COORPORATIVE LEARNING AND CREATIVE LEARNING

Arranged by 5th group :

Markus Cames Laoli

Reita Sola Gracia Telaumbanu
Sri Wahyuni Fau
Putri Senati Lase
Dedi Septinius Gea

Lecturer :

Miss Yanna Queencer Telaumbanua, M.Pd

UNIVERSITAS NIAS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

ENGLISH EDUCATION STUDY PROGRAM

T. A : 2022/2023
 PREFACE

Praise to God almighty because of His blessings, grace, and gifts, the author is given the
ability to complete this paper as well as possible so that later it can benefit us all. In compliting this
paper, the writer received help and guidance from various parties. Therefore, the authors would like
to thank the lecturer nurturing the course for the guidance during the preparation process in this
assignment who always support and provide guidance as well as all fellow friends who helped to
complete this paper.

The author also realizes that in the preparation of this paper there are still many short
comings and are far from perfection. Therefore, the authors expect criticism and suggestions so that
they become a reference in the preparation of further papers. The author also apologizes if in
writing and compiling this paper there are errors both in typing, sentences, and language errors that
confuse the reader in understanding the intent and purpose of the author. Finally, the authors
submit, happy reading this paper, hopefully useful.

Gunungsitoli, 22 Oktober 2022

Authors,

5thGroup
 TABLE OF CONTENTS

Cover
Preface
Table of Contents
Chapter I Introduction
A. Background
B. Problem formulation
C. Purpose
Chapter II Discussion
A. Coorporative Learning
B. Creative Learning
Chapter III Closing
A. Conclusion
B. Suggestion
References
 CHAPTER I

INTRODUCTION

A. Background

The learning process is an activity carried out between a teacher with students with the aim
of obtaining new information from a teacher. The things that are considered in the learning process
are the use of a an active, creative, and innovative learning model. The goal is that students
interested in the material presented by the teacher, so that students understand and participate
actively in learning. The learning model is "The model is defined as the path or way that must be
passed to achieve" certain goals” (Ngatmini, et al., 2010:94).

Cooperative learning model is a learning model with a class setting that is formed into
several groups (small groups) by paying attention to the diversity of group members as a vehicle so
that students can work together in learning something related to the subject matter. Fisher & Frey
(2010) suggest that in determining study groups, teachers can use several methods depending on the
group assignment. In general, in forming groups, the teacher can do three ways, such as: (1) choice
of choice, namely the teacher who chooses students to become members of the teacher (group
teacher.

B. Problem Formulation

There are some problem formulation in arrange this paper is :

1.What is The Coorporative Learning?

2.What is The Creative Learning?

C. Purpose

The purpose of corporative Learning and Creative Learning is to improve students'

intellectual abilities, form problem solving abilities (solve a problem), create learning conditions
where students feel that learning is a necessity, produce high and quality learning outcomes, train
students to develop their abilities.
 CHAPTER II
DISCUSSION

A. Coorporative learning
1. The Nature of Cooperative Learning
Cooperative learning model is a learning model with a class setting that is formed into
several groups (small groups) by paying attention to the diversity of group members as a vehicle so
that students can work together in learning something related to the subject matter. Fisher & Frey
(2010) suggest that in determining study groups, teachers can use several methods depending on the
group assignment. In general, in forming groups, the teacher can do three ways, such as: (1) choice
of choice, namely the teacher who chooses students to become members of the teacher (group
teacher. Precisely the most common grouping format. For group work to be productive, it is
determined by the teacher (2) the choice of students 4 student choice, namely students who
determine group members, including how the group works of students themselves who determine it;
(3) random choice, which is a way of forming groups that is used when the goal is for students to
interact with various colleagues. This is useful when the goal is related to stimulating the
development of certain attitudes and opinions.

Furthermore, Alberta Education (2007) suggests that the integrated curriculum allows
students to:

a) identify the specific qualities and related elements of the curriculum, subject;

b) become more involved in learning, because the context is more understandable and
meaningful to them; demonstrate and use knowledge, skills and

c) attitudes in various learning contexts;

d) make connections easier between the content they learn in school and their experiences
outside of school;

e) a clearer focus on conceptual understanding, as content is aligned around key ideas;

In addition, the integrated curriculum allows teachers to:

a) identify content connections within subjects and between course content lesson;
 b) providing relevant contexts for productive learning, based on the needs of learners;

c) assessing students' abilities and understanding in various learning contexts;

d) managing the content of the subject program is easier because the results of the

various subjects or learning skills are both addressed at the same time and reinforced;

e) increase the motivation of students to participate in learning;

According to Drake & Burns (2004) the development of an integrated curriculum with
standards, it means facilitating the possibility of learning to be more creative. The problem is that
creative and innovative learning does not always lead to an increase in student achievement. With
the standard in general to save the condition. Using standards as a guide, learning can be more
meaningful (purposeful) and relevant. One of the secrets of the success of an integrated curriculum
from an intradisciplinary and interdisciplinary perspective is relevance and accountability.

b. Principles of thematic-integrated learning

In Permendikbud Number 57 of 2014 it is stated that the implementation of integrated

thematic learning must pay attention to the following things.

1) Learner centered,
Thematic learning is student centered, this is in accordance with the modern learning
approach which places more students as learning subjects while the teacher acts more as
a facilitator.
2) Be flexible.
Thematic learning is flexible. Teachers can relate material from one subject to other
subjects, even linking it to the environmental conditions in which the school and
students are located.
3) Learning according to the interests and needs of students
Students are given the opportunity to develop their potential according to their interests
and needs.
4) Using the principle of fun learning
The atmosphere in learning is strived to take place in a fun way. Fun can be built with
various activities that can accommodate the hobbies of students, for example playing
puzzles, guessing words, singing children's songs, dancing or other activities that are
 mutually agreed upon with the students. Fun is not meant to laugh a lot or sing a lot. Fun
is more meant L'fun'..
5) Active student learning
Students are involved both physically and mentally in the learning process from
planning to learning evaluation.

The essence of the purpose of using the cooperative learning model is for students to have
social skills. That is, the focus of learning is more on efforts so that students have social skills,
including communication skills, collaboration skills, responsibility, ability to make commitments,
sharing skills, having sympathy and empathy and so on related to social skills. .

While the subject matter studied through the cooperative learning model is a medium for
developing these social skills. Thus, what should be the teacher's attention in this case is how to
make the subject matter studied through the development of cooperative models to be maximally
controlled by students. If the teacher is able to achieve both, namely on the one hand, the social
skills of students are well developed and at the same time the learning achievement of students is
optimal in mastering the subject matter, then that is one of the advantages of this method!
cooperative learning. For a clearer understanding of the nature of the cooperative learning model,
here are some definitions as stated by the experts.

Slavin (1990) suggests that cooperative learning is a learning model in which students learn
and work together in small groups collaboratively whose members consist of 4 (four) to 6 (six)
people, with a heterogeneous group structure. In full, what Slavin put forward is "Cooperative
learning is generally understood as learning that takes place in small groups where students share
ideas and work collaboratively to complete a given task." (Slavin, 1995). "Cooperative learning is
generally understood as learning that occurs in small groups where students share ideas and work
collaboratively to complete a task given by the teacher. This understanding illustrates that in
togetherness students do the tasks given by the teacher, while The success of learning depends on
the abilities and activities of group members, both individually and in groups.

Eggen & Kauchak (1988) define cooperative learning as a set of learning strategies used by
teachers so that students help each other in learning something (subject matter). Furthermore, Eggen
and Kauchak, suggest that this cooperative learning can also be called "peer learning". This means
that students in groups study the subject matter together with their friends, as long as they are in
groups they will share information, give each other arguments related to the understanding of each
group member to seek an understanding, share responsibility for the success of the group, and
respect each other so that there is harmony together.
 Slavin (1990) suggests that cooperative learning can be described as a means to provide
opportunities for students to work together as a team in achieving a certain set of goals. It is
collaborative in nature and focuses on individual responsibility for team success. The main
advantages of cooperative learning include nurturing and developing social interaction skills. One
of the principles is project-based learning. Cooperative learning as a teaching strategy depends on
the following. Students are assigned to be in small group teams (ideally no more than 4 members in
a group), the team consists of students with different ability levels. The immediate goal is that each
member of the "team" accepts responsibility for achieving the objectives of the learning while
helping any fellow learners who need help. Assigned assignments or activities may differ in nature
depending on the grade level. Its main objectives are to promote positive and respectful
relationships among teammates, to encourage accountability (both individual and group), and as a
platform for problem solving as a team.

2. Elements of Cooperative Learning

Lie (2002) suggests that cooperative learning is not the same as just students learning in
groups, but there are basic elements that distinguish it from group activities that are carried out
without careful planning. Basically not all group work can be considered as cooperative learning,
but it can be said that it is cooperative learning when the teacher conditions students in group
learning by developing the main elements. In StartingPoint (2010); Leighton (Cooper, 2011); Kagan
& Kagan (2009) stated that the implementation of cooperative learning has key elements or
essential features that distinguish cooperative learning from learning that only places students in
study groups. The key elements in question are capable learning create group activities that are
positive interdependence, individual responsibility, personal interaction, teamwork skills, and group
management. The five key elements are listed below.

a. Positive interdependence

This element has two different concepts, namely the concept of positive and
interdependence. These two concepts have a positive correlation. If two students have a positive
correlation in outcomes, that is, when the success of one student is related to the success of the
other. More specifically, the arrangement of positive interdependence is when students feel that
they are capable together such as "sink or swim together" (sink or swim together). This can be
achieved through the existence of a common goal, the division of labor, the distribution of materials
to be studied, the sharing of roles, with the division in group activities, each student has a
dependence on the performance results of his group members. Group members must believe that
each person's efforts are beneficial not only for himself, but also for the success of all members of
the group.

The existence of learning projects in the form of tasks given by the teacher is a motivation
for students to be able to work in groups. Learning assignments given to students cannot always be
completed by themselves within a reasonable period of time. Often learning projects that must be
done in groups are more interesting for students and they can learn many things. Examples in the
application of positive interdependence, such as in group learning Jigsaw type. In this type, the
teacher divides the group into specialists in certain areas of the material to be studied. Specialists in
one area work together to develop expertise in their specialization, then return to their original
group to combine their new expertise with those of experts on other aspects of the material to
complete the project.

Through peer review, it can provide opportunities for students to learn how giving and
receiving constructive feedback is an important part of the research process. Ways to promote
positive interdependence include: single products produced by groups; each group member can
explain the group's product; provided the learning resources section of the assignment or relevant
information or the group was only given one copy of the assignment; there is a division of different
roles which are key to group function. Thus, Leighton (Cooper, 2011) explains that when a group
member gets a reward, it means that the prize is for all team members.

b. Responsibility (Individual Accountability)

Individual accountability: The essence of individual accountability in learning. Cooperative

means that students learn together, but each member of the group has the responsibility to carry out
certain tasks on their own as there is a mutually agreed division of tasks. Each member is ensured
not to hinder the work of his friends. Clear learning objectives can help students to be able to
measure whether (a) the success of the group is what is achieved by them, and (h) the individual as
a member of the group has contributed to achieving the success expected by them or the success of
the individual is a joint success as well.

c. Tatap muka (Face-to-Face 'Promotive' Interaction)

Face-to-face interaction encourages interaction. Importantly, cognitive activity and

interpersonal dynamics only occur when students increase their respective learning engagements.
As learners engage in verbal explanations of how to solve problems, discuss the nature of the
concepts being studied, and relate what is currently learned to past knowledge. It is through face-to-
face, such interactions that increase the involvement of each member personally committed to each
other as well as to their common goals.

d. Interpersonal & Small-Group Skills

In cooperative learning groups, students learn academic subject matter (taskwork) and
interpersonal skills as well as small groups (teamwork). Thus, in groups they learn how to be
effective leaders, learn to make decisions, build trust, learn communication, and learn conflict
management. Given the complexity of these skills, the teacher must be able to encourage the
performance of students to realize higher abilities related to the components of social skills in
cooperative learning. As students, developing these skills will run more smoothly and efficiently, if
done through various group learning projects

Furthermore, in Starting Point (2010), it is stated that to strengthen social skills or group
work, teachers must facilitate students with motivation and ways to do it. Before musicians, using a
skill, the teacher needs to make a lesson plan regarding what social skills students should have,
which is explicitly described clearly. The steps include the following.

