses were tested using Analysis of Covariance at 0.05 significance level. The result revealed that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) proved to be more effective than lecture method (LM) in understanding of Acid-Base Reactions. It was recommended that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) should be used by Chemistry teachers to teach Acid- Base Reactions to enhance students’ performance and retention in Chemistry.

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Saridewi, Maria Paulin. "Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Mind Map & Kooperatif Tipe Tgt terhadap Pemahaman Konsep Siswa." Bio-Edu: Jurnal Pendidikan Biologi 4, no. 2 (August 29, 2019): 69–78. http://dx.doi.org/10.32938/jbe.v4i2.388.

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21st-century learning emphasizes the concept of student-centered learning, so that learning is more meaningful for students, because students are required not only to do the task but also to understand important concepts. However, the problem now faced is the still low understanding of students' concepts. One reason is the teacher teaching method that is still conventional. The learning model that is considered to improve students' conceptual understanding is guided inquiry with mind map and cooperative type TGT. The purpose of this study is to see the effect of guided inquiry learning model with a mind map and cooperative type TGT on understanding students' concepts. The subjects in this study were seventh-grade students of SMPK St. Yoseph Noelbaki. The data of the research results were analyzed by analysis of one-way variance and descriptive. The results showed that there was an effect of the implementation of a guided inquiry learning model with mind map and cooperative TGT type on students' conceptual understanding, with a probability value (sig.) Of 0.01 smaller than the alpha value of 0.05.

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Nenti, Hariyanti, Prasetyorini Prasetyorini, and Suhardi Eka. "Learning Science With Group Investigation And Guided Inquiry To Increase Biological Literacy In Coordination System Materials Of Class Science Xi Students." JOURNAL OF SCIENCE EDUCATION AND PRACTICE 5, no. 1 (July 8, 2022): 43–53. http://dx.doi.org/10.33751/jsep.v5i1.5690.

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The aims of this research are to find out : the effect difference between implementation of cooperative learning model's Group Investigation and type, and Guided Inquiry model's to Increase Biology Literacy , and the effect interaction between implementation of cooperative learning model's and student's on the learning motivation to Increase Biology Literacy. The research was in the Senior High School in the Rancabungur District academic year 2016/2017. The research method used is a quasi-experimental method with a two factorial design. The population of the research is students at the twelth grade Senior High School in the Rancabungur District. The samples of research consist of 80 students. Instruments used for collecting data are achievement test of Biology and the questionnaires of study motivation. To get appropriate and accuracy of the Biology achievement test Technique of t test with significance level of = 0.05. The result of the research are as follows : there is a significant difference in effect of implementation of cooperative learning Group Investigation (GI) and type, and Guided Inquiry model's on Increase Biology Literacy (F h Ft , 0.05 = 2.58 1.99). The questionnaire results showed that students and teacher responded positively to the Group Investigation and Group Inquiry Learning Model. Based on those findings, the research concludes that learning achievement of Biology can be increased throught learning models and improving the student's achievement motivation. The improving of learning quality is able to be achieved through the use of cooperative learning model's Group Investigation and type, and Guided Inquiry model's and by pay attention to the student's Increase Biology Literacy.

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Gillies, Robyn M. "Dialogic Teaching during Cooperative Inquiry-Based Science: A Case Study of a Year 6 Classroom." Education Sciences 10, no. 11 (November 12, 2020): 328. http://dx.doi.org/10.3390/educsci10110328.

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Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ positions they had adopted across the six inquiry-based science lessons; core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students’ thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.

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Smaling, Adri. "Argumentation, Cooperation and Charity in Qualitative Inquiry." Concepts and Transformation 3, no. 1-2 (January 1, 1998): 129–41. http://dx.doi.org/10.1075/cat.3.1-2.08sma.

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Contemporary argumentation theory is the most appropriate logical basis of qualitative inquiry. Formal logics, deductive or inductive, have turned out to have little value in some particular practical situations and local contexts. An optimal observance of the cooperative principle and the charity principle in argumentation theory may not only be merely methodologically motivated, it may also have an ethical motivation. This ethical motivation may have a methodological significance and may be supported by a philosophy of life.

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Gillies, Robyn M., and Kim Nichols. "How to Support Primary Teachers’ Implementation of Inquiry: Teachers’ Reflections on Teaching Cooperative Inquiry-Based Science." Research in Science Education 45, no. 2 (June 19, 2014): 171–91. http://dx.doi.org/10.1007/s11165-014-9418-x.

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Balch, Pamela. "A More Powerful Marriage: Cooperative Learning and Problem Solving Inquiry." Kappa Delta Pi Record 27, no. 2 (January 1991): 37–39. http://dx.doi.org/10.1080/00228958.1991.10531833.

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Riley, Sarah CE, and Christina Scharff. "Feminism versus femininity? Exploring feminist dilemmas through cooperative inquiry research." Feminism & Psychology 23, no. 2 (August 27, 2012): 207–23. http://dx.doi.org/10.1177/0959353512454615.

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Faust, Victoria, Cynthia R. Jasper, Ariel Kaufman, and Margaret J. Nellis. "Cooperative Inquiry in Human Ecology: Historical Roots and Future Applications." Family and Consumer Sciences Research Journal 42, no. 3 (January 23, 2014): 267–77. http://dx.doi.org/10.1111/fcsr.12060.

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Reason, P. "Complementary practice at Phoenix surgery: First steps in cooperative inquiry." Complementary Therapies in Medicine 3, no. 1 (January 1995): 37–41. http://dx.doi.org/10.1016/s0965-2299(95)80036-0.

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Rinehart, Robert E. "New Critical Pan-Pacific Qualitative Inquiry." International Review of Qualitative Research 11, no. 1 (February 2018): 28–38. http://dx.doi.org/10.1525/irqr.2018.11.1.28.

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In this piece, I explore two related issues of new critical Indigenous research. First, building on previous work, I recap the similarities and differences—in terms of social justice issues—of several historical cases regarding Indigenous peoples. I then examine the role of respect—especially “reciprocal respect”—in Pan-Pacific Indigenous research and give exemplars from New Zealand, Filipino, Aboriginal, and Samoan contexts as discussion points that ground a larger examination of mutual respect, mutuality, and cooperative behaviour. Finally, I suggest that the historical treatments of various Indigenous peoples to this day impact upon the form and tenor of critical Indigenous research.

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Pardosi, Ita Minar Oktavia. "Meningkatkan Keterampilan Komunikasi, Sikap Kerja Sama dan Penguasaan Konsep Siswa Melalui Implementasi Pembelajaran Inkuiri [Enhancing Communication Skill, Teamwork, and Student’s Mastery Concept Through the Implementation of Inquiry Learning]." Jurnal Teropong Pendidikan 1, no. 3 (October 6, 2021): 176. http://dx.doi.org/10.19166/jtp.v1i3.4203.

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<div><p class="1eAbstract-text">Communication skills, cooperative attitude and mastery of concepts are very important for students to have. This research aims to know the increasing of communication skills, teamwork and student's mastery concept through inquiry learning model. This research was carried out using a quantitative approach through the experimental method of one group pre-test post-test. Data were obtained through 34 students in one class. The results showed that there were differences in communication skills, cooperative attitudes and mastery of students' concepts from before and after the implementation of inquiry learning, which was known from the increase in average scores and N-gain.</p></div>

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Adika, Risaul, Maridi Maridi, and Bowo Sugiharto. "Peningkatan Minat Belajar dan Hasil Belajar Siswa Melalui Model Inkuiri Terbimbing Dipadu Kooperatif Jigsaw Kelas X IS-3 SMA Batik 1 Surakarta Tahun Pelajaran 2013/2014." BIO-PEDAGOGI 3, no. 2 (October 2, 2014): 63. http://dx.doi.org/10.20961/bio-pedagogi.v3i2.5340.

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<p>This study aims to improve the student’s learning outcomes and learning interest in biology class X IS-3 SMA Batik 1 Surakarta with guided inquiry combined with cooperative jigsaw model. This research is Classroom Action Research with 3 cycles of action. Each cycle consists of four phases: planning, action, observation, and reflection. The subjects were students of class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014. The data was obtained through test technique with multiple choice and non-test technique with observation, interview, and documentation. Data result of observations, interviews, and documentation was analyzed by descriptive qualitative analysis techniques while data validation using triangulation technique. The result of the research showed that the implementation of the class action through the use of guided inquiry combined with cooperative jigsaw model can improve learning interest and learning outcomes of students in learning biology. It is based on the results of written tests, observation, and interviews. The average percentage students’ attainment in each indicator of student interest learning in pre-cycle was 45.83%, then increased to 74,16% in first cycle (worked up 28.33%), then increased to 88.11% in second cycle (worked up 13.95%). The average percentage students’ attainment in students' knowledge aspects in pre-cycle was 50%, then increased to 62.50% in first cycle (worked up 12.50%), then increased to 92.50 % in second cycle (worked up 30%). The average percentage students’ attainment in each indicator of students’ skills in pre-cycle was 36.87%, then increased to 61.25% in first cycle (worked up 24.38%), then increased to 80.83 % in second cycle (worked up 19.58%). The average percentage students’ attainment in each indicator of students’ learning attitude in pre-cycle was 48.25%, then increased to 62.25% in first cycle (worked up 14.25%), then increased to 77.25% in second cycle (worked up 15%). The results of student and teacher interviews indicated that the use of guided inquiry combined with cooperative jigsaw model provide flexibility for students to find their own concept with fun learning. Based on the result above, it can be concluded that the use of guided inquiry combined with cooperative jigsaw model can improve students’ learning interest and learning outcomes in class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014 to study biology.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: guided inquiry, cooperative jigsaw, learning interest, learning outcomes</p>

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Fathman, Ann K., and Carolyn Kessler. "Cooperative Language Learning in School Contexts." Annual Review of Applied Linguistics 13 (March 1992): 127–40. http://dx.doi.org/10.1017/s0267190500002439.

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Cooperative learning is designed to engage learners actively in the learning process. Through inquiry and interaction with peers in small groups, learners work together towards a common goal. As a major movement within the broad context of the educational mainstream, cooperative learning has specific relevance for literacy and language learning. Communicative approaches to second/foreign language teaching can effectively draw on the principles and characteristics of cooperative learning to make language teaching and learning more effective. This joining of communicative instructional approaches with cooperative learning should be effective whether applied to the second/foreign language classroom or to the sheltered classroom integrating language learning with content-area learning.

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Rohimin, Rohimin, Wiji Aziiz Hari Mukti, Septa Oktaviani, Muhammad Erfan, and Tursina Ratu. "Comparison of Learning Outcomes Inquiry Learning Model With Cooperative Learning Model Type Number Head Together (NHT) Learning In Natural Sciences Class V In Public Elementary School 66 Bengkulu City." IJIS Edu : Indonesian Journal of Integrated Science Education 2, no. 2 (July 27, 2020): 114. http://dx.doi.org/10.29300/ijisedu.v2i2.3260.

