Cooperative Learning Needs Analysis to Address Student Learning Dependence on Science Learning in Elementary Schools

Vina Nataria (Primary School Teacher Education, Muhammadiyah University Kotabumi, Kotabumi, Indonesia)
Rohmani (Primary School Teacher Education, Muhammadiyah University Kotabumi, Kotabumi, Indonesia)

Journal for Lesson and Learning Studies
Vol. 9 No. 2 (2026): July

Science learning at the elementary school level still tends to be dominated by expository methods that have not been able to maximize students' cognitive engagement, even though they show a high interest in learning and social interaction. This condition results in limitations in the development of student learning independence, characterized by a high dependence on peer assistance. Therefore, this study aims to comprehensively analyze the empirical needs of cooperative learning syntax in order to formulate a basis for developing an effective model to overcome student learning dependence in science learning. This study applies a quantitative descriptive approach with a survey method on 206 fifth-grade students. Data were collected through a validated and tested questionnaire for reliability, then analyzed using descriptive statistics and a needs index. The findings indicate that although students have a strong interest in learning and social interaction, their learning independence is still low and is characterized by a high dependence on peer assistance. On the other hand, students' preference for collaborative learning is also very dominant. These results indicate a sociocognitive gap in science learning. Therefore, this study provides a conceptual contribution in the form of a foundation for developing a cooperative learning syntax based on social scaffolding to bridge the gap between students' social potential and cognitive independence.