The first step is to ensure that students see the need for teamwork skills, including through:
(1) presenting a case to students that they are better off knowing, than not knowing, and selecting
skills; (2) one way to do this is by giving incorrect examples (for example, playing the role of an
example in a group does not show social skills, such as obediently speaking in a group does not
show eye contact between the speaker and listener). This is a fun way to describe the need for social
skills.

The second step is to ensure that learners understand what social skills are, how to perform
skills, and when to use them. It is not enough to tell students what skills the teacher would like to
see from students as they use them during the lesson (eg, "Please check each other's understanding
of what is learned."). The teacher must explain exactly what students should do. One way to do this
is to ask students to contribute ideas in groups in the right ways, such as when conveying ideas:
leaning forward, open posture, taking turns, listening. ). While in the skill of expressing his opinion
it should sound like: my idea is... (My ideas is...), my suggestion... (I suggest...), we can... (we
could), and I suggest ... (I suggest we...) based on the appearance of the students as exemplified, the
teacher can observe the students' understanding in its use, such as by using a checklist whether
when students speak, such as eye contact, leaning forward, show an expression of interest
(interested expression), and so on. The third step is to organize practice situations and to encourage
mastery of skills. Observe each group and note which members are involved in using the skill, this
can be seen from the frequency and effectiveness in its use. One way to doing this is to inform
students that the teacher will focus on one of the "Mystery Student" students whose name will be
withheld. Observe during the lesson without indicating who the teacher is observing. Explain to the
whole class what to do (frequency data).

The fourth step is to ensure that each learner (a) receives feedback on skill use and (b)
reflects on how to perform the skill more effectively next time. Practicing new skills is not enough.
Learners should also receive feedback on how often and how well they use their social skills. One
way to do this is to assign an "observer" role within each group. This person collects observational
data on the skills assigned to each member of his group. After that, the observer or observer reports
the information collected to his group. Small group processing then focuses on how to use the skills
more effectively in the future and setting improvement goals.

e. Group Management (Group Processing)

Group processing. After completing their assignments, students should be given time and
procedures to analyze how well their group is functioning in learning and how well social skills are
being used. Group processing involves two things, namely related to tasks to be done (taskwork)
and teamwork, with directions to improve on the next project. Groups need special time to discuss
how well they are achieving their goals and maintain effective working relationships between
members. In this case, the teacher can organize group processing—by setting the task as (a) a list of
at least three member actions that helped the group succeed and (b) a list of one action that could be
added to make the group 'tomorrow' more successful.

Group management in cooperative learning has several objectives, including (a) enabling the
group to improve collaborative work continuously from time to time, (b) focusing attention on the
contribution of group members in order to increase individual accountability, (c) making the
learning process easier. through streamlining, (d) reducing or eliminating actions that do not
contribute positively to group learning.

Teachers should organize group processing for students in several ways. First, the teacher
provides opportunities for students to choose the skills they want in the group to focus on as part of
setting goals for the activity. Second, the teacher explains to the students what actions are expected
of them during the activity. Then the teacher monitors different groups during the activity, observes
student activities and intervenes if needed to improve group learning. These all form the basis from
which students and groups do their own part of group processing. Therefore, things that must be
considered by teachers include providing feedback, reflection, improving goals, and celebrating the
success of students.

Feedback Each student in the group gives and receives positive feedback on their
contribution to the group. It is very important that positive feedback to generate forward momentum
to improve its performance. Reflection: students analyze and reflect on the feedback that has been
given to them. Improved goals: learners both individually and in groups set goals to improve their
work, individuals can choose certain social skills to use more effectively, and groups can decide on
a collaborative skill to work on next time. Celebrations: groups celebrate the hard work and
contributions of members as well as group success, these celebrations can provide impetus to
continuously improve their group work performance.

Group management or group processing is a very important part of cooperative learning. In

this case, that students do not learn from experience when they do not reflect. What must be ensured
is that in group management, although time runs out or requires a lot of time, it is very important
because it contributes a lot to the success of the group.

In cooperative learning activities that are carried out on an ongoing basis, the teacher must
provide input to each group so that each group reflects on the group's learning activities. Inputs
from the teacher can relate to the breadth and depth of mastery of the subject matter and can also
relate to the cohesiveness of group members in contributing to the success of their assignments.
Through this method, it is hoped that each group can reflect together to be more effective in their
group learning activities.

In line with the elements mentioned above, in an effort to optimize cooperative learning, it is
necessary to create certain conditions so that cooperative learning becomes more productive. The
special conditions in question, among others, require the following conditions.

a. Positive interdependence (sink or swim together)

1) Every effort of group members is necessary for the success of the group.

2) tips group members are unique in making a contribution or uniquely contributing to

mutual success, because the resources, roles, tasks and responsibilities of each group
member are different.

b. Individual responsibilities within the group (no hitchhiking and no social slacking)

1) Keep group size small. The smaller the group size, the morethe greater the individual
accountability.
 2) Give individual tests to each student.

3) Checking the responsibility of each student, in this case the teacher can randomly ask one
of the group members to present the results of his group work to the teacher (in front of the
group) or to the whole class.

4) Observe each group and record the frequency with which each group member contributes
to the group's activities.

5) Assign one student in each group to act as a checker. The rater asks other group members
to explain the reasons and rationale underlying the group's answers.

6) After students learn, give each student the opportunity to teach back what he has learned
in groups to other students.

c. Face-to-face interaction (promoting each other's success)

Orally explaining how to solve problems. Passing knowledge on to others. Checking

students' understanding. Discuss the concepts learned.

d. Group and interpersonal skills

In this case, there are social skills that must be taught including: leadership; decision-
making; building trust (trust-building); communication skills; and conflict management skills.

e. Group management

1) Group members discuss how they achieve their goals and maintain effective working
relationships.

2) Explain what group members do to help each other and what are the consequences if they
do not help each other.

3) Make a decision about what behavior to continue or change the action to make it more
effective.

Observing the key elements of group learning activities, which must receive attention from
the teacher, that the ability to work cooperatively and collaboratively in peace from this harmony
does not come by itself, but there needs to be a learning process that gets guidance in a conducive
manner. That is, the students are not automatically grouped, it will create the ability to work
together in peace and harmony. For this reason, teachers must really provide guidance, so that
students have the knowledge, skills, and attitudes needed to be able to work together. Thus, in
cooperative learning, priority is given to the learning process, namely creating active involvement
of students in working together. Meanwhile, the learning materials discussed in study groups are
media to facilitate students so that they learn to work together in peace and harmony. The impact of
the cooperative learning process is that besides they will master the learning material discussed [in
groups they will also have the core values of the joint learning activities.

According to Kagan & Kagan (2009), these basic elements are the basic principles which,
by acronym, are Basic Basic Principles (PIES). P = Positive Interdependence, Individual
Accountability, E = Equal Participation; S= Simultaneous Interaction.

3. Criteria and Measures for Effective Grouping

Based on the findings in effective clustering, several qualities can be consistently identified.
The following, will not only deepen the teacher's insight, but maybe the teacher wants to add His
experience relates to the criteria that must be considered in creating the effectiveness of cooperative
learning. The criteria for creating the effectiveness of a group are as follows.

a. A warm and welcoming classroom environment will be able to provide a foundation to encourage
the creation of group work. Positive and broad interactions between students and teachers will be
able to increase the meaning of school as a "school as family" family.

b. The role of the class, which alternately takes the active role of teachers and students, has a special
meaning, namely the existence of actions based on human values such as mutual help and justice.
Collaborating between students and teachers develop solutions to behavioral problems:

c. Prioritizing collaborative learning, describing advantages and disadvantages generally occurs in

many classes. General deliberation, sovereign, competitive learning is often replaced by a sovereign
process that requires the participation and contribution of all students.

d. Learning to be well articulated is a class assignment. Teachers and students know that the
ultimate goal is to learn from the curriculum, learn from each other, and experience life.

e. The guidance function is equivalent to deployment. Class responsibilities and small group
assignments are shared together, including whether students view them as members of the class
community perceive them.

f. Fun learning activity. Various learning and assessment methods are used. Students occasionally
make choices about what and how to learn and play and humor is a presentation in the classroom.
g. Opportunities open for students to develop social skills, attitudes, and ethics enrich their
academic success.

Related to the criteria that must be considered by the teacher so that cooperative learning
becomes effective, other efforts that the teacher can do include conditioning learning that
encourages students as group members to seek mutual benefit. Among them through the following
efforts.

a. Feeling the benefits of every other friend's efforts, in this case students must be aware of this
advantage as it is expressed that your success is beneficial to me and my success is beneficial to
you'.

b. Realizing that all group members have the same fate, in this case students must feel their
presence in the group, as expressed that 'We sink or float together'.

c. Knowing that one's achievement is determined by others in a group, in this case students must be
aware of it as expressed 'We can't do it without you'.

d. Feel proud and celebrate together when one member of the group gets success, in this case teach
students to have a feeling of pride for the achievements of their friends, as expressed that 'We all
feel successful for your success.

4. Cooperative Learning Steps

To create a conducive cooperative learning model, according to Arends (1997) there are 6
main steps. Broadly speaking, the six steps are as follows.

a. Preparation phase: that is the phase in which the teacher conveys the objectives and
motivate students to learn;

b. Material presentation phase: the phase where the teacher presents material or information
to students by paying attention to the principles of demonstration;

c. Group activity phase: the phase where the teacher organizes students into study groups
according to the characteristics of each variation of the cooperative learning model,

d. Assignment phase: activities, the teacher provides guidance to the group learn when
students do their assignments;
 e. Evaluation phase: namely the evaluation phase which requires each group to present the
results of their work in front of the teacher and other groups or students;

f. Reward phase: the phase in which the teacher rewards the efforts and achievements of
each group.

Meanwhile, according to Palmer, et al. (2012) in implementing cooperative learning

includes pre-implementation, implementation, and post-implementation activities. Broadly
speaking, the three activities are described below.

a. Pre-implementation

After deciding to implement cooperative learning, the biggest challenge will be planning
and preparing the class and students to implement cooperative learning. At this stage there are
several teacher tasks that must be achieved before implementing cooperative learning in the
classroom, including the following.

1) Determine learning objectives (academic and social) in this case the teacher must explain why he
uses cooperative learning, describe its benefits, with full consideration. To assist with this
explanation, teachers might produce and distribute handouts describing collaborative learning.

2) Determine team size and assign learners to small group group members can range from two to
four people, depending on the task. These groups can be homogeneous or heterogeneous. Groups
can be formed by placing students together who share common strengths, interests, or they can be
random. Once groups are assigned, though, they don't have to be changed too often, learners need
time to develop a cohesive group and work together for a while before moving on to a different
group.

3) Organize the learning space and it is a must in optimizing the space in the classroom so that
students or groups can interact and move in the room easily. It is important that the groupings of
chairs are facing each other. Furthermore, research tools should be made easily available either in
the classroom or in another room near the classroom.

4) Plan learning materials to promote interdependence. The learning methods and learning materials
chosen should allow each individual to contribute to the group's success in a unique and meaningful
way.

