Implementation of Local Wisdom-Based Character Education in Elementary School Learning
Keywords:
Academic Achievement, Collaborative Learning, Elