The effect of informal cooperative activity through online learning on the understanding of physics concept

Educators believe that online learning has many opportunities in providing a conducive learning environment relevant to student characteristics. This study explores the impact of cooperative online learning on student learning outcomes. To reduce the influence of other effected variables, covariates used as control variables were students' interest in learning and numerical abilities. The type of cooperative learning model used in this study was Think Pair Share (TPS) which were integrated into Schoology as a learning management system (LMS). This learning strategy was applied to eleventh-grade students for elasticity topic. The research method was a pretest-posttest controlled group design. Test techniques (10 items of essays) were used to measure learning achievement. Questionnaires with a Likert scale were used to measure learning interest using the ARCS (attention, relevance, and satisfaction) model (34 items). Numerical ability data was collected from secondary data (standard psychological test). The statistical test used in this study was Conbrach's Product Moment from Pearson for item validity, using Cronbach's Alpha for item reliability, ANCOVA to analyze the differences among group means as the effect analysis. The results finding were the group of students taught by the proposed strategy had higher learning outcomes than another group of students. Learning interests and numerical abilities could be used as predictors for improving student learning outcomes. It means that we can apply the online cooperative learning using a specific LMS to promote the increase of student's learning performance. © 2020 Elsevier B.V., All rights reserved.