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Ribosa, Jesús, and David Durán. "<p>Cooperación, juego y matemáticas: análisis de la aplicación del Tridio Cooperativo con alumnado de primaria</p>." PNA. Revista de Investigación en Didáctica de la Matemática 11, no. 3 (March 1, 2017): 205–31. http://dx.doi.org/10.30827/pna.v11i3.6074.
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Esta investigación trata sobre la aplicación en aulas de primaria del juego de mesa llamado Tridio Cooperativo. Los objetivos son: (a) analizar las dinámicas de interacción, (b) valorar el nivel de cooperación, (c) analizar episodios de razonamiento matemático y (d) conocer la percepción del alumnado sobre el aprendizaje cooperativo. A partir de una metodología cualitativa, los resultados muestran que el Tridio Cooperativo fomenta la interacción entre todos los jugadores, ofrece un marco potencial (pero no garantizado) de trabajo cooperativo, promueve numerosos tipos de razonamiento matemático y hace reflexionar al alumnado sobre el trabajo cooperativo. Cooperation, Games and Mathematics: Analysis of the Application of Cooperative Tridio with Students of Primary Education This research is about the application of the board game called Cooperative Tridio in primary education classes. The goals are: (a) to analyse the interaction dynamics, (b) to assess the cooperation level, (c) to analyse the episodes of mathematical reasoning, and (d) to know the students’ perception concerning the cooperative learning. By using a qualitative research methodology, results showed that Cooperative Tridio promotes interaction between all the players, offers a potential (but not guaranteed) cooperative learning framework, fosters many types of mathematical reasoning, and makes students reflect on cooperative learning. Handle: http://hdl.handle.net/10481/45500WOS-ESCI
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Farid, Muhammad Miftah, Wahjoedi ., F. Danardana Murwani, and Sunaryanto . "The Economic Prosperity of Modern Cooperatives Members in Economic Education Perspective." Webology 19, no. 1 (January 20, 2022): 3545–60. http://dx.doi.org/10.14704/web/v19i1/web19234.
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This study aims to examine the prosperity of modern cooperative members in the perspective of economic education. Researcher used qualitative approach with multicentus model. This research was conducted in several cooperatives branch, such as Sinau Andadani Ekonomi Pujon (SAE Pujon Cooperative), Bebarangan Anggayuh Tentreme Urip (BATU Village Unit Cooperative), and Saiyeg Usaha Butuhing Urip (Subur Village Unit Cooperative) in Malang, East Java. In this study, the stages of research used interviews, observations, and documentation. The research result, theoretical and empirical studies of this study can be described as following below: the presence cooperatives of multi-site studies in general help to improves the prosperity of members and non-member communities in cooperative environment, the existence of cooperatives in multisite study Malang Raya increase the intelligence of members and non-member communities to produce and create new economic opportunities and the existence of cooperatives of multisite study in Malang to build a wisdom for cooperative members in consuming their needs.
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Mudasiru Olawale Ibrahim. "Application of universal cooperative principles among cooperatives in Ile Oluji." World Journal of Advanced Research and Reviews 19, no. 1 (July 30, 2023): 772–78. http://dx.doi.org/10.30574/wjarr.2023.19.1.1417.
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This paper understudied the development of cooperative principles globally and the context of how they are localized among cooperatives in Ile Oluji, Ondo State, Nigeria. There were no significant variations in the activities of the Cooperatives understudied and the stated ICA 1995 Principles save for “cooperation among cooperatives” and “education, training and information” of the general public about the benefit of cooperatives. Observations from this study were that although, cooperative societies understudied had their laws tailored to many of the ICA Principles 1995, they have minimal association with secondary and tertiary cooperatives in and outside their local area. The need for formal education of Staff and Executives of these cooperative societies was recommended. Likewise, the need for cooperatives to intensify information to the public about the benefit of cooperatives.
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Sobarna, Nanang. "Pendidikan Koperasi dalam Memahami Konsep Dasar Operasional Koperasi Syariah pada Koperasi Simpan Pinjam dan Pembiayaan Syariah Baitul Maal Wattamwil Forsitama Kabupaten Sleman Daerah Istimewa Yogyakarta." E-Coops-Day 5, no. 1 (February 16, 2024): 93–102. http://dx.doi.org/10.32670/ecoopsday.v5i1.4196.
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Sharia cooperatives in carrying out operations must be in accordance with sharia principles, this is the basic operational concept for Sharia cooperatives so that every business carried out does not conflict with Sharia principles so that it brings blessings to cooperative managers, members, and the community. This is what administrators and managers of Sharia cooperatives need to understand, namely through cooperative education, one of which is organized by the Sharia Savings and Loans and Financing Cooperative (KSPPS) Baitul Maal Wattamwil (BMT) Forsitama, Sleman Regency, Yogyakarta Special Region. The aim of implementing this cooperative education is to provide an understanding of the basic operational concepts of sharia cooperatives for administrators and managers of KSPPS BMT Forsitama, Sleman Regency, Special Region of Yogyakarta so that they are able to increase knowledge for managing sharia cooperatives. The method used in cooperative education is the lecture method which is assisted by showing visual material, followed by questions and answers and discussions to solve problems that arise, accompanied by solutions. Through this cooperative education, the administrators and managers of KSPPS BMT Forsitama, Sleman Regency, Yogyakarta Special Region have been able to understand the basic operational concepts of sharia cooperatives, namely using contracts. musyarak muwafadhah with the principle of ta'awun or mutual cooperation which refers to the sources of Islamic Law (the Al-Qur'an and Hadith), the Fatwa of the National Sharia Council of the Indonesian Ulema Council and the laws and regulations in force in Indonesia.
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Setiawati, Rosti. "Pendidikan Perkoperasian dan Kelembagaan Koperasi bagi Anggota Baru dan Calon Anggota KKBSK (Koperasi Guru Karyawan SMK Koperasi) di Yogyakarta." E-Coops-Day 4, no. 2 (August 9, 2023): 185–90. http://dx.doi.org/10.32670/ecoopsday.v4i2.3601.
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One of the cooperative principles is cooperative education, including education for cooperative members, meaning that a member of a cooperative must have knowledge and understanding of cooperatives, what are the rights and obligations of a cooperative member, so that cooperative members can actively participate in cooperatives. Cooperative education is very important for members because it can foster a sense of belonging to cooperatives as business entities owned by members and members want to make transactions at cooperatives with a position as customers of cooperatives in meeting their needs. Members have knowledge about the difference between being a member and not being a member of a Cooperative, as well as what benefits members can get by joining a Cooperative. The progress or success of a Cooperative business depends on theparticipation of members because the Cooperative philosophy is from members, by members, and for members. So that cooperative members really need an understanding of the basis of cooperatives and cooperative institutions. This Cooperative Education Training is a collaboration between the Indonesian Cooperative University and the Yogyakarta-Yapendikopyo Cooperative Vocational School (Yogyakarta Cooperative Education Foundation). The training method is carried out using an education approach for adults, starting with the presentation of material through lectures followed by a question and answer session and discussion. The training participants were very enthusiastic, because in addition to the knowledge gained to be used as provision in the position of being a member of the Cooperative and becoming a provision in the position as a teacher or teaching staff at the Yogyakarta Cooperative Vocational School
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Cusack, Janet M., Linda J. Joos, and Gladys L. Simenc. "Cooperative Education." Dimensions of Critical Care Nursing 9, no. 2 (March 1990): 119–24. http://dx.doi.org/10.1097/00003465-199003000-00014.
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Magiera, Elżbieta. "The cooperation between family and school in cooperative education of children and youth in the Second Polish Republic (1918-1939)." Family Upbringing 2, no. 2 (June 30, 2011): 105–25. http://dx.doi.org/10.61905/wwr/171231.
