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Peri Ramdani, Mohamad Yudiyanto, and Jajang Mulyana. "Pembelajaran Fiqih Melalui Model Pembelajaran Kooperatif Tipe Co-op Co-op Untuk Meningkatkan Prestasi Siswa Pada Pokok Bahasan Shalat." MURABBI 1, no. 1 (2022): 24–42. http://dx.doi.org/10.69630/jm.v1i1.3.
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Student achievement in learning fiqh is still considered low. This is partly because teachers in schools tend to use conventional learning which makes students passive in learning. Therefore, a research is needed that can overcome these problems. Cooperative learning is an alternative in improving student achievement. This study uses an experimental method with a quasi-experimental design in the form of a non-equivalent control group design so that there are 2 classes with 1 experimental class and 1 control class. The experimental class I used Co-op Co-op type of cooperative learning, the experimental class II used conventional learning. The purpose of this study was to determine: (a) the activities of teachers and students using Co-op Co-op and Conventional Co-op learning; (b) differences in student achievement (cognitive) using Co-op and Conventional Co-op learning; (c) Knowing students' attitudes (affective) towards Co-op Co-op type of cooperative learning; (d) knowing the student's (psychomotor) activity towards Co-op Co-op type of cooperative learning. The results of the study are as follows: (a) The percentage of the implementation of teacher and student activities using Co-op Co-op type of cooperative learning at the first meeting is 45.46%, the second meeting is 72.73% and the third meeting is 72.73%. (b) There is a difference in the increase in student achievement (cognitive) between those using Co-op Co-op type of cooperative learning and conventional learning. (c) The attitude of students (affective) who use Co-op Co-op type of cooperative learning is positive. (d) Student activity (psychomotor) using Co-op Co-op type of cooperative learning has an influence in improving the quality of students' prayer practices.
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Indayani, Mawar, and Enggal Mursalin. "Peningkatan Motivasi Dan Hasil Belajar Siswa Melalui Penerapan Model Pembelajaran Co-Op Co-Op." Biosel Biology Science and Education 11, no. 1 (2022): 72–82. https://doi.org/10.33477/bs.v11i1.2785.
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Biology learning carried out at SMPN 1 Air Buaya is indicated to be less effective because it is still teacher centered learning. This is indicated by the low motivation and student learning outcomes. One of the student-centered cooperative learning models is the co-op co-op type of learning model. This classroom action research aims to improve the motivation and learning outcomes of class VIII students through the application of the co-op co-op learning model on the respiratory system material in humans. This research is carried out in 2 cycles, where each cycle goes through the stages of planning, implementing, observing, and reflecting. The results showed that the co-op co-op learning model was able to improve student learning outcomes, namely as many as 89.4% of students and the average achievement of student motivation was 82.7%. Referring to the results of the study, classroom teachers should be more intensive in applying the co-op co-op learning model to other biology learning subjects. Keywords: co-op co-op, biology learning, motivation, learning outcomes
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Utami, Ika Wahyu Putri, and Rahayu Budhiati Veronica. "Students' mathematical communication skill in co-op co-op type of cooperative learning model reviewed by productive disposition." Unnes Journal of Mathematics Education 10, no. 1 (2021): 71–78. http://dx.doi.org/10.15294/ujme.v10i1.46130.
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The purpose of this study are examine the effectiveness of co-op co-op type of cooperative learning model on the mathematical communication skill of 8th grade students, determine the effect of productive disposition on students' mathematical communication skill in co-op co-op type of cooperative learning model, and describe students' mathematical communication skill reviewed by productive disposition in co-op co-op type of cooperative learning model. The research method used is mixed method. The results showed that: 1) the mathematical communication skill of 8th grade students in co-op co-op type of cooperative learning model achieved classical completeness criteria, 2) the average of mathematical communication skill of 8th grade students in the co-op co-op type of cooperative learning model achieved minimum completeness criteria, 3) there is an effect of productive disposition on mathematical communication skill in the co-op type of cooperative learning model, 4) subjects with high productive disposition are able to achieve one indicator well and five indicators are achieved imperfectly. Subjects with medium productive disposition are able to achieve all indicators of mathematical communication skill imperfectly. Subjects with low productive disposition are able to achieve four indicators of mathematical communication skill imperfectly.
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Nisa, Chairun, and Fitri Amalia. "Perbedaan Kemampuan Berpikir Kreatif dan Kemampuan Pemahaman Konsep Matematika Siswa dengan Strategi Pembelajaran Kooperatif Tipe Co Op Co Op dan Teams Games Tournament (TGT)." JTMT: Journal Tadris Matematika 2, no. 1 (2021): 9–18. http://dx.doi.org/10.47435/jtmt.v2i1.642.
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Abstrak
 Tujuan penelitian ini yaitu untuk mengetahui:1)Kemampuan berpikir kreatif siswa yang diajar dengan strategi pembelajaran kooperatif tipe Co Op Co Op dan kooperatif tipe Team Game Tournament (TGT) 2)Kemampuan pemahaman konsep matematika siswa yang diajar dengan strategi pembelajaran kooperatif tipe Co Op Co Op dan kooperatif tipe Team Game Tournament (TGT) 3)Interaksi antara strategi pembelajaran dengan kemampuan matematika siswa. Penelitian ini merupakan penelitian kuantitatif dengan jenis quasi eksperimen. Sampel penelitian ini adalah 60 siswa kelas VII MTs Negeri Lubuk Pakam. Data dianalisis dengan Analisis Varian (ANAVA). Hasil temuan ini menunjukkan: 1)Kemampuan berpikir kreatif siswa yang diajar dengan strategi pembelajaran kooperatif tipe Co Op Co Op tidak lebih baik daripada siswa yang diajar dengan strategi pembelajaran kooperatif tipe Team Game Tournament (TGT) 2)Kemampuan pemahaman konsep matematika siswa yang diajar dengan strategi pembelajaran kooperatif tipe Co Op Co Op lebih baik daripada siswa yang diajar dengan strategi pembelajaran kooperatif tipe Team Game Tournament (TGT) 3) adanya interaksi yang signifikan antara strategi pembelajaran dengan kemampuan berpikir kreatif dan kemampuan pemahaman konsep matematika siswa.
 Kata Kunci: berpikir kreatif, pemahaman konsep matematika, strategi kooperatif tipe Co Op Co Op, strategi kooperatif tipe TGT
 
 Abstract
 The purpose of this study is to find out: 1)Creative thinking ability of students who are taught with Co op Co op type cooperative learning strategy and team game tournament type cooperative (TGT) 2)Ability to understand the mathematical concept of students taught with Co op Co op type cooperative learning strategy and cooperative type Team Game Tournament (TGT) 3)Interaction between learning strategy and student math ability. This research is quantitative research with quasi-experimental type. The sample of this study was 60 students of grade VII MTs Lubuk Pakam. The data is analyzed with Variant Analysis (ANAVA). The findings show that: 1)The creative thinking ability of students taught with Co Op Co Op type cooperative learning strategy is no better than students taught with Team Game Tournament (TGT) type cooperative learning strategy 2) The ability to understand the mathematical concepts of students who are taught with Co op Co op type cooperative learning strategies is better than students who are taught with team game tournament (TGT) type cooperative learning strategy 3) there is a significant interaction between learning strategy with creative thinking ability and student math concept understanding ability.
 Keywords: creative thinking, understanding mathematical concepts, Co op Co op type cooperative strategy, TGT type cooperative strategy
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LEE, YOUNG-JU. "A Study on the Cultural Text of Korean Textbooks Using Cooperative Learning: Focusing on the Co-op Co-op model." Research Society for the Korean Language Education 20 (December 31, 2023): 97–120. http://dx.doi.org/10.25022/jkler.2023.20.097.
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The purpose of this study is to devise teaching and learning methods that can be applied to Korean culture classes from the methodological perspective of cultural education using learner-centered cooperative learning. To this end, the concept and principles of cooperative learning were first examined, and the research and discussion of Korean language education applying cooperative learning were examined to understand the necessity of Korean language culture classes based on cooperative learning. Among the various models of cooperative learning, based on the principles of Co-op Co-op model, instructional procedures, and expected effects, the Korean language and culture classes were designed. It is expected that the cultural knowledge and experiences learned and acquired by Korean learners will be internalized and academic achievements as well as mutual cultural communication skills will be cultivated through Korean language culture classes applying the Co-op Co-op model. In the future, we will continue research on the impact of cooperative learning on learners' academic achievement, self-efficacy, and learning attitudes through Korean language culture experimental classes using models of Co-op Co-op.