5) Giving a role to the group in this case the teacher must play a role in this decision. Teachers must
choose to assign roles in a group, they must ensure there are different roles for each student. Also
the teacher has to choose or help students in choosing the role of each student by using their
strengths and to improve their areas of weakness. Teachers should also ensure that students do not
choose the same role over and over again. Some of the roles to choose from or assign include
facilitator, timekeeper, recorder, checker (for understanding), summarizer, elaborator (on prior
knowledge or discussion point), researcher (gets material), and so on.

6) Providing choice tasks, selecting assessment tasks (products to be produced), the teacher must
choose a standard to handle and match it with the learning approach. Cooperative learning group
assignments should be interesting, challenging, and motivating. It should also be a performance-
driven and authentic task. Teachers should explain task procedures, provide structure (especially
useful for experienced learners), and set specific time frames for each section and throughout the
assignment. Finally, the teacher should question the students to check their understanding of the
task and the procedure.

7) Describe the criteria for success. The teacher must communicate to the group the work skills to
be evaluated. An assessment rubric should also be created, possibly with the help of students, which
will be used to evaluate group work skills as well as to assess assignments.

8) The structure of positive interdependence and group accountability should be small so that each
member participates and makes a unique contribution to the group. Teachers should also "test"
groups and individuals by asking questions. Group A should be asked to explain the collective
outcome and individuals should be able to defend their own position and that of the group as a
whole.

9) Determine desired behavior An important part of successful cooperative learning is teaching

students how to work in groups. To achieve this, teachers can conduct short lessons on ways to
respect others (ie praise, take turns, and make joint decisions). Students also need to be trained in
conflict resolution. Finally, it would be wise to use a fun or non-stiff activity before starting so that
students find that they have something in common.

10) Before implementing cooperative learning, students actually have several tasks. First, they can
help teachers produce evaluation rubrics, and they may be able to help design assessment
assignments if teachers are willing to allow students to participate in this capacity. By playing a role
in the production of this evaluation instrument, students will have greater motivation to participate
in group work. Finally, the most important role of learners at this time in cooperative learning is to
ask questions. to the teacher if something is not clear to them. Without students' complete
understanding of the goals, objectives, and procedures, cooperative learning will not be successful.
b. Implementation of cooperative learning

After all the preparations are done, it is time to get to work. During the implementation
phase of cooperative learning, the students play the most important role. Some of their tasks at this
stage include the following.

1) cooperate,

2) listen to each other,

3) question each other,

4) keep a record of their work and progress,

5) assess the productivity of tasks (products),

6) assuming personal responsibility/involved in the group.

In relation to these activities, the teacher also has responsibilities during this stage.
According to Palmer, et al. (2012) teacher responsibilities include the teacher making a list of
several roles during implementation of cooperative learning as follows.

1) Monitor behavior. During the implementation of cooperative learning, it must circulate

throughout the class, visiting each group.

2) Intervention if needed. While the teacher is walking around, if necessary the teacher helps
students who: find group conflict or avoid task behavior, he must intervene. Conflicts that occur in
small groups should be resolved as soon as possible, and students should be shown how to prevent
future problems. The teacher might use a conflict resolution checklist to resolve group conflict. The
following checklist contains such instruments as explaining the importance listening to everyone in
the group, defining responsibilities, valuing each person's gifts, modeling excellence, and promoting
humor. Having these listed in a handout for each group can prevent group splits and 'task avoidance'
behavior.

3) Help needs. While monitoring the group work, the teacher should help the group according to
their needs. This may involve pointing out additional resources and/or points-of-view, and may also
include helping students reflect on their work upon completion and their progress.

4) Give praise. Learners need to know if they are completing assignments satisfactorily, especially
if they are not experienced at working in cooperative groups. For this reason, teachers should let
individual and group learners know when they are doing something right or good.
 b. After the implementation of cooperative learning

After the implementation of cooperative learning activities, Palmer, et al. (2012) gave three
jobs for teachers to complete learning after students worked together to complete and submit
assignments.

1) Provides closure via summarization. The teacher should hold a classical meeting of the whole
group. At this point, teachers and students can summarize the main points of the lesson/unit.
Another suggestion is for each group to summarize their work and the points they think are
important. This helps the teacher to know exactly where the knowledge level of the group is
working. This is also very much in line with the idea of articulation and reflection in the cognitive
development of students.

2) Evaluation of learning. In this case the teacher must use a rubric to assess/evaluate the
assessment task of each group. They should also be evaluated for group performance using a rubric.
Assessment rubrics that have been created in the pre-implementation phase of cooperative learning,
which are used in the implementation phase of learning can provide input to their content. After the
teacher completes the evaluation, based on the rubric, the teacher can provide feedback to students
about their group's products and performance. Without this information, students will not be able to
improve their ability to study in groups.

3) Reflect on what happened. The teacher must record and convey what has been successful and
what has not been successfully done by students during their learning in cooperative learning. This
information can and should be shared with each group and students should be involved in what they
do and feel during their learning. For teachers, this reflection activity is also an effort to adjust
lessons based on reflection and feedback from students. This will prevent the stagnation of
cooperative learning units, can even improve and will foster change in each group of students. In
this reflection activity, students must also provide feedback to their teacher. They must be able to
tell the teacher what is working or what is good about this unit, and they must point out what is not
working well. This information can be written down or discussed informally in class.

5. Cooperative Learning Model

Learning will be meaningful and interesting for students, when teachers can create
conducive learning variations in line with the conditions of the students themselves as well as the
competencies that must be achieved by students. Kagan & Kagan (2009); Leighton (Cooper, 2011)
suggests that in the development of cooperative learning there are several variations of models that
can be chosen by teachers, including (1) Student Team Achievement Division (STAD) models, (2)
Jigsaw, (3) Group Investigation (GI), (4) Rotating Trio Exchange, (5) Group Resume. Of course,
these types of cooperative learning can enrich teachers to carry out learning. Professional teachers
will not be fixated on only one type, but can use them interchangeably in line with the focus of their
learning, even teachers can modify the types of learning themselves according to class situations,
subject characteristics, and student development. For this reason, the following will present each
type of cooperative learning model.

a. Tipe Student Teams Achievement Division (STAD)

STAD type cooperative learning is one type of cooperative learning model that is considered
the simplest, and to help students understand together learning materials in the form of complex
concepts. The steps for this type of STAD collaborative learning are as follows.

1) Before the students gather according to their respective STAD groups, the teacher explains the
summary of the material for about 10-15 minutes.

2) The teacher invites the students to gather according to groups STAD respectively.

3) All groups are asked to complete the tasks in the LKS to completion for certain material
coverage in accordance with the allocation time provided.

4) In groups, each student discusses and exchanges opinions to formulate answers.

5) One member of the group is tasked with writing the answers that have been given agreed
together.

6) The teacher collects reports from each group, then discusses them.

7) The teacher gives a quiz with one or two questions taken from the LKS or questions made by
myself.

8) The group work report is corrected by the teacher, commented on, assessed, returned at the next
meeting, and discussed;

9) Quiz results are corrected and a list of progress experienced by students is made.

According to Slavin (1995) this STAD type cooperative learning model consists of 5 (five)
main components, namely presentation of material, groups, quizzes, individual improvement scores,
and group rewards.
1) Material presentation

In the presentation component of this material, it means that the teacher conveys learning
material or problems to students according to the basic competencies to be achieved. Meanwhile,
students pay close attention to what the teacher is saying.

2) Team or group

In this team or group component, the teacher forms groups and each group consists of 4-5
students with different academic achievements, gender, race, and ethnicity. During group study, the
task of group members is to master the material that has been given by the teacher and help group
friends to master the material. In this case, students study in groups can be guided by student
worksheets (LKS) that have been prepared by the teacher. LKS can be in the form of instructions on
how students learn in groups to master the material which is being discussed. Worksheets can also
be used to train various skills that must be mastered by students in their groups, and can directly
evaluate the abilities of each individual member of the group and friends in one group.

3) Quiz

After students study in groups, each student must take a quiz. In other words, the quiz is
done by each student, the purpose of which is to determine the learning success of each student
while in his group.

4) Individual improvement score

In accordance with the results of the quiz, the teacher determines the score for each student.
Individual improvement scores mean that each student is given a score based on the average
previous learning outcomes compared to the scores obtained at that time on similar quizzes. Then
students earn points for their teams based on the rate of increase in quiz scores and base scores.

5) Group rewards

The teacher gives awards to groups that get scores above the average based on certain
criteria. According to Slavin (1995), teachers give awards to groups based on the acquisition of an
increase in learning outcomes from basic (initial) grades to quiz scores after students study in
groups. The ways of assigning awards to groups are as follows.

a) Determine the basic (initial) value of each student. The basic (initial) value can be in the form of
initial test/quiz scores or using previous test scores.
b) Determining the value of the test/quiz that has been carried out after the students have studied in
groups, for example the value of quiz 1, quiz value 2, or the average value of quiz 1 and quiz 2 for
each student, which we call the latest quiz score.

c) Determine the value of increasing learning outcomes, the amount of which is determined based
on the difference between the latest quiz scores and the basic (initial) value of each student using
certain criteria.

These components, basically, can also be used as steps for core learning activities. But it can
also be redeveloped by the teacher who is adapted to the existing conditions.

b. Tipe Jigsaw

The Jigsaw cooperative learning model is a type of learning that consists of several members
in one group where each group member must be responsible for mastering part of the subject matter
and being able to teach the material back to other members in the group (Arends, 1997; Kagan &
Kagan). (2009). Jigsaw cooperative learning is a cooperative learning model in which students learn
in small groups consisting of 4-6 people heterogeneously and work together with positive
interdependence and are responsible for the completeness of the part of the subject matter that must
be studied and convey the material it to other group members.

The Jigsaw type is designed to increase students' sense of responsibility for their own
learning and also the learning of others or their friends. Students not only learn the material
provided, but they must also be ready to provide and teach the material to other group members.
Thus, students are mutually dependent on one another and must work together cooperatively to
learn the material assigned by the teacher.

In Jigsaw cooperative learning, there are home groups and expert groups. The origin group
is the parent group of students consisting of students with diverse abilities of origin. The original
group is a combination of several experts. While the Ah!i group is a group of students consisting of
members of different origin groups who are assigned to study and explore certain topics and
complete tasks related to the topic to be explained to members of the original group.

Basically, in this type the teacher divides the learning material into several subtopics or
components of the learning material. Further, the teacher divides the students into cooperative
learning groups consisting of 4-5 students so that each member is responsible for the mastery of
each component/subtopic assigned by the teacher to the best of his ability. Students from each
group who are responsible for the same subtopic form another group. In this group, students work
together to complete their cooperative task in learning and becoming experts in their subtopics, and
plan how to teach the subtopics to their original group members. After that, the students return to
their original groups as "members" in their subtopics and teach important information

in the subtopic to his friend. Members in other subtopics as well act similarly, so that all
students are responsible for demonstrate mastery of all the material assigned by the teacher. Thus,
each student in the group must master the topic as a whole. One type of jigsaw, the steps in its
implementation can be follow these steps.

1) The teacher socializes to students about the Jigsaw type cooperative learning model that will be
used as a learning setting, using language that students can understand.

2) Teachers and students agree on the formation of groups origin.

3) Teachers and students in all groups of origin agree on the division of expert groups and divide
tasks for each expert.

4) The teacher and students agree on the division of time used by the expert group to discuss and
the time used by students home group for peer tutoring.

5) Expert groups are welcome to work in each group to discuss the tasks for which they are
responsible during the agreed.

6) After the expert group has finished discussing their task, each expert returns to the group of
origin.

7) In the original group, each expert explains to other experts in turn about the tasks that are their
respective responsibilities, the expert who receives the explanation elaborates to complete the task
as a whole, in this case the teacher should pay attention and guide so that the tutoring process
occurs in a holistic manner. effective,

8) The teacher randomly appoints one group for the presentation, the results of the discussion, the
other groups observe, respond, ask, explain, and complete their respective reports.

9) The teacher collects the results of group reports to be further corrected, assessed, and returned at
the next meeting, and announces group values, and gives awards to the most superior group.

According to Kagan & Kagan (2009) providing several types of jigsaws, which consist of
the following.
1) Divide students into 5 or 6 jigsaw groups. Groups should be diverse in terms of gender, ethnicity,
race, and ability.

2) Appoint one student from each group as a leader. At first, the designated student must be a
student the most mature in the group.

3) Divide the day's lesson into 5-6 segments. For example, if the teacher aims for students to study
history about Eleanor Roosevelt, the teacher might share a brief biography of the character, each
segment on: (1) her childhood, (2) her family life with Franklin and their children, (3) her life after
Franklin contracted polio, (4) her work in the White House as First Lady, and (5) her life and work
after Franklin's death.

4) Assign each student to study one segment, ensuring students have direct access only to their own
segment.

5) Give students time to read some of their segments at least twice and become familiar with them.
There was no need for them to memorize it.

6) Form temporary “expert groups” by having one learner from each jigsaw group join different
learners in the same segment. Give students in the expert group time to discuss the main points of
their segment and to practice presenting to their jigsaw groups.

7) Bring students back to their jigsaw groups.

8) Ask each student to present it to their group. Encourage other students in the group to ask
questions for clarification.

9) Float or move from group to group, observing the process. If any group is having difficulty (for
example, a member is dominating or distracting), make appropriate interventions. Finally, it is best
for the group leader to handle this task. Leaders can be trained by whispering instructions on how to
intervene, until the leader gets the hang of it.

10) At the end of the session, give a quiz on the material so that students quickly realize that the
session is not only a fun game and but really meaningful.

C. Type of group investigation (Group Investigation)

Kagan & Kagan (2009) suggest that cooperative learning is a type of group investigation,
students form groups, the interest is that students work together first to understand a concept, then
work together to apply their knowledge by creating project or presentation. With group
investigations, the class becomes an investigative society. In groups, students plan and carry out
investigations, and synthesize their findings in group presentations to the class. The teacher's
general role is to make students aware of the many resources that can be helpful when conducting
investigations. There are four important components in cooperative learning of this type of group
investigation, namely inquiry, interaction, interpretation and intrinsic motivation. Investigation
refers to the fact that the Group's focus is on the process of asking questions about the chosen topic.
Interaction is a characteristic of all cooperative learning models, it is necessary for students to
explore ideas and help each other learn. Interpretation occurs when the group synthesizes and
elaborates on each member's findings to increase understanding and clarity of ideas. Finally,
intrinsic motivation is ignited in learners by giving them autonomy in the investigative process.

According to Kagan & Kagan (2009), the implementation of cooperative learning of this
type of group investigation includes six steps, as stated below.

1) Identifying the topic and organizing pupils into research groups

Stage 1 teacher: identifying topics and organizing students into investigative groups. In this case, it
is necessary to pay attention to the balance in organizing students in heterogeneous groups and the
need to allow students to choose the topic of inquiry.

2) Planning the learning task

Stage 2, each group member or pair of group members determines the subtopic for investigation.
The group within the group decides what and how to learn. They also set together learning goals.

3) Carrying out the investigation

Stage 3, the stage of conducting the investigation, namely the creation of multilateral
communication that prioritizes students communicating with collaborators, teachers, other groups,
and other resource persons. They collect information, analyze and evaluate data, and reach
conclusions.

4) Preparing the final report

Stage 4, prepare the final report. Students prepare reports, events or summaries. Learners organize,
abstract, and synthesize information. The group decides the content and format of their
presentation; a steering committee of group representatives coordinates the group's performance.

5) Presenting the final report

Stage 5, presenting the final report. Presentation of the results of group work can be in the form of
exhibitions, plays, debates, and other acceptable forms of reports as they have been formatted.
6) Evaluation

Stage 6, namely the assessment stage. In the assessment, priority is given to the assessment of high-
level learning levels, such as prioritizing on application, synthesis, and conclusion. Teachers and
students may collaborate on assessments, steering committees may work with teachers in creating
assessments.

Broadly speaking, this type of group-investigation includes six steps, namely (1) Grouping
(determining the number of group members, determining sources, selecting topics, formulating
problems), (2) planning (determining what will be studied, how to study, who will do what). , and
what is the purpose), (3) investigation (conducting investigations, exchanging information and
ideas, discussing, clarifying, gathering information, analyzing data, making inferences), (4)
organizing (group members write reports, plan report presentations, determine presenters,
moderators, and note takers), (5) presenting (one group presents, the other group observes,
evaluates, clarifies, asks questions or responses), and (6) evaluates (teachers and students make
corrections to the investigation activities until the report is submitted).

The type of group investigation in cooperative learning, research is carried out consistently
until the achievement of a higher level when compared to classical learning, especially related to the
level of cognition. In addition, it was found that this type can positively enhance inter-ethnic
relations and increase intrinsic motivation. Compared to other methods.

d. Structural approach type

This type of learning emphasizes the use of structures designed to influence student
interaction patterns. The goal is for students to work together to help each other in small groups and
more emphasizes cooperative rather than individual rewards. In practice, there are two kinds of
learning structures, namely str which is developed to increase the academic achievement of
students, and structures designed to teach social skills or group skills. There are 2 kinds of
structures that were developed to increase academic achievement or to check students'
understanding of the learning materials, namely Think-Pair-Share and Numbered head togather,
while to teach social skills, namely Active Listening and Time tokens.

1) Think-Pair-Share

Think-pair-share cooperative learning is important to develop, considering that students

need to be given many opportunities to speak in a rich language environment. Researchers have
found that learners' learning is enhanced when they have many opportunities to elaborate ideas
through Pressley's talk (TeacherVision, 2000). This think-pair-share strategy enhances the personal
communication skills needed for students to internally process, organize, and retain ideas and in
sharing ideas, students are able to negotiate meaning rather than relying solely on what the teacher
says. The steps as stated by Kagan (2009): TeacherVision (2000) are as follows.

a) Stage Thinking (Thinking), the teacher asks questions to students, and before answering
questions students are asked to think about the question independently for a few moments.

b) Pairing stage, where the teacher asks students to pair up with other students to discuss what each
has been thinking. At this stage, students are expected to share their answers with their partners in
about 4 or 5 minutes.

C. Sharing stage, where the teacher asks each pair through their representatives to share by
reporting the results of their collaboration to all students in the class in turns about what they have
discussed.

Another variation of think-pair-share, as noted by Leighton (Cooper, 2011) can be

developed into the following three steps.

a) Present content. Segments of delivering learning materials or showing films for 10 to 15 minutes,
and then stopping.

b) Assign tasks to rios. Assign tasks to groups of three. Ask students to form groups (one group of
three) with their closest friend, and have them brainstorm at least three ideas, three facts, or issues
relevant to what was presented during the previous presentation segment. Ask them to write down
questions they would like the teacher or another group to answer. Give them three minutes to
complete this activity.

c) Ask for questions or continue. Ask a question or continue. After three minutes, ask questions to
be asked or discussed by another group or simply submitted for discussion with the teacher. After
that, it can be continued in the next lesson.

2) Numbered-Head-Together (NHT)

In TeacherVision (2000) it is stated that numbered heads together is a cooperative learning

strategy that encourages each student to be responsible for learning the material. Students are placed
in groups and each person is numbered (from one to the maximum number in each group). The
teacher asks questions and students "discuss the answers together" to find out the answers. The
teacher calls a specific number to respond as a spokesperson for his or her group. This strategy
ensures that each member knows the answer to a problem or question posed by the teacher. Since
no one knows the number to call, all team members must be prepared. This strategy is important,
considering that this strategy can promote the creation of discussion and both individual and group
accountability. This strategy is useful for reviewing and integrating subject matter. According to
Leighton (Cooper, 2011) numbered heads together provide an opportunity for students to make
exercises and brief reviews of interesting and productive facts for the whole class. Allows students
to add depth to participate in more complex academic work.

This strategy encourages students to take greater responsibility, in learning both for
themselves and learning from each other, as well as from the teacher. The steps are as follows.

a) Numbering, namely the teacher divides students into groups consisting of for example 4 people,
each group member is numbered sequentially, namely number 1 to number 4.

b) Questions or problems, namely the teacher asks questions or problems in the whole class
according to the subject matter discussed at that time.

c) Thinking together, namely the teacher asks students to discuss in their groups the answers to the
questions or problems they pose. Thus, each member must ensure that his team knows the answer.

d) Answering questions, namely the teacher determines a number at random from one of the group
members to present the answer in front of his classmates. This can be done repeatedly on the same
number of different groups.

e. Tipe Teams-Games-Tournaments (TGT)

The Teams-Games-Tournaments (TGT) type is one type of cooperative learning, which

places students in study groups consisting of 5 to 6 people, who have differences: both in terms of
ability, gender, ethnicity or race. The TGT type of cooperative learning strategy consists of six
stages which include the following stages.

1) Choose a learning topic and present it to students.

2) Develop questions according to the learning topic. Count it. Cut the paper into small pieces and
the number so that the total corresponds to the number of questions that have been developed to
measure students' understanding (eg if the teacher has 35 questions, make small pieces of paper
with the numbers 1-35). Give one set of questions to one student in each group. And they are asked
to read the questions according to the number taken from the pile.
3) Team Games. Learners are placed in heterogeneous ability groups of 4-5 people and they review
the material during the "team" phase by selecting a number from the pile. The groupings must be
equal in number. Give each group an "Identity" (eg Group A) and each student have an identity
number (eg student 1). Learners must answer the questions according to their number chosen from
the pile. For example, if a student chooses number 22 from a pile and the question is number 22.
Students are challenged to answer that question. If he can't come up with an answer, his teammates
can steal* the question. Teams share knowledge during the learning phase. (i.e. teaching their
teammates).

4) Tournament. Learners are placed in new groups consisting of individuals from each "Team
Review". In the "Game" stage, students are placed in homogeneous groups with students of the
same ability and compete with each other. For each question the student answers correctly, he or
she gets a point. One person at each "tournament table" must keep a score for each individual at the
"Game" table.

5) Students return to their team's game table and report their scores. Team scores are compared and
the winning team gets a prize.

6) Students take an assessment. Scores for each team (eg A, B, C...) are compiled and averaged.
Offers "borius points" for the team with the highest average and/or "improvement points" for the
team whose average score is below the top ranking.

In accordance with these stages, according to Slavin, the TGT type of cooperative learning
model has the following characteristics.

1) Students work in small groups, students are placed in study groups consisting of 5 to 6 people
who have different abilities, gender, and ethnicity or race. With the heterogeneity of group
members, it is hoped that it can motivate students to help each other between students who are more
capable and students who are less capable in mastering the subject matter. This will lead to a
growing sense of awareness in students that cooperative learning is very fun.

2) Games Tournament, in this game each student who competes is a representative of his group.
Students who represent their groups are each placed in tournament tables. Each tournament table is
occupied by 5 to 6 participants, and efforts are made so that no participants come from the same
group. In every tournament table, every participant is homogeneous. The game steps include (a)
information on game rules (who reads the questions, answers questions, and the winner), (b)
distribution of question cards to play (question cards and keys are placed upside down on the table
so that the questions and keys are placed upside down on the table). can not be read).
3) The implementation of the tournament game follows the game rules that have been set, including
the following activities.

a) Players take the number of questions by drawing lots.

b) Players listen to the readers of the questions according to the lottery numbers took it.

c) Players work on the questions independently followed by the challenger according to the time
specified in the question.

d) After the time to work on the questions is over, the players read out the results of his work to
which the challenger responds clockwise.

e) After that, the reader of the question unlocks the answer and the score is only given to the player
who answered correctly or the challenger who gave the first correct answer.

f. If all players answer wrong then the card is left alone.

g. The game continues on the next question card until all the question cards have been read out, in
this case the player's position is rotated clockwise so that each participant at one tournament table
can act as a question reader, player, and challenger. The game can be played many times on the
condition that each participant must have the same opportunity as a player, challenger, and question
reader.

h) After all cards have been answered, each player in one table counts the number of cards obtained
and determines how many points are obtained based on the table provided.

i) Then each player returns to his original group and reports the points obtained based on the table
provided to his group leader.

i) The group leader enters the points obtained by his group members in the table provided, then
determines the award criteria received by his group.