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Pedagogical journalism and literature of the interwar period emphasised importance of the cooperation between family and school with respect to cooperative education of school-age children and youth. Cooperative education started usually in family through the formation of reason, will and emotions. Family home constituted a basic level of education and could repeatedly stimulate cooperative interests. Common work of the family at family farm or in craft or cottage industry business became the first school of cooperation and joint-action on which cooperative activity was based. Family home played a supporting part in the development of student cooperative. The acceptance of parents and their recognition, and sometimes their involvement in the work of student cooperation, were a form of encouragement for students and teachers for further activity of the cooperative. At the same time, student cooperative – in particular in rural areas – was a medium stimulating the parents of these students and the environment to cooperatistic actions. The social life of school was guided by the principle of convergence, i.e. its interpenetration and complementation by the family home and environment life. The idea of cooperation in the interwar educational system being accomplished in practice by means of student cooperatives had the possibilities of playing a very big part. This was determined by its broad application in educational activity of the Polish school as well as its understanding and acceptance by the family and environment. Important part was played by the tutor of student cooperative. His / her duty was to tighten the cooperation between student cooperative and family home which, on the one hand, ensured the understanding of teacher's actions and, on the other hand, provided material and moral assistance for the cooperative. At the same time, teacher – through student cooperative – could influence socially and educationally the family and environment, showing the benefits yielding from mutual cooperative work based on joint-action.
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Kamalia, Putri Ulfa, Norida Canda Sakti, and Wida Wulandari. "Analysis of Cooperative Knowledge, Cooperative Motivation and Cooperative Image on Economic Education Students' Interest in Cooperatives." International Journal of Multicultural and Multireligious Understanding 10, no. 12 (December 8, 2023): 84. http://dx.doi.org/10.18415/ijmmu.v10i12.5200.
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Cooperatives are business entities that are in line with the economic system in Indonesia because they are based on the principle of family. So in the curriculum structure of the economic education study program there are courses in cooperative economics and cooperative management. The hope is that, after studying these courses, students can become cooperative catalysts, namely competent and committed to developing cooperatives in Indonesia. However, in reality, after conducting an initial survey of students of the 2019 economics study program, only 3 out of 81 students were members of the cooperative. The existence of cooperative courses should increase students' interest in becoming cooperative members. This research is correlational research with a quantitative approach. In this research, what was studied was the interest in cooperatives of Economic Education Study Program students. To measure each variable, namely cooperative knowledges, motivation to cooperate and cooperative images on interest in cooperatives using test instruments and questionnaires. The population in this study were students of the Economics Education Study Program. The results of this research are: 1) Cooperative Knowledge does not significantly influence interest in cooperatives; 2) Cooperative Motivation has a significant influence on interest in cooperatives; 3) Cooperative Image has a significant influence on the intention to cooperate and 4) Cooperative Knowledge, Cooperative Motivation and Cooperative Image have a simultaneous influence on the intention to cooperate.
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Sambuo, Damian. "Does Tanzania Succeed in Sectoral Cooperation among Cooperatives in the Post- Covid -19 Recovery?" African Journal of Co-operative Development and Technology 7, no. 1 (December 31, 2022): 112–21. http://dx.doi.org/10.58547/1.v7i1.84.
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COVID-19 disrupted the global economy and escalated poverty across countries, Tanzania inclusive. In noting the sixth cooperative principle, cooperation among cooperatives with inclusions of other economic sectors remains inevitable to fight this disruption. The present study examined socio-economic cooperation among cooperatives during the post-Covid-19 era. The actor websites and Mobile phone interviews to collect appropriate data. Data were analysed by using content analysis approach. This study found that there is a direct description of how the sixth principle commensurate with Co-operative Societies Act No. 6 of 2013. Partners were establishing cooperation -born of the Tanzania National Co-operative Bank-NCB. Other cooperation aimed to improve direct export crops and market access between Tanzania cooperative development commission and Tanzania trade development authority. The the expansion of Cooperative education. The promotion of coops insurance education Co-operatives are recommended to advocate the purchase of shares, collective securities, and bonds to widen cooperation with other co-operators. Policymakers, regulatory authorities, and stakeholders should adhere to a Covid-19 "new normal" by revieweing laws and regulations.
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Fernández-Rio, Javier Manuel, and Antonio Méndez-Giménez. "El Aprendizaje Cooperativo: Modelo Pedagógico para Educación Física (Cooperative learning: Pedagogical Model for Physical Education)." Retos, no. 29 (December 20, 2015): 201–6. http://dx.doi.org/10.47197/retos.v0i29.38721.
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La cooperación ha formado parte del ideario de todas las leyes educativas de los últimos 25 años y la respuesta habitual de la mayoría de los docentes ha sido la inclusión de simples juegos cooperativos en jornadas u ocasiones puntuales. La tendencia actual en educación física es la denominada Práctica basada en Modelos, uno de los cuales es el Aprendizaje Cooperativo. Más aún, este ha pasado de ser un modelo de enseñanza a un Modelo Pedagógico en el que se tiene en cuenta la interdependencia del aprendizaje, la enseñanza, el contenido y el contexto. En este planteamiento, docente y discentes actúan como co-aprendices para fortalecer el proceso. Un paso adelante planteado en los últimos años ha sido la hibridación de modelos para maximizar sus efectos en base a las sinergias que se pueden crear entre ellos. En este marco, el Aprendizaje Cooperativo emerge como un representante destacado, ya que sus características le hacen encajar a la perfección con otros modelos. En este artículo repasamos el Aprendizaje Cooperativo como modelo pedagógico y presentamos cómo puede hibridarse con los modelos de Educación Deportiva, Comprensivo de iniciación deportiva (TGfU), Responsabilidad Personal y Social y Educación-Aventura. La hibridación de modelos pedagógicos permite a los docentes adaptar sus clases a las características cambiantes del contexto escolar, acercando la asignatura de educación física a las verdaderas necesidades e intereses de los estudiantes del siglo XXI. Es la hora de pasar de los juegos cooperativos puntuales al Aprendizaje Cooperativo como modelo pedagógico de referencia. Abstract. Cooperation has been one of the key elements of all the educational laws over the last 25 years, and the standard response of the majority of teachers has been the inclusion of cooperative games on special occasions. Models-based Practice is the current tendency in physical education, and Cooperative Learning is one of those models. Furthermore, it has evolved from an instructional model to a Pedagogical Model, which considers the interdependence of learning, teaching, subject matter and context. Within this framework, teachers and students act as co-learners to strengthen the whole process. A step ahead has been the hybridization of models to maximize their effects based on their synergies. In this context, Cooperative Learning emerges as a strong example because its traits fit perfectly with other models. In this article we review the idea of Cooperative Learning as a pedagogical model, and we show how it can be hybridized with other models: Sport Education, Teaching Games for Understanding, Teaching for Personal and Social Responsibility and Adventure Education. The hybridization of models allow teachers to adapt their classes to the shifting school contexts, bringing physical education closer to the real needs and interests of XXI century students. It is the time to move from cooperative games to Cooperative learning as the benchmark pedagogical model.
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Jani, Jani, Agus Eko Sujianto, Lukman Lukman, Dwi Orbaningsih, and Khusnul Mufidati. "Digital-based Indonesian Cooperative Civilization Education." Journal of Advances in Education and Philosophy 7, no. 09 (September 15, 2023): 336–41. http://dx.doi.org/10.36348/jaep.2023.v07i09.002.
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As a business entity whose existence is strengthened by law, cooperatives in Indonesia cannot be run traditionally. Cooperatives are the cornerstone of the economy which must be managed in a modern way in the current modern era. The purpose of this research is to explain thateducationis one of the important aspects in changing digital-based cooperative civilization, especially in the aspects of membership, capital and member profits (SHU). The research design uses a qualitative approach with a case study type on a single case. The research results found that members become owners, users and potential customers of cooperatives, therefore cooperatives must respond to the needs of these members quickly through digital services. Cultivating cooperative capital is carried out through savings and loans, where by digitizing financial reporting can be monitored directly. Through participation, members' welfare can be improved in a sustainable manner.
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Thapa, Bhupal Krishna. "Status of Members' Education and Training in the Co-operatives of Ilam." Journal of Advanced Academic Research 1, no. 1 (September 29, 2015): 43–45. http://dx.doi.org/10.3126/jaar.v1i1.13511.
