Enhancing Students’ Learning Outcomes through Cooperative Learning: A Classroom Action Research
Abstract
Purpose of the study: This study aimed to examine the effectiveness of cooperative learning using the greeting and questioning technique in achieving students’ mastery of chemistry learning outcomes on the topic of chemical bonding.
Methodology: The study employed classroom-based action research conducted in several instructional cycles. Data were collected using achievement tests, classroom observations, and documentation. Achievement tests were administered to measure students’ learning outcomes, while observations were used to monitor teacher performance and student engagement throughout the learning process. Documentation supported the collection of contextual data related to the school, teachers, and students. Data analysis focused on the percentage of students achieving mastery learning criteria across cycles.
Main Findings: The results revealed a progressive improvement in students’ mastery learning across instructional cycles. Classical mastery increased from 42.5% prior to the intervention to 47.5% in Cycle I, 72.5% in Cycle II, and reached 87.5% in Cycle III. These findings indicate that cooperative learning with the greeting and questioning technique effectively enhanced students’ learning outcomes and enabled the achievement of classical mastery in chemical bonding material.
Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of a cooperative learning strategy integrating greeting and questioning activities in improving mastery learning in chemistry, particularly on abstract topics such as chemical bonding, thereby contributing practical insights to classroom-oriented chemistry instruction.
References
U. Azizah and H. Nasrudin, “Problem Solving Thinking Skills: Effectiveness of Problem-Solving Model in Teaching Chemistry College Students,” J. Penelit. Pendidik. IPA, vol. 8, no. 3, pp. 1462–1469, Jul. 2022, doi: 10.29303/jppipa.v8i3.1700.
S. Chi, Z. Wang, and X. Liu, “Assessment of Context-Based Chemistry Problem-Solving Skills: Test Design and Results from Ninth-Grade Students,” Res. Sci. Educ., vol. 53, no. 2, pp. 295–318, Apr. 2023, doi: 10.1007/s11165-022-10056-8.
B. Pölloth, D. Diekemper, and S. Schwarzer, “What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study,” Chem. Educ. Res. Pract., vol. 24, no. 4, pp. 1153–1173, 2023, doi: 10.1039/D3RP00068K.
D. A. Karnishyna, T. V. Selivanova, P. P. Nechypurenko, T. V. Starova, and S. O. Semerikov, “Enhancing high school students’ understanding of molecular geometry with augmented reality,” Sci. Educ. Q., vol. 1, no. 2, pp. 25–40, 2024, doi: 10.55056/seq.818.
N. G. Korkmaz and B. A. Öztürk, “Evaluation of Teachers ’ Opinions on Mathematics Teaching Methods,” Int. J. Acad. Stud. Technol. Educ., vol. 3, no. 2, pp. 151–185, 2025.
C. Stroumpouli and G. Tsaparlis, “Chemistry students’ conceptual difficulties and problem solving behavior in chemical kinetics, as a component of an introductory physical chemistry course,” Chem. Teach. Int., vol. 4, no. 3, pp. 279–296, 2022, doi: 10.1515/cti-2022-0005.
F. Yovanie, “Learning Chemical Bonds in Terms of Identifying Difficulties, Misconceptions, Learning Media, and Learning Models: A Systematic Literature Review,” J. Penelit. Pendidik. IPA, vol. 10, no. 6, pp. 292–303, Jun. 2024, doi: 10.29303/jppipa.v10i6.6823.
S. Winarni, E. Effendy, E. Budiasih, and S. Wonorahardjo, “Constructing ‘Concept Approval Strategy,’ A Chemistry Learning Idea to Prevent Misconceptions,” Educ. Química, vol. 33, no. 2, p. 159, Apr. 2022, doi: 10.22201/fq.18708404e.2022.2.79841.
X. Xiong, “Influence of teaching styles of higher education teachers on students‘ engagement in learning: The mediating role of learning motivation,” Educ. Chem. Eng., vol. 51, pp. 87–102, Apr. 2025, doi: 10.1016/j.ece.2025.02.005.
