Pendidikan Guru Sekolah Dasar, Universitas San Pedro, Nusa Tenggara Timur, Indonesia
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Published:
Apr 30, 2024
Keywords:
Team Quiz Method, Individual Quiz Method, Mathematical Problem-Solving, Collaborative Learning, Educational Assessment
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Articles
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Abstract
This research investigates the impact of two distinct learning methods Team Quiz Method and Individual Quiz Method on students' mathematical problem-solving abilities. By comparing the performance of students engaged in group-based versus individual problem-solving tasks, the study aims to explore how collaborative and independent learning approaches affect cognitive processes involved in solving mathematical problems. Drawing on the theoretical frameworks of collaborative learning (Johnson & Johnson, 1989) and individual cognitive development (Vygotsky, 1978), the study assesses not only the outcomes but also the challenges and limitations inherent in each method. Findings indicate that students working collaboratively in teams demonstrated higher problem-solving performance, benefiting from peer interaction and collective problem-solving strategies. In contrast, individual learners showed slower progress, potentially due to a lack of feedback and peer-based support. The research highlights the importance of integrating both collaborative and individual methods in educational settings to maximize learning outcomes and suggests strategies for effectively assessing both group and individual contributions. The implications of these findings point to the need for educators to carefully balance and structure learning environments to support both independent and cooperative learning, ultimately enhancing students’ mathematical skills.
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How to Cite
Veronika, T., & Jacoba, A. M. (2024). Pendidikan Guru Sekolah Dasar, Universitas San Pedro, Nusa Tenggara Timur, Indonesia. Journal of Education Innovation and Curriculum Development, 2(1), 25–33. Retrieved from https://journals.iarn.or.id/index.php/educur/article/view/435
References
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Borthick, A. F., Jones, D. R., & Wakai, S. (2003). Designing Learning Experiences within Learners’ Zones of Proximal Development (ZPDs): Enabling Collaborative Learning On‐Site and Online. Journal of Information Systems, 17(1), 107–134.
Burke, K. (2008). What to do with the kid who...: Developing cooperation, self-discipline, and responsibility in the classroom. Corwin Press.
deMarrais, K. B., & Lapan, S. D. (2003). Qualitative interview studies: Learning through experience. In Foundations for research (pp. 67–84). Routledge.
DuBow, W., Hug, S., Serafini, B., & Litzler, E. (2018). Expanding our understanding of backbone organizations in collective impact initiatives. Community Development, 49(3), 256–273.
Eyisi, D. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91–100.
Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19(2), 59–92.
Hassi, M.-L., & Laursen, S. L. (2015). Transformative learning: Personal empowerment in learning mathematics. Journal of Transformative Education, 13(4), 316–340.
Heath, S., Charles, V., Crow, G., & Wiles, R. (2007). Informed consent, gatekeepers and go‐betweens: negotiating consent in child and youth‐orientated institutions. British Educational Research Journal, 33(3), 403–417.
Jaworski, B. (2003). Research practice into/influencing mathematics teaching and learning development: Towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics, 54, 249–282.
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278.
Kumar, A., Nestel, D., East, C., Hay, M., Lichtwark, I., McLelland, G., Bentley, D., Hall, H., Fernando, S., & Hobson, S. (2018). Embedding assessment in a simulation skills training program for medical and midwifery students: a pre‐and post‐intervention evaluation. Australian and New Zealand Journal of Obstetrics and Gynaecology, 58(1), 40–46.
Lee, C.-Y., & Chen, M.-P. (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education, 52(3), 530–542.
Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3–27.
McDermott, C. M., & O’connor, G. C. (2002). Managing radical innovation: an overview of emergent strategy issues. Journal of Product Innovation Management: An International Publication of the Product Development & Management Association, 19(6), 424–438.
Nothdurft, L. M. (2000). Teaching for autonomy in senior secondary mathematics. Queensland University of Technology.
O’Day, J. (2002). Complexity, accountability, and school improvement. Harvard Educational Review, 72(3), 293–329.
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: a practical guide: AMEE guide no. 65. Medical Teacher, 34(5), e275–e287.
Richardson, J. T. E. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387–415.
Rutten, G. M., Harting, J., Bartholomew, L. K., Schlief, A., Oostendorp, R. A. B., & De Vries, N. K. (2013). Evaluation of the theory-based Quality Improvement in Physical Therapy (QUIP) programme: a one-group, pre-test post-test pilot study. BMC Health Services Research, 13, 1–13.
Slavin, R. E. (2008). What works? Issues in synthesizing educational program evaluations. Educational Researcher, 5–14.
