<![CDATA[Cooperative Learning is widely used in higher education to promote academic engagement, communication, responsibility, teamwork, and social competence. However, the success of Cooperative Learning does not depend only on task completion, but also on how students experience, interpret, and negotiate group dynamics during the learning process. This study aims to explore students’ meaning-making of group dynamics in learning through the Cooperative Learning method among first-year students of the Primary School Teacher Education Program at Universitas Katolik Santo Thomas Medan. This study employed a descriptive qualitative design. Data were collected through observation, semi-structured interviews, documentation, and Focus Group Discussion. The data were analyzed using an interactive qualitative analysis model involving data reduction, data display, conclusion drawing, and verification. The findings show that students interpreted group dynamics as a social learning process involving group formation, role distribution, communication, participation, conflict management, and shared responsibility. Students viewed group work as a space for developing confidence, empathy, tolerance, leadership, and communication skills. However, unequal participation, differences in working styles, limited commitment, and passive group members became major challenges. The findings also indicate that lecturer facilitation, clear group goals, open communication, peer support, and mutual trust supported positive group dynamics. This study concludes that Cooperative Learning provides meaningful academic and character-building experiences when group interaction is intentionally structured, monitored, and continuously reflected upon.]]>
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