4) Group Awards. Giving awards is one of the characteristics of the Teams-Games-Tournaments

type of cooperative learning model. Based on the results of the calculation of the average group
score, by adding up the scores obtained by each group member divided by the number of group
members. According to Slavin, (1995) awards can be in the form of predicate as Top Scorer
(highest score), High Middle scorer (high score), Low Middle Scorer (medium score), Low Scorer'
lowest score). The awarding of this predicate is adjusted to the number of group members.

f. Tipe Team Assited Individualization (TAI)

 TAI type cooperative learning was developed by Slavin. This type combines the advantages
of cooperative learning and individual learning. This type is designed to overcome the learning
difficulties of individual students. Therefore, the learning activities are mostly used for problem
solving. The hallmark of this type of TAI is that each student individually learns learning materials
that have been prepared by the teacher. Individual learning outcomes are brought to group groups
for discussion and mutual discussion by group members, and all group members are responsible for
the overall answer as a shared responsibility. The steps for this type of TAI cooperative learning are
as follows.

1) The teacher gives assignments to students to study individual learning materials that have been
prepared by the teacher.

2) The teacher gives individual quizzes to students to get the base score or initial score.

3) The teacher forms several groups. Each group consists of 4-5 students with different abilities at
both levels ability (high, medium and low) If you deny the group members come from different
races, cultures, ethnicities and gender equality.

4) Individual student learning outcomes are discussed in groups. In group discussions, each group
member checks each other's answers group of friends.

5) The teacher facilitates students in making summaries, directing, and providing confirmation of
the learning material that has been studied.

6. The teacher gives quizzes to students individually.

7) The teacher gives awards to the group based on the acquisition of an increase in individual
learning outcomes from the basic score to the next quiz score.

Paying attention to several cooperative learning models, it seems that it has many
advantages in teaching students. The cooperative learning model developed is generally understood
by teachers, in addition to optimizing academic learning outcomes, which is no less important is to
develop students' social skills.

Through cooperative learning, various research findings reveal that this model excels in
helping students understand the concepts of difficult learning materials, because these concepts are
solved or discussed in groups. Par. Developer This model has shown that cooperative learning has
been able to improve student achievement in academic learning. In addition, there is a change in
norms in many cases, the learning cultural norms of students actually do not like the existence of a
culture that wants to stand out academically. Robert Slavin and other scholars have attempted to
change this norm through the use of cooperative learning.

In addition to changing norms related to learning outcomes, cooperative learning can

provide benefits to both the lower group students (below average ability) and the upper group
(above average ability), through working together to complete academic tasks. With students from
the upper group being made peer tutors for their friends in the lower group, so they get special help
from peers, who have an orientation and the same language. In this tutorial process, students from
the upper group will improve their academic abilities because providing services as tutors requires
deeper thinking about the relationship of ideas contained in certain materials. Meanwhile, students
from below-average groups who receive help from their peers find it easy to learn material that they
consider difficult, because they can freely ask their friends.

According to Ibrahim, et al. cooperative learning has a positive impact on students whose
learning outcomes are low so that they can provide a significant increase in learning outcomes.
Cooper revealed the advantages of the cooperative learning model, including: (1) students have
responsibility and are actively involved in learning, (2) students can develop higher-order thinking
skills, (3) are able to improve students' memory, and ( 4) increase student satisfaction with learning
materials.

The cooperative learning model basically departs from the premise of "getting better
together", which emphasizes providing opportunities. wider learning and a conducive atmosphere
for students to acquire, and develop knowledge, attitudes, values, and social skills that are useful for
their lives in learning and accepting what is presented by the teacher, but rather for community
students. Through cooperative learning, students can not only learn from their friends, but also have
the opportunity to teach their friends.

According to Stahl (1994) the cooperative learning process is able to stimulate and arouse
the potential of students optimally in a learning atmosphere in small groups. When students study in
groups, an open learning atmosphere will develop in the peer dimension, because at that time there
will be a collaborative learning process in personal relationships that need each other. At that time,
students who study in small groups will grow and develop learning patterns of peer tutors (peer
groups) and learn to work together (cooperatively). For this reason, in cooperative learning, the
teacher no longer acts as the only resource person, but acts as a mediator, stabilizer, and learning
manager. A learning climate that takes place in an open and democratic atmosphere will provide
optimal opportunities for students to obtain more information about the material being studied and
at the same time train their attitudes and social skills as provisions for their life in society.
 In addition, according to Gillies & Ashman (2003) that cooperative learning facilitates
interpersonal skills in communication, which include (a) actively listening to each other during
group discussions, (b) considering other people's perspectives on issues, (c) expressing ideas freely
without fear of comment, (d) take responsibility for one's own behavior, and (e) constructively
criticize the ideas presented. In line with what William Glasser (Jolliffe, 2007) stated that students
can learn meaningfully when they are given the opportunity to discuss with others, thus they will
get 70% of what they learn, especially if they are given the opportunity to teach again to others.
other people like their friends, then they will get 90% of what they learn, to be precise according to
Jolliffe (2007) *Alone we can do so little; together we can do so much.”

This is in line with what was stated by Lei (1994) that the jigsaw is one of the flexible
cooperative-learning types. A lot of research has been done related to cooperative learning on the
basis of jigsaw. The research consistently shows that students who are involved in learning this
jigsaw type cooperative model get better achievements, have better attitudes and are more positive
about learning.

Meanwhile, from the data from the research conducted by the author in the context of
lectures at PGSD, it is known that there is still an increase that is still in the sufficient category,
namely the indicator of communication skills in the use of language, namely the pretest in the
experimental class reached a score of 63.6% while the posttest was only 76.4%, while in the control
class the pretest scored 66.4% and the posttest was 72.9%. This indicator of language use is related
to the accuracy in choosing words, sentences, which are completely related to the use of good and
correct language in accordance with the intended purpose. The data, although seen as a whole, is
still in the sufficient category, but when compared with the results of the pretest, it appears that
there has been an increase. This illustrates that the impact of the jigsaw cooperative model on the
ability to use language in communication is still higher in the experimental class than in the control
class.

If we look closely at the description of the data, both the experimental class and the control
class on all indicators generally have increased. Based on the results of data analysis using the t-test,
it shows that there is a significant difference in communication skills between the experimental
class and the control class, in this case the communication skills of prospective teacher students in
the experimental class are better than the control class. Thus, the application of the jigsaw type of
cooperative learning model is effective for improving the communication skills of prospective
elementary school teacher students. That means, the application of the jigsaw type of cooperative
learning model basically has two positive impacts, namely the instructional effect (instructional
effect) and the accompaniment effect (nurturant effect). The instructional impact is the optimal
mastery of learning materials by prospective elementary school teachers, which is related to various
learning theories and learning models, while the accompaniment impact is the ability to
communicate.

In line with various research results, many provide an illustration that cooperative learning
has advantages, including (1) it can increase students' learning activities that are conducive to
improving academic achievement; (2) can improve students' memory and understanding, because
they share information with each other; (3) can increase students' satisfaction with the learning
experience, because they interact with each other; (4) can assist students in developing verbal
communication skills; (5) can develop students' social skills; (6) can increase students' self-
confidence; (7) can help improve positive relationships between students and teachers.

B. Creative Learning

1. The Nature of Creativity

The existence of novelty and originality are the characteristics most related to creativity.
Creative individuals are generally able to generate new ideas or ideas and/or products. According to
Supriadi (1994) there are five characteristics that characterize individuals who have the ability to
think creatively, namely: fluency, flexibility, originality, decomposition, and reformulation. Fluency
is the ability to generate many ideas. Flexibility is the ability to propose various solutions or
approaches to problems. Originality is the ability to generate ideas in ways that are original, not
clichéd. Elaboration is the ability to describe something in detail. Redefinition is the ability to
review an issue from a different perspective from what many people already know.

Piirto (2011); Jones & Wyse (2004) suggest that research on creativity usually follows four
streams called the 4 P's, namely: process, product, person, and press (meaning environmental
influence). Related to this, education is currently being challenged to focus on a series of
recommendations called 21st century skills, among which education today must produce people
who have creative skills. For that, it is time for educators to join the 21st century education
orientation.

Johnston, et al. (2007): Mayesky (2002) refers to various opinions identifying the defining
features of creativity, which describe that individuals who have creativity are closely related to:
originality; new ideas, new designs, new styles; innovation; problem solving; thinking skills,
including lateral and divergent thinking. To be precise, creativity has an element of originality,
presenting old ideas in new ways or new ideas in their original context; able to make links in the
curriculum; involve elements of problem solving, and develop thinking skills. According to
Vemon's (Jones & Wyse, 2004) that creativity means a person's ability to produce new products or
original ideas, insights, restructuring, inventions, or art objects, which are accepted by experts as
having scientific, aesthetic, social value. , or technology.

Further Johnston, et al. (2007) suggest that creativity is a continuum, which includes several
stages of individual involvement.

The first stage is the level of creativity, namely the involvement in observing something in a
broad sense, at this observation stage there is an interest in knowing more or observing more
broadly.

Stage second, the level of creativity by involving interest, in this case the individual further
makes connections between ideas, observations, develops individual styles, solves problems, makes
judgments, it's all possible as a result of evaluation. The third stage of creativity level involves
using skills, knowledge and imagination to create something new and valuable for others, and the
fourth stage of the final level of creativity involves making something new for society as a whole
and/or working optimally by utilizing the skills , knowledge, understanding and vision.

Piirto (2011) suggests situational factors that increase creativity: (1) a pleasant group
atmosphere, games such as non-competitive: (2) a group atmosphere that is not very evaluative; (3)
conditions and materials which, facilitate (make it easy); (4) motivation related to listening to the
situation: (5) no time limit, stopwatch, time-limited condition; (6) avoid interpretation; (7) mutual
trust; (8) privacy; (9) mild stress; (10) process orientation rather than product; (11) silence; (12)
meditation, thinking time, (13) encouragement rather than intuitive perception.

Currently, every educational institution in various countries including Indonesia, in an effort

to align with the rapid development of ICT, the ability of students to think creatively is one
indicator of the success of the world of education. In fact, creative thinking is one of the core
components of learning and learning. Learning systems designed to help students see the meaning
of learning material, then learn and retain it by connecting it to their daily lives. In this system,
when teachers think creatively, it is basically promoted as one of the key strategies to help students
learn.
2. Meaning of Creative Learning

Simonton (Supriadi, 1994) revealed that "great thinkers tend to have great teachers" This
statement illustrates that the role of teachers for the development of students' creativity. In a broad
sense, the teacher is someone who because of his strengths is used as a role model or model by
students to learn. In a formal setting, a great teacher (excellent) is not solely because of his
academic or scientific reputation, but because of his wisdom in stimulating and facilitating his
students to develop their potential. The teacher is a meaningful figure for the lives of their students.
The teacher is more than just a teacher, but an educator in the real sense. To the teacher, students
carry out the identification process.

For this reason, the opportunities for the emergence of creative students will be greater than
those of creative teachers. Creative teachers have a double meaning. He is a teacher who is
creatively able to use various approaches in the teaching-learning process and guide his participants.
He is also a teacher who likes to carry out creative activities in his life, especially in carrying out his
professional duties and responsibilities. Such a teacher is very likely to be able to appreciate the
expression of creativity and become a model for identifying students.