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Amalia, Rizki, and Muhamad Ramli. "Upaya Meningkatkan Hasil Belajar IPS Ekonomi Menggunakan Model Pembelajaran Kooperatif Tipe Co-Op Co-Op pada Kelas VIII IPS-2 SMP Islam Nurul Ihsan Palangka Raya." Neraca: Jurnal Pendidikan Ekonomi 4, no. 2 (2019): 41–47. http://dx.doi.org/10.33084/neraca.v4i2.704.
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This study aims to (1) To find out how the learning activities of class VIII IPS-2 students of ISLAMIC NURUL IHSAN SMP Palangka Raya using cooperative learning models Co-op Co-op type. (2) To improve the economics of Class VIII IPS social studies learning outcomes of 2 students in the Islamic Middle School of NURUL IHSAN in Palangka Raya using a cooperative learning Co-op type Co-op model. This type of research is classroom action research (CAR). The students of class VIII IPS-2SMP ISLAMIC NURUL IHSAN Palangka Raya with a total of 30 students. Data collection techniques used are observation and tests. Data analysis used is qualitative analysis and quantitative analysis. (1) The activity of both students during economic social studies learning using a cooperative learning Co-op type Co-op model. The first cycle scores 3 on average with good criteria. In the second cycle, the average score was 3 with good criteria. (2) There are increases in students' economic social studies learning outcomes after using cooperative learning Co-op type Co-op model. The results of this study are as follows: (below the KKM value> 70) with 23% classical completeness with the criteria not reached. Cycle I obtained an average value of 67 with 63% classical completeness with criteria not reached. Cycle II obtained an average value of 87 with 100% classical completeness with the criteria reached.
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Ruslaini, Ruslaini, Nursafiah Nursafiah, Kurniawati Kurniawati, and Eli Nurliza. "PENGARUH MODEL PEMBELAJARAN COOPERATIVE TIPE Co-op Co-op TERHADAP HASIL BELAJAR SISWA PADA KONSEP SISTEM PEREDARAN DARAH MANUSIA." Jurnal Tunas Bangsa 11, no. 1 (2024): 1–14. http://dx.doi.org/10.46244/tunasbangsa.v11i1.2337.
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Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa yang memperoleh pembelajaran model Coperative tipe Co-op Co-op dengan pembelajaran diskusi pada konsep sistem peredaran pada manusia. Penelitian ini dilaksanakan di MTsN Jongar Kutacane Aceh Tenggara. Metode penelitian yang digunakan adalah eksperimen dengan rancangan penelitian pretest postest Grop design pengambilan sampel dilakukan dengan tehnik pourposive sample. Adapun sampel penelitian adalah kelas VIII b sebagai kelas eksperimen dan kelas VIII c sebagai kelas kontrol. Instrument yang digunakan untuk mengukur hasil belajar berupa tes pilihan ganda. Analisis data postes kedua kelompok menggunakan uji-t. Data hasil perhitungan hipotesis diperoleh hasil t-hitung = 2,64 dan t-tabel pada taraf signifikan 0,05 sebesar 2.04 maka t-hitung > t-tabel. Dari uji hipotesis dapat disimpulkan terdapat perbedaan hasil belajar siswa yang mengikuti model pembelajaran cooperative tipe Co-op Co-op dengan siswa yang mengikuti model diskusi pada konsep sistem peredaran darah pada manusia kelas VIII MTsN Jongar Kutacane. Kesimpulan dari penelitian ini adalah bahwa hasil belajar siswa yang memperoleh Coperative tipe Co-op Co-op mengalami peningkatan yang signifikan.AbstractThis research aims to determine the differences in learning outcomes of students who receive Co-op Co-op type cooperative learning with discussion learning on the concept of the human circulatory system. This research was carried out at MTsN Jongar Kutacane, Southeast Aceh. The research method used was an experiment with a pretest posttest research design. Group design, sampling was carried out using a pour-posive sampling technique. The research samples were class VIIIb as the experimental class and class VIIIc as the control class. The instrument used to measure learning outcomes is a multiple-choice test. Analysis of post-test data for both groups used the t-test. Data from hypothesis calculations obtained t-count = 2.64 and t-table at a significance level of 0.05 of 2.04, so t-count > t-table. From the hypothesis test, it can be concluded that there are differences in the learning outcomes of students who follow the Co-op Co-op type cooperative learning model and students who follow the discussion model on the concept of the circulatory system in humans in class VIII MTsN Jongar Kutacane. The conclusion of this study is that the learning outcomes of students who received the Co-op Co-op type of Co-op experienced a significant increase.
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Istiqlal, Muhammad. "Pola Penerapan Metode Co-Op Co-Op dan Strategi Peninjauan Kembali dalam Pembelajaran Matematika untuk Meningkatkan Keaktifan Dan Kreativitas Siswa." MATEMATIKA DAN PEMBELAJARAN 6, no. 1 (2018): 70. http://dx.doi.org/10.33477/mp.v6i1.445.
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Abstrak
 Keaktifan dan kreativitas siswa dalam pembelajaran matematika masing tergolong rendah. Terdapat banyak hal yang mempengaruhi rendahnya keaktifan dan kreativitas siswa. Salah satu yang menyebabkannya adalah pemilihan metode pembelajaran yang kurang tepat. Pemilihan metode pembelajaran harus didasarkan pada karakteristik materi dan karakteristik siswa. Pendekatan pembelajaran modern saat ini menuntut siswa untuk berusaha membangun sendiri pengetahuannya. Bantuan guru harus diminalisir agar siswa memiliki kebebasan untuk menemukan pengetahuannya sendiri. Dengan demikian siswa dapat terlibat aktif dalam pembelajaran, dan kreatif dalam menemukan solusi permasalahan matematika.
 Kombinasi metode co-op dan strategi peninjauan kembali dimungkinkan untuk meningkatkan keaktifan dan kreativitas siswa. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan aktivitas siswa. Dari hasil angket dapat diketahui bahwa terdapat adanya peningkatan aktivitas siswa dari siklus I ke siklus II yaitu sebesar 6,55 %. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan kreativitas siswa. Dari hasil angket diketahui bahwa peningkatan kreativitas siswa dari siklus I ke siklus II yaitu sebesar 6,53 %. 
 Kata Kunci: Metode Co-op co-op, strategi peninjauan kembali, keaktifan, kreativitas
 Abstract
 
 Activity and creativity of students in learning mathematics each classified as low. There are many things that affect the low activity and creativity of students. One of the causes is the selection of inappropriate learning methods. The selection of learning methods should be based on the topic and students characteristics. The modern learning approach requires students to try to build their own knowledge. Teacher help must be minimalized so that students have the freedom to find their own knowledge. Thus students can be actively involved in learning, and creative in finding
 solutions to mathematical problems.
 
 The combination of co-op method and review strategy is possible to improve students' activity and creativity. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can increase student activity. From the questionnaire results can be seen that there is an increase in student activity from cycle I to cycle II that is equal to 6.55%. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can improve students' creativity. From the result of questionnaire, it is known that the improvement of student creativity from cycle I to cycle II is 6.53%.
 
 Keywords: Co-op co-op method, review strategy, activity, creativity
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Kasmila, Kasmila, Nawir Rahman, and Husain AS. "Peningkatan Minat dan Hasil Belajar IPAS Melalui Penerapan Model Pembelajaran Kooperatif Tipe Co-Op Co-Op pada Murid Kelas V SD Inpres Balangpunia Kecamatan Pattallassang Kabupaten Gowa." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 4, no. 2 (2025): 1986–92. https://doi.org/10.57235/aurelia.v4i2.5375.