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Although many have raised the Inquiry learning model and the Number Head Together (NHT) learning model, there is no research on comparison of the two models in natural science subjects. This study aims to determine whether the learning outcomes of the 5th grade science students taught using the Inquiry Learning Model is better than using the Cooperative Learning Model Number Head Together (NHT) type in SDNegeri 66 Bengkulu City. This study used two groups, namely class 5A with 31 people as the experimental group and class 5B with 31 people as the control group. This research variable consists of independent variables namely Inquiry learning model and Number Head Together (NHT) learning model while the dependent variable is the science learning outcomes. This type of research is quantitative research with Nonequivalent Control Group Design approach. Data collection techniques using observation and multiple choice test questions. Data analysis techniques using the t test. Based on the results of the study found in the posttest results of class 5A students who use Inquiry Learning Model in the medium and high categories as many as 31 students (93%) get grades of 60 to 100 while the learning outcomes of class 5B that use Cooperative Learning Models Type Number Head Together ( NHT) as many as 31 students (81%) get a value of 50 to 90. It can also be proven by the results of the t test calculation that is tcount of 4.352 and the value of the table for df = 60 with a significance level of 5% is 2,000. From the analysis it was found that tcount is greater than ttable (4.352> 2,000). The results showed that the learning outcomes of Natural Sciences 5th grade students who were taught using the Inquiry Learning Model were better than using the Cooperative Learning Model Number Head Together (NHT) type at SDN 66 Kota Bengkulu.

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Benos, Theo, Nikos Kalogeras, Martin Wetzels, Ko de Ruyter, and Joost M. E. Pennings. "Harnessing a ‘Currency Matrix’ for Performance Measurement in Cooperatives: A Multi-Phased Study." Sustainability 10, no. 12 (December 1, 2018): 4536. http://dx.doi.org/10.3390/su10124536.

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The cooperative organizational form is by nature a sustainable one, which has proved to be resilient in the face of crises and a solid lever in addressing present-day societal challenges. Still, little is known about its socio-economic impact. Also, despite the plethora of studies on cooperative performance, research remains inconclusive about how to best measure it. In fact, scholarly work has largely favored the use of appraisal tools reflecting those of investor-owned firms (IOFs), having undermined the dual idiosyncratic nature of the cooperative organizational form, which is manifest in the business and social-membership objectives. The goal of this article is to fill these gaps by delivering a comprehensive dashboard for cooperative performance assessment that harmonizes business–social aspects and catalogs the basic components for future attempts. To reach this goal, we used an extensive review of empirical research in cooperative performance (phase 1) and a Delphi study with 14 experts (phase 2). In addition, we reviewed comparable research efforts for a business form (social enterprises) that combines business with social goals and faces similar challenges (phase 3). This inquiry was particularly insightful for the social perspective and the overlooked role of cooperatives as a socially-embedded organizational form that hardly documents its societal impact and outreach.

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Becerra Camargo, Claudia Yolanda. "Twin Texts: a Possibility to Involve Children in Inquiry-oriented Processes." Colombian Applied Linguistics Journal, no. 8 (June 2, 2016): 243. http://dx.doi.org/10.14483/22487085.10515.

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This article reports on the experience I lived while implementing the instructional design of my Masterthesis. The research proposal I am currently carrying out is primarily concerned about conflict resolutionand cooperative learning in the English classroom. The proposal was developed in a public primaryschool in Ciudad Bolivar, Bogotá, Colombia. Besides, my participants were a group of fourth graders. Themethodology used during the implementation had to do with: cooperative learning, in which learning impliesco-construction. The authoring cycle that is an option for involving students in inquiry processes, and twintexts, understood as the use of two books (one fictional & one non-fictional) related to the same topic butfrom different perspectives. The three elements described above were interwoven along the process. Toconclude, this experience helped me to recognize certain aspects regarding my professional practices: first,the importance of innovation. Second, the value of other teacher-researchers’ experiences and insights.Third, to recognize our students as owners of their learning process. Fourth, how the authoring cyclepromoted cooperative learning and decreased conflicts. Finally and foremost, the value of literature as apowerful language learning resource.Key words: inquiry-oriented curriculum,

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Serafin, Cestmir. "The Re-conceptualization of Cooperative Learning in an Inquiry-oriented Teaching." Procedia - Social and Behavioral Sciences 217 (February 2016): 201–7. http://dx.doi.org/10.1016/j.sbspro.2016.02.064.

