THE INFLUENCE OF COLLABORATIVE LEARNING AND INTERPERSONAL INTELLIGENCE ON ELEMENTARY SCHOOL STUDENTS' LEARNING OUTCOME IN CIVIC EDUCATION IN MUNA REGENCY
Creators: name: Safiun Arihi
name: Suyitno Muslim
name: Moch. Sukardjo
Publisher: name: Zenodo
Year: 2024
Subjects: Interaction Influence, Collaborative Learning Think Aloud Pair Problem Solving (TAPPS), Case Study, Interpersonal Intelligence, Civics Education Learning Outcome.

description: Abstract

The primary objectives of this study was: (1) An investigation into the disparities in Civics Education learning outcomes among students exposed to Collaborative Learning methods, specifically comparing the efficacy of the Think Pair Aloud Problem Solving (TAPPS) technique versus the Case Study technique. (2) An in-depth analysis aimed at discerning the intricate interplay between Collaborative Learning methodologies and the students' Interpersonal Intelligence, dissecting its profound influence on the Civics Education learning outcomes. (3) A meticulous scrutiny of the variances in Civics Education attainment between students engaged in Collaborative Learning through the Think Aloud Pair Problem Solving (TAPPS) technique and those employing the Case Study approach, especially within cohorts exhibiting high levels of Interpersonal Intelligence. (4) A comprehensive analysis of the differences in Civics Education achievement among students participating in Collaborative Learning using the Think Aloud Pair Problem Solving (TAPPS) technique compared to the Case Study method within groups demonstrating low levels of Interpersonal Intelligence. This research employed a quasi-experimental method. The research design used was a treatment by level 2 x 2 design, where each independent variable was classified into 2 groups: the treatment independent variable was classified into 2 collaborative learning models (A), namely the Collaborative Learning technique TAPPS (A1) and the Case Study technique (A2). Meanwhile, the moderator variable was classified into 2 levels, students with Interpersonal Intelligence (B): high Interpersonal Intelligence (B1) and low Interpersonal Intelligence (B2). The dependent variable in this study was the Civics Education learning outcomes of 5th-grade elementary school students. The population in this study comprised all elementary school students in Muna Regency, while the sample consisted of 2 randomly selected elementary schools. Hypothesis testing was conducted using ANOVA. The conclusions drawn from this research were: (1) The Civics Education learning outcomes of students taught with the Collaborative Learning model employing the TAPPS technique were higher than those of students taught with the Collaborative Learning model using the Case Study technique; (2) There was an interaction effect between the Collaborative Learning models (TAPPS technique and Case Study technique) and Interpersonal Intelligence (high and low) on students' Civics Education learning outcomes; (3) The Civics Education learning outcomes of students taught with the Collaborative Learning model using the TAPPS technique were higher than those of students taught with the Collaborative Learning model employing the Case Study technique among the group possessing high Interpersonal Intelligence; and (4) The Civics Education learning outcomes of students taught with the Collaborative Learning model using the TAPPS technique were lower than those of students taught with the Collaborative Learning model employing the Case Study technique among the group possessing low Interpersonal Intelligence.