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This research is a classroom action research that aims to increase interest and learning outcomes of IPAS through the application of the Co-Op Co-Op type cooperative learning model in grade V students of SD Inpres Balangpunia, Pattallassang District, Gowa Regency. The subject of this study is grade V students of SD Inpres Balangpunia, Pattallassang District, Gowa Regency with a total of 22 students, consisting of 13 male students and 9 female students. This research was carried out in two cycles, namely cycle I which was carried out 3 meetings (the first and second meetings for the learning process and the third meeting for the assessment of science and science learning outcomes) and cycle II was also carried out 3 meetings. The two cycles were carried out for 2 months plus summarizing all existing research results. The results showed that students' interest in learning increased significantly between cycle I and cycle II. In the first cycle, students' interest in learning was recorded at only 70%, which shows that most students are not fully interested and motivated to actively participate in learning IPAS. However, after the implementation of the Co-Op Co-Op type cooperative learning model which emphasizes more on collaboration and interaction between students in groups, students' interest in learning increased rapidly in the second cycle to 89%. The results of the study also showed a significant increase in student learning outcomes in cycle II compared to cycle I. In cycle I, student learning completeness only reached 45% with an average score of 66, which shows that most students have not reached the Learning Goal Achievement (KKTP) criteria. This figure reflects that the learning model applied in cycle I is not effective enough in helping students understand the subject matter well. However, after the implementation of the Co-Op Co-Op type cooperative learning model carried out in cycle II, student learning outcomes have improved tremendously. The students' learning completeness increased to 96%, with an average score of 83. This improvement shows that the Co-Op Co-Op model has succeeded in improving students' understanding of the subject matter.
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Sunanto, Rahma Faelasofi, Risna Apriliani, and Walidatul Nafi'ah. "Students’ Mathematical Problem Solving Abilities: The Impact of The Co-Op Co-Op Cooperative Learning Model and Missouri Mathematics Project." Desimal: Jurnal Matematika 3, no. 3 (2020): 279–86. http://dx.doi.org/10.24042/djm.v3i3.7332.
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The development of the industrial revolution must be balanced by the increase of quality soft skills, one of which is problem-solving ability. This study was aimed to determine which learning models that have more influence on students' mathematical problem-solving abilities. Cooperative learning model Co-Op Co-Op with students who applied the Missouri Mathematics Project learning model. This research employed the quasi-experimental design. The sample was selected using cluster random sampling. The data collection instrument used was a problem-solving ability test in the form of an essay test. Based on the results of calculations using the t-test, it was concluded that the Co-Op Co-Op Cooperative learning model had more influence on students' mathematical problem-solving abilities compared to the Missouri Mathematics Project.
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Ainiyah, Muflikhatun, and Muhammad Nuruddin. "The Effect of Cooperative Learning Model Type of Co-op Co-op on Mathematics Learning Outcomes for Class IV." IJPSE : Indonesian Journal of Primary Science Education 2, no. 2 (2022): 109–14. http://dx.doi.org/10.33752/ijpse.v2i2.1808.
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This studies is a quantitative studies with the form of pre-experimental layout exam. In this overview, there have been gatherings in which first graders have been given getting to know with the aid of using now no longer using innocent to the surroundings getting to know fashions or normal systems, whilst at the second one accumulating understudies have been given choosing up using the network middle getting to know version. The units on this overview have been the important test (pre-test) and the remaining test (post-test). The evaluation of facts on this exam makes use of explaining exam and inferential actual exam with the help of the SPSS (Quantifiable Pack For Humanism) program. The effect of this take a look at is the ability to recognize the cloth as regards to the perimeters and areas of squares and rectangular shapes previous to using the getting to know version usual it's miles set as a medium and after the usage of the getting to know version is normally asked as proficient or high. For the prevailing situation there's an exceptionally large getting to know sway akin to 0.000. This large really well worth indicates 0.000 < 0.05 so H0 is brushed off and H1 is perceived. That is, on this focus on the usage of a innocent to the surroundings getting to know version of the general public venue kind impacts understudy getting to know effects and there's a simple effect among understudies` ability to recognize the perimeters and rectangular areas and rectangular shapes previous to using the form of public venue. accommodating getting to know fashions. interest and use of a public venue getting to know version this is affordable for fourth grade understudies of SD In addition to Pesantren Al-Anwar Paculgowang.
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Drewery, David, Colleen Nevison, and T. Judene Pretti. "The influence of cooperative education and reflection upon previous work experiences on university graduates’ vocational self-concept." Education + Training 58, no. 2 (2016): 179–92. http://dx.doi.org/10.1108/et-06-2015-0042.
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Purpose – The purpose of this paper is to assess the relative effects of participation in cooperative education (co-op) and engagement in reflection upon previous work experiences on undergraduate students’ vocational self-concept (VSC) at graduation. Design/methodology/approach – A cross-sectional survey of graduating students (n=1,483) from a Canadian university was used. Regression models and a mediation analysis were used to test the influence of co-op on VSC through the mechanism of reflection. Findings – Results suggest that both co-op and reflection on previous work experiences have direct effects on VSC, and that reflection partially mediates the relationship between degree type and VSC. Research limitations/implications – This supports the role of work-integrated learning and self-reflection as critical determinants of students’ work-related learning outcomes, and co-op as a potential container in which reflection may occur. Practical implications – Students should be given opportunity to reflect on their work-related experiences in order to strengthen their VSC. Institutions may integrate practices related to reflection in order for their students to reap the benefits of deeper learning. Originality/value – This study represents an inaugural view of the potential links between self-reflection and the development of students’ VSC across both co-op and non-co-op degree types.
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Maryanti, Sri. "Model Pembelajaran Kooperatif Co-Op Co-Op dengan Pendekatan Predict-Observe-Explain untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis." Desimal: Jurnal Matematika 1, no. 3 (2018): 293–302. http://dx.doi.org/10.24042/djm.v1i3.2680.
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The purpose of this study was to find our whether cooperative learning model Co-Op Co-Op approach POE (predict-observe-explain) can increase the ability troubleshooting mathematical students. This research is a research Quasi Eksperimental Design and design researchers used in this study is the design of the control group pretest-postest, with a technique random class. Hypothesis test used in this research is t-test. From the results of statistical tests showed that the value of t_hitung based on the calculation obtained t_hitung = 5.500869, and t_tabel = 2.001 so that t_hitung> t_tabel. So based on these calculation can be concluded that the model cooperative learning CO-Op Co-Op approach POE (predict-observe-explain) can increase the ability troubleshooting mathematical students.
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Moffatt, Christine. "Practice Makes Perfect." Emerging Library & Information Perspectives 3, no. 1 (2020): 225–28. http://dx.doi.org/10.5206/elip.v3i1.8567.
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Co-op placements are vital components of an LIS edcucation. Co-op programs allow students to gain relevant work experience, apply their theoretical knowledge of librarianship in the field, and identify new areas for professional development; however, one aspect is often overlooked in these programs. LIS co-op students can expand their experiential learning by proposing and pursuing new projects in the field, which will enhance their overall education and support their institution and profession at the same time. In this article, I will reflect on my co-op experience with the Collections and Content team at the University of Guelph, and I'll discuss how a group of co-op students started the first Co-op Community of Practice at Guelph.
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Wardana, Ludi Wishnu. "IMPLEMENTATION OF CO-OP CO-OP LEARNING MODEL TO INCREASE STUDENTS LEARNING ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION IN ENTREPRENEURSHIP SUBJECT." Jurnal Pendidikan Bisnis dan Manajemen 4, no. 1 (2018): 40–52. http://dx.doi.org/10.17977/um003v4i12018p040.
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Di, Juma. "MENINGKATKAN KEAKTIFAN DAN KREATIVITAS SISWA DENGAN METODE CO-OP CO-OP DAN STRATEGI PENINJAUAN KEMBALI." ATTARBIYAH 26 (December 31, 2016): 205. http://dx.doi.org/10.18326/tarbiyah.v26i0.205-232.