Piirto (2011) suggests that the teacher's role is very complex. Teachers who have been able
to focus on creativity have the belief that all students can be creative. They want their students to
understand and not just be parrots repeating correct answers. Teachers are able to create different
learning and have confidence that students have the right to learn at the level of readiness, which
they have. The teacher likes the students and takes joy and excitement towards the expressiveness
of the students. They are not threatened by intuitive expressions, and are not threatened by open
tasks. Learners are allowed and encouraged to express their feelings, and to partner in the nature of
tasks and products. Students feel valued and as if their opinions matter.

For this reason, according to Petty (2009) that creating creative learning is important for teachers in
any subject, for four main reasons, namely as follows.

a. To develop students' ability to think creatively and solve the problem.

b. To enable students to use knowledge productively and meaningfully.

c. To increase motivation. Creativity fulfills a deep human need to create something and to gain
recognition. Maslow's hierarchy of human needs emphasizes price. self-actualization and self-
actualization, both of which can be fun as creative work. Being creative is fun.

d. To provide opportunities for students to explore feelings and develop self-expression skills.
 Creative learning does not happen by itself, as stated by Johnston, et al. (2007) that creative
learning should be planned, in planning for creative learning, teachers need to have good knowledge
of the subject and also need pedagogical knowledge. Creative learning planning, basically for:
creative learning learners (including the development of skills and attitudes, as well as knowledge
and understanding); the role of guardian in the learning process; creative learning context;
continuity, differentiation and development (including different learning styles); and creative
organizations.

Learning in the era of globalization, highly demands creativity from teachers. According to
Sale (2015) professional and creative teaching is not a routine activity, but teachers who teach
professionally and creatively add to their teaching activities SHAPE (Stories, Humor, Activities,
Presentation Style and Examples). No teaching or low SHAPE in the sense of no story, no humor,
no interesting activities, bad teaching style and no examples, for the most part very ineffective and
very boring in any learning. Regarding the importance of SHAPE being understood by the teacher,
the following is stated.

a. Stories (Stories)

One of the characteristics of a creative teacher is being able to read learning materials and a
story. Stories in the context of learning are very helpful for teachers in making it easier for their
students to understand difficult concepts. The reason is that humans understand stories because
stories resonate with them. Stories appeal to emotion rather than logic, and emotion is at the heart of
self-awareness. At the personal level humans communicate experiences through the stories they tell:
they reflect who humans or we are, who we feel have created experiences and they become stimuli
for others. What must be considered in making stories in the context of learning does not need to be
very extraordinary stories. in terms of human experience. Stories only need to be authentic, relate to
what is being taught and be meaningful to the students involved. Stories describe something unique,
real and personal means to enhance the learning experience for students. The best personal stories,
used in context, are a key component of creative learning because stories provide good anchors for
remembering learning material in context and even more importantly have positive potential for
transforming experiences for many learners.

When the teacher explains a topic, it will be easy if it is packaged in a story. Like the fourth
grade teacher aims to introduce the concept of fractions to students. The teacher can introduce a
story first, for example a simple story, as follows.
 "There is a family, which has four children, the eldest is Alzena, the
second is Ambarwati, the third is Zeihan, and the fourth is named Aldrian.
One day, his mother will go somewhere, while the children are left at
home. leaving, the mother advised the oldest child, "If you are hungry
later, mother has prepared food, namely pizza hut, please divide it into
four parts, for brother (the oldest child is called brother) a quarter, and for
younger siblings each. quarter each. Don't fight, because everyone gets an
equal share."

The story, as one of the examples taken from everyday life, can be presented before
conveying a concept or when the teacher is explaining the concept to be clarified. the story. In
essence, this story is used to help students more easily understand the concept of fractions. In order
for the story to be interesting, the teacher must be good at telling stories.

What stories can be used to enrich students' learning, including: stories that are interesting
and effective to provide an overview of new topic areas or concepts; stories that are able to attract
emotions that have an impact on increasing learning success, and are able to build relationships with
good attitude and personality models, such as stories will arouse neurons and have a strong
subconscious impact on perceptions, and beliefs in the long term.

b. Humor (Humour)

Humor is something that a person finds funny. Humor is openness, a kind of expressed
optimism for life. Humor is creativity, humor and play. Humor, has a very strong effect on human
motivation, and it really affects all dimensions of motivation. Humor is a key element in building
positive relationships with students that will lead to better classroom management. Humor is more
than just a strategic technique to generate attention or refresh the brain of students, but is a basic
human need that allows humans to experience pleasant emotions, and can overcome various
problems, especially those related to stress and loss of personality. Humor is a skill procedures that
can be learned. Therefore, as long as the teacher creates learning, he must try to create humor, so
that the classroom atmosphere becomes fun, in efforts to achieve learning objectives.

Basically humor makes us feel better, and this has a positive effect on the psychological
development of each individual. Of course, humor must be taken seriously and in context. However,
far from limiting the learning experience, humor is now seen as having various positive impacts on
aspects of the learning process, including, being able to: refresh the brain, create mental images in
sustaining learning, reinforce desired behaviors and make classroom management easier, develop
positive attitudes, promote creativity, and contribute to making learning fun.
 According to Miller., Scriven & Stacey (2007) humorous teachers often maintain the
attention and interest of students very effectively, although not all students are interested in the
presence of humor. Likewise, not all teachers become humorous teachers. Creating a fun class one
of the teachers must create humor. Teachers in creating humor do not always have to be funny, but
the point is that students must be able to smile while learning. In this case the teacher must be
creative in making students smile during the learning process.

Humor is closely related to communication skills, and for teachers it is no less important
than the teacher's ability to master the subject matter that will be studied by students. Even
according to Craig & Deretchin (2011) for a teacher humor is a skill that must be possessed. Humor
is closely related to language skills, meaning that people with high language intelligence will be
able to make variations in the use of language as an attraction in communicating.

Communication skills that must be possessed by teachers, apart from being communicators
in two-way interactions between teachers and students reciprocally during the learning process,
teachers must also be good communicator models for their students. Even more important, teachers
must foster their students so that their literacy skills develop well, such as providing many
opportunities for students to convey their ideas, convey the results of their experiments, train them
to share information on the results of their exploration findings, and be able to interact both with
their peers and with their peers. with sources. To condition students like that, the ability to
communicate with teachers is a basic need.

According to Eberts & Gisler (2008) if someone chooses a career to become a teacher, then
in carrying out their daily tasks they must really be able to influence what students will do in the
future. A child who is in school today, maybe someday they will become presidents, or prime
ministers, maybe some of them will even be Nobel Prize winners. Some of them may make new
discoveries that will affect everyone's life. The future happiness, health, and well-being of all
students depend to a large extent on the help they receive from everyone who has a career as a
teacher. For this reason, the teaching profession in carrying out its duties is always to help students
learn.

Furthermore, Eberts & Gisler (2008) revealed that a career in teaching is an investment in
the next generation. For this reason, the skills needed by a teacher include (a) nurturing skills, (b)
sensitivity to the feelings of children, (c) excellent communication skills with children, (d) an
abundance of patience, (e) a tolerance of the clutter that surrounds young children, (f) a calm
disposition. In line with the opinion above, Nisbet & Shucksmith (Perry, 2004) suggest that the
skills and strategies that must be mastered by teachers in teaching and learning interactions, which
are very important include verbal and communication skills, social skills, thinking skills, reasoning
and solving skills. problems, as well as skills associated with creating, constructing and expressing
ideas.

Humor is one of the communication skills, which can be developed for learning, including:
humorous jokes, riddles, anecdotes, cartoon stories, jokes, imitating movements, humorous video
clips, audio segments or almost unlimited objects to get attention. the good one. The main goals of
creating humor when teaching include: increasing attention (humor is a great resource for creating
attraction); create a positive psychological atmosphere, and build positive relationships; creatively
to illustrate facts, concepts, or principles with high impact; icebreaker for a new class (if done well
which is primarily able to have a positive impact on students).

What should be considered before using humor, including: the sensitivity of individuals or
study groups in terms of political correctness issues, such as ethnicity, gender, sexual orientation,
and others that should avoided; Using trust as a source of humor should also be avoided. What can
be used as humor material, including: personal experiences, family members, friends; relevant
media sources such as joke books, journals, newspapers, television, films, internet, and so on;
observing professional comedians, (seeing live video), what kind of models they do and how to do
it.

Berk (2002) suggests that the purpose of humor in learning has two bubbles to the surface:
(1) it builds connections between teachers and students, and (2) instantly engages students in the
learning process. Connections between teachers and students, through humor can cut down, destroy,
eliminate, and even evaporate communication barriers between teachers and students. Creating
humor during the learning process means opening up communication that is not based on fear or
intimidation. Instead, communication becomes positive, constructive, and relaxed. It will continue
to flow throughout the classroom, and it will create a bond or develop it. relationship between
teachers and students, which is based on respect, trust, and fun. Establishing a good and harmonious
connection or relationship is important for student learning, satisfaction, and retention. The
involvement of students is a key factor in learning. Students enter class with various problems, and
teachers generally do not know what is on the minds of their students when they sit in class. The
task of the teacher is to take their attention and concentrate on the topic being studied, to be fully
involved in the learning activity.

Regardless of what content the teacher teaches or how the teacher teaches it, humor is used
as a systematic tool that can serve as a hook or paddle to the teacher's dreams. Anyway, there are
many humor strategies, which the teacher can develop so as to extend the teacher's repertoire of
humor, such as through music, class demonstrations, print and non-print techniques that are widely
available on Web sites, and various approaches. It can all be complemented by referring to
problem-based learning that is student-centered and the use of learning methods that allow students
to learn. Humor can be planned and implemented to keep students' attention, in an effort to maintain
a level of involvement that can facilitate student learning.

C. Activities

In designing learning strategies, one of the aspects that has the most impact on the learning
experience, the key is activities in which students are actively involved in efforts to achieve the
expected learning outcomes. Activities, are usually used in conjunction with methods, and
sometimes refer to the same thing. In the most basic terms the activity provides a specific structure
for learners to engage thinking skills with knowledge of content that is twisted and work towards
understanding and its application.

Learning activities can take various forms, varying from a single question leading to a large
project or exploration, but they all have the same goals, namely to improve the learning process that
leads to the expected learning outcomes. In practice all learning strategies can be seen as a planned
sequence or series of activities. Some are teacher-dominated or teacher-centered, such as giving an
explanation (usually framed as a lecture or previous lecture), then the teacher engages students to
participate more autonomously. There has been much discussion about the need for teachers to
make learning more student-centered rather than teacher-centered.

According to Sale (2015) understanding of teacher-centeredness is often seen as less

positive, this is a narrow view, for example, the teacher's speaking time is too long, especially if you
do not have a good organization and the presentation style is not attractive, it is likely to be boring
and ineffective. However, if teacher centered is well managed, for example lectures are delivered in
a way that is consistent with an evidence-based approach (e.g., proper presentation, varied
presentations, focus on key concepts, questions asked can encourage students to think) and good
presentation skills, then the lecture can be very effective and creative" in terms of improving
students' learning and achievement. It is a serious misunderstanding to understand that lectures are
an experience that learning is not just being a listener or a spectator. Learners are not passive for
students , but what must be p ula was noticed by the teacher, learned a lot just by sitting in class
listening to the teacher, memorizing the assignments that the teacher had packed, and spouting out
answers. Students must talk about what they are learning, write about what they are learning, relate
it to past experiences, apply it to their daily lives. They must make what they learn a part of
themselves. One of them is to move students' activities through: good question. In this case, the best
questions are those that point to and highlight big ideas. This question can be a door opener, or
challenge student activities and provide opportunities for students to explore key concepts, themes,
theories, problems, and problems related to the material being studied. To explore this, students can
do both individually and in groups, for example through various activities, such as observing,
measuring, classifying, classifying, discussing, designing an activity, making a product,
communicating a product, and so on.

