Implementation of Snowball Throwing Type of Cooperative Learning in Calculus Course

Abstract

Our students experience difficulties in working on non-routine mathematical problems. They cannot see the general through special things or instead see things that are special through common things when dealing with mathematical concepts and examples. They cannot see the essential features of the way or recognize it when presented in various forms. We needed to improved their learning motivation and thinking creativity through the appropriate learning form. For that purpose, the action research was carried out by applying the snowball throwing type of cooperative learning in two cycles by involving as many as 70 participants in our calculus course. We implemented the teaching techniques for finding a diffractive solution in period 1 and the methods of solving differential equations in period 2. The learning implementation of period two was the improvisation of the cycle one’ scenario by adding the learning resources, the Internet. The increase in learning motivation and thinking creativity had been able to meet the predetermined targets and concluded that the snowball throwing type of cooperative learning used in calculus lectures is useful.

Using Cooperative Lerning Model- Snowball Throw to Improve Students English Learning Outcomes

“…Thisresults are confirmed by some researches conducted by Gani, Yusuf, andErwina (2017), Susanty, (2016), Isnawan and Zahroni (2016), Zaqiyaturrahmah (2018), Manurung, Samosir, Hia, Mariani, Togi & Tambunan (2019), Mufida (2021), Wirawan, Rita, and Waris (2013), Sipayung, Gusar, Siahaan, Purba, Haloho (2021). Regarding student math achievement, the leadership strategy (snowball-throwing collaborative learning and traditional) is effective, and the snowball-throwing kind of collaborative learning is more effective than the traditional approach.…”

Improving students' physics learning outcomes through the snowball throwing type of cooperative learning model

“…The number of students who achieved completeness increased by 11.8% from cycle 1 to cycle 2. This increase implies a pleasant learning atmosphere for students (Manurung et al, 2019). Students feel unburdened when learning because KBM has a game atmosphere.…”

“…The snowball throwing model, known as snowball fighting (Handayani et al, 2017), makes students more active. This learning characterizes learning in a cheerful situation (Manurung et al, 2019). Students take more roles in learning activities than teachers.…”

“…The cooperative learning model of the snowball throwing type, technically, is carried out by students by making question balls from crumpled paper resembling snowflakes and then throwing them to one of their friends. Students who get the paper ball can read the questions in front of the class and answer them (Manurung et al, 2019). This learning activity was adapted from the game of throwing snowballs to hit other people (Handayani et al, 2017).…”

Improving Skills at Calculating Giro Account Balance Using the Snowball Throwing Model in the Subject of Basic Banking at Public Vocational High School 1 of Boyolangu

“…The snowball throwinglearning strategy is a method of presenting a subject matter by asking students to demonstrate their creativity in phrasing questions about calculating giro account balance and answering the questions addressed by their fellow students as well as possible. The adoption of the snowball trowing model in the process of learning the subject of calculating giro account balance encourages students to actively partake in the learning activities under the supervision of the teacher in order that students' skill improvement can be clearly directed (Manurung, Samosir, Hia, Mariani, Togi & Tambunan, 2019). Students' poor motivation results from the arrested development of learning models used (Gunawan, 2018).…”