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Henri, Dominique A., Nicolas D. Brunet, Hillary E. Dort, Helen Hambly Odame, Jamal Shirley, and H. Grant Gilchrist. "What is Effective Research Communication? Towards Cooperative Inquiry with Nunavut Communities." ARCTIC 73, no. 1 (March 19, 2020): 81–98. http://dx.doi.org/10.14430/arctic70000.

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Communication is recognized as the foundation of developing partnerships in science. In this study, we assess the effectiveness of several communication processes, practices, and tools used by wildlife researchers in northern communities in Arctic Canada. A case study was conducted in the communities of Cape Dorset and Coral Harbour (Salliq), Nunavut, Canada, to assess the effectiveness of research communication approaches carried out by the northern marine bird research group of Environment and Climate Change Canada, which has a long-standing research relationship with these two communities. Our objectives were to 1) explore local experiences with research—marine bird research in particular, 2) examine what communication approaches and tools Nunavummiut viewed as most effective for learning about research activities and feeling engaged in the process, and 3) identify new and emerging communication needs in Nunavut communities to support more effective research partnerships. Our findings indicate that several communication methods used by wildlife researchers, such as community meetings, have become less effective because of changing information-sharing practices at the community level. Other communication practices, such as using social media, hold much promise, but as of yet are underutilized by researchers, though of interest to northern communities. Acknowledging that every northern community is unique, with context-specific priorities, capacities, and needs, effective research partnerships should be built upon communication approaches that foster cooperative inquiry and learning. In progress towards this goal, we explore two emerging and related themes: first, access to information and communication technologies in the two communities, and second, the engagement of youth in Arctic research communication and delivery.

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Gummah, Syifa’ul, and Sukainil Ahzan. "PERBEDAAN HASIL BELAJAR MATA KULIAH GELOMBANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF BERBASIS INQUIRI MAHASISWA PENDIDIKAN FISIKA." Lensa : Jurnal Kependidikan Fisika 2, no. 1 (June 24, 2014): 136. http://dx.doi.org/10.33394/j-lkf.v2i1.293.

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This study aims to determine the difference in learning outcomes of 'Wave courses' between groups of students using cooperative learning models based on inquiry and conventional methods. The sample of this research is Student of Physics Education Department in FPMIPA IKIP Mataram class A and B determined by random sampling technique. Data retrieval was performed with tests for cognitive learning outcomes. Research data were taken through pre-test and post-test scores. The research hypothesis was tested by using t test statistic. The results showed that there were differences in students' cognitive learning outcomes between groups of cooperative learning models based on inquiry with conventional learning model expressed by t-test (2.36)> t-table (1.96) at 5% significance level.

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Br. Tarigan, Monica Agita, Reh Bungan Br Perangin-Angin, and Daulat Saragi. "Influence of Guided Inquiry Learning Model and Social Interactions on PPKn Lesson Result of 5th Grade Students in Primary School (SDN) 040444 Kabanjahe School Year 2017/2018." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (July 29, 2019): 216–22. http://dx.doi.org/10.33258/birle.v2i3.366.

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The purpose of this study was to find out: the PPKn learning outcomes of students taught with guided inquiry learning models, PPKn learning outcomes of students who had cooperative social interactions were higher than the learning outcomes of PPKn students who had competitive social interaction; and the interaction between guided inquiry learning models and social interactions on learning outcomes. This research is a quasi-experimental study. The population in this study were all V grade students in Primary School 040444 of Kabanjahe, while the sample in this study were 35 students of V-A class and 35 students of V-B class. The instrument consists of learning outcomes tests in the form of multiple choice tests and social interaction questionnaires. Data analysis using anawa two paths with the help of IBM SPSS Statistics 25 and Excel 2013 applications. The results showed that: PPKn learning outcomes of students taught using a guided inquiry learning model amounted to 82.79 higher than the average PPKn learning outcomes using the model. expository learning is 66.98, learning outcomes of students who have cooperative social interactions have an average of 87.46 and student learning outcomes that have a competitive social interaction averaging 85.3, and there are social interactions between guided inquiry learning models and interactions social influence on student learning outcomes.