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Cooperative is an organization run by the similar professional people for the betterment of their socio-economic uplift with common goals in the democratic way. The success or failure of any cooperative depends upon the members' role. If the members are well educated about cooperatives and have sound knowledge of their business, it is the true path to success. The present study was conducted to explore the status of cooperative member education and training to the members by the concerned cooperative in Ilam, Nepal. The nature of the study was quantitative survey method. There were 226 cooperative members from three types of cooperatives: Savings and Credit, Tea, and Dairy cooperatives. The present study showed that the majority of the members were deprived of their basic rights of getting cooperative members’ education and training from their concerned cooperatives. Thus, the study recommends that cooperatives must requested to provide their members with education and business oriented training.Journal of Advanced Academic Research Vol.1(1) 2014: 43-45
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Lulus Setiawan, Wawan. "NEED ASSESMENT UNTUK PROGRAM PENYULUHAN PERKOPERASIAN PADA KOPERASI “WARGA SAUYUNAN” KAMPUNG NAGA, KABUPATEN TASIKMALAYA." Jurnal Co Management 2, no. 1 (August 20, 2020): 197–206. http://dx.doi.org/10.32670/comanagement.v2i1.167.
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The "warga Sauyunan " cooperative in Kampung Naga as well as cooperatives in Indonesia generally has a very important role in the economy of the community. This cooperative serves local residents to purchase daily consumption needs and savings and loans. This cooperative is unique because of the existence of this cooperative in the environment of an indigenous community that still maintains strong traditions. However, this cooperative faces the problem of the limited competency of cooperative human resources (which includes the board of cooperatives and members of cooperatives) on the aspects of cooperatives values and the management of cooperatives. Therefore, one of the urgent efforts made by the cooperative is conducting cooperative counseling, both for staffs and members of cooperatives. Based on this background, a "need assessment" was conducted for the preparation of cooperative education programs for managers and members of the Warga Sauyunan ' cooperative. This activity as an effort to help the Warga Sauyunan Cooperative develop a cooperative education program needed to improve the quality of human resources in the Warga Sauyunan Cooperative.
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Ahmad, Marliati, Rila Afandi, and Dewi Nurmala Nurmala. "FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN TINGKAT PARTISIPASI ANGGOTA KOPERASI (Kasus pada KUD Tenera Jaya Di Desa Banjar Panjang Kecamatan Kerumutan Kabupaten Pelalawan dan Koperasi Bina Usaha Desa Benayah Kecamatan Pusako Kabupaten Siak Provinsi Riau)." DINAMIKA PERTANIAN 35, no. 3 (January 28, 2020): 45–56. http://dx.doi.org/10.25299/dp.2019.vol35(3).4564.
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ABSTRACT
Cooperation is a profit-oriented and family-based social organization that aim to help in increasing the budget. This study aims to analyze: characteristics of management, employees, and members of the Cooperation, factors related to the level of cooperation member participation. This research was carried out at the KUD Tenera Jaya, Banjar Panjang Village, Kerumutuan District, Pelalawan Regency and Bina Usaha Cooperative in Benayah Village, Pusako District, Siak Regency, Riau Province, during 6 months. The method used in this study is a survey method. The respondents consisted of members, management and employees. Management and Employee Respondents were taken in a census, that is, 3 cooperatives and 3 employees' cooperatives. Respondents from the Tenera Jaya Cooperative were taken by cluster sampling, 44 were taken from 370 people. Samples of members of the Cooperative Business Development taken by stratified sampling are 60 people out of 210 people. Data were analyzed descriptively qualitative and quantitative descriptive approach. The results of the study were average of management age 51 years, employees of 35 years and 49.81 years. The average level of education of administrators was 10.5 years (not graduated from high school), 11.5 years employees (graduated from high school) and 8.45 years (equivalent to junior high school). The education level of management, employees, and members of the cooperation was relatively low. The average business experience of management was 10.06 years, employees were 10.33 years, and members were 12.45 years. The average amount of income from the management of palm oil was Rp 2.6 million per month, employees were Rp 2.28 million per month and members were Rp. 2.99 million per month. The average number of family management dependents was 3 people, 2 employees, and 3 members. Tenera Jaya cooperative business performance can be seen from the Value of Direct Economic Benefits and economic efficiency analysis. The level of overall participation of KUD Tenera Jaya members (participation in decision making in organizations, participation in the implementation of cooperative activities and services, participation in evaluating cooperative programs, participation in rights and obligations as members) received good category scores. The business performance of the Bina Usaha Cooperation was in a good category. The level of member participation in Bina Usaha cooperation was also a good category. Factors that significantly related to the level of farmer participation were the Cooperative Bina Usaha Performance and the experience of being a KUD member. While the other characteristic factors did not significantly relate. This means that the better the cooperative's business performance is felt by members and the more the level of member participation in the cooperative increases. In addition, the more experienced being a member of cooperation is the better the level of participation of cooperation members.
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Zulaihati, Sri, and Santi Susanti. "Accounting Cooperative System of Business Vocational High School in Jakarta." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 4 (December 22, 2018): 282–88. http://dx.doi.org/10.33258/birci.v1i4.120.
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This research seeks to help the business continuity of the school cooperative, to solve the problem of cooperative sustainability as a learning center for students to improve the quality of education and relevance to the business world, access, efficiency and relevance of education to make higher competence of students in the senior high school level. Researchers see that school cooperatives have not been well managed because management resources do not maximize their potential, and the sustainability and development of school cooperatives tend to be stagnant, whereas the opportunity in order to maximize the cooperative's economic potential to improve the welfare of students is very wide open. School cooperatives also serve as laboratories for students to implement a dual system education is not optimal in its implementation, the involvement of students only to maintain the store, not to the stage of implementation of good management. This paper will explain how school cooperatives management in business vocational high school in Jakarta with qualitative research method
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Sobarna, Nanang. "Pendidikan Perkoperasian Mengenai Prinsip dan Akad Serta Produk Koperasi Syariah untuk Pengelola dan Anggota Koperasi Syariah Al-Muhajir Bandung." E-Coops-Day 4, no. 1 (February 26, 2023): 1–10. http://dx.doi.org/10.32670/ecoopsday.v4i1.3105.
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The development of Islamic Cooperatives is inseparable from the process of cooperative education as a means to increase the understanding of managers in order to be able to manage Islamic cooperatives that really lead to the general goal of establishing cooperatives, namely to realize prosperity for members and the community and to be able to carry out Islamic cooperative operations in accordance with Islamic principles. The aim of this sharia cooperative education is to understand managers so that they can run sharia cooperative operations in accordance with sharia principles and increase member participation in utilizing Sharia Cooperative products. The method used in cooperative education is the lecture method, assisted by visual displays of the material presented in order to provide a clear and complete understanding of the principles, contracts, and products of sharia cooperatives. Then it is followed by questions and answers and discussion regarding the application of sharia cooperative principles, contracts, and products as well as problems and solutions that can be implemented in order to solve problems that arise. Through the implementationof this cooperative education, managers and members of the Al-Muhajir Sharia Cooperative have been able to understand what principles must be built in running sharia cooperatives. As well as managers and members of the Al-Muhajir Sharia Cooperative are also able to understand Sharia Cooperative contracts and products such as contracts and Savings products Wadhi'ah, Savings Mudharabah, business financing, financing of the purchase of goods, and rental contracts.
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Szabo, Manfred E. "Concurrent Cooperative Education." Industry and Higher Education 9, no. 1 (February 1995): 18–24. http://dx.doi.org/10.1177/095042229500900104.
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The author discusses the concept of postgraduate cooperative education as a model for creating university–industry partnerships, linking industrial and university research, and increasing industrial productivity and national competitiveness. The model is presented against the background of the current trend in Canada to increase the employability of college and university graduates by blending work and study activities within a formally structured academic curriculum.
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>FANO, R. M., and L. D. >SMULLIN. "Lifelong Cooperative Education." European Journal of Engineering Education 10, no. 3-4 (September 1985): 205–15. http://dx.doi.org/10.1080/03043798508939245.
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Martin, Andy, and Jenny Fleming. "Cooperative education in outdoor education." Journal of Outdoor and Environmental Education 14, no. 1 (June 2010): 41–48. http://dx.doi.org/10.1007/bf03400895.
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Liu, C. M., Zu Lin Wang, and Ji Li Chen. "Research on Characteristics and Models of China’s Cooperative Education." Applied Mechanics and Materials 33 (October 2010): 571–74. http://dx.doi.org/10.4028/www.scientific.net/amm.33.571.