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Penelitian ini bertujuan untuk meningkatkan keaktifan dan kreativitas siswa dengan menggunakan metode co-op co-op dan strategi peninjauan kembali pada pembelajaran matematika siswa kelas XI IIS 1 di SMA Negeri 2 Yogyakarta. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas XI IIS 1 di SMA Negeri 2 Yogyakarta. Objek penelitian ini adalah pelaksanaan pembelajaran matematika dengan menggunakan metode co-op co-op dan strategi peninjauan kembali. Penelitian Tindakan Kelas ini terlaksana dalam 3 siklus yang masing-masing siklus terdiri dari 2 pertemuan. Data diperoleh dari lembar observasi, catatan lapangan, angket keaktifan dan kreativitas siswa, hasil wawancara dengan siswa dan guru, dan dokumentasi. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dengan menggunakan metode co-op co-op dan strategi peninjauan kembali dapat meningkatkan keaktifan dan kreativitas siswa.This research aims to enhance the activity and creativity of the students using the Co-op Co-op and Review Strategy of the mathematics class XI IIS 1 in SMA Negeri 2 Yogyakarta. This type of research is the Classroom Action Research (PTK). The subjects were students of class XI IIS 1 in SMA Negeri 2 Yogyakarta. The object of this research is the implementation of learning mathematics by using co-op co-op and strategic reconsideration. Classroom Action Research is carried out in three cycles, each cycle consisting of two meetings. The data were obtained from observation checklist, field notes, questionnaires of students’ activeness and creativity, interviews with students and teachers, and documentation. Data analysis was performed with data reduction, data presentation, and conclusion. The results showed that using the Co-op Co-op and Review Strategy could enhance the activeness and creativity of the students. Kata kunci: metode Co-op Co-op, strategi Peninjauan Kembali, keaktifan dan kreativitas
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S. Gupta, Sheetal, and Pritam V. Mehta. "THE EFFECT OF CO-OP APPROACH IN IMPROVING VISUAL MOTOR INTEGRATION SKILLS IN CHILDREN WITH LEARNING DISABILITY." International Journal of Advanced Research 9, no. 08 (2021): 716–22. http://dx.doi.org/10.21474/ijar01/13320.
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The importance of visual perception, motor coordination and visual motor integration (VMI) skills for school achievements has been shown in various studies. Cognitive orientation to daily occupational performance or CO-OP is an evidence-based approach that has been effective in children with developmental coordination disorder and autism spectrum. The present study evaluated the effect of CO-OP approach in improving VMI skills in children with learning disability. Sample of 58 children were included in the study. National Centre for Learning Disabilities (NCLD) Checklist was used as a screen tool and pre and post intervention Beery VMI and Canadian Occupational Performance Measures (COPM) was used as outcome measures.Occupational therapy program using CO-OP approach, based on each childs individualized goals. children were thought global strategy of GO-PLAN-DO-CHECK the sessions were conducted for 12 weeks one hour a day three times a week. After 12 weeks post assessment was done using t test. There significant difference in pre and post CO-OP intervention. p-value was found to be less than 0.0001 for VMI, COPM performance and satisfaction whereas, there was significant difference in motor coordination and visual perception component of Beery VMI. The result shows that CO-OP approach is effective in improving visual motor integration skills of children with learning disability.
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Kassem, Hazem S., Abdullah Awad Al-Zaidi, and Awadh Baessa. "Effectiveness of Work-Integrated Learning Partnerships: Case Study of Cooperative Education in Agricultural Tertiary Education." Sustainability 13, no. 22 (2021): 12684. http://dx.doi.org/10.3390/su132212684.
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The growing demand for promoting the role of higher education institutions in sustainability has contributed to creating new partnerships with other actors. In the field of education, the formation of cooperative education (co-op) partnerships was adopted as a strategy for work-integrated learning in cooperation with industry. This study investigated the effectiveness of co-op partnerships and the factors that influence them in the context of tertiary agriculture education in Saudi Arabia. A random sample of 130 co-op students was selected within the Bachelor of Agricultural Sciences delivered by the College of Food and Agriculture Sciences at King Saud University. The satisfaction level of students was explored in terms of four main areas, namely, the quality of the program design, organizational climate, personal and professional qualities, and program learning outcomes. The majority of students (70%) were highly satisfied with the quality of the program design, while they had a moderate level of satisfaction regarding the organizational climate of the co-op program (74.6%). Furthermore, 85.4% of students were highly satisfied regarding the learning outcomes they gained. The results also revealed that there were significant positive relationships between the level of satisfaction of students regarding program learning outcomes and their quality assessments of the program design, personal and professional qualities, and organizational climate. The measurement scale used in this study may assist in assessing the sustainability of co-op partnerships. Moreover, understanding the satisfaction level of students can help to identify areas that should be improved and, in turn, contribute to improving the governance and sustainability of co-op partnerships for all stakeholders.
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Kahar, Moh Jusri, and Liza Fitri. "PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE CO-OP CO-OP TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PADA PESERTA DIDIK KELAS VII SMP NEGERI 2 DAMPAL SELATAN." Scolae: Journal of Pedagogy 6, no. 1 (2024): 23–26. http://dx.doi.org/10.56488/scolae.v6i1.114.
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The purpose of this study was to determine whether there was a positive effect of the Co-Op Co-Op type of Cooperative Learning Model on the mathematical communication skills of the students of SMP Negeri 2 Dampal Selatan. This research is a type of Pre Experimental Design research. The population and sample in this study were all seventh grade junior high school students. The instrument used to collect data was a mathematical communication ability test which was carried out before being treated (pretest) and after being treated (posttest) as well as observing the learning implementation sheet. Where the results of data analysis show that Ho is rejected, that is, there is an influence. The data analysis of this research is descriptive statistical analysis and inferential statistical analysis. Hypothesis testing using the i one sample test. Based on the results of the study, it can be concluded that there is a positive effect of the Co-Op Co-Op type of Cooperative Learning Model on the Mathematical Communication Ability of the seventh grade students of SMP Negeri 2 Dampal Selatan (medium category).
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Houldin, Adina, Sara E. McEwen, Mackenzie W. Howell, and Helene J. Polatajko. "The Cognitive Orientation to Daily Occupational Performance Approach and Transfer: A Scoping Review." OTJR: Occupation, Participation and Health 38, no. 3 (2017): 157–72. http://dx.doi.org/10.1177/1539449217736059.
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Transferring learning from therapy to everyday life skills is a necessary step for successful therapy outcomes, yet rarely addressed and achieved. However, a cognitive approach to skill acquisition, and the Cognitive Orientation to daily Occupational Performance (CO-OP), explicitly identifies transfer as an objective and incorporates elements into the intervention to support transfer. A scoping review was undertaken to explore the nature and extent of the research regarding CO-OP and transfer. An online search of 10 databases was conducted to identify and examine research studies reporting on CO-OP and transfer. The search yielded 25 documents that addressed CO-OP and transfer. The studies used a variety of approaches to evaluate transfer; all reported transfer on at least one and, in many cases, multiple transfer outcome variables. The CO-OP literature addresses transfer across a variety of populations and settings using a variety of approaches. Further work is required to establish a common approach to examining transfer in the CO-OP literature and the literature in general.
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Dore, Naomi. "The Learning Continuum: My Co-Op Work Term Experience." Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 142, no. 2 (2009): 74–75. http://dx.doi.org/10.3821/1913-701x-142.2.74.
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Nurullita, Ita. "PENERAPAN MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE CO-OP CO-OP UNTUK MENINGKATKAN PRESTASI BELAJAR FOOD AND BEVERAGE SISWA KELAS XI C PERHOTELAN SMK NEGERI 1 SINGARAJA SEMESTER II TAHUN PELAJARAN 2021/2022." Daiwi Widya 10, no. 1 (2023): 154–68. http://dx.doi.org/10.37637/dw.v10i1.1398.
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Penelitian tindakan kelas ini dilaksanakan dengan tujuan untuk meningkatkan prestasi belajar pada mata pelajaran food and beverage melalui penerapan model pembelajaran cooperative learning tipe cocop co-op. Subjek dalam penelitian ini adalah siswa kelas XI C Perhotelan yang berjumlah 35 orang. Metode pengumpulan data yang digunakan dalam penelitian ini adalah tes prestasi belajar, sedangkan metode analisis data yang digunakan adalah metode analisis deskriptif. Data awal yang diperoleh rata-rata prestasi belajar siswa baru mencapai nilai 63,29 dengan ketuntasan belajar baru mencapai 45,71%. Hasil ini masih belum sesuai harapan mengingat KKM mata pelajaran di kelas XI yaitu 65. Setelah diterapkan cooperative learning tipe co-cop co-op pada pembelajaran food and beverage, rata-rata kelas mengalami peningkatan pada siklus I yaitu mencapai 69,57 namun prosentase ketuntasan belajar masih dibawah indikator keberhasilan penelitian yaitu baru mencapai 68,57%. Maka penelitian ini dilanjutkan ke siklus II dan memperoleh rata-rata kelas sebesar 79,43 dengan prosentase ketuntasan belajarnya sudah mencapai 100%. Berdasarkan prestasi belajar pada Siklus II ini, simpulan yang diperoleh adalah penerapan cooperative learning tipe co-cop co-op dapat meningkatkan prestasi belajar food and beverage siswa
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Brent, Doug. "Crossing Boundaries: Co-op Students Relearning to Write." College Composition & Communication 63, no. 4 (2012): 558–92. http://dx.doi.org/10.58680/ccc201220299.
