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Sociology Study

Volume 4, Number 1 1, November 2014 (Serial Number 42)

Contents Sociological Theories

917 A Conceptual Inquisition on Sexual Crimes

Sinan Caya

925 Design With Nature: The Practice and Theory of Two Chinese Intellectual Architects of the

I Eighth Century

Shimeng Sun

938 Constitutional Court Dysfunction as a Guardian of Constitutional Rights of Religious I

Minorities in Indonesia

Manotar Tampubolon

Sociological Methods

949 Increasing Civics Learning Achievement by Applying Cooperative Learning: Team Game Tournament Method

Etin Solihatin, Ali Oztiirk

955 Organizing Independent Contractors in South Korea: A Case of Insurance Solicitors Unionizing

]ik-Soo Kim

Applied Sociology

965 Urban Integrated Activity Zone (UIAZ) in Shanghai

Shunyao Zhang, Yi Chen

974 Access to Reproductive Health Services for Adolescents in the Educational System, Phetchaburi Province

Rapeepan Narkbubpha, Angsinee Kansukcharearn, Chanuttaporn Somjai, Pailin Thungthin

983 Effects of Equilibrium Therapy Exercise on Dysmenorrhea in Nursing Students

Ratinun Kiatmala

Sociology Study, November 2014, Vol. 4, No. 11,949-954 doi: 10.17265/2159-5526/2014.11.004

Increasing Civics Learning Achievement by Applying Cooperative Learning: Team Game Tournament Method

Etin Solihatina, Ali 0ztiirkb

Abstract

The most important goal in civics education is to ensure that each citizen has a good understanding of ethics and moral

behavior, and thus stresses the constant link between knowledge and practice. In this context, to increase understanding of

civics education for being able to create the best generation and condition in the future life, study on this issue is becoming a

very crucial manner. In general, methods like discussion and dialogue are used to allow students to express themselves.

However, cooperative learning in particular addresses many of the needs and concerns facing by educational systems and

Team Game Tournament (TGT) method is one of the preferable methods of cooperative learning. This study was aiming to

increase civics learning achievements by using cooperative learning based on TGT method on secondary school students of

Jatisari of Indonesia. The action research procedure was also used so as to be able to evaluate the influent, impact, and result I

of TGT. Accordingly, cooperative learning with TGT method has successfully given positive contribution to increasing student

learning civics achievement

Keywords

Cooperative learning, Team Game Tournament (TGT) method, civics education

In this paper, a brief overview will be offered on the

line between theoretical and applied sociology at the

sample of civics education by applying cooperative learning in the context of interdisciplinary studies.

The research study was about increasing civics

learning achievement by applying cooperative

learning in terms of Team Game Tournament (TGT)

method and the field of research took place in Jatisari

of Indonesia.

The civics education is a crucial and basic part of

social sciences with a particular reference to the fact

of socialization. So as to provide mutual solidarity,

sharing, love, respect, friendship even brotherhood,

sense of national belonging, and identity among the

citizens of countries, what the governing bodies or

administrators are seriously required to do is to apply

this crucial civics tool. Civics education is a kind of cement which is very

s

essential for socialization and unity of any nation of any country. Particularly for those countries, which

have plural structure with a diverse racial and cultural

background, they certainly need civics education. Indonesia is one of these countries that has very

=Jakarta State University, Indonesia bBart~n University, Turkey

Correspondent Author: Ali h i i r k , Bartin hiversitesi, Edebiyat Fakultesi, Sosyoloji Biilumu, Bartm, Turkey E-mail: aliozturk@bartin.edu.tr

colorful structure in terms of race, language, religion,

and culture with a huge population and surface area

which consists of over 15,000 islands.

Thus, the questions are to be asked here: How can

any country make use of this vital cement of civics

education? What kind of methodologies apply for

teaching subject matters of civics lessons for students

in more sufficient and effective ways? Finally, how

can educators implement the findings of studies, either

field study, survey, interview, observation or other

forms of researches, which are done by applying

several methodologies?

As might be seen when these methodologies

mentioned at the below, one of these methodologies is

the TGT method. For this reason, this paper covers a

research study which was about increasing civics

learning achievement by applying cooperative

learning in terms of TGT method. After all, it can be

stated that seeing this vital need, this study undertook

and dealt with a field research which was carried out

with the secondary school students of Jatisari of

Indonesia with a number of certain promising

findings.