G. Abdullah, A. Arifin, M. Saro’i, and S. Uhai, “Assessing the Influence of Learning Styles, Instructional Strategies, and Assessment Methods on Student Engagement in College-Level Science Courses,” Int. Educ. Trend Issues, vol. 2, no. 2, pp. 142–150, Mar. 2024, doi: 10.56442/ieti.v2i2.466.
A. Hussein, S. Dzaiy, and S. A. Abdullah, “The Use of Active Learning Strategies to Foster Effective Teaching in Higher Education Institutions,” Zanco J. Humanit. Sci., vol. 28, no. 4, pp. 328–351, 2024, doi: 10.21271/zjhs.28.4.18.
D. Andrews, E. Van Lieshout, and B. Bhatta Kaudal, “How, Where, And When Do Students Experience Meaningful Learning?,” Int. J. Innov. Sci. Math. Educ., vol. 31, no. 3, pp. 28–45, Sep. 2023, doi: 10.30722/IJISME.31.03.003.
T. N. T. Nguyen and D. Thi Kim Oanh, “Cooperative learning and its influences on student engagement,” Cogent Educ., vol. 12, no. 1, Dec. 2025, doi: 10.1080/2331186X.2025.2513414.
T. Tadesse, H. Ware, A. Asmare, and R. M. Gillies, “Enhancing Student Engagement and Outcomes: The Effects of Cooperative Learning in an Ethiopian University’s Classrooms,” Educ. Sci., vol. 14, no. 9, p. 975, Sep. 2024, doi: 10.3390/educsci14090975.
R. M. Gillies, “Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science,” Educ. Sci., vol. 13, no. 12, p. 1242, Dec. 2023, doi: 10.3390/educsci13121242.
R. Silva, C. Farias, and I. Mesquita, “Cooperative Learning Contribution to Student Social Learning and Active Role in the Class,” Sustainability, vol. 13, no. 15, p. 8644, Aug. 2021, doi: 10.3390/su13158644.
J. Ramadevi, C. Sushama, K. Balaji, V. Talasila, N. Sindhwani, and Mukti, “AI enabled value-oriented collaborative learning: Centre for innovative education,” J. High Technol. Manag. Res., vol. 34, no. 2, p. 100478, Nov. 2023, doi: 10.1016/j.hitech.2023.100478.
L. Li, S. M. Ismail, I. Patra, and D. Lami, “RETRACTED ARTICLE: Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement,” BMC Psychol., vol. 12, no. 1, p. 148, Mar. 2024, doi: 10.1186/s40359-024-01648-2.
A. A. Alzubi, M. Nazim, and J. Ahamad, “Examining the effect of a collaborative learning intervention on EFL students English learning and social interaction,” J. Pedagog. Res., vol. 8, no. 2, pp. 26–46, Feb. 2024, doi: 10.33902/JPR.202425541.
Y. Yuan, J. Harun, B. Y. Wong, and L. Li, “Technology-Driven Framework for College English Courses: If and How Mobile-Assisted Collaborative Language Learning Affects EFL Student Engagement,” SAGE Open, vol. 15, no. 2, Apr. 2025, doi: 10.1177/21582440251329687.
I. A. Ismail, F. U. Jhora, Q. Qadriati, and M. Insani, “Enhancing Science Learning Activities through the Implementation of Discovery Learning and Teaching at the Right Level Method,” J. Penelit. Pendidik. IPA, vol. 10, no. 4, pp. 1886–1895, Apr. 2024, doi: 10.29303/jppipa.v10i4.7359.
C. Wardoyo, B. S. Narmaditya, and A. Wibowo, “Does problem-based learning enhances metacognitive awareness of economics students?,” Pegem J. Educ. Instr., vol. 11, no. 4, pp. 329–336, Oct. 2021, doi: 10.47750/pegegog.11.04.32.
Z. Xu, Y. Zhao, B. Zhang, J. Liew, and A. Kogut, “A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education,” Behav. Inf. Technol., vol. 42, no. 16, pp. 2911–2931, Dec. 2023, doi: 10.1080/0144929X.2022.2151935.
G. M. Geletu, “The effects of teachers’ professional and pedagogical competencies on implementing cooperative learning and enhancing students’ learning engagement and outcomes in science: Practices and changes,” Cogent Educ., vol. 9, no. 1, pp. 1–21, Dec. 2022, doi: 10.1080/2331186X.2022.2153434.
