The effect of the cooperative learning model on elementary school students’ learning engagement

Abstract

This study aims to analyze the effect of the cooperative learning model on elementary school students’ learning engagement. The study is motivated by students’ low participation in the learning process, which tends to be teacher-centered. Therefore, a learning model that encourages active student involvement is needed. One such model is cooperative learning, which emphasizes collaboration and interaction among students. This study employs a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The research sample consists of elementary school students divided into an experimental class, which receives instruction using the cooperative learning model, and a control class, which follows conventional instruction. Data were collected through observations of learning engagement, questionnaires, and documentation. The results indicate that learning engagement among students in the experimental class increased more significantly than among those in the control class. These findings suggest that the cooperative learning model has the potential to enhance elementary school students’ learning engagement. Therefore, the cooperative learning model can be considered an alternative instructional strategy for creating a more interactive learning environment and encouraging active student participation.