Smith (2007) suggests that in creating learning activities, teachers must adapt to the learning
styles of students, and facilitate the process of obtaining information by involving the left and right
brains of students (left brain activities focus on Ingis thinking, while right brain activities focus on
creativity). ). The development of current learning methods that are more accommodating to
students' learning styles have changed and led to an increase in students' attitudes and performance.
Studies show collaborative activities among learners are much more effective than simply adhering
to a more teacher-centered teaching style.

According to Heisler (2014) teachers must be proactive in creating learning, the orientation
of which is to make students successful in learning, one of which is how teachers can create a
variety of fun learning activities for students. The importance of teachers creating varied learning in
different ways, illustrates that learning is a dynamic activity. Students will learn meaningfully when
they are actively involved in doing something, both physically and intellectually (Savage & Fautley,
2013).

Some activities that students can do that can enrich their learning include: special learning
tasks, quizzes, competitions, project visits, discussion forums, case simulations, work experiences,
conducting experiments, role playing. The variety of learning activities that teachers can create to
teach students is almost unlimited from creative teachers. As for what is very important in creating
a variety of student learning activities, which the teacher must pay attention to, include: with the
learning objectives to be achieved, and specific learning outcomes; assignments should be real-life
focused, challenging but achievable, based on students' prior knowledge and skills, in the context of
relevant resources, and within the available time allocation; logistical support or available resources
to successfully complete each of its activities; clear records and adequate guidance are provided for
students in terms of task requirements and assessment criteria; all activities provide opportunities to
learn differently; and facilitating good skills must be maintained throughout the learning activity.

Johnston, et al. (2007) suggested that in creating learning activities for students, among
others, use out-of-classroom activities to develop skills that may not be so easy to achieve in class.
For example, challenging students to problem solving through activities outside the classroom can
be a bridge for students to think more imaginatively, and help develop team collaboration skills,
while problem solving in the classroom will be less challenging for students. Through activities
outside the classroom, students will gain new experiences, such as: questions about the environment
can be made more concrete outside the room; Observing trees not only requires team skills and
trust, but also requires a continuous use of the five senses. Finally, when leaving the classroom, it is
necessary to arrange time for students to sit, observe, and think. That means teachers can provide
students with one of several opportunities for them to have the opportunity to look beyond what is
at home and school but into the wider world.

In creating learning activities, according to Ellis (2004) in the view of progressive education
that the teacher's role is as a learning facilitator. In this role as a facilitator, which means the teacher
listens more but rarely tells, the teacher works behind the scenes to create an engaging, inviting, and
stimulating environment. In this case, both John Dewey and Jean Piaget noted that teaching is the
creation of an environment in which students can grow and develop both intellectually, socially, and
morally. For this reason, as Piaget emphasized, that teachers do not only teach, but as in general the
curriculum demands various choices and opportunities for students to experiment, take risks, and to
practice taking initiative.

With the teacher's role as a learning facilitator, it means that students have a role in
planning, making decisions, and learning based on students' interests. In this case, it means that the
initiative belongs to the students. Learning is based on interest, and it is collaborative, relational,
and project-oriented. The development of learners as a result of the experience. learning, is
considered not only from an academic point of view but from an emotional, social, and moral
perspective. Experiencer quality. at stake, where students are in the best position of all efforts to
determine the level of quality of their learning. Students are expected to be active, in all that implies
from physical movement to involvement in all aspects of student development. For this reason,
ideally both the classroom and the school environment become a learning "community" which
implies an integral effort in creating a democratic, participatory learning community that can lead to
shared prosperity, citizenship, and enthusiasm.

Trilling & Fadel (2009) suggested that in creating learning activities, especially related to
the development of the cognitive domain as Bloom's taxonomy, for learning in the 21st century, it is
necessary to prioritize critical thinking and problem solving skills. This means that students in
content learning activities or learning materials must apply and use skills such as critical thinking,
problem solving, and creativity. Revised versions of updated taxonomies, such as remembering,
understanding, applying, analyzing, evaluating, and creating, have provided evidence that these
processes can be studied at the same time or even in reverse order. Starting from creating, applying,
remembering, analyzing, understanding, and evaluating everything can be used together in a rich
learning activity that is well designed and project-based to increase effectiveness and lasting
learning outcomes over time. long..

Through critical thinking and problem solving, students must be able to: (1) provide
effective reasons, such as through activities: using various types of reasoning (inductive and
deductive) according to the situation; (2) using systems thinking, such as activities: analyzing how
parts of a whole interact with each other to produce overall results in complex systems; (3) make
judgments and decisions, such as through activities: effectively analyzing and evaluating evidence,
arguments, claims and convincing; analyze and evaluate key alternative viewpoints; synthesize and
make connections between information and arguments; interpret information and draw conclusions
based on the best possible analysis; reflect critically on experiences and learning processes; (4)
solving problems, including activities: solving various types of non-familiar problems, both in
conventional and innovative ways; identify and ask meaningful questions that clarify different
points of view and lead to better solutions.

In creating learning activities that can provide critical and creative thinking skills in the 21st
century, one of them is by using technology, which is available today to access, search, analyze,
store, manage, create, and communicate information to support critical thinking and solving
problems.. In creating learning activities, the teacher must pay attention as stated by Seel & Dijkstra
(2004) that currently knowledge can be accessed in very diverse ways, at any time, and from every
place. This illustrates that students no longer only get knowledge from the teacher or from the
library. Considering that more and more resources are now available, such as Web resources and
educational portals, CD-ROMs, virtual environments, and so on. In other words, nowadays students
can access knowledge not only at school, but at home or anywhere. This condition requires a
change in pedagogical and learning strategies in activating students in learning. Traditional learning
methods, based on the chain model and on the delivery of knowledge by the teacher, are best
adapted to new tools that students deserve access to. The presence of ICT helps project-based and
collaborative learning methods. ICT is not only a new tool that can be used in traditional methods.
ICT helps to renew traditional learning methods. Do not just put old methods in new technologies
or new technologies in old methods, but teachers must think creatively how to use ICT to teach
students, such as independent learning and distance learning that develops with ICT.

McKee. & Ogle (2005) also stated that when students learn science, first of all students need
to be given many opportunities to be actively involved in the learning process, because science is a
dynamic business based on questions, investigations, and thinking. For Therefore, teachers need to
be careful in providing activities for students, interesting opportunities for students to experience
and explore the concepts they are learning.

d. Presentation Style

Having a presentation style is very important for teachers, because it will affect the
electivity of learning. Presentation style is influenced by the teacher's personality and biography,
and is a holistic performance, understandable in terms of the key behavioral components involved
and how that presentation style works to influence student perceptions and behavior. What teachers
must possess, related to this presentation style, include being skilled at observing, listening,
modulating voice and calibrating body language according to the situation.

A teacher's presentation style can specifically involve and motivate students to learn.
Presentation style is a high-level skill, similar to that of a great orator or other persuasive political
figure. In the classroom, a high level of verbal and visual rhetoric is required, which together are
very powerful to create an impact on learning productivity. The exact analogy is that a good
teacher's presentation style will be able to bind all components of learning strategies and is a major
aspect of creative teaching competence. According to Miller., Scriven.. & Stacey (2007) the
teacher's presentation style in teaching, includes physical appearance, posture, gestures, gaze and
facial expressions. All of these will show students the mood and feelings of the teacher when
teaching. In other words, Sale (2015) suggests that in giving explanations, teachers must pay
attention to their presentation style and have good sensory acuity. Odora (2014) suggests that in
order for explanations in the context of learning to be effective, there are ten most valuable traits,
including: (1) clarity; (2) pay attention to the interests of students (3) the explanations are organized
logically; (4) selection of content that is tailored to the abilities, interests, experiences, and
knowledge of students; (5) generate responses from students; (6) focus attention on important
points: (7) relevant to students; (8) use of examples and illustrations; (5) use of diagrams; and (10)
enthusiastic. In addition, a good explanation has a clear structure and an attractive presentation.
Presentation style is closely related to the art of teaching, especially the art of explaining. According
to Petty (2009) a good explanation should: (1) contain information that will only be efficient
enough to provide reasons, logical descriptions that lead to the point being explained; (2)
exclusively built on the knowledge that students already have; (3) adapted to students; and (4)
carried out persuasively and patiently. Johnston, et al. (2007) suggested that the presentation in the
learning process can be done in various forms. Various presentation methods should be used to
demonstrate creative learning, among which can be used through: posters, plays, stories, videos, and
so on.
 Even though learning resources are as diverse as the presence of ICT, Seel & Dijkstra
(2004) argue that the main components of learning remain unchanged. The teacher is a mediator
between students and knowledge. The teacher must make the students acquire knowledge and
control the outline of the curriculum, the teacher must also guide the personality development of the
students and prepare them to become citizens of society in accordance with expectations. Thus,
being a mediator and this model is much more complicated in the ICT society. Knowledge is
available anywhere, but in an uncontrolled form, and teachers must help students be able to
distinguish between accurate and valid knowledge, sort, organize, and hierarchize knowledge.
Teachers should also design learning using new tools and resources available through ICT. How
ICT can be integrated into the whole range of activities of the teaching profession, such as: in
designing learning, and conducting learning, as well as in administrative tasks and as a new way of
communicating and cooperating with other people. As a mediator between learners and knowledge,
if the teacher is sophisticated in utilizing ICT, it will enrich the teacher's presentation style.

e. Contoh (Examples)

Giving examples in the exposure of learning topics, is part of the learning process in order to
facilitate the learning process of students, which allows the mind to organize information and build
a clear and accurate picture of reality (mental schemata) for the topic being studied by students. The
use of various examples can help students clearly see the complete process or procedure for
completing an activity, enabling them to fully relate their previous knowledge to the new
knowledge, builds understanding and is able to transfer it to other relevant learning contexts where
it has useful applications.

Giving examples in the context of creative learning, as exemplified by Sale (2015) often
students feel bored because it is difficult to understand a concept, such as when students learn
physics. To overcome boredom due to difficulty understanding a concept, one of them can be
overcome by giving examples. As in general, students find it difficult to understand Newton's laws
of motion. To overcome his disappointment with the results, but could not see how it was possible
to make this topic area more interesting or meaningful for learners to study effectively, the teacher
could devise the following strategy as a way to get good attention, by creating an organizer for
technical content. to follow, and demonstrate the law in a very practical way for the learners. In
short, it involves showing an image of the famous footballer, David Beckham, a Manchester United
player. This soccer player is very popular among students, especially the group of male students
because of his prowess as a soccer player, while for the female group students see the figure of
Beckham or are considered very handsome. These two things seem to be good so that they have a
combined effect to get good initial attention from both male and female students. Although for
different reasons, students are very enthusiastic, if the teacher uses David Beckham as an example
of Newton's laws of motion Consider the following two scenarios and the impact they might have in
terms of accelerating football after being struck by David Beckham. Scenario 1, one of the
opposition players changes football before the free kick has been taken with a ball that is 20%
heavier than the original ball. Scenario 2, the ball remains the same, but David Beckham has done
extra fitness training and can now hit the ball with about 10% more power.

In the jargon display of physics, although this may not be a perfect analogy to Newton's
laws, it is enough to get the attention of the students better, and generate a wide range of interest in
what is going on in Newton's law studies. In addition, using David Beckham's way of kicking the
ball as an example, can make the psychological climate of students more enjoyable than usual. This
strategy also includes a presentation style that funny in which scenarios are simulated by the teacher
(for example, placing a real soccer player and asking students to play soccer that looks like David
Beckham).

As a teacher who does not have certain skills in things, such as sound and movement, it is
necessary to provide time to practice before the learning session takes place. In short, the strategy
used by the teacher is to provide examples, especially if the examples are in accordance with the
interests of students, then ha! it will be able to attract very high attention from learners, and they
will quickly see the relationship between mass, force and acceleration.

