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All Journal Jurnal Kesehatan Lingkungan indonesia Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Jurnal Al-Maqayis Arabia: Jurnal Pendidikan Bahasa Arab EKOMBIS REVIEW: Jurnal Ilmiah Ekonomi dan Bisnis Arabiyatuna : Jurnal Bahasa Arab Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Al Intisyar: Jurnal Pendidikan Bahasa Arab Lugawiyyat Agridev Journal : Agribusiness Digitalization & Community Development Jurnal Pendidikan Bahasa Arab
Maulana, Muhammad Rifqi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Veterinary Other

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Journal : Jurnal Pendidikan Bahasa Arab

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الجوّ المفعم بالحيوية: نموذج التعليم التعاوني في تعليم اللغة العربية Maulana, Muhammad Rifqi; Mahbubah, Latifatul
FASAHAH Vol 2, No 01 (2025): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/fasahah.v2i01.261

Abstract

In the increasingly dynamic world of education, cooperative learning comes as a bridge that connects knowledge with social skills through active collaboration among learners. This study aims to discuss the cooperative learning model in terms of its objectives, characteristics, elements, principles, and procedures. The research method used is a literature study with a content analysis approach. The results show that cooperative learning is a learning model that emphasizes cooperation among students in realizing learning objectives. This model focuses on students' cooperation in understanding learning materials in groups, which is one of its main characteristics. The characteristics of this model include group learning, acceptance of individual differences, and development of social skills. The elements of cooperative learning consist of positive dependence, individual responsibility, cooperation between group members, and group process evaluation. The principles of this model are divided into four, namely positive dependence, responsibility among group members, constructive confrontation, and effective cooperation and communication. The procedure for implementing this model includes material explanation by the teacher, group learning, evaluation, and recognition among group members.
Co-Authors Agus Subagiyo Ahmad Rayhan Ahmed, Bakri Mohammed Bkheet Amalina, Rabiyana Anaam, Nurullah Thorieq Faiz Ardiansyah, Iqbal Arif Widyanto, Arif Bulkiyah, Bulkiyah Darmawaty, Ridha Hamidi Ilhami, Hamidi Ifan Rizky Kurniyanto Irawan, Yolandha Paramitha Kholik, Kholihul Mahbubah, Latifatul Nasrulloh, Harits Nova, Rusyda Ihwani Tantia Nurullah Thorieq Faiz Anaam Rahmat Shodiqin Ridha, Zein SRI RAHAYU Sugeng Abdullah, Sugeng Susiyanti, Susiyanti