Impact of Collaborative Learning Model on Improving Learning Outcomes and Thinking Skills of Junior High School Students
DOI:
https://doi.org/10.26418/j-psh.v16i1.91387Keywords:
collaborative learning, learning outcomes, thinking skills, junior high school, qualitative researchAbstract
This study aims to explore and analyze the impact of the collaborative learning model on improving learning outcomes and thinking skills of junior high school students. Utilizing a qualitative approach, data was collected through in-depth interviews, classroom observations, and document analysis involving students and teachers from several junior high schools implementing collaborative learning. The findings indicate that the collaborative learning model positively influences student learning outcomes, evidenced by enhanced comprehension of subject matter and improved academic performance. Furthermore, this model fosters critical thinking, problem-solving abilities, and effective communication among students. Participants reported increased engagement and motivation, as collaboration encourages peer interaction and shared responsibility for learning. Teachers noted that the collaborative approach facilitated a more inclusive classroom environment where diverse perspectives were valued. Challenges in implementation included managing group dynamics and assessing individual contributions; however, these were often mitigated through structured activities and clear guidelines. Overall, the study highlights the significance of collaborative learning in enhancing educational experiences for junior high school students. It provides valuable insights for educators seeking to adopt innovative teaching strategies that promote not only academic success but also essential skills needed for lifelong learning. Recommendations include ongoing professional development for teachers in collaborative methodologies and further research into long-term effects on student outcomes across various subjects.
References
Achmad, F., Wiyono, A., Z, M. S., Kholis, N., Fathoni, A. N., Putri, I. R., Rahmatullah, D., & Nugroho, Y. S. (2025). The The Influence of Computational Thinking Skills, Critical Thinking Skills, and Collaborative Thinking Skills on the Learning Outcomes of Robotics Competence of Electrical Engineering Education Students. IJORER : International Journal of Recent Educational Research, 6(1), 79–93. https://doi.org/10.46245/ijorer.v6i1.732
Ansari, Z., & Naseer, S. (2024). Perspective Chapter: Collaborative Learning Benefits and Its Role in Critical Thinking. In Massive Open Online Courses - Learning Frontiers and Novel Innovations [Working Title]. IntechOpen. https://doi.org/10.5772/intechopen.1007316
Bakri, F., Luthfiya, A. Q., Rahmawati, D., & Wati, L. (2023). The Modern Physics Practicum: Students creatively and critically thinking in the 21st-century competencies. Journal of Physics: Conference Series, 2596(1), 012079. https://doi.org/10.1088/1742-6596/2596/1/012079
Beiki, M., Raissi, R., & Gharagozloo, N. (2020). The differences between Iranian EFL teachers’ perceptions and their instructional practices regarding the cooperative learning. Cogent Arts and Humanities, 7(1). https://doi.org/10.1080/23311983.2020.1847420
Chandra Wijaya, A. (2024). The Effectiveness of Traditional and Modern Memorization Techniques for Quranic Learning in Indonesia. Edu Spectrum: Journal of Multidimensional Education, 1(1), 38–47. https://doi.org/10.70063/eduspectrum.v1i1.27
Creswell, J.W. and Poth, C. N. (2018). Qualitative Inquiry and Research Design Choosing among Five Approaches. 4th Edition,. SAGE Publications, Inc., Thousand Oaks.