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This paper utilizes the method of synthetic analysis to summarize the characteristics and models of China’s cooperative education, which shows the distinctive research and practice of China’s Co-op according to 113 thesis and 27 reports presented on Summit of China’s Cooperative Education in 2009. Co-op (short for "cooperative education") in graduate education is particular, diversified in undergraduate education and perfect in vocational college. The reform and development of CIAR (short for cooperation of industry-academy-research) becomes much more prosperous. Finally we make the following conclusion: Co-op in China will develop from “three cooperation” to “four cooperation”, which is the cooperation in education, school-running, employment and mutual development.
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Liu, C. M., Zu Lin Wang, and Ji Li Chen. "Research on Characteristics and Models of China’s Cooperative Education." Applied Mechanics and Materials 33 (October 2010): 598–601. http://dx.doi.org/10.4028/www.scientific.net/amm.33.598.
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This paper utilizes the method of synthetic analysis to summarize the characteristics and models of China’s cooperative education, which shows the distinctive research and practice of China’s Co-op according to 113 thesis and 27 reports presented on Summit of China’s Cooperative Education in 2009. Co-op (short for "cooperative education") in graduate education is particular, diversified in undergraduate education and perfect in vocational college. The reform and development of CIAR (short for cooperation of industry-academy-research) becomes much more prosperous. Finally we make the following conclusion: Co-op in China will develop from "three cooperation" to "four cooperation", which is the cooperation in education, school-running, employment and mutual development.
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Hasbullah, Hasbullah, and Salleh Ahmad Bareduan. "THE FRAMEWORK MODEL OF DIGITAL COOPERATIVE TO EXPLORE ECONOMIC POTENTIAL IN HIGHER EDUCATION." SINERGI 25, no. 2 (February 20, 2021): 195. http://dx.doi.org/10.22441/sinergi.2021.2.011.
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In February 2020, the Indonesian Ministry of Cooperatives and SMEs noted that in the last four years, 81,686 cooperatives were dissolved, leaving 123,048 active cooperatives. This case is a huge challenge for the government to overcome. Indonesian Internet Service Providers Association (APJII) stated that the number of internet users in Indonesia reached 196.7 million in the middle of 2020. Meanwhile, data from Google & Temasek showed purchasing products via e-Commerce in Indonesia reached US$ 10.9 billion in 2017 and continuously increased in 2020. Most cooperatives in Indonesia run business conventionally with manual transactions, limited time, traditional logistics, and conventional membership administration. Nowadays, the institution with tens of thousands of members no longer effectively runs cooperative conventionally in a disruptive era. A conventional cooperative at a private university in Jakarta was observed in the study. There are tens of thousands of students and staff at the university. Three research questions arise, such as what can not be adequately solved in a traditional cooperative, what tools are used in digital cooperatives, and what shape can be used in the digital cooperative system model to solve issues. This study proposes a framework model in developing a digital cooperative to accommodate a huge amount of membership and enhance business scope. The research identified technology needed to overcome matters cannot be dealt with in a conventional cooperative. It provided a digital cooperative frameworks model that impacts value creation, value capture, and value delivery, especially in higher education.
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Ghawa Rado, Bernadus. "PERAN MATA KULIAH EKONOMI KOPERASI UNTUK MENUMBUHKAN KARAKTER DAN MINAT BERKOPERASI MAHASISWA PRODI MANAJEMEN FAKULTAS EKONOMI DAN BISNIS UNIMOR." AKSIOMA : Jurnal Manajemen 1, no. 2 (August 28, 2022): 139–43. http://dx.doi.org/10.30822/aksioma.v1i2.1789.
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This article is a study on Cooperative Economics education which aims to examine more deeply the role of cooperative economic education in fostering cooperative character and interest in Management Study Program students, Faculty of Economics and Business, Unimor. The results of this study discuss the role of cooperative economics courses for students of the Management Study Program, Faculty of Business Economics, Unimor where this cooperative economics course is expected to foster character and interest in cooperatives, especially those in Unimor and cooperatives in Kefamenanu. So that the cooperatives in Unimor and in Kefamenanu can provide a role and a forum for the community's economy
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Risnawati, Nanik. "Pelatihan Pengembangan Usaha Koperasi bagi Pengurus dan Pengawas Koperasi Primer Tempe Tahu Indonesia (KOPTI) Sleman Yogyakarta." E-Coops-Day 4, no. 2 (August 9, 2023): 207–14. http://dx.doi.org/10.32670/ecoopsday.v4i2.3605.
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Koperasi Tahu Tempe Indonesia (KOPTI) is a type of cooperative whose members are producer of tofu and tempeh for the community. So that as a producer cooperative, the efforts carried out by KOPTI are aimed at helping and facilitating the needs of its members to advance their business. One of the KOPTI in Sleman Regency complained about the challenges and obstacles in developing a business, especially in the soybean procurement business and the tempeh house business. Therefore, in Cooperative Education this March, training and guidance on cooperative business development were carried out interactively. In cooperative education, it is discussed that the purpose of business development is to increase efficiency, productivity, competitiveness, income and increase the role of cooperatives in serving their members. Some steps that can be taken are to develop an existing business or add a new business. In overcoming soybean price competition, cooperatives are advised to buy soybeans from importers domiciled in Semarang and if necessary pack and deliver the soybean brands with their own brands modified from existing brands that are first known by tempe and tofu producers, to overcome the fanaticism of producers on a certain brand. Meanwhile, to overcome barriers to marketing premium tempe products produced by KOPTI in Sleman Regency, KOPTI explore cooperation with mini markets or supermarkets and conduct personal selling to upper- middle-class restaurants that provide menus made from tempe and target consumers in high-class housing. On the other hand, to increase member loyalty to the cooperative, it is suggested that cooperatives can carry out membership education for producers of KOPTI members in stages.
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Petrushenko, Yuriy M., Oksana S. Ponomarenko, Lída Böhmová, Olena V. Bykhovets, and Liubov V. Kotiuk. "The Impact of Socio-economic Factors on the Management of Agro-cooperatives in Local Communities." Mechanism of an Economic Regulation, no. 3 (2019): 28–38. http://dx.doi.org/10.21272/mer.2019.85.03.
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The development of entrepreneurial initiatives in the form of agro-cooperatives can be a perspective way for the community to develop through the formation of active civil awareness of the population, to create new jobs, to improve the local infrastructure and to find additional investments. The research aimed at examining structure and factors which influenced cooperatives management in Sumy region. Questionnaires were administered in 5 cooperatives to 19 members. Multiple regression and correlation analyses were performed to identify factors believed to influence cooperatives’ management as well as to examine the degree of association between farm-specific and socio-economic variables. To evaluate the importance of cooperatives for its members and management, such a resulted factor, as “receiving a better price as a member of cooperative” was chosen. Results indicate that a significant factor on perception to receive a better price as a member of the agricultural cooperative was age with the effect of the coefficient been about 4.1 %. Factors such as gender, education, farm size and ways to resolve conflict situations in the agro-cooperative turned out to be statistically insignificant. The purpose of this research mini-paper is to study certain aspects of the cooperative movement in Ukraine and the Sumy region. The object of research is to identify the extent to which various factors influence the activities of cooperatives. The theoretical and methodological basis of the research reported in the research mini-paper were the main provisions of national scientists and development and international experience problems with cooperation, theory, and practice of marketing, personal assessment of the authors. People with a higher level of education better evaluated the importance of cooperative for the local community. However overall local’s vision of the cooperative movement is positive and most of the respondents would like to have more cooperatives in their villages. It was founded, that the lack of information about cooperative movement which resulted in the low interest of low people in joining cooperatives. In light of the above, creating more awareness of the cooperative movement in the local communities could be a way to involve the youth to participate in the cooperative movement. Key words: socio-economic development, local communities, agricultural cooperatives, management, regional development.
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Wahyuningsih, Endang. "Bimbingan Teknis Pengalokasian dan Pembagian Sisa Hasil Usaha Kepada Anggota Sesuai Dengan Prinsip-prinsip Perkoperasian di Koperasi Gula RAFINASI, Kota Yogyakarta." E-Coops-Day 4, no. 2 (August 9, 2023): 267–74. http://dx.doi.org/10.32670/ecoopsday.v4i2.3615.