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This article reviews the deeply conflicted literature on learning transfer, especially as it applies to rhetorical knowledge and skill. It then describes a study in which six students are followed through their first co-op work term to learn about which resources they draw on as they enter a new environment of professional writing. It suggests that although students engage in little one-to-one transfer of learning, they draw on a wide range of internalized rhetorical strategies learned from across their academic experience.
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Park, Hyunjin, and Sooyon Yi. "Development of Music Program Based on Co-op Co-op Model using Metaverse: Focusing on the 2022 Revised Curriculum." Korean Society of Culture and Convergence 45, no. 3 (2023): 101–17. http://dx.doi.org/10.33645/cnc.2023.03.45.03.101.
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The purpose of this study is to apply digital technology to the education according to 2022 revised educational curriculum, it is to develop music program for cooperative learning by use of metaverse platform and build a virtual space. The method of this study developed a music program and built a virtual education space according to Walker’s model of platfrom, deliberation and design stages. This study reviewed previous studies and theoretical backgrounds, and developed music programs and evaluation tools based on Co-op Co-op model. A virtual space was built using the metaverse. ZEP platform to explore the possibility of utilization. The music programs in virtual space were built as a classroom, a cooperative classroom for group activity and music museum. Active participation in these virtual learning spaces suggested the possibility of increasing digital literacy, cooperative communication competency. In future, it is expected that research will be conducted to verify effectiveness through applying for educational field and to explore efficient utilization methods.
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Saniyasa, Made, and Lulup Endah Tripalupi. "Penerapan Pembelajaran Tipe Co-op Co-op dan Team Games Tournament (TGT) pada siswa SMP dengan Materi Pelaku Ekonomi dan Perannya dalam Kegiatan Ekonomi." Jurnal Pendidikan Ekonomi Undiksha 13, no. 2 (2021): 310. http://dx.doi.org/10.23887/jjpe.v13i2.34804.
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This research uses collective learning approaches and Team Games Tournaments to look at students' learning achievements. The study is now underway in SMP Negeri 8 Singaraja's grade VIII, including two classrooms. Tests are used to acquire data. Statistics and hypothesis tests are used to analyze the results. This study revealed that the experimental and control groups had substantial disparities in student learning outcomes. The experimental group that used TGT got significantly better results than the control group that used collaborative form learning. Students who used cooperative learning strategies received an average score of 72.38, while those who used the TGT learning model received an average score of 83.6.
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Acosta, Jovelyn E., and Marie Fe De Guzman. "Challenges in Cooperative Learning Approach in Secondary Social Studies Instruction, Zone 1, Department of Education, Division of Zambales, Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 6, no. 3 (2025): 1001–9. https://doi.org/10.11594/ijmaber.06.03.02.
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This study examines the challenges encountered in implement-ing the cooperative Learning (CL) approach in Secondary Social Studies instruction in Zone 1, Division of Zambales, Philippines. using descriptive research design, survey data were collected from 101 randomly selected Social Studies teachers. Findings indicate that teacher sometimes utilize the CL approach and face challenges related to student engagement, teacher preparation, and assessment methods. The study recommends that teachers explore alternative cooperative learning strategies such as the Tea Party, Carousel, CO-OP CO-OP, and Round Robin methods. Additionally, structured planning and classroom management techniques should be prioritized to enhance the effectiveness of cooperative learning.
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Em, Sereyrath, and Sophea Phann. "BOOK REVIEW: Cooperative and work-integrated education: History, present, and future issues in Asia." Cambodian Journal of Educational and Social Sciences (CJESS) 1, no. 1 (2024): 104–10. http://dx.doi.org/10.69496/cjess.v1i1.17.
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“Cooperative and Work-Integrated Education in Asia: History, Present, and Future Issues” is a comprehensive edited book that explores the evolution and current landscape of cooperative work-integrated education (CWIE) in various Asian countries. Cooperative education (co-op), a well-established work-integrated learning (WIL) model, has been successfully implemented for decades across many countries in Europe and Asia. Despite its proven impact on a country's sustainability and economic growth, co-op education is not globally recognized yet. With its strong industrial base and history of success, Japan has implemented co-op education at a national level and has used the model to drive company universities in Thailand and the rest of South Asia. While these experiences provide useful teaching and learning cases, there is limited literature and research on the adoption and implementation of co-op education in industrial Asia. Edited by Tanaka and Zegwaard (2018), this book reports the state of the co-op and WIL environment in Asia, offering synthesis, analysis, and discussion on the present and the future of such a proven model. The content presented in this book is drawn from the input and insight of a vastly representative group of international researchers, educators, students, and governmental officials; a variety of publicly available reports and publications, and survey data collected from a broad range of Asian co-op programs. The findings would, definitely, help the Asia communities expand and reframe the conversation to address the key challenges, rethink the ways and means of contemporary workforce preparation, and create innovative strategies to better integrate working experience into student education to produce work-ready and skill-ready graduates.
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Nadiroh, Intan. "Penerapan Pembelajaran CO-OP CO-OP dengan Menggunakan Media Wingeom untuk Meningkatkan Penalaran Pembelajaran Siswa MI Tarbiyatul Huda." Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman 4, no. 1 (2016): 12–29. http://dx.doi.org/10.52431/tafaqquh.v4i1.52.
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Today the progress of science and technology requires a person can master the information and knowledge. Thus required an ability to obtain, select and process information. These abilities require critical thinking, systematic, logical and creative. Therefore we need an education program to develop the ability to think critically, systematic, logical and creative. One program that is necessary for it is mathematics. Mathematics is a subject that fosters students to think logically. This study aims to find and analyze the extent Application of Learning CO-OP CO-OP Using the Media to Enhance Reasoning students Wingeom MI Tarbiyatul Huda
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Fadhilah and Desyandri. "PENGGUNAAN MODEL COOPERATIVE LEARNING TIPE CO-OP-CO-OP UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPS DI KELAS V SDN 13 PADANG GELANGGANG." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (2023): 2394–403. http://dx.doi.org/10.36989/didaktik.v8i2.551.
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Permasalahan yang ditemukan pada kelas V SDN 13 Padang Gelanggang, selama ini guru hanya memakai metode ceramah dan penugasan. Pada pembelajaran guru mendominasi pada aktivitas belajar mengajar sedangkan sisa hanya berperan menjadi pendengar. Akibatnya siswa menjadi pasif dan kurang aktif pada pembelajaran. Hal ini berdampak kepada hasil belajar siswa yang berada dibawah KKM. Tujuan penelitian ini adalah mendeskripsikan hasil belajar siswa dengan menggunakan model cooperative learning tipe Co-op Co-op di kelas V SDN 13 Padang Gelanggang. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan di SDN 13 Padang Gelanggang Kecamatan Matur Kabupaten Agam. Subjek penelitian ini adalah 24 siswa kelas V SDN 13 Padang Gelanggang. Hasil penelitian siklus I menunjukkan persentase nilai ketuntasan belajar siswa secara perorangan dengan pesentase ketuntasan adalah 64%. Ketuntasan belajar perorangannya adalah 45,8% dan yang belum tuntas adalah 54,2% hal ini tidak sesuai dengan kriteria keberhasilan, sedangkan pada siklus II ketuntasan siswa meningkat dan sudah memenuhi kriteria keberhasilan. Persentase siswa yang tuntas adalah 79,2% dan siswa yang tidak tuntas adalah 20,8%, dan persentase rata-rata adalah 81%. Sehingga dapat disimpulkan Pelaksanaan Pembelajaran yang disesuaikan dengan tahap-tahap cooperative learning tipe Co-op Co-op dapat meningkatkan hasil belajar siswa kellas V SDN 13 Padang Gelanggang
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Trindade, Silvana, Ricardo da S. Torres, Zuqing Zhu, and Nelson L. S. da Fonseca. "Cognitive Control-Loop for Elastic Optical Networks with Space-Division Multiplexing." Sensors 21, no. 23 (2021): 7821. http://dx.doi.org/10.3390/s21237821.