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., Supramono, and Rita Rahmaniati. "THE IMPLEMENTATION OF INNOVATIVE LEARNING MODELS TOWARDS THE SKILL OF STUDENTS SCIENCE PROCESS ON PHYSIOLOGY CLASS." JISAE: Journal of Indonesian Student Assessment and Evaluation 3, no. 2 (November 7, 2017): 57–65. http://dx.doi.org/10.21009/jisae.v3i2.4407.

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This study aimed to examine: (1) the influence of the implementation of inquiry model toward the skill of student science process of Biology Education students of Palangka Raya university, (2) the influence of PBM model toward the skill of student science process of Biology Education students of Palangka Raya university, (3) the influence of GI type cooperative learning toward the skill of student science process of Biology Education students of Palangka Raya university, (4) the difference of influence of inquiry model, PBM, GI toward the skill of student science process of Biology Education students of Palangka Raya university. The design of the research used of pretest and posttest control group design. The sample of the research was the students who take the plant physiology class. The data were collected by written tests and observations about the students' science processes. Unovariate of covariance analysis (anacova) was used in data analysis of learning outcome of science process. The research results showed that there are a significant influence of innovative learning models toward the student science process, which are of inquiry model of score F = 34.978; p = 0.000; PBM model of score F = 24.636; p = 0.000; and cooperative learning model of type inquiry group of score F = 9.361; p = 0.030.

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Greenwood, Jo, and Catherine Kelly. "Taking a cooperative inquiry approach to developing person-centred practice in one English secondary school." Action Research 18, no. 2 (September 11, 2017): 212–29. http://dx.doi.org/10.1177/1476750317730651.

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Recent legislation within the English special educational needs arena details coordinated child and family centred provision whereby person-centred approaches are advocated for as a central way of working. Pupil voice and participation in planning, however, have not been found to be well embedded in mainstream school practice and are likely to require a high level of understanding and openness, for successful implementation. This paper explores the experiences of a group of educational practitioners aspiring to develop person-centred informed practice by engaging in cycles of inquiry and action. A cooperative inquiry group engaged in dialogue around practice, exploring both personal and professional values and their resonance with values embedded within person-centred practice. A significant claim of the paper is that cooperative inquiry, in its alignment of values with person-centred practice, is a powerful tool to facilitate the learning necessary to embody collaborative person-centred practice, strengthen the voice of both those engaged and in turn the children and young people on the receiving end of practice and make discussable the performative contradiction inherent in developing person-centred practice systemically.

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Wei, Liping, and Teresa LeSage-Clements. "Science Teacher Preparation: Themes of Exemplary STEM Inquiry Instruction." International Journal of Contemporary Education 2, no. 1 (March 13, 2019): 72. http://dx.doi.org/10.11114/ijce.v2i1.4145.

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In response to increased attention to STEM teacher preparation, this paper intends to investigate the inquiry methods for improving STEM teaching and learning through unpacking the instructional implementation of a “Science as Inquiry” course in the teacher education program of a public university in a Southwestern state of the U.S. The purpose is examining the features underlying inquiry approach to science instruction, and therefore facilitating the dissemination and adoption of effective STEM instructional practices. Five themes are illuminated, presenting an exemplar of inquiry-based science instruction: a) nourishing an inquiring mind; (b) seeking the depth of understanding; (c) enacting guided inquiry; (d) cultivating cooperative learning; and (e) emphasizing experience-based learning. It is hopeful that this study can highlight the continued need for innovations in STEM teaching pedagogies and contribute to nation’s commitment to supporting and improving STEM education.

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Fauziah, Siti Bustani, and Fitri Nur Mahmudah. "STRATEGIES OF SCIENCE TEACHERS IN OVERCOMING THE FACTORS THAT CAUSE LEARNING DIFFICULTIES." International Journal of Educational Management and Innovation 1, no. 1 (January 24, 2020): 39. http://dx.doi.org/10.12928/ijemi.v1i1.1513.