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The remaining results of operations is one measure of the success of a business entity. the formation of residual business results is proof of solid cooperation between members as owners as well as customers of cooperatives and cooperative managers who always try to work optimally, effectively, and efficiently. Thus if there is excess/surplus/remaining income after being able to cover all operating expenses and expenses of the cooperative organization, it is only natural that the surplus is allocated to all parties who participate in producing it. Cooperatives are business entities that work with the principles set out in Law No. 25 of 1992, thus in allocating the remaining results of its operations must also be based on the principles it adheres to. In allocating the remaining operating results according to cooperative principles, namely: The distribution of the remaining operating results is carried out fairly in proportion to the amount of business services of each member; Provision of limited remuneration for capital; independence; cooperative member education; cooperation between cooperatives. While the distribution of the remaining results of cooperative operations to members consists of elements, namely the distribution of the remaining results of operations on capital services (contributions) of each member and the distribution of the remaining results of operations on business services (transactions) of each member. Keywords: Remaining Profits (SHU), Cooperative Principles, Allocation and Distribution of SHU
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ANASRULLOH, MUHAMMAD, Adib Minanur Rokhim, and Anna Febrian Firotul M. "PENGARUH PENDIDIKAN PERKOPERASIAN TERHADAP PARTISIPASI ANGGOTA PADA KOPERASI WANITA DI KABUPATEN TULUNGAGUNG." Publicio: Jurnal Ilmiah Politik, Kebijakan dan Sosial 3, no. 1 (January 31, 2021): 11–17. http://dx.doi.org/10.51747/publicio.v3i1.620.
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Cooperatives aim to improve the welfare of members in particular and society in general, as well as participate in building the national economic order, to achieve this, of course, cooperatives must be independent and more developed with the support of active comprehensive participation from their members. Cooperatives are expected to be independent, resilient and efficient so that they will be able to face various economic problems. Cooperatives must be improved so that income distribution and poverty alleviation, especially for members, can be realized. Cooperatives require an active role of their members in all cooperative activities, this active role is created when there is a feeling of belonging so that they can effectively take part in cooperative decision making. However, a cooperative whose business is in the service sector is certainly not easy to invite participation in all aspects of activities, it requires an appropriate and appropriate strategy, one strategy that can be used to increase member participation is Cooperative Education. This study aims to determine how much influence Cooperative Education has on member participation in Women's Cooperatives (Kopwan) in Tulungagung Regency.
Keyword: Member Participation, Cooperative Education
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Yudhatama, Ricky, Budi Rismayadi, and Neni Sumarni. "The Impact of Service Quality on Cooperative Customer Satisfaction (Case Study: of Jakarta Cooperatives)." JESI (Jurnal Ekonomi Syariah Indonesia) 13, no. 1 (March 22, 2023): 105. http://dx.doi.org/10.21927/jesi.2023.13(1).105-114.
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<p>Cooperatives have provided quality service for their members but the steps taken by cooperatives for members are not very easy, over time it has provided the best service benefits for members, and some members disagree with providing services and some agree to give service. The research method used in this study is a qualitative method which is useful for providing facts and data. Then the techniques used by researchers are source triangulation techniques, data collection technique triangulation, and time triangulation. In this study, the Jakarta Cooperative of educators and education staff has explained the analysis of service quality and satisfaction of cooperative members, expert judgment on service quality must be made on all services available at cooperatives, service treatment and satisfaction of cooperative members must be (equalized) both Honorary, civil servants as well as government employees with work agreements. Meanwhile, all members, employees, and administrators to further enhance the cohesiveness of togetherness to advance the cooperation of educators and education staff in Jakarta.</p>
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Queiroz, Cintia Silva, Marcia Martins, Geusa da Purificação Pereira, and Letícia Caribé Batista Reis. "EDUCAÇÃO COOPERATIVISTA: UMA FERRAMENTA DE CONSTRUÇÃO E VALORIZAÇÃO DO COOPERADO?" Cadernos Macambira 7, especial (April 18, 2022): 144–65. http://dx.doi.org/10.59033/cm.v7iespecial.689.
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A educação cooperativista é tida como uma importante ferramenta no ambiente organizacional das cooperativas, independente do ramo a que esteja vinculada. Desde a constituição da primeira cooperativa formal, em Rochdale, a preocupação com a educação e formação dos associados permeava as regras de conduta e convivência dos associados ao empreendimento. Neste sentido, abordar os aspectos e ações relacionados à educação cooperativista, voltados para a valorização e construção de sujeitos políticos não apenas para as relações intraorganizacionais, mas sobretudo para o contexto social em que se inserem, torna-se de grande relevância. Assim, este trabalho ancorou-se nas discussões teóricas de Frantz (2001), Schneider e Hendges (2006), Safanelli et al (2011), Freitas et al (2011), Sousa et al (2013) e Neta e Anjos (2020), com o objetivo de analisar os efeitos da educação cooperativista na construção e valorização dos cooperados quanto aos princípios e valores do cooperativismo. A partir da pesquisa bibliográfica delineada, é possível dizer que a educação cooperativista assume mesmo esse papel de ferramenta de valorização e construção dos cooperados conscientes e ativos por ser um processo de formação e capacitação que busca potencializar os sujeitos a pensar, refletir e problematizar o ambiente organizacional.
Abstract: Cooperative education is seen as an important tool in the organizational environment of cooperatives, regardless of the branch to which it is linked. Since the establishment of the first formal cooperative, in Rochdale, the concern with the education and training of the members permeated the rules of conduct and coexistence of the members of the enterprise. In this sense, addressing aspects and actions related to cooperative education, aimed at valuing and building political subjects not only for intra-organizational relations, but above all for the social context in which they are inserted, becomes of great relevance. Thus, this work was anchored in the theoretical discussions of Frantz (2001), Schneider and Hendges (2006), Safanelli et al (2011), Freitas et al (2011), Sousa et al (2013) and Neta and Anjos (2020) , with the objective of analyzing the effects of cooperative education in the construction and valorization of cooperative members regarding the principles and values of cooperativism. From the bibliographic research outlined, it is possible to say that cooperative education even assumes this role as a tool for valuing and building conscious and active cooperative members, as it is a process of formation and training that seeks to empower individuals to think, reflect and problematize the environment. organizational.
Keywords:Cooperativism. Cooperative education. Cooperative principles
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van Dijk, Alieke M., Tessa H. S. Eysink, and Ton de Jong. "Supporting Cooperative Dialogue in Heterogeneous Groups in Elementary Education." Small Group Research 51, no. 4 (October 14, 2019): 464–91. http://dx.doi.org/10.1177/1046496419879978.
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Literature agrees that learning in heterogeneous groups could benefit from support that structures the cooperative process, but has been inconclusive as to what this support should look like. This study investigated the effects of a worksheet that structured a heterogeneous cooperative process. The worksheet addressed the elements of social interdependence theory. Fourth to sixth graders ( n = 136) worked cooperatively in 34 heterogeneous groups of four, either with or without the worksheet. Results showed that heterogeneous cooperation benefited from the worksheet. Group members with the worksheet participated more equally in the domain-related dialogue, and a larger proportion of the group dialogue was task oriented and spent on exchanging domain-related explanations in comparison with the control group. However, adding the worksheet helped only low-ability children to increase their level of knowledge. Future research should look into possibilities for children’s learning outcomes to benefit more from improved heterogeneous group dialogue.
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Jaroensombut, Lertlak, Wanchai Chuaboon, Thongphon Promsaka Na Sakolnakorn, Pongsatean Luengalongkot, Kanokwan Auiwong, Surakarn Boonkawin, Sakda Yekpiewpong, et al. "The management of cooperative and work-integrated education for academic institutions of higher education in Thailand." Asian Journal of Education and Training 9, no. 4 (December 6, 2023): 136–41. http://dx.doi.org/10.20448/edu.v9i4.5220.