DiBenedetto, C. A. (2024). Education Needs of School-Based Agriculture Teachers to Prepare Students for the 21st Century (pp. 205–226). https://doi.org/10.4018/979-8-3693-2766-1.ch011
Ganotice Jr, F. A., Mendoza, N. B., Dizon, J. I. W. T., Shen, X., Lee, J. C.-Y., Chan, E., Luk, P., Manio, M. M., He, Q., Khoo, U. S., Lam, M. P. S., Chan, S. C. S., Chow, A. Y. M., Wang, N., & Tipoe, G. L. (2024). Students’ motivation and engagement in interprofessional education: the mediating role of peer relatedness. Medical Education Online, 29(1). https://doi.org/10.1080/10872981.2024.2430593
Johnson, D. W., & Johnson, R. T. (2008). Social Interdependence Theory and Cooperative Learning: The Teacher’s Role. In The Teacher’s Role in Implementing Cooperative Learning in the Classroom. https://doi.org/10.1007/978-0-387-70892-8_1
Jung, I. (2024). Week 7: Writing the Qualitative Methods Section. In Pathways to International Publication in the Social Sciences (pp. 135–145). Springer Nature Singapore. https://doi.org/10.1007/978-981-96-0801-0_13
Kalukar, V. J., Krobo, A., Pessireron, M. F., Suhendra, S., & Yudistira, S. (2024). Enhancing Critical Thinking Skills Through Collaborative Learning in Modern Educational Practices. The Journal of Academic Science, 1(8), 1145–1153. https://doi.org/10.59613/2dx5zr09
Keramati, M. R.-, & Gillies, R. M. (2021). Constraints of Cooperative Learning in University Classrooms: A Qualitative Study in Iran and Australia. Iranian Journal of Comparative Education, 4(1), 958–972. https://doi.org/10.22034/ijce.2020.254377.1234
Khadawardi, K., Mirdad, D., Nasief, H., Hassan, A., Waseem, H., Butt, A., Aldardeir, N. E., Salah, W., Zakariyah, A. F., & Alboog, A. (2025). Evaluating Medical Student Engagement in Flipped Classrooms: Insights on Motivation and Peer Learning. Journal of Medical Education and Curricular Development, 12. https://doi.org/10.1177/23821205251320756
Le, H., Jeroen, J., & and Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Letina, A., & Vasilj, M. (2021). Challenges of implementation of cooperative learning in initial teacher education. Å kolski Vjesnik, 70(1). https://doi.org/10.38003/sv.70.1.12
Meijer, H., Hoekstra, R., Brouwer, J., & Strijbos, J. W. (2020). Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education. Assessment and Evaluation in Higher Education, 45(8). https://doi.org/10.1080/02602938.2020.1729696
Moges, B. (2019). Practices and Challenges of Cooperative Learning in Selected College of Arsi University: As a Motivational Factor on Enhancing Students’ Learning. Universal Journal of Psychology, 7, 1–17. https://doi.org/10.13189/ujp.2019.070101
Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2019). Exploring the barriers to effective cooperative learning implementation in school mathematics classrooms. Problems of Education in the 21st Century, 77(6). https://doi.org/10.33225/pec/19.77.745
Pramukti, I., Nurmala, I., Nadhiroh, S. R., Tung, S. E. H., Gan, W. Y., Siaw, Y.-L., Yang, Y.-N., Griffiths, M. D., Lin, C.-Y., & Pakpour, A. H. (2023). Problematic Use of Internet Among Indonesia University Students: Psychometric Evaluation of Bergen Social Media Addiction Scale and Internet Gaming Disorder Scale-Short Form. Psychiatry Investigation, 20(12), 1103–1111. https://doi.org/10.30773/pi.2022.0304
Purboningsih, E. R., Massar, K., Hinduan, Z. R., Agustiani, H., Ruiter, R. A. C., & Verduyn, P. (2022). Perception and use of social media by Indonesian adolescents and parents: A qualitative study. Frontiers in Psychology, 13, 985112. https://doi.org/10.3389/fpsyg.2022.985112
Putri, S. A., Salam, U., & Rezeki, Y. S. (2024). Teachers’ Strategies to Encourage Students’ Participation in English Classroom. English Education:Journal of English Teaching and Research, 9(2), 168–174. https://doi.org/10.29407/jetar.v9i2.22796
Rizvanović, N., Király, I., & Sebanz, N. (2025). Effects of Joint Action Observation on Children’s Imitation. Behavioral Sciences, 15(2), 208. https://doi.org/10.3390/bs15020208
Sahoo, P., & Khuntia, U. (2024). Effectiveness of social media-based collaborative learning on student engagement and learning outcomes: a field study. Intercontinental Journal of Social Sciences, 1(6), 392–407. https://doi.org/10.62583/nwetwy82
Sipuan, S., Warsah, I., Amin, A., & Adisel, A. (2022). Pendekatan Pendidikan Multikultural. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(2). https://doi.org/10.37905/aksara.8.2.815-830.2022
Uslan, U., Kamal, M., Zulfariati, Z., Nurjanah, N., & Abdillah, M. N. (2024). Innovative Pedagogical Approaches in 21st Century Education: A Study on Collaborative Learning Models. The Journal of Academic Science, 1(8), 1113–1120. https://doi.org/10.59613/bebvd704
Wahnyuningrum, P. M. E. (2025). Critical Thinking and Collaboration Skills in Catholic Religious Education: A Study of Junior High School Students. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(1), 43–48. https://doi.org/10.31004/obsesi.v9i1.6751
Whitehead, R., Nguyen, A., & Järvelä, S. (2024). Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task. Journal of Computer Assisted Learning, 40(5), 2226–2247. https://doi.org/10.1111/jcal.13022
Yoo, S., & Jang, J. (2025). Development and Implementation of a Collaborative Group Study Educational Model Based on Flipped Learning. The Korean Career, Entrepreneurship & Business Association, 9(1), 93–111. https://doi.org/10.48206/kceba.2025.9.1.93
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Jurnal Pendidikan Sosiologi dan Humaniora
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