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This paper introduces a new solution to improve network performance by decreasing spectrum fragmentation, crosstalk interference, blocking of virtual networks, cost, and link load imbalance. These problems degrade the performance of Elastic Optical Networks with Space-Division Multiplexing. The proposed solution, called Cognitive control loop (CO-OP), is capable of identifying a set of problems and creating plans to mitigate these problems. The CO-OP comprises four functions that employ learning algorithms to identify problems and plan a series of actions to reduce or eliminate them. The results show that the CO-OP can effectively decrease up to 30% the blocking of requests and up to 50% the crosstalk occurrence compared to existing algorithms.
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Knapp, Katie, Anne-Marie Fannon, Iris Xing, Marissa Spinosa Radman, and T. Judene Pretti. "Building pedagogical partnerships." International Journal for Students as Partners 8, no. 2 (2024): 1–20. http://dx.doi.org/10.15173/ijsap.v8i2.5637.
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Engaging students as pedagogical partners in teaching and learning in higher education is becoming increasingly prevalent. However, developing and sustaining such partnerships can be challenging. The present study highlights the potential of utilizing work-integrated learning (WIL) students as partners. Semi-structured interviews were conducted with 18 university instructors to explore how access to an online learning assistant (OLA) program helped them navigate remote instruction challenges. The OLA program was a novel WIL initiative providing co-operative (co-op) education students with full-time, paid work to assist instructors transitioning to remote learning. Unexpectedly, our findings demonstrate that pedagogical partnerships emerged in the context of this WIL program, leading to teaching and learning benefits. Online learning assistants were able to assist instructors with many of the difficulties they faced, although some program challenges also emerged. Our findings suggest that full-time, paid co-op student positions offer a unique program structure that make them ideal for the development and ongoing success of pedagogical partnerships.
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Syed, Ali, Yuying Huang, Joslin Goh, et al. "The Association between Academic Performance and Entry-to-Practice Milestones within a Co-Operative Education PharmD Program." Pharmacy 12, no. 3 (2024): 90. http://dx.doi.org/10.3390/pharmacy12030090.
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Research on associations between student performance in pharmacy programs and entry-to-practice milestones has been limited in Canada and in programs using a co-operative (co-op) education model. Co-op exposes students to a variety of opportunities both within direct patient care roles and in non-traditional roles for pharmacists, such as policy, advocacy, insurance, research, and the pharmaceutical industry. The purpose of this research is to analyze associations between student grades and evaluations achieved in the University of Waterloo (UW) Doctor of Pharmacy (PharmD) co-op program and success rates on entry-to-practice milestones, including the Pharmacy Examining Board of Canada (PEBC) Pharmacist Qualifying Examination and performance on final-year clinical rotations. Grades and evaluations from courses, co-op work terms, clinical rotations, and PEBC exam data from three graduating cohorts were obtained. A multiple regression analysis was performed to explore associations between student evaluations and PEBC Pharmacist Qualifying Examination and clinical rotation performance. Holding all other variables constant, grades in anatomy/physiology were negatively correlated with scores on the PEBC Pharmacist Qualifying Examination, while grades in one of the professional practice courses showed a positive relationship with the same examination. Students with higher grades in a problem-based learning capstone therapeutics course, in their first co-op work term, and in the direct patient care co-op work term tended to score higher on clinical rotations. Co-op performance was not significant in predicting PEBC performance. However, complimentary descriptive analysis underscored that students with a co-op rating of good or below were more likely to fail courses, midpoint evaluations, Objective Structured Clinical Examinations (OSCEs), and PEBC measures. Multiple predictors of performance on final-year clinical rotations and the PEBC Pharmacist Qualifying Examination were identified. This predictive model may be utilized to identify students at risk of underperforming and to facilitate early intervention and remediation programs, while also informing curricular revision.
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Tiessen, Rebecca. "Improving Student Reflection in Experiential Learning Reports in Post-Secondary Institutions." Journal of Education and Learning 7, no. 3 (2018): 1. http://dx.doi.org/10.5539/jel.v7n3p1.
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Work-integrated learning options—or experiential learning—(such as co-operative education, practicum placements, and community service learning/volunteer placements) offer much scope for enhancing educational opportunities for post-secondary students to learn about the workplace and to develop skills that may contribute to their future employability. However, community service learning (CSL) placements and co-operative education (co-op) programs, among other forms of experiential learning, offer so much more than the practical outcomes of skills-development and résumé-building. They provide a space for reflexivity on the student’s positionality in relation to privilege and national and/or global citizenship identity-formation; for critical reflection on ethical issues; for the promotion of social justice; and for praxis (the application of knowledge). The research presented in this article is an evaluation of two sets of experiential learning reflection assignments: co-op work-term reports (from 2nd, 3rd, 4th year and graduate students) and CSL papers (assignments submitted for a fourth year class I taught in winter 2016 on experiential learning). I examine the common themes and differences between these two sets of assignments with particular attention to the preparation and facilitation of learning in both instances, and the difference this preparation makes in terms of the student’s critical reflection.
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Nevison, Colleen, David Drewery, Judene Pretti, and Lauren Cormier. "Using learning environments to create meaningful work for co-op students." Higher Education Research & Development 36, no. 4 (2016): 807–22. http://dx.doi.org/10.1080/07294360.2016.1229268.
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Bishop, P. L., T. C. Keener, A. R. Kukreti, and S. T. Kowel. "The ACCEND program: a combined BS and MS program in environmental engineering that includes co-operative work experience." Water Science and Technology 49, no. 8 (2004): 73–79. http://dx.doi.org/10.2166/wst.2004.0491.
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Environmental engineering education has rapidly expanded in recent years and new teaching methods are needed. Many professionals and educators believe that a MS degree in environmental engineering should be the minimum in order to practice the profession, along with practical training. This paper describes an innovative program being offered at the University of Cincinnati that combines an integrated BS in civil engineering and an MS in environmental engineering with extensive practical co-operative education (co-op) experience, all within a five-year period. The program includes distance learning opportunities during the co-op periods. The result is a well-trained graduate who will receive higher pay and more challenging career opportunities, and who will have developed professionalism and maturity beyond that from traditional engineering programs.
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Marshall, Valerie, Mary Slowinski, and Becho Lyssa Wison. "WBL in Two-Year Colleges: What's in a Name?" Journal of Advanced Technological Education 3, no. 2 (2024): 180–93. https://doi.org/10.5281/zenodo.13905936.
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Workplace-based learning provides participants with a valuable experiential learning opportunity to apply knowledge from the classroom to a real-world business or industry location.<strong> </strong>Yet despite calls to invest in or expand WBL opportunities in two-year institutions, no standard language or definitions appear to exist. Literature and research on WBL in two-year institutions is scant, and what is available suggests a lack of a common lexicon but does not address why it persists. This mixed-method study, using the Advanced Technological Education (ATE) program as its sample, addresses this gap and provides further insight into WBL language. Study results confirm that the language used to define and describe different types of WBL lacks standardization; ATE projects use various terms for WBL opportunities, with no clear pattern of characteristics distinguishing among types of WBL. The choice of terms for particular types of WBL opportunities is driven not by the opportunities' goals and characteristics but by external factors. The response to whether language in WBL matters also varied across the study population. This article concludes by reviewing the potential implications of these findings for research and practice and suggesting what can be done now to capture the impacts of workplace-based learning.
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Maultsaid, Deirdre, and Michelle Harrison. "Can Open Pedagogy Encourage Care? Student Perspectives." International Review of Research in Open and Distributed Learning 24, no. 3 (2023): 77–98. http://dx.doi.org/10.19173/irrodl.v24i3.6901.
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As a response to the increasing commercialization of postsecondary education, educators argue for a practice of care in education. Open pedagogy (OP) seems like an ideal practice where care, trust, and inclusion can be realized. OP is characterized as a democratic and collaborative pedagogical practice, in which students and teachers work to co-create learning and knowledge using openly licensed materials, open platforms, and other open processes. The purposes of this study were, first, to reveal ways students in postsecondary institutions perceive care and, second, to determine how students suggest OP can be used to create an open/caring learning process. A task-oriented focus group method engaged students from four teaching-focused institutions. The students created open cases on social issues for class discussion and reflected on care and OP processes in postsecondary settings. Using four elements of the ethics of care—attentiveness, responsibility, competence, and trustworthiness—as conceptual categories, the study examined students’ experience of care and care in OP using affective coding and thematic analysis. The results showed that through OP, with teacher support and explicitly designed practices of care, students can assert their agency, have quintessential roles in creating and participating in highly relevant curriculum and importantly, care about others, and be cared for. OP is a process able to involve a diverse population of students and embody care as an all-encompassing practice.