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The purpose of this article is to explain the process and benefits of, as well as the obstacles and keys to, the success of education management in the Cooperative and Work-Integrated Education Program (CWIE) in Thailand’s higher education system. This study employs secondary data, which we analyze using content and descriptive analysis. Data analysis showed that cooperative education courses are taught in a coproduced manner between higher education institutions and business establishments (public, private, and community) so that graduates are ready to enter the real world of work immediately, develop competencies that match the needs of the labor market, and prepare for future job positions. In addition, cooperative education encourages students to gain professional, self-development, and academic skills from the knowledge they receive. Cooperative education is an activity or operational process that includes an effective planning process and cooperation from all parties, including the business establishment, as well as quality cooperative education, including educational standards, curriculum teaching, supervision standards, student’s standards, and measurement and evaluation standards. However, problems arise in cooperative education; for example, students should receive job training, and advisors do not receive much support. For the development of cooperative education, academic institutions should create a digital platform specifically for the management of cooperative education.
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Peng, Jian, and Yun Li. "Analysis of the Innovative Mode of Cooperative Education of Ideological and Political Education and Professional Education." Frontiers in Humanities and Social Sciences 3, no. 12 (December 22, 2023): 132–42. http://dx.doi.org/10.54691/62f69j85.
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Sino-foreign cooperationin Polytechnic University is one of the important forms of internationalization of higher education in the new era. However, under the mode of Sino-foreign cooperation, the collaborative education of ideological and political education and professional education in Colleges and universities is facing some difficulties. This paper makes an in-depth analysis of these dilemmas and explores the dialectical relationship between ideological and political education and digital transformation. Secondly, it puts forward the problem that the Sino-foreign cooperative curriculum system attaches little importance to ideological and political education, and discusses the conservative abstraction of the teaching mode of Sino-foreign cooperative ideological and political theory course. Finally, it points out the challenge that the Party and Youth League organization of college students majoring in Sino-foreign cooperation is not fully developed. In order to solve these problems, this paper puts forward the path of ideological and political education suitable for Sino-foreign cooperative education mode in polytechnic universities. Specifically, it includes the teaching mode of digital enabling ideological and political education courses, the construction of campus culture of ideological and political education in Sino-foreign cooperation, the cultivation path of "Teachers'Morality" in Sino-foreign cooperation and the reform of ideological and political education mode. Through the exploration and implementation of these paths, we can enhance the effectiveness of ideological and political education and cultivate high-quality talents with all-round development of morality, intelligence, physical fitness, beauty and labor. This paper makes an in-depth analysis of the innovative mode of ideological and political education and professional education in the perspective of Sino-foreign cooperation in polytechnic universities, which is of great significance to promote high-quality development.
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Liu, Yuewei, Li Tao, and Chaoyu Xie. "Impetus, Policies and Education Law of School-Enterprise Cooperation in Vocational Education in China." Frontiers in Humanities and Social Sciences 2, no. 8 (August 20, 2022): 52–58. http://dx.doi.org/10.54691/fhss.v2i8.1656.
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Vocational education school-enterprise cooperation is a cooperative activity between vocational colleges and enterprises to improve the quality and efficiency of vocational school education or vocational training in terms of joint training, cooperative research, building institutions together and sharing resources. With the joint efforts of relevant stakeholders such as governments at all levels, various types of schools and enterprises, the system and mechanism of vocational education school-enterprise cooperation in China have made continuous breakthroughs and innovations. However, the effect of vocational education school-enterprise cooperation needs to be further improved. This paper analyzes the impetus of school-enterprise cooperation in vocational education in China and introduces the policy and legal system of school-enterprise cooperation. Suggestions for implementing school-enterprise cooperation are given. The analysis shows that there is uncertainty about the costs, benefits and risks of enterprises' participation in school-enterprise cooperation. It should start from strengthening the system of school-enterprise cooperation.
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Gaminde Egia, Eba, and Gonzalo Martínez Etxeberria. "Training of cooperative values as a decisive element in new jobs to be created by 21st century cooperatives." Boletín de la Asociación Internacional de Derecho Cooperativo, no. 54 (July 22, 2019): 97–114. http://dx.doi.org/10.18543/baidc-54-2019pp97-114.
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Some principles and values exist in cooperative organisations and enterprises that constitute distinguishing aspects. However, the complex situation in which modern cooperative trading companies operate tends to doubt about the adherence to cooperative principles, and may play down the cooperative values. Consequently, this can lead to what it really means for a cooperative to become distorted. Education, training and information are absolutely necessary to avoid that not wanted result. The training of those who want to join cooperatives must be done with an increase in cooperative education for the rest of society in which cooperatives act.Received: 04 October 2018Accepted: 07 March 2019Published online: 22 July 2019
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Callado, Carlos Velázquez. "Aprendizaje cooperativo en Educación Física: estado de la cuestión y propuesta de intervención (Cooperative learning in Physical Education: the state of the question and intervention proposal)." Retos, no. 28 (May 7, 2015): 234–39. http://dx.doi.org/10.47197/retos.v0i28.35533.
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En los últimos años varias investigaciones han subrayado las ventajas del aprendizaje cooperativo para promover el aprendizaje motor y social en Educación Física. Sin embargo, rara vez se describe lo que los docentes hacen cuando aplican este modelo pedagógico en sus clases de Educación Física. Este artículo presenta un estudio exploratorio orientado a dar respuesta a esta pregunta. Ciento noventa y ocho profesores de Educación Física españoles respondieron a un cuestionario dirigido a conocer cómo conciben el aprendizaje cooperativo y el modo en que lo implementan en sus clases con alumnado de Primaria y Secundaria. Los resultados del estudio muestran que el aprendizaje cooperativo es todavía una metodología poco implementada en Educación Física. Los profesores la conciben desde una perspectiva cercana al juego cooperativo. Se propone entonces un nuevo enfoque pedagógico, denominado coopedagogía, orientado a facilitar que los docentes puedan desarrollar un proceso de intervención que permita, por una parte, que el alumnado aprenda a cooperar y, por otra, que utilice la cooperación como recurso para aprender en las clases de Educación Física.Abstract. Over the last few years several studies have emphasized the advantages of cooperative learning to promote motor and social learning in Physical Education. However, what teachers do when they implement this pedagogical model in their Physical Education classes is rarely described. This paper presents an exploratory study aimed at answering this question. One hundred and ninety-eight Spanish Physical Education teachers completed a questionnaire designed to find out how cooperative learning is conceived and applied practically in Primary and Secondary school classes. The results of the study reveal that cooperative learning is still underutilized in Physical Education. Teachers conceive cooperative learning from a perspective close to cooperative play. A new pedagogical approach, called coopedagogy, is then proposed to facilitate teachers in developing an intervention process that allows students to learn how to cooperate and how to use the cooperation as a resource of learning in Physical Education classes.
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Wahyudin, Wahyudin. "Pendidikan dan Pelatihan Tata Kelola Koperasi Modern." E-Coops-Day 4, no. 1 (February 26, 2023): 11–16. http://dx.doi.org/10.32670/ecoopsday.v4i1.3106.
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One of the problems that hinder cooperatives from progressing and developing is the problem of human resources (HR). From the old management of the cooperative, the knowledge of cooperatives that is still lacking and the wrong business development makes the cooperative not develop even towards setbacks and failures. Until now one of the cooperative problems is still the same, namely the problem of human resources besides the cooperative has not fully implemented the cooperative principles completely and correctly. Many cooperatives run their business the same as general companies, seek high profits, offer high loan interest and there is no difference in application between cooperative members and non-members. So that the benefits of being a cooperative member are not felt by the members. Cooperative education is important not only for administrators but also for cooperative members. This is important to foster a love for cooperatives as business entities owned by members and the willingness to carry out transactions in cooperatives to fulfill their needs. Without the knowledge of cooperatives for members, members will think that transactions are the same between transactions in cooperatives and outside cooperatives. Even though the progress of cooperatives is very dependent on the participation of cooperative members. Cultivation of cooperative capital will be better and will have healthy finances if more sources come from cooperative members. For the management of business development, it is important to promote and develop cooperatives. But of course, the development of this business must be feasible and in accordance with the needs of members. So it is very important and necessary for education and training for administrators and members of cooperatives to become modern cooperatives.
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Martinelli, Francesca, Sarah De Heusch, Raffaella Toncelli, and Mila Shamku. "Innovative models of cooperative of independent workers for decent work in Europe." Revista Nacional de Administración 13, no. 1 (June 30, 2022): e3767. http://dx.doi.org/10.22458/rna.v12i2.3767.