Johnston, Halocha & Chater (2007) stated that creative teachers are people who are: able to provide
original and creative activities; able to make a real impact on the students he teaches; have good
knowledge of the subject and pedagogical knowledge and pedagogical skills; have enthusiasm to
transmit motivational learning to their students; provide a learning environment that meets the
individual needs of learners; and involve students as active participants in their learning.

Precisely according to Padget (2012) "... the activity of teaching is not the transfer of knowledge,
but the creation of possibilities for the construction of knowledge." Creative and fun teachers are
closely related to effective teachers. According to Cohen, et al. (2010) effective teachers have
various competencies, including: demonstrating professional competence; able to plan learning
effectively; have good knowledge of the subject; promote a positive learning climate; monitor and
assess learning as a whole; use effective learning strategies; manage discipline well; manage time
well; and organize useful homework according to the age group of students.
 In oral communication, effective and creative teachers utilize various language skills, for
example: questioning, listening, explaining, demonstrating (modeling), challenging, instructing,
managing, praising and assessing. In planning, effective and creative teachers overcome several
problems. Effective teachers demonstrate (model) positive attitudes and behaviors, among which,
teachers: work safely, carefully and thoughtfully; demonstrate engagement, application and
enjoyment; have pride in their accomplishments; respect the views of others; work independently
and collectively; can solve the problem learning; take responsibility for their own learning; maintain
concentration on their task; and able to reflect on an ongoing basis.

Both effective and creative learning are indicators of one of the characteristics of a
successful teacher. In being an effective and creative teacher, he has humility in carrying out his
professional duties, so he always tries to continue to improve his abilities, and is aware of his
limitations when compared to the progress experienced by his colleagues.

Likewise for prospective teachers, attitudes such as the desire to continue to develop
themselves are important factors towards becoming a successful teacher. Prospective teachers try
hard to practice, practice and practice continuously, be diligent, and responsive to suggestions given
by friends and senior teachers, and have a positive attitude. Other prospective teachers may frown
or feel lazy when they accept suggestions from their senior teachers. This kind of attitude will
greatly hinder to become a successful teacher. While prospective teachers who are full of
enthusiasm in accepting suggestions from their senior teachers, strive to continuously improve their
teaching abilities, even always take the initiative to ask questions when there are difficulties and try
to overcome their limitations, these prospective teachers will have a good positive reputation from
their peers. as well as from other senior teachers, and certainly has an impact on his success in
achieving his efforts to become a successful teacher (Hayes, 2007).

Paul Torrance (Mayesky, 2002) as a teacher if you really want to become a creative teacher,
there are several suggestions including:

 Don't be afraid to fall in love with something and to catch up with itintensity.
 Know, understand, be proud, practice, develop, utilize, and enjoy your own greatest
strengths.
 Learn to free yourself from other people's expectations and walk away from their game of
forcing their will on you. Set yourself free to play your own game.
 Find a great teacher or mentor who will help you.
  Don't waste energy trying to be well-rounded.
 Do what you love and can do it well.
 Learn the skills of independence (independence).

How much of what was disclosed above applies to you? Are you free to be creative guni?
Pick one or two of the suggestions you would most like to work on and then work your way up to
being a creative guru!

3. Strategies for Creating Creative Learning

Hayes (2007); Jones & Wyse (2004) suggested that being a teacher who is able to create
effective and creative learning will make learning fun for students. To achieve this in creating fun
learning does not happen by chance. It is a set of perspectives in which students and teachers are
enthusiastically involved in learning, enjoy challenges, and sustain success and failure. There are at
least four strategies as a gun to work in getting the best.

a. Persevere to stay positive

For a practicing teacher candidate, the greatest enemy is the fear of failure, despite the fact that
most practicing teacher candidates can achieve success. Every teaching experience has its share of
ups and downs; This experience shows that teaching professionally takes place and should not be
viewed as an indicator of incompetence.

b. Seeing teaching as an adventure

Reflect on strengths and weaknesses but avoid reflecting too much on flaws. Teaching is a thrilling
job but a complex one, it takes time to develop into an adult. Train yourself to smile at small
mistakes and act to fix them instead of brooding and then sad

c. Refuse to adopt a bad mentalit

As a practicing teacher candidate, be sure to stay fully up to date with the training and process
assessment methods, which impact progress towards success. If there is a fear of not achieving
success, take action immediately. Write down the nature of the worry and work on it until you find
the problem and keep doing it until you finally experience peace of mind.

d. Practice teaching skills diligently

As with any crafter or performer, teaching involves a considerable amount of art, so figuring out
strategies and approaches is a job that requires a lot of attention, just as a skilled craftsman will
have to practice a lot before performing major surgery. Practice and practice, such as practicing
speaking, explaining facts and asking questions. In aspiring to achieve high standards, prospective
teachers will be different from surgeons whose standards if they do not make mistakes in their
operations, the patient will live. For prospective teachers, there are demands and a high level of
commitment is needed in teaching, considering that the teaching profession is one of the most
beneficial careers for human life. Which must be an inspiration to the deepest depths of the heart for
prospective teachers, one of which is that knowledge and skills and personality teachers are very
helpful to shape and print the next generation.

Padget (2012) suggests that there is evidence that illustrates that creative teachers in their
teaching will have an impact on the learning activities of their students. The following is the
standard of teachers who are able to create creative learning.

a. Set high expectations, so as to inspire, motivate and challenge students.

 Teachers create a safe and stimulating environment for students, rooted in mutual respect.
 Setting goals that span and challenge learners of all backgrounds, abilities and dispositions
or personalities.
 Demonstrate consistently positive attitudes, values and behaviors expected by students.

b. Promote good progress and outcomes for students.

 Responsible for the achievements, progress and results achieved by students.

 Learning is planned to build students' abilities and prior knowledge.
 Students are guided to reflect on the progress they have made create and their emerging
needs.
 Demonstrate knowledge and understanding of how students learn and how they impact
learning. Encouraging students to take a responsible attitude and conscientious for their own
work and study.

c. Demonstrate knowledge and mastery of learning materials (subject) and curriculum well.

 Have secure knowledge in relevant subject and curriculum areas, enhance and maintain
learner interest in the subject, and redirect misunderstandings.
 Demonstrate critical understanding of developing subject and curriculum areas, and promote
the value of knowledge.
  Demonstrate an understanding of and take responsibility for promoting literacy standards,
high articulation and correct use of standard languages, regardless of the subject matter of
the teacher specialist;
 If teaching early reading, demonstrate a clear understanding of synthetic systematic phonics;
 If teaching early math, show clear understanding about appropriate teaching strategies.

d. Plan and create structured learning with good.

 Provide knowledge and develop understanding through the use of effective learning.
 Promoting students' love of learning and curiosity intellectually.
 Organize homework and also plan out-of-class activities to consolidate and expand
knowledge and understanding that has been obtained by students Reflect systematically on
the effectiveness of learning and learning approaches.
 Contribute to the design of and related to curriculum provisions in relevant learning.

e. Tailor learning to respond to the strengths and needs of all learners

 Knowing when and how to discriminate appropriately, in using approaches that enable
students to learn effectively.
 Have a solid understanding of how various factors can hinder students' ability to learn, and
how best to overcome them.
 Demonstrate awareness of the importance of the physical, social and intellectual
development of students, and know how to adapt learning to support student education at
various stages of development.
 Have a clear understanding of the needs of all students, including those with special
educational needs, students who have high abilities; students who need additional language
skills; those with disabilities; and be able to use and evaluate distinctive learning approaches
to engage and support them.

f. Make accurate and use productive judgment

 know and understand how to assess the relevant subject and curriculum, including the
regulatory requirements in the assessment.
 Using assessment. formative and summat to describe the progress of students.
  Use relevant data to monitor progress, set targets, and for planning the next lesson. Provide
learners with feedback, both verbally and through sign accuracy, and encourage learners to
respond to feedback. .

g. Manage behavior effectively to ensure a good learning environment good and safe;

 Have clear rules and routines for behavior in the classroom, and take responsibility for
promoting good and polite behavior, both in the classroom and around the school, in
accordance with school behavior policy.
 Have high expectations of behavior, and establish a framework for discipline with a variety
of strategies, using praise, sanctions and rewards consistently and fairly.
 Manage the class effectively, using an appropriate approach. with the needs of students to
engage and motivate them.
 Maintain good relations with students, use appropriate authority, and act decisively when
necessary.

h. Fulfilling a wider range of professional responsibilities

 Make a positive contribution to the wider life and school ethos.

 Develop effective professional relationships with colleagues, knowing how and when to
seek specialist advice and support;
 Deploy effective support staff.
 Take responsibility for enhancing learning through appropriate professional development,
responding to suggestions and input from peers.
 Communicating with parents effectively is related to student achievement and well-being.

Piirto (2011); According to Jones & Wyse (2004), how teachers can grow from increasing
students' creativity, there are many ways, including the following.

1) Must provide a private place to do creative work.

2) Provide various tools, such as: musical instruments, sketches, fabric, paper, clay, and so on.

3) Provide a variety of tools and materials displayed with carefully and easily accessible in the
classroom. Encouraging students to use it.
4) Design classes that describe interesting artifacts from the natural environment so that they can
promote students to have first-hand experience, encourage students to use them to stimulate
curiosity and provide a stimulus for students' artistic activities.

5) Advise and display the results of students' creative performance, but it is necessary to avoid those
that are too evaluating.

6) Do the teacher's own creative performance, and let students see what the teacher is doing.

7) Setting a creative tone, like giving students time to follow up and complete an activity, they need
time to experiment and make mistakes; encourage self-expression and be prepared to end with
unexpected results.

8) Assess other creative work.

9) Avoid reinforcing stereotypes in gender roles. 10) Avoid Reinforcing Sex-Role Stereotypes

11) Provide private lessons and special classes.

12) Using metaphors when there are students who have difficulty expressing themselves.

13) Discipline and practice are important.

14) Allow learners to be "Odd" (Odd), avoid emphasizing the socialization of creative expressions.

15) Use humor and get some creativity training. 16) Planning to build several activities so that
students can play freely with his ideas, develop the ability to critically evaluate his ideas and their
possible implementation.

17) Give choices to students.

18) Expanding students' experiences outside the classroom, such as visiting art galleries, inviting
artists to school, preparing exhibitions and invite parents during the exhibition of student work. 19)
Above all, pay attention to efforts to have fun, relax and enjoy teaching visual arts.

The conclusion from the explanation above, illustrates that the teacher in creating learning
must be creative. Creatively created learning will be able to promote creative thinking which is a
powerful way to engage students in learning. In other words, encouraging students to think
creatively will only occur when learning is created creatively as well.
 CHAPTER III

CLOSING

A. Conclussion

The conclusion from the explanation above, Cooperative learning model is a learning model
with a class setting that is formed into several groups (small groups) by paying attention to the
diversity of group members as a vehicle so that students can work together in learning something
related to the subject matter. Fisher & Frey (2010) suggest that in determining study groups,
teachers can use several methods depending on the group assignment. In general, in forming
groups, the teacher can do three ways, such as: (1) choice of choice, namely the teacher who
chooses students to become members of the teacher (group teacher. Precisely the most common
grouping format. For group work to be productive, it is determined by the teacher (2) the choice of
students 4 student choice, namely students who determine group members, including how the group
works of students themselves who determine it; (3) random choice, which is a way of forming
groups that is used when the goal is for students to interact with various colleagues. Therefore
illustrates that the teacher in creating learning must be creative. Creatively created learning will be
able to promote creative thinking which is a powerful way to engage students in learning. In other
words, encouraging students to think creatively will only occur when learning is created creatively
as well.

B. Suggestion

Based on this material, we hope that all off the reader can understand and aplicate the
teching model that we have describe in this paper. Because this is so important in teaching learning
process and make easy to achieve the goal.
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