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During the learning process, there are still many students who have difficulty learning, it can make students do not like science learning and students feel bored with the way the teacher teaches. As a result, grades in science lessons are still low. The teacher has an important role in overcoming the factors that cause learning difficulties. The purpose of this study is 1) to identify the science teacher's strategy in overcoming the factors that cause learning difficulties, 2) to describe the teacher's steps in implementing strategies to overcome the factors causing learning difficulties, 3) to identify the results of applying the strategy in overcoming the factors causes of learning difficulties. His research is qualitative research with a descriptive approach. The data were collected by interviewing and observing with science teachers and documentation. The collected data were analyzed using the analysis interactive model which includes data collection, data display, and verification. The results showed that 1) the strategies used were cooperative and inquiry 2) the steps implemented by the science teacher through a cooperative strategy consist of 10 steps, whereas for the inquiry strategy consists of 8 steps, 3) The results of the application of cooperative and inquiry strategies are that students become more motivated in learning, have collaboration between groups, understanding related to science subjects increases, do not get bored quickly, are creative, active, science learning outcomes increase, and critical thinking in solving problems.

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Abouchedid, Kamal. "The pedagogy of inquiry and deliberation in higher education in the Arab region." Contemporary Arab Affairs 10, no. 2 (April 1, 2017): 207–27. http://dx.doi.org/10.1080/17550912.2017.1311600.

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This paper examines the extent to which the official discourse of 36 institutions of higher education in 15 Arab countries pronounces four meanings depicted in the extant literature on the pedagogy of inquiry and deliberation: cooperative/collaborative learning; problem-solving; critical thinking; and discussion/debate. Results derived from the discourse analysis showed a weak emphasis on cooperative learning and discussion/debate while problem solving comprised the highest number of sentences in the discourse followed by critical thinking. Information analysed from interviews and course syllabi provided a portrait of how teaching might be carried out in the universities surveyed. However, for a complete picture of pedagogy of inquiry and deliberation to be drawn, research emphasis should be shifted into action research and observational case studies that tend to yield an in-depth account of teaching and learning in higher education.

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Basirun, Basirun, and Tarto Tarto. "Efektifitas Model Group Investigation dalam Meningkatkan Hasil Belajar IPS Di Sekolah Dasar." Proceedings Series on Social Sciences & Humanities 3 (June 1, 2022): 236–45. http://dx.doi.org/10.30595/pssh.v3i.384.

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Learning in the 21st century directs students to formulate problems and suppress cooperation in groups to be able to think critically and communicatively. Students at this time are expected to be able to investigate a topic by learning discovery, learning content and learning to work cooperatively so that learning objectives are achieved. The purpose of this study was to determine the effectiveness of the Model Group Investigation on improving social studies learning outcomes in elementary schools. The problem-solving effort above is that the teacher must use an appropriate learning model so that students increase their learning outcomes. Group Investigation (GI) is a complex cooperative learning model because it combines the principles of cooperative learning with constructivism-based learning. The essence of the Group Investigation (GI) learning model is that when the teacher's learning process involves small groups where students work using cooperative inquiry. The advantage of using the Group Investigation (GI) type cooperative model is that students work together and interact with each other so as to make students more active in the learning process from the beginning to the end of learning. The methodology used in this research is a qualitative research that is library research that uses journals, books and other literatures as objects of study. This research produces information in the form of notes and descriptive data contained in the text under study. This qualitative research uses descriptive analysis. The descriptive analysis method will provide a clear, objective, systematic, analytical and critical description of the effectiveness of the Group Investigation (GI) model in improving social studies learning outcomes in elementary schools. The results of this study conclude that the Group Investigation (GI) model can improve social studies learning outcomes in elementary schools.

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Journal articles on the topic 'Cooperative inquiry'

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