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The socio-economic context is constantly challenging traditional employment relationships while new forms of employment are emerging, with acute risk of precarity for workers. In Europe, some non-standard workers find collective action as a valid alternative to the isolation and experiment solidarity and access to social security thanks to innovative cooperative models. The argument of the research is that the cooperative of independent workers is a viable opportunity to secure the working path of non-standard workers. The research focuses on a multiple case study approach involving three European cooperatives: the Italian Doc Servizi, the European Smart, and the Parisian Coopaname. The analysis of common and different practices among the cooperatives will show how cooperation can mitigate non-standard workers isolation and precariousness, how similar strategies are applied in different European countries, and how legal frameworks influence the operability of cooperative models.
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Abraham, Raymol Rahel. "Cooperative Learning in Nursing Education: A Review." International Journal of Research and Review 8, no. 4 (May 3, 2021): 484–87. http://dx.doi.org/10.52403/ijrr.20210458.
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Nurses are the backbone of the healthcare team. They must be able to work cooperatively with the other members of the health team and should use their critical thinking and analytical skills in the clinical area. Nursing education must use active learning strategies to equip the student nurses with these abilities. Cooperative learning methods can ensure active participation of the student nurses in the teaching learning process. This article reviews the scope of cooperative learning methods in Nursing education and its advantages for the Nursing students. Keywords: Cooperative learning, Nursing education, Nursing students.
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Martín, Guillermo Martín, and Pedro Jesús Jiménez. "Propuesta metodológica para implantar el aprendizaje cooperativo en las clases de educación física en base a los dominios de acción motriz (Methodological proposal to implement cooperative learning in physical education classes based on motor action doma." Retos 42 (May 16, 2021): 524–34. http://dx.doi.org/10.47197/retos.v42i0.87860.
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Aunque existen en España diferentes propuestas para aplicar el aprendizaje cooperativo en la educación física estas se centran en actividades físico-deportivas específicas o en estructuras cooperativas muy concretas. Faltan en nuestro país propuestas integrales destinadas a facilitar la implantación de este modelo pedagógico de forma extensiva abarcando todos los dominios de acción motriz que impone la normativa educativa. En este artículo se aporta un modelo para aplicar el aprendizaje cooperativo en el área de la educación física dentro de las etapas educativas de primaria y secundaria que engloba todos los enfoques existentes hasta el momento. Un programa estructurado en cuatro fases: 1) confianza–cohesión grupal, 2) familiarización 3) consolidación y 4) rendimiento, que abarca los cinco dominios de acción motriz que se establecen para la E.F. y las variables a tener en cuenta en el diseño de la actividad: Temporalización, número de sesiones y actividades, reglas, dinámica de las agrupaciones, roles, espacios de práctica, principios de aprendizaje cooperativo, destrezas de trabajo en equipo, técnicas y estructuras cooperativas.
Abstract. Although there are different proposals in Spain to apply cooperative learning in physical education, they are focused on specific physical-sport activities or on very specific cooperative structures. In our country, there is a lack of comprehensive proposals aimed at facilitating the implementation of this pedagogical model in an extensive way, including all the motor action domains imposed by the education regulations. This article provides a model to apply cooperative learning in the area of physical education within the educational stages of primary and secondary school including all existing approaches up to now. The program is structured in four phases: 1) trust – group cohesion, 2) familiarization 3) consolidation and 4) performance, which embraces the five motor action domains that are established for the P.E. and the variables to take into account in the design of the activity: timing, number of lessons and activities, rules, group dynamics, roles, practice spaces, cooperative learning principles, teamwork skills, cooperative structures and techniques.
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Zuhairin, Zuhairin. "PENERAPAN MODEL PEMBELAJARAN KOPERASI TIPE STAD TERHADAP KERJASAMA DAN PRESTASI BELAJAR (Studi Pada Mata Pelajaran Pendidikan Agama Islam Siswa Kelas XII SMA Negeri 2 Lahat)." Diadik: Jurnal Ilmiah Teknologi Pendidikan 10, no. 2 (October 7, 2021): 89–98. http://dx.doi.org/10.33369/diadik.v10i2.18269.
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This research was conducted with the aim to find out 1) The application of the STAD cooperative learning model can increase student Cooperation, 2) The application of the STAD cooperative learning model can improve student learning achievement in Islam Religion Education subjects in Students and 3) The effectiveness of the application of type cooperative learning models STAD in improving student learning achievement in learning Islam Religion Education subjects Class XII in SMA Negeri 2 Lahat. The problem in this study is that the learning methods used are less varied, the low attitude of student cooperation in participating in learning. This study used 25 subjects in PTK research, 20 in experimental class research, and 20 people in control class research.Data collection techniques in this study used observation and tests. The results of this study indicate that. The application of a STAD cooperative learning model can increase student cooperation in Islam Religion Education subjects. The application of a STAD cooperative learning model can improve student learning achievement in Islam Religion Education subjects. The application of a STAD cooperative learning model can effectively improve student learning achievement in Islam Religion Education subjects class XII in SMA Negeri 2 Lahat.
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Liu, Tingxi. "Home-school Cooperative Education." International Journal of Education and Humanities 4, no. 3 (September 27, 2022): 238–43. http://dx.doi.org/10.54097/ijeh.v4i3.1815.
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In the new era of socialism, with the changes of social economy and population, education also closely follows the pace of reform changes. In order to develop the education cause, the implementation of the "double reduction policy" undoubtedly injected a strong dose for the reform of the compulsory education stage. The so-called "double reduction" policy is to reduce the excessive homework burden of primary and middle school students in the compulsory education stage and reduce the excessive off-campus training for students. This paper reviews a series of historical policies aimed at reducing the burden of compulsory education, discusses the historical origin of the "double reduction" policy, and gives corresponding consideration to the implementation and measures of the "double reduction" policy in light of the current social situation.
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Woodfield, Scott N., Gordon E. Stokes, and Vern J. Crandall. "On-campus cooperative education." ACM SIGCSE Bulletin 19, no. 1 (February 1987): 353–56. http://dx.doi.org/10.1145/31726.31785.
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Russell, Jeffrey S. "Cooperative Education: One Perspective." Journal of Professional Issues in Engineering Education and Practice 117, no. 4 (October 1991): 319–35. http://dx.doi.org/10.1061/(asce)1052-3928(1991)117:4(319).
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Rheams, Patricia A., and Fred Saint. "Renovating cooperative education programs." New Directions for Community Colleges 1991, no. 75 (1991): 47–54. http://dx.doi.org/10.1002/cc.36819917509.
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Nowak, Piotr, Anna Jastrzębiec-Witowska, and Krzysztof Gorlach. "Cooperative Movements in Rural Areas in Contemporary Poland: A Brief Comparison of Farmers’ Attitudes of Members and Non-memebrs of Coooperatives." Eastern European Countryside 22, no. 1 (December 1, 2016): 151–64. http://dx.doi.org/10.1515/eec-2016-0008.
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AbstractIn this paper the authors consider some issues concerning the problems of rural cooperatives in contemporary Poland. In the first part, the important role of cooperatives in agricultural changes as well as rural development has been stressed, especially as an opposition to neo-liberal tendencies in the food economy. In such a context, the authors would like to compare some opinions concerning cooperative movements presented by farmers who are members and non-members of cooperatives. The characteristics of respondents contain some information about their sex, age, level of education as well as ownership status, including also the size of the possessed farms. Moreover, the presentation of attitudes has been focussed on the issues of cooperation with other farmers as well as general trust in others. The issues of knowledge about cooperative ideas and contemporary cooperative movements have been taken into consideration. In the final part of the empirical analysis some opinions concerning major obstacles to the development of cooperative movements have been considered. To conclude the whole paper the authors stress some differences in opinions and attitudes between members and non-members of cooperatives. However, what seems to be even more important is that even farmers who are members of cooperatives lacked sufficient knowledge on issues that make cooperatives successful.