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Cha, Jae-Man, and Yoonsun Oh. "A Study on Teaching and Learning Method of ‘Ildongjangyuga’ through Convergence Education." Convergence Education Research Institute, Korea National University of Education 9, no. 1 (2023): 117–49. http://dx.doi.org/10.69742/cer.2023.9.1.117.
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This study aimed to prepare a specific Korean language and convergence class teaching and learning plan for Ildongjangyu. Ildongjangyu is a long-length travel lyrics written by Kim In-gyeom, who was active in the ‘Gyemitongsinsa’ dispatched to Japan in 1763. This work contains a lot of interesting contents that contain specific life aspects such as food, instruments, and institutions from Japan in the 18th century. In this respect, many convergence learning elements can be found and students' interest can be drawn. As a specific model of convergence class, 'autonomous cooperative learning (co-op co-op model)' was applied. Since the active participation of students in convergence classes is important, it was considered appropriate to autonomous cooperative learning that sets each topic and conducts inquiry activities. The elements of convergence learning that can be identified in the work can be largely classified into four categories: Korean language, history, geography, and art. Within this category, students can freely choose and explore topics and experience convergence. Although the burden on school members may be high on conducting convergence classes, the educational value that can be obtained from this is very large and clear.
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Wardana, L. W., R. Setyani, and G. Harwida. "The Implementation of the Two Stay Two Stray (Tsts) Learning Model and Co-Op Co-Op for the Improvement of Students’ Learning Outcome in the Crafts and Entrepreneurship Subject." KnE Social Sciences 3, no. 3 (2018): 140. http://dx.doi.org/10.18502/kss.v3i3.1880.
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Liu, Dingzhuo, Fangming Cao, Dian Liu, Hao Li, Lin Tao, and Yue Zhu. "Employing single-cell RNA sequencing coupled with an array of bioinformatics approaches to ascertain the shared genetic characteristics between osteoporosis and obesity." Bone & Joint Research 13, no. 10 (2024): 573–87. http://dx.doi.org/10.1302/2046-3758.1310.bjr-2023-0366.r1.
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AimsThis study examined the relationship between obesity (OB) and osteoporosis (OP), aiming to identify shared genetic markers and molecular mechanisms to facilitate the development of therapies that target both conditions simultaneously.MethodsUsing weighted gene co-expression network analysis (WGCNA), we analyzed datasets from the Gene Expression Omnibus (GEO) database to identify co-expressed gene modules in OB and OP. These modules underwent Kyoto Encyclopedia of Genes and Genomes (KEGG) pathway enrichment and protein-protein interaction analysis to discover Hub genes. Machine learning refined the gene selection, with further validation using additional datasets. Single-cell analysis emphasized specific cell subpopulations, and enzyme-linked immunosorbent assay (ELISA), protein blotting, and cellular staining were used to investigate key genes.ResultsWGCNA revealed critical gene modules for OB and OP, identifying the Toll-like receptor (TLR) signalling pathway as a common factor. TLR2 was the most significant gene, with a pronounced expression in macrophages. Elevated TLR2 expression correlated with increased adipose accumulation, inflammation, and osteoclast differentiation, linking it to OP development.ConclusionOur study underscores the pivotal role of TLR2 in connecting OP and OB. It highlights the influence of TLR2 in macrophages, driving both diseases through a pro-inflammatory mechanism. These insights propose TLR2 as a potential dual therapeutic target for treating OP and OB.Cite this article: Bone Joint Res 2024;13(10):573–587.
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Chalofsky, Neal E. "Social Entrepreneurship and Social Movement Learning: A Reflective Account of the History of the TPSS Food Cooperative." Advances in Developing Human Resources 21, no. 2 (2019): 193–204. http://dx.doi.org/10.1177/1523422319827921.
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The Problem Numerous generational and satisfaction surveys for the past several years have consistently highlighted that millennials want meaningful work and make a contribution to society. Unfortunately, most organizations, especially for-profit ones, do not offer even one of these criteria, no less both. Social entrepreneurship captures the desire for both millennial goals. Unfortunately, people with the vision and creativity to make a contribution to their community or society at large lack both the social movement learning (SML) and human resource development/organization development (HRD/OD) skills to grow and direct the organization once it gets off the ground. So it dies, or ends up focused more on “the business” aspect of the mission rather than the social aspect of the mission. The Solution There was a social movement in the world of work that emerged during the 1970s and 1980s before the term social entrepreneurship was in use. It was called the food cooperative (co-op) movement. What has reemerged in the past decade under the banner of social entrepreneurship, such as organizations that support fair-trade practices, or collect food waste and turn it into compost for community gardens, or develop learning tools for disabled children, can learn lessons from the co-op movement of the 1970s. This article will present an account of one such food co-op and what was learned from the experience of the co-op’s growth for the past 35 years that can benefit both current and future social entrepreneurships. The article will end with a discussion focused on how SML and HRD/OD can keep today’s social entrepreneurship on the path of providing meaningful work and contributing to society. The Stakeholders HRD/OD specialists, adult and community education specialists, social entrepreneurship leaders, nonprofit and community leaders, and business incubators.
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Hanghøj, Thorkild, and Jonatan Kolding Karnøe. "Playing to Collaborate: Using Cooperative Board Games to Experience and Reflect on Collaboration in Upper Secondary Education." European Conference on Games Based Learning 18, no. 1 (2024): 347–56. http://dx.doi.org/10.34190/ecgbl.18.1.2895.
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There is a growing interest among researchers in using board games for supporting learning in school contexts. Co-op board games is a relatively new and promising type of games, which seems well-suited for improving students’ collaboration skills. In this paper, we explore how two groups of Danish high school students interact when playing two different co-op games, The Mind and Forbidden Island, and how they reflect upon their shared game experiences. The data collection is based on video observations of group interaction and student interviews, which use stimulated video recall. In this way, we are able not only to describe the students’ perceived outcomes of the gaming activities, but also their in-game practices. Our data analysis is informed by microsociological perspectives (Goffman and Collins), which are used to map the group interaction rituals and social norms of the students’ gaming encounters. Based on the data analysis, we identify two analytical themes, which concern the students’ use of verbal and non-verbal communication practices as well as their socialisation processes. The findings suggest that co-op games may be used as a valuable educational tool for qualifying high school students’ collaboration skills as well as strengthening their group relations. The students especially valued playing The Mind, which they tried playing for multiple game rounds. Based on these findings, we discuss recommendations for the further use and study of co-op board games in educational settings.
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Wiedmeyer, Mei-ling, Jeanette S. Pedersen, Zarghoona Wakil, and Lindsay Hedden. "Equity in practice: Integrating cross cultural health brokers for culturally safe primary care for immigrants and refugees in British Columbia." Healthcare Management Forum 37, no. 1_suppl (2024): 23S—27S. http://dx.doi.org/10.1177/08404704241264426.
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Umbrella Multicultural Health Co-op is a community health centre serving cultural communities of immigrants/refugees in British Columbia. It uses Cross Cultural Health Brokers (CCHBs), multicultural workers bridging patients and the healthcare system, to better meet the primary care needs of immigrant/refugee populations. Through the Team Primary Care initiative, Umbrella Co-op: (1) added new CCHBs alongside allied health practitioners; and (2) implemented team workshops and evaluation for quality improvement. The learning health system framework guided project activities. Comprehensive, culturally responsive primary care for immigrants and refugees benefits from a team-based approach that includes the integration of CCHBs. Team development activities improved team function. Co-developing evaluation with the interprofessional team enabled meaningful participation. Health system design for equity-oriented team-based primary care for immigrants and refugees should include resources for CCHBs and team development infrastructure.
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Charron, Gabrielle, Michelle Crick, Judy King, et al. "Paid co-op models for health professional programs: A scoping review." Journal of Nursing Education and Practice 15, no. 5 (2025): 56. https://doi.org/10.5430/jnep.v15n5p56.
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Background: Clinical learning is key for health professional students. As we face, worldwide, an aging healthcare workforce and widespread staff shortages, the urgency to adopt innovative and scalable models of clinical education has never been greater. These new approaches are essential not only to address the current capacity challenges but also to ensure the sustainability and quality of care, particularly as healthcare needs become more complex and patient populations continue to grow. Co-operative education (co-op) programs provide students with the opportunity to gain practical experiences in a clinical setting as part of their formal education while receiving some financial remuneration. Yet, little is known about the most effective ways to design, implement and evaluate these programs to best benefit patients, students, educational, and healthcare organizations. Our goal was to explore the available literature on paid co-op education models for students in health professional programs.Methods: We conducted a scoping review following the six stages of the Arskey and O’Malley’s scoping review framework and the PRISMA-ScR reporting format. This included defining the research question, developing the search strategy, conducting a two-step screening process, and performing data extraction and analysis of the included studies.Results: A total of 30 articles were included. Studies were from the United States (n = 14), the United Kingdom (n = 8), Canada (n = 4), Ireland (n = 2), New Zealand (n = 1) and Iran (n = 1). Most studies aimed to describe or evaluate the paid co-op programs (n = 12), or aimed to explore the experience of students, preceptors or faculty members who participated in a co-op program (n = 10). The studies included a wide range of healthcare professionals, including nursing (n = 21), pharmacy (n = 3), midwifery (n = 1), medicine (n = 1), occupational therapy (n = 1), audiology (n = 1), social work (n = 1), and a combination of occupational therapy, physiotherapy, and speech-language pathology (n = 1).Conclusions: The results of this scoping review contributed to the existing literature on paid co-op education programs for students in health professional programs. We explored the current state of these programs, the benefits and the challenges of these programs, and the potential directions for future planning, implementation, and research in this area. Health care leaders, program directors, clinical educators, and curriculum developers will be able to use these findings to inform future co-op programs that fosters mutual benefits for students, educational, and healthcare organizations.
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Adriani, Deni. "Implementasi Model Pembelajaran Cooperatif Learning Type Co-Op Co-Op untuk meningkatkan Hasil Belajar Mahasiswa Mata Kuliah Strategi Belajar Mengajar pada Prodi Pendidikan Ekonomi UNIMED." LIABILITIES (JURNAL PENDIDIKAN AKUNTANSI) 1, no. 1 (2018): 48–56. http://dx.doi.org/10.30596/liabilities.v1i1.2029.
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Jokić, Claire Sangster, Helene Polatajko, and David Whitebread. "Self-Regulation as a Mediator in Motor Learning: The Effect of the Cognitive Orientation to Occupational Performance Approach on Children With DCD." Adapted Physical Activity Quarterly 30, no. 2 (2013): 103–26. http://dx.doi.org/10.1123/apaq.30.2.103.
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Children with developmental coordination disorder (DCD) experience difficulty performing everyday motor tasks. It is has been suggested that children with DCD have fewer self-regulatory (SR) skills with which to acquire motor skills. This article presents the results of an exploratory study examining the development of SR competence among ten 7–9-year-old children with DCD participating in the Cognitive Orientation to daily Occupational Performance (CO-OP) program (Polatajko & Mandich, 2004). Using a quantitative observational coding method, children’s SR behavior was examined and compared across intervention sessions. Results indicate that children demonstrating improved motor performance similarly demonstrated more independent and effective SR behaviors. In contrast, children whose motor performance remained relatively stable failed to demonstrate such a change. These findings suggest that CO-OP enables SR performance among children with motor performance difficulties and, as a result, facilitates improved task performance.
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Powar, Kanhaiya P., and Sharad D. Patil. "Promoting Technology-Enhanced Project-Based Learning through Application of 3D Printing Technology for Mechanical Engineering Education." Journal of Engineering Education Transformations 35, S1 (2022): 292–98. http://dx.doi.org/10.16920/jeet/2022/v35is1/22042.
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3D printing is a progressively developing technology under umbrella of industrial revolution 4.0 for rapid prototyping and end-use applications. 3D printing technology is nowadays used in all sectors including automotive, civil, agriculture, medical, aerospace, art and jewelry, and education too. In this work, 3D printing technology is employed as a technology-enhanced tool in engineering education in combination with project-based learning for third-year undergraduates. The combined technology-enhanced project-based learning strategy was used to 3D print components of internal combustion engines to enhance students' comprehension of the fundamentals of internal combustion engines. The activity resulted in improvement in the performance of students in the examination (5.15% improvement in CO attainment and more than 10% improvement in all modes of written examination) as well as professional skill development promoting multidisciplinary learning opportunities and lifelong learning. Keywords—3D printing; engineering education; IR4.0; project-based learning; technology-enhanced active learning. JEET Category—Choose one: Research, Practice, or Op-Ed. (Please note, Op-Eds are by invite only. Refer to the Paper Submission and Review Guidelines for more details.)
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Zhang, Lei, Jinfei Hou, Honglin Ji, Dan Meng, Jian Qi, and Xiaoguang San. "Prediction of Oxygen Evolution Activity for FeCoMn Oxide Catalysts via Machine Learning." Catalysts 14, no. 8 (2024): 513. http://dx.doi.org/10.3390/catal14080513.
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Electrolytic hydrogen production from water is a promising approach for obtaining clean energy. The development of efficient oxygen evolution reaction (OER) electrocatalysts is crucial for the generation of hydrogen through water electrolysis. Transition metal oxides, such as Fe, Co, and Mn, have shown potential as efficient OER electrocatalysts for water splitting. However, accurately predicting their electrocatalytic performance in complex compositional spaces remains a challenge, impeding the precise design of compositions and processes for optimal performance. Herein, a machine learning-based method is proposed for predicting the OER activity of (FeCoMn)Ox catalysts across a wide range of compositions. Physical features that are highly relevant to the OER overpotential (OP) are identified and analyzed. The random forest algorithm is successfully used to establish the relationship between composition and overpotential. The model demonstrates good accuracy in predicting the outcomes of new experiments, with a mean relative error (MRE) of 9.3%. The features based on covalent radius (RC) and the number of electrons in the outermost d orbitals (DEs) are the primary factors. Their variances (δRC and δDE) exhibit a linearly decreasing relationship with the overpotential (OP), providing direct guidance for designing OP-oriented components. This work presents an effective and innovative approach for predicting and analyzing the physical factors of transition metal oxide electrocatalysts, which can enhance the design of highly catalytic materials for electrocatalysis.
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Rajabzadeh, Amin Reza, Jennifer Long, Guneet Saini, and Melec Zeadin. "Engineering Student Experiences of Group Work." Education Sciences 12, no. 5 (2022): 288. http://dx.doi.org/10.3390/educsci12050288.
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Soft skills are a crucial component for success in today’s workplace as employers increasingly value work that is collaborative and encompasses diverse perspectives. Despite this, most engineering programs fail to explicitly teach students transferable skills, including the best practices of group work. This research sought to explore how undergraduate experiences of group work change over time. This research also investigated what reflecting on cooperative education (co-op) experiences tells us about teaching group work in academic settings. Despite frequently noting the influence of group work in developing their communication skills and brainstorming ideas over time, students become somewhat more frustrated over time with their experiences of group work, mainly due to conflicting personalities and ideas among team members and/or a “slacker” student. However, our findings also show that students become more confident working in teams over time, as upper-year students were more likely to assume a leadership role and self-reported higher past performance as a group member. This study offers insights into the changing group work experiences of undergraduate engineering students as they progress through coursework and engage in experiential learning and work-integrated learning opportunities, such as co-op placements. The findings of this study can inform educators on how to best incorporate methods for teaching transferable soft skills.
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Hytinkoski, Pekka, Tytti Klén, and Taneli Vaskelainen. "Institutionalizing Co-operative Education in Universities - the Case of the Co-op Network Studies Program in Finland." Deusto Estudios Cooperativos, no. 23 (January 30, 2024): 59–73. http://dx.doi.org/10.18543/dec.2885.
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In this article we study the understudied topic of the institutionalization of co-operative education with an illustrative case study of Co-op network studies (CNS) program – a Finnish university network providing a curriculum on co-operative studies. We cover the network´s history, curriculum, structure, funding, and factors motivating student participation and finally discuss how CNS has succeeded in its mission: to establish co-operative education in the curricula of different Finnish universities. The results are two-fold. On the one hand, the network has successfully operated for almost 20 years, provided 16.000 credit points, and worked as an important mutual learning hub for scholars providing teaching on co-operatives. On the other hand, CNS has not managed to institutionalize cooperative education in university curriculum outside of the studies provided in the network as has been its goal, and thus, the continuity of the network is vital. We deduce that the low level of institutionalization can probably be attributed to poor coverage of co-operatives in university level education in general and in university structures that does not favor network studies.Received: 28 April 2023Accepted: 02 October 2023