Strong, W. B., Malina, R. M., Blimkie, C. J. R., Daniels, S. R., Dishman, R. K., Gutin, B., Hergenroeder, A. C., Must, A., Nixon, P. A., & Pivarnik, J. M. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146(6), 732–737.
Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), 10113.
Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing students’ engagement: Report of a 3-year intervention with middle school teachers. American Educational Research Journal, 51(6), 1195–1226.
Vázquez-García, M. (2018). Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students. Advances in Physiology Education.
Wiles, R., Crow, G., Heath, S., & Charles, V. (2008). The management of confidentiality and anonymity in social research. International Journal of Social Research Methodology, 11(5), 417–428.
Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The effectiveness of Realistic Mathematics Education approach: The role of mathematical representation as mediator between mathematical belief and problem solving. PloS One, 13(9), e0204847.
Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403–436.
Borthick, A. F., Jones, D. R., & Wakai, S. (2003). Designing Learning Experiences within Learners’ Zones of Proximal Development (ZPDs): Enabling Collaborative Learning On‐Site and Online. Journal of Information Systems, 17(1), 107–134.
Burke, K. (2008). What to do with the kid who...: Developing cooperation, self-discipline, and responsibility in the classroom. Corwin Press.
deMarrais, K. B., & Lapan, S. D. (2003). Qualitative interview studies: Learning through experience. In Foundations for research (pp. 67–84). Routledge.
DuBow, W., Hug, S., Serafini, B., & Litzler, E. (2018). Expanding our understanding of backbone organizations in collective impact initiatives. Community Development, 49(3), 256–273.
Eyisi, D. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91–100.
Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19(2), 59–92.
Hassi, M.-L., & Laursen, S. L. (2015). Transformative learning: Personal empowerment in learning mathematics. Journal of Transformative Education, 13(4), 316–340.
Heath, S., Charles, V., Crow, G., & Wiles, R. (2007). Informed consent, gatekeepers and go‐betweens: negotiating consent in child and youth‐orientated institutions. British Educational Research Journal, 33(3), 403–417.
Jaworski, B. (2003). Research practice into/influencing mathematics teaching and learning development: Towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics, 54, 249–282.
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278.
Kumar, A., Nestel, D., East, C., Hay, M., Lichtwark, I., McLelland, G., Bentley, D., Hall, H., Fernando, S., & Hobson, S. (2018). Embedding assessment in a simulation skills training program for medical and midwifery students: a pre‐and post‐intervention evaluation. Australian and New Zealand Journal of Obstetrics and Gynaecology, 58(1), 40–46.
Lee, C.-Y., & Chen, M.-P. (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education, 52(3), 530–542.
Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3–27.
McDermott, C. M., & O’connor, G. C. (2002). Managing radical innovation: an overview of emergent strategy issues. Journal of Product Innovation Management: An International Publication of the Product Development & Management Association, 19(6), 424–438.
Nothdurft, L. M. (2000). Teaching for autonomy in senior secondary mathematics. Queensland University of Technology.
O’Day, J. (2002). Complexity, accountability, and school improvement. Harvard Educational Review, 72(3), 293–329.
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: a practical guide: AMEE guide no. 65. Medical Teacher, 34(5), e275–e287.
Richardson, J. T. E. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387–415.
Rutten, G. M., Harting, J., Bartholomew, L. K., Schlief, A., Oostendorp, R. A. B., & De Vries, N. K. (2013). Evaluation of the theory-based Quality Improvement in Physical Therapy (QUIP) programme: a one-group, pre-test post-test pilot study. BMC Health Services Research, 13, 1–13.
Slavin, R. E. (2008). What works? Issues in synthesizing educational program evaluations. Educational Researcher, 5–14.
Strong, W. B., Malina, R. M., Blimkie, C. J. R., Daniels, S. R., Dishman, R. K., Gutin, B., Hergenroeder, A. C., Must, A., Nixon, P. A., & Pivarnik, J. M. (2005). Evidence based physical activity for school-age youth. The Journal of Pediatrics, 146(6), 732–737.
Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), 10113.
Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing students’ engagement: Report of a 3-year intervention with middle school teachers. American Educational Research Journal, 51(6), 1195–1226.
Vázquez-García, M. (2018). Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students. Advances in Physiology Education.
Wiles, R., Crow, G., Heath, S., & Charles, V. (2008). The management of confidentiality and anonymity in social research. International Journal of Social Research Methodology, 11(5), 417–428.
Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The effectiveness of Realistic Mathematics Education approach: The role of mathematical representation as mediator between mathematical belief and problem solving. PloS One, 13(9), e0204847.
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