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Manousakis, Tilemachos, Panagiota Sergaki, and Gert Van Dijk. "Identification of strategies for enhancing member commitment in Greek agricultural cooperatives: The opinion of cooperative experts." Revista Nacional de Administración 12, no. 2 (October 5, 2021): e3777. http://dx.doi.org/10.22458/rna.v12i2.3777.
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In the era of globalization, where competition is growing intensively, the cooperation between small scale farmers can assist them to be sustainable and survive. However, the situation with cooperatives in Greece is found to be on a downward trend due to their poor economic performance, which is later expressed by the diminished commitment of their members. In order to address the described problem we employed a qualitative study consisted of 10 guided interviewees with “cooperative experts”. Through the interviews the participants were asked to clarify their opinions on two major themes: 1) Common Greek cooperative issues, and 2)
Suggestions on strategies employed by cooperatives to enhance members’ commitment. Through our analysis we identified the issues related to the poor management of the cooperatives of the past as the major problems of cooperative in Greece. Regarding the strategies for enhancing commitment of members, the majority of participants highlighted the importance of improving the communication and quality of information provided by the coop to its members for building strong bond of trust and ultimately enhancing their commitment. Although, the improvement of communication takes time and requires consistent effort. Hence, cooperatives may act on employing the appropriate experts in order to improve their process of production and marketing. Strengthening the levels of expertise in the economic activities of the cooperative may assist on the satisfaction of members and enhance their commitment to the coop.
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Wiegel, Heide G. "Kindergarten Students' Organization of Counting in Joint Counting Tasks and the Emergence of Cooperation." Journal for Research in Mathematics Education 29, no. 2 (March 1998): 202–24. http://dx.doi.org/10.5951/jresematheduc.29.2.0202.
Full textAbstract:
The purpose of the study was to investigate and document possibilities for and manifestations of collaborative work with pairs of kindergarten students while they worked on tasks designed to promote early number development. Ten students, paired to be compatible with respect to their development of counting, were taught weekly for a period of 4 months. The students were addressed as pairs and provided with only one set of counting materials. The students generated 4 strategies to organize their counting: counting parts side by side, counting all at the same time, taking turns, and counting cooperatively. Cooperative counting was defined as a counting episode in which the counting acts of both students merged into a single activity with the partners working toward a common goal. Three themes emerged from the analysis of the cooperative solutions: (a) the relation between cooperation and the specific requirements of a counting task, (b) the relation between the ability to work cooperatively and the students' development of counting, and (c) the students' need to complement a cooperative venture with a solution of their own.
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Rosmayati, Siti, Engkus Kuswarno, Achmad Mudrikah, and Yosal Iriantara. "Education And Training To Improve The Performance Of Save And Loan Cooperative Employees In Bandung District West Java Province." International Journal of Educational Research & Social Sciences 2, no. 5 (October 29, 2020): 979–95. http://dx.doi.org/10.51601/ijersc.v2i5.153.
Full textAbstract:
The function and role of cooperatives is to build and develop the economic potential and capabilitiesof members in particular and the community in general to improve their economic and social welfare,to actively participate in efforts to improve the quality of human and community life in accordancewith Law Number 25 of 1992 concerning cooperatives. In producing cooperative members who areprosperous and competitive with other cooperatives, they must comply with the National ProfessionalCertificate Agency (BNSP), as regulated in education, on the standards of educators and educationpersonnel where the so-called trainer states that the trainer must have academic qualifications as aninformation agent, physically fit and spiritual, and have the ability to create healthy and qualitycooperatives. As a trainer, the curriculum in education and training is set for those who are moreexperienced at least 2 years of service in the cooperative where they work. Employees who providetraining in the organization's internal environment will contribute to producing competent employeesand members who will replace when the savings and loan cooperative employees' term of officeexpires. In order to improve the competence of savings and loan cooperative employees, one of them isby developing capabilities, through education and training. This study aims to describe education andtraining as an increase in the competence of savings and loan cooperative employees througheducation and training carried out through several stages, namely: 1) Analysis of education andtraining needs of savings and loan cooperative employees, 2) Design and planning of education andtraining for savings cooperative employees, 3) Development of education and training curriculum forsavings and loan cooperative employees, 4) Implementation of education and training for savings andloan cooperative employees, 5) Evaluation of education and training for savings and loan cooperativeemployees, 6) barriers and education and training support capacity of savings and loan cooperativeemployees. To achieve this objective, a qualitative approach was conducted using the case studymethod at KPRI and Primkoppabri, Cicalengka District. Data were collected using in-depthinterviews, observation and documentation studies. The research data was checked for correctness,reliability through a triangulation process. The results showed that the process of implementingeducation and training for savings and loan cooperative employees in cooperatives was not supportedby a complete analysis of education and training needs. In addition, the two cooperatives studied onlycarried out evaluations during training, had not carried out post-training evaluations andcomprehensive program evaluations so they could not monitor change actions. The weak point thatappears in the implementation of education and training for savings and loan cooperative employeesis that there is no separate unit, so the lack of experience in managing education and training isabbreviated as education and training. The involvement and commitment of all parties, especially themanagement or management will be the key to the success of the training education program. the twocooperatives studied only conducted evaluations during training, had not carried out post-trainingevaluations and comprehensive program evaluations so they could not monitor change actions. Theweak point that appears in the implementation of education and training for savings and loancooperative employees is that there is no separate unit, so the lack of experience in managingeducation and training is abbreviated as education and training. The involvement and commitment ofall parties, especially the management or management will be the key to the success of the trainingeducation program. the two cooperatives studied only conducted evaluations during training, had notcarried out post-training evaluations and comprehensive program evaluations so they could notmonitor change actions. The weak point that appears in the implementation of education and trainingfor savings and loan cooperative employees is that there is no separate unit, so the lack of experiencein managing education and training is abbreviated as education and training. The involvement andcommitment of all parties, especially the management or management will be the key to the success ofthe training education program. The weak point that appears in the implementation of education andtraining for savings and loan cooperative employees is that there is no separate unit, so the lack ofexperience in managing education and training is abbreviated as education and training. Theinvolvement and commitment of all parties, especially the management or management will be the keyto the success of the training education program. The weak point that appears in the implementationof education and training for savings and loan cooperative employees is that there is no separate unit,so the lack of experience in managing education and training is abbreviated as education andtraining. The involvement and commitment of all parties, especially the management or managementwill be the key to the success of the training education program.
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Baena-Morales, Salvador, Daniel Jerez-Mayorga, Francisco Tomás Fernández-González, and Juan López-Morales. "The Use of a Cooperative-Learning Activity with University Students: A Gender Experience." Sustainability 12, no. 21 (November 9, 2020): 9292. http://dx.doi.org/10.3390/su12219292.
Full textAbstract:
The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among them, cooperative learning is considered a valid technique for developing social relations and competences. This study aims to describe and characterize the gender differences between university students regarding their impressions and behaviors when working cooperatively. One hundred and seventy-seven university students (98 women and 79 men), from Physical Education and Primary Education degree courses, worked with Aronson’s Jigsaw technique. After its completion, they completed a questionnaire to analyze cooperative work in higher education (ACOES). The results are organized into seven dimensions. The main gender differences found show that women gave a higher evaluation to relating cooperative learning to future teaching roles (p = 0.017) and to understanding the need for cooperative tasks (p = 0.035). Additionally, female students prefer groups to be organized according to academic criteria and that they should remain stable throughout the academic period. Both genders value Aronson’s Jigsaw as a good method for developing social competences, although they are more neutral when considering it effective at improving academic performance. These findings help to generate a gender-cooperation profile that will enable future research to discuss results more accurately.
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Johnson, David W., and Roger T. Johnson. "Mainstreaming and Cooperative Learning Strategies." Exceptional Children 52, no. 6 (April 1986): 530–61. http://dx.doi.org/10.1177/001440298605200608.
Full textAbstract:
There are three ways in which student-student interaction may be organized for mainstreaming. Of the three, cooperation is the only instructional strategy congruent with the goals of mainstreaming. The essential elements of cooperation learning and the specific actions teachers need to take to implement it are presented in this article. When cooperative learning is implemented effectively, positive relationships between handicapped and nonhandicapped students result. Far more positive interaction between handicapped and nonhandicapped students within instructional situations and during free-time, as well as increased friendships, result from cooperative learning experiences.