Group investigation model to improve interpersonal skills

Ainiyah, Nur; Erviana, Vera Yuli; Marzuki, Marzuki; Posangi, Said Subhan; Yahiji, Kasim; Rohman, Abdul; Tolchah, Moch.; Hanafie, St Wardah

doi:10.11591/ijere.v11i1.21914

Cited by 6 publications

(7 citation statements)

References 9 publications

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“…The analysis results on the second data set indicated that the problem-solving skills of students who attended learning using the GI learning method also increased significantly. This finding is consistent with the results reported by previous studies that GI enhances students' problem-solving skills [20], [22]. Combining problem-solving and cooperative learning strategies promotes students' high-order thinking skills through collaborative interaction [46].…”

Section: Discussionsupporting

confidence: 93%

“…This finding reinforces the theory describing that creativity can be improved by associating the initial knowledge (through Remap) with the strategy for cultivating cognitive skills (GI) [34]. Studies investigating GI learning models have been massively carried out [20], [23], but this study offered a different context as it used online learning.…”

Section: Discussionsupporting

confidence: 80%

“…Besides, group investigation (GI) was selected as the cooperative learning implemented in this study for several reasons. First, this model encourages students to resolve a problem based on various perspectives or ideas [20]. Second, it improves the learning level, further enhancing individual accountability (participation, interaction, and investigation) [21].…”

Section: Introductionmentioning

confidence: 99%

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Enhancing students’ creativity in problem-solving through online reading-concept mapping-group investigation

Safitri,

Zubaidah,

Rohman

et al. 2024

IJERE

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Enhancement of students’ creativity and problem-solving is essential to science education. The learning accentuating students’ interaction to generate creative ideas becomes the ideal forum for developing those two skills. This study aims to amplify the current understanding of the effects of readingconcept mapping (Remap)–cooperative learning on college students’ creative and problem-solving skills. For cooperative learning, we used group investigation (GI). This study involved 60 college students from three Biology Education classes. Further, each class consists of 20 students with Remap-GI, GI, and conventional learning. The analysis results suggested that the creativity and problem-solving skills of students from all classes increased, with the most significant increase observed in students attending Remap-GI class which also presented substantial differences from the other two classes. In conclusion, GI presents positive effects in enhancing prospective teachers’ skills. However, an additional structured program (Remap) is still required to improve the future teachers’ contribution to their group.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing students’ creativity in problem-solving through online reading-concept mapping-group investigation

Safitri,

Zubaidah,

Rohman

et al. 2024

IJERE

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“…The group investigation learning paradigm requires many steps to be completed, including grouping, planning, inquiry, arranging, presenting, and assessment (Ainiyah et al, 2022). At the grouping stage, students are divided into investigative groups.…”

Section: B Action Implementation Stage (Acting)mentioning

confidence: 99%

Implementing Group Investigation (GI) Learning Method to improve the Students’ Learning Achievement of Senior High School

Megawati

2023

Int Jour edu Research and Dev

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The purpose of this study is to use the group investigation (GI) learning model to increase the learning success of class X Language SMA Negeri 2 Rejang Lebong on the subject of consumption and investment. This study is called classroom action research (CAR). This study was carried out at SMA Negeri 2 Rejang Lebong. For the 2018-2019 academic year, the research subjects were 28 class X Language students. This study was carried out during March and April of 2019. In this study, three approaches were employed to collect data: the test method, the observation method, and the documentation method. Following the collection of data, it is analyzed using a descriptive percentage approach. According to the findings of this study, student success climbed from 21.42% to 71.43% in Cycle I and then again to 85.19% in Cycle II. This rise has an impact on the rise in learning achievement. This is reflected in the rising average value of students. The average student score climbed from 67.71 with a percentage of student learning completeness of 21.42% in the pre-cycle to 77.43 with a percentage of student learning completeness of 71.43% in cycle I and 85.44 with an 85.19% completeness in cycle II. As a result, it is possible to conclude that using the group inquiry (GI) learning approach can increase student success in economic courses.

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“…Low social skills can cause a person to be selfish, indifferent, and lacking in empathy. This can give rise to various social problems, such as aggressive behavior, coercion of will, destruction, intergroup conflict, and fighting [ 52 ]. In fact, studies by Barlinska, Lalak and Szuster, [ 53 ] Martínez, Rodríguez-Hidalgo, and Zych [ 2 ] suggest that having well-developed social skills is protective against bullying, including cyberbullying and victimization.…”

Section: Introductionmentioning

confidence: 99%

Psycho-Social Correlates of Cyberbullying among Polish Adolescents

Rębisz

Jasińska-Maciążek

Grygiel

et al. 2023

IJERPH

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Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14–15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying—that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.

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Group investigation model to improve interpersonal skills

Cited by 6 publications

References 9 publications

Enhancing students’ creativity in problem-solving through online reading-concept mapping-group investigation

Enhancing students’ creativity in problem-solving through online reading-concept mapping-group investigation

Implementing Group Investigation (GI) Learning Method to improve the Students’ Learning Achievement of Senior High School

Psycho-Social Correlates of Cyberbullying among Polish Adolescents

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