D. Pahome, “Observation sheet – an essential tool for facilitating learning,” Rom. Rev. Geogr. Educ., vol. 12, no. 1–2, pp. 5–16, Feb. 2023, doi: 10.23741/RRGE20231.
F. S. Fatimah, H. Asy’ari, A. Sandria, and J. A. Nasucha, “Learning Fiqh Based on the TAPPS (Think Aloud Pair Problem Solving) Method in Improving Student Learning Outcomes,” At-tadzkir Islam. Educ. J., vol. 2, no. 1, pp. 1–15, 2023, doi: 10.59373/attadzkir.v2i1.13.
Y. F. Isnaini, M. Minsih, C. Widyasari, and H. Helzi, “Differentiated Learning Strategies by Guru Penggerak: Accommodating the Needs of Slow Learner in Primary School,” AL-ISHLAH J. Pendidik., vol. 17, no. 3, pp. 5174–5184, 2025, doi: 10.35445/alishlah.v17i3.7052.
T. Umairah, “Teachers’ Strategies for Shaping Islamic Character in Elementary School Students with Special Needs,” Indones. J. Character Educ. Stud., vol. 2, no. 2, pp. 93–102, 2025, doi: 10.5040/9798400643392.ch-015.
E. Barroga et al., “Conducting and Writing Quantitative and Qualitative Research,” J. Korean Med. Sci., vol. 38, no. 37, 2023, doi: 10.3346/jkms.2023.38.e291.
S. Shorey and E. D. Ng, “Examining characteristics of descriptive phenomenological nursing studies: A scoping review,” J. Adv. Nurs., vol. 78, no. 7, pp. 1968–1979, 2022, doi: 10.1111/jan.15244.
M. Nazari, “Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research,” RELC J., vol. 53, no. 3, pp. 672–685, Dec. 2022, doi: 10.1177/0033688220972456.
M. Muammar, S. Ruqoiyyah, and N. S. Ningsih, “Implementing the Teaching at the Right Level (TaRL) Approach to Improve Elementary Students’ Initial Reading Skills,” J. Lang. Lang. Teach., vol. 11, no. 4, pp. 610–625, 2023, doi: 10.33394/jollt.v11i4.8989.
A. Moura, A. MacPhail, A. Graça, and P. Batista, “Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education,” J. Teach. Phys. Educ., vol. 43, no. 1, pp. 11–20, 2024, doi: 10.1123/jtpe.2022-0104.
B. D. Lopez and M. L. Estremera, “Collaborative Learning Approaches to Promote Peer Interaction and Support among L2 Learners: A Systematic Literature Review,” BRU ELT J., vol. 3, no. 2, pp. 174–186, 2025.
L. Soubra, M. A. Al-Ghouti, M. Abu-Dieyeh, S. Crovella, and H. Abou-Saleh, “Impacts on Student Learning and Skills and Implementation Challenges of Two Student-Centered Learning Methods Applied in Online Education,” Sustainability, vol. 14, no. 15, p. 9625, Aug. 2022, doi: 10.3390/su14159625.
R. Capone, “Blended Learning and Student-centered Active Learning Environment: a Case Study with STEM Undergraduate Students,” Can. J. Sci. Math. Technol. Educ., vol. 22, no. 1, pp. 210–236, Mar. 2022, doi: 10.1007/s42330-022-00195-5.
J. Li and E. Xue, “Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors,” Behav. Sci. (Basel)., vol. 13, no. 1, p. 59, Jan. 2023, doi: 10.3390/bs13010059.
A. Tusha, S. Bulut, and M. Al-Hendawi, “Promoting a healthy school environment via social-emotional learning in the high school setting: An overview,” Rev. Adolesc. Psychol., vol. 1, no. 3, pp. 156–163, 2024, doi: 10.5281/zenodo.10900979.
M. R. Keramati and R. M. Gillies, “Teaching cooperative learning through cooperative learning environment: a qualitative follow-up of an experimental study,” Interact. Learn. Environ., vol. 32, no. 3, pp. 879–891, Mar. 2024, doi: 10.1080/10494820.2022.2100429.
M. Jiang, H. Yu, J. He, G. Qian, and M. Bialas, “Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China,” Sustainability, vol. 15, no. 13, p. 9993, Jun. 2023, doi: 10.3390/su15139993.
D. Hasanah, W. Wiji, S. Mulyani, and T. Widhiyanti, “Multiple Representations Analysis of Chemical Bonding Concepts in General Chemistry Books,” KnE Soc. Sci., vol. 2024, pp. 248–257, 2024, doi: 10.18502/kss.v9i8.15554.
M. R. M. Bruce, A. E. Bruce, and J. Walter, “Creating Representation in Support of Chemical Reasoning to Connect Macroscopic and Submicroscopic Domains of Knowledge,” J. Chem. Educ., vol. 99, no. 4, pp. 1734–1746, 2022, doi: 10.1021/acs.jchemed.1c00292.
H. R. Widarti et al., “Overview of difficulties and material identification of chemical bonds based on multiple representations: Teacher’s view,” Eclet. Quim., vol. 50, pp. 1–6, 2025, doi: 10.26850/1678-4618.eq.v50.2025.e1565.
J. T. Tang, D. Mo, and W. C. Lan, “Exploring the integration of cooperative learning in blended teaching environments,” Educ. Inf. Technol., vol. 30, no. 18, pp. 26931–26959, Dec. 2025, doi: 10.1007/s10639-025-13791-3.
J. Zhao, “Innovative Design and Research on Cooperative Learning of English and a Second Foreign Language in a Multimedia Environment,” Eurasian J. Appl. Linguist., vol. 9, no. 2, pp. 88–105, 2023, doi: 10.32601/ejal.902008.
R. Li, Y. Cao, H. Tang, and G. Kaiser, “Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning,” Int. J. Sci. Math. Educ., vol. 22, no. 2, pp. 333–352, Feb. 2024, doi: 10.1007/s10763-023-10379-6.
I. Fatimah, D. Suhada, and K. Khoimatun, “Application of Talking Stick Co-operative Model to Improve Students’ Mathematics Learning Activity and Result in Primary School,” J. Ris. Pendidik. DAN PENGAJARAN, vol. 4, no. 1, pp. 38–46, Jun. 2025, doi: 10.55047/jrpp.v4i1.946.
A. Hidayati, M. Munasir, and E. Sudibyo, “Development of Problem-Based Learning Model Physics Learning Tools to Improve Critical Thinking Skills of High School Students,” IJORER Int. J. Recent Educ. Res., vol. 5, no. 1, pp. 77–89, 2024, doi: 10.46245/ijorer.v5i1.496.
E. Tohani and I. Aulia, “Effects of 21st Century Learning on the Development of Critical Thinking, Creativity, Communication, and Collaboration Skills,” J. Nonform. Educ., vol. 8, no. 1, pp. 46–53, 2022, [Online]. Available: https://journal.unnes.ac.id/nju/index.php/jne
M. Zamiri and A. Esmaeili, “Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature,” Adm. Sci., vol. 14, no. 9, p. 231, Sep. 2024, doi: 10.3390/admsci14090231.
W. Rahmawati, U. Khasanah, U. Fitrianingsih, U. Hasanah, and V. N. Rosyidah, “Efforts to Improve Students’ Learning Montivation in Social Studies Learning with the Lecture and Question and Answer Methods at Mis Hidayatusshalihin Nw Lanji,” ETNOPEDAGOGI J. Pendidik. dan Kebud., vol. 1, no. 4, pp. 283–294, Oct. 2024, doi: 10.62945/etnopedagogi.v1i4.607.
I. Sukmawati, A. Imron, and S. Soesanti, “Implementation of the RADEC (Read, Answer, Discuss, Explain, Create) model integrated culturally responsive teaching to improve students’s 4C skills,” J. Teor. dan Praksis Pembelajaran IPS, vol. 9, no. 2, pp. 114–130, Oct. 2024, doi: 10.17977/um022v9i22024p114.
Copyright (c) 2025 Setiawati Setiawati, Eva Antony
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Chemical Learning Innovation is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