In the end, the paper is composed of six small

sections, namely: introduction, study background and

study objective, civics education, cooperative learning

and TGT method, study methodology, and

conclusions.

I

STUDY BACKGROUND AND OBJECTIVE

Civics education began to get special attention at the

beginning of 1900s. Be ause of hanging educational

theories and socio-econo le-ct? nditions, the sense of

civics education has shifted from originally designed

to teach basic about governance which mostly consists

of subject matter that was to be memorized to a

content focus with emphasis on social science and

history. Recognizing that, an individual does not

automatically become free and responsible citizens but

must be educated for citizenships, one of the most

Sociology Study 4(11j

promising approaches to increase young people's

informed engagement in school is based on civics

education (Branson and Quigley 1998).

Today, civics education is taught in a manner that

stresses the constant link between knowledge and

practice. Methods like discussions and dialogue

between students and teachers which are used to

express themselves are very crucial in education

(either formal or informal education). Therefore,

cooperative learning is one of the examples of

instructional arrangement that can be used to foster

active student learning, which is an important

dimension of civics learning. For this reason, from the

developmental perspective, Slavin (1992) stated that

the effect of cooperative learning on student

achievement would be largely or entirely due to the

use of cooperative tasks. In this view, the opportunity

for students to discuss, argue, and present their own

and hear one another viewpoint is the critical element

of cooperative learning with respect to student

achievements:

On the other hand, in cooperative learning, TGT

method is one of the methods that is relatively easy to

be implemented (Slavin 1990). Moreover, he indicated

that TGT method is one of the eldest and most

extensively researched forms of cooperative learning.

It is also among the most widely applicable forms of

cooperative learning, which have been used in grades

two through 12, in subjects from mathematics to

languages, arts, and social studies and sciences. Thus, not surprisingly, there are a lot of researches

on cooperative learning, but very little research was

observed about the influent of cooperative learning on

civics education. Taking into account the importance

of civics education as stated before, so that in this

study, the effect of cooperative learning TGT method

on student civics learning achievement in Jatisari

West Java of Indonesia was carried out as the main

purpose.

The most important manner of using cooperative

learning in this study is mainly based on the reality

Solihatin and Oztiirk

condition in Indonesia. Learning civics is stated by

noticing the material that is going to be taught on the

board, then teacher explains the lesson, in this manner,

the student acting as recipient and doing passive role

in the class. To better teaching learning activities, it

should be a better way conducted in the process, the

way which includes all the students to act in active

role. Cooperative learning provides an opportunity for

learners to conduct social interaction in a conscious

and deliberate manner to give space for thought

experiment.

CIVICS EDUCATION

Civics and citizenship education is part of the

Indonesia social sciences curriculum and is central to

the principles, values, and key competencies of

Indonesia curriculum, more over civics and

citizenship education play an important role in the

curriculum of Indonesian school. Reiss (2012) stated

that young people who have civics education are more

likely than other students to be able to interpret

political information correctly, to discuss political

issues, to monitor the news, and to feel confident

about their ability to speak in public. Furthermore,

Reiss stated that students who have experienced

interactive civics education show a better ability to

clearly express their opinions, have better

collaborative group skills, and have a better ability to

work in culturally diverse teams. 1

In other words, civics education should help

young people acquire and learn to use the skills,

knowledge, and attitudes that will prepare them to be

competent and responsible citizens throughout their

lives. It is crucial for the future health of democracy

that all young people be knowledgable, engaged in

their communities and politics, and committed to the

public good (Branson and Quigley 1998).

In this context, encouraging the development of

civics skills and attitudes among young people has

been an important goal of education in Indonesia, and

951

was the primary impetus for originally establishing

public schools. According to the Regulation of

Republic of Indonesia No. 20 (2003), Article 37,

civics education is essential to sustain constitutional

democracy and to build Indonesian people to become

citizen who are proud of their nationality and love

their country.

Obviously, civics is the study of the great

theoretical and practical aspects of citizenship, its

rights and duties, the duties of citizens to each other as

members of a political body and to the government.

That is why Branson and Quigley (1998) suggested

that schools are the only institution with the capacity

and mandate to reach virtually every young person in

the country. Among all institutions, schools are the

most systematically and directly responsible for

importing citizen norm.

COOPERATIVE LEARNING AND TGT METHOD ,

The old paradigm of teaching is based on John

Locke's assumption that the untrained student mind is

like a blank of sheet of paper waiting for the instructor

to write on it. Because this, instructor thinks of

teaching in terms of transferring knowledge from

instructor to student, filling passive empty paper with

knowledge, motivating student to learn through

extrinsic rewards, classifying students into categories,

conducting education within a context of impersonal

relationships, maintaining a competitive

organizational structure, and assuming that anyone

with expertise can teach without training to do so (D.

W. Johnson, R. T. Johnson, and Smith 2006).

Moreover, Johnson et al. (2006) pointed out that

college teaching is changing from old paradigm of

teaching and adapting a new paradigm based on

theory and research that has clear applications to

instruction teaching may now be viewed in terms of

several principal activities. Therefore, Davison,

Galbraith, and McQueen. (2008) stated that the

implementation of the new paradigm of teaching

begins with the use of cooperative learning. Its

application is common among all age group ranging

from elementary schools through cohort graduate studies. Cooperative learning has been proven to be

helpful in encouraging learners to involve all

participants, take a more active role in their educational pursuits, and to recognize fellow students

as valuable contributor to their process of learning.

Further cooperative learning also grants students a

great sense of achievements, productivity, and

psychological well-being, group learning often

heightens a student's sense of responsibility as they

and their group-mates learn together and teach one

another. Another effect of this shared learning

experience is that close proximity to, and reliance on,

other learner exposes students to diverse personalities

and behaviors, thus building their levels of tolerance

and understanding socially (Tsay and Brady 201 0).

Tsay and Brady (2010) further indicated that

cooperative learning also meets the perceived need

that education experienced as an individual learner

was lacking in many ways. Such student did not reach

the level of academic achievement that they otherwise

might. Cooperative learning improves not only student

academic performance, but their attitudes about

learning as well.

There are around eight cooperative learning

methods which organize the little groups of students

with the objective of establishing the requiremefit in

common, each method presents a different way of

teaching learning activities, which makes some

methods more relevant than others. Those eight

methods are Learning Together (LT), Academic

Controversy (AC), Student Team Achievements

Divisions (STAD), Teams-Games-Tournaments

(TGT), Group Investigation (GI), Jigsaw, Team

Assisted Individualization (TAI), and Cooperative

Integrated Reading and Composition (CIRC).

According to DeVries and Edwards (1973), the

classroom organization with TGT method allows us to

degree of performance of the different teams. It 1 consists of creating teams of four to five students an(

arranges a competition with the members of the othe teams. The teams are the cooperative element of th~

TGT. The TGT guarantees the implication ant

participation of each of every member of the groul and allows them to compete with the other member

of the other teams who have a similar level to thei

own, which reduces considerably the angst of th

competition.

STUDY METHODOLOGY

As known, there is no method which can be regaraea

as the better and more relevant than the others, it is a

matter of using the method which better adopts to ou

needs, taking into account the characteristics of th

students and the activity to be work on. Howevel

cooperative learning has been proven to be helpful ii

encouraging learners to involve all participants, take

more active role in their educational pursuits, and tl

recognize fellow students as valuable contributors tl

their process of learning (Davison et al. 2008).

For instance, TGT is one of the methods of

cooperative learning. The classroom organization with

TGT allows us to create an intergroup procedure so a

to compare the degree of performance of the differen

teams. The teams are the cooperative element of th

TGT (DeVries and Edwards 1973).

To evaluate TGT influence and result, an actioi

research procedure was employed. Action research i

an evaluating procedure of finding out what best in the

classroom is more systematic than personal reflection.

Validity of groups comparison, data collection and

data analysis were achieved through the triangulation

technique, audit trial, and member check. The action

research was conducted with three cycles, whereas

each cycle is formulated with five stages: planning,

action, observation, reflection, and revision.

The collection of the data is an important step in

Solihatin and 0zturk 953

deciding what action needs to be taken. Multiple

sources of data are used to better understand the scope

of happening in the classroom. The data gathered via

observation sheet, learning motivation sheet, student

pretest and posttest (score) form, and field note. All

students enrolled in civics course in VII semester in

201 3/20 14 academic year of Jatisari Secondary School

of Indonesia were eligible to participate in the

research.

CONCLUSIONS

The main findings and results in this study presented

item by item as follows:

(1) The students of civics learning class stated that

their interest to the civics lesson had increased, they had motivated and learned the lesson more than before;

their friendship relations had become more important

and they understand the importance of studying

together in cooperation;

(2) Cooperative learning with TGT method has successfully given positive contribution in increasing

student learning civics achievements. The result

showed significant gains in civics related knowledge

at posttest in every cycle. It also showed better attitude

toward civics. From pretest to posttest, the students increase their civics study achievements by 49%

showed no reduction at all;

(3) Referring to the condition of Minimum

Mastery Criterion for Civics Course to passed, whih

must be more than 70 score, at the end of the research (posttest), all students showed very excellent

performance in civics learning achievements which is

everybody passed the Minimum Mastery Criterion

compared with the situation before research (pretest),

whereas no body passed the Minimum Mastery Criterion Condition.

As Aristotle pointed out that one of the main characteristics of human being is a being social animal,

since he is formed with reason and will by means

which man can be aware of the outcomes of his or her

action. The rational awareness and deliberation of man

in any action imply a sense of responsibility at both an

individual and social levels with respect to what kind

of action he is bringing about. This brings man to

meet and face with sense and practice of morality.

This sense and application of morality are particularly evident when his characterization taken into account.

Because man lives in a society where he or she

required to know sharing, friendship, solidarity,

togetherness, and act in accordance with written or

unwritten law of society at least.

In this context, the education is in fact only master

key of creating such sense of awareness, of action, of

accountability, of morality, and of knowledge with a

view to being an ideal citizen of his or her own

country. For this reason, today, there are more concerns regarding expansion of civics and citizenship

education in the curriculums of most of the countries.

As a result, this paper showed that in Indonesia, there

are also several serious researches for how to increase

civics learning Achievement by applying cooperative

learning with TGT method. So far, such research briefly presented with three positive concluding

findings as presented at the above.

Funding

The paper based on the research study was supported by Jakarta State University of Indonesia with approval by the Dean of Faculty of Social Sciences, Number 9215. FIS/SK/20 1 3.

References

Branson, M. S. and C. N. Quigley. 1998. The Role of Civics Education. Center for Civic Education. Retrived (http://www.gwu.edu/-ccpslpop-civ.html).

Davison, L., I. Galbraith, and M. McQueen. -2008. "Cooperative Learning: A Partnership Between an EPS and School." Educational Psychology in Practice 24(4):307-3 17.

DeVries, D. and I. K. Edwards. 1973. "Learning Games and Student Teams: Their Effect on Classroom Process."

954 Sociology Study 4(11)

American Educational Journal 10(4):307-3 18. Johnson, 9. W., R. T. Johnson, and K. A. Smith. 2006. Active

Learning: Cooperation in the College Classroom. 3rd ed. Edina, Minnesota: International Book Company.

Regulation of Republic of Indonesia No. 20. 2003. National Education System. ~ekretariat~endral MPR RI, Jakarta.

Reiss, D. 2012. "Why Teaching Civics Engagement Is Essential?" District Administration, October. Retrived (http://www.districadministration.com/artl).

Slavin, R. E. 1990. Cooperation Learning: Theory, Research and Practice. Englewood Cliff, N.J.: Prentice Hall.

-. 1992. "When and Why Does Cooperative Learning Increase Achievement? Theoretical and Empirical Perspectives." P. 162 in Interaction in Cooperative Groups: The Theoretical Anatomy of Grozq Learning, edited by R. H. Lazarowitz and N. Miller. New York: Cambridge University Press.

Tsay, M. and M. Brady. 2010. "A Case Study of Cooperative

Learning and Communication Pedagogy: Does Working in Teams Make a Difference?" Journal of the Scholarships oj Teaching and Learning 10(2):78-89.

Bios

Etin Solihatin, Ph.D., associate professor, Former Head of Political and Social Sciences Department, Director of Community Services of University, Faculty of Social Sciences, Jakarta State University of Indonesia; research fields: civics and citizenship (Pancasila) education, approaches, methodologies, and research skills in social sciences, and education technologies. Ali fhtlirk, Ph.D., assistant professor, Former Founder Chair of Sociology Department, Faculty of Lettea, Bart~n State University of Turkey; research fields: methodological problems in social sciences, imagology, civilization, social and cultural crisis, and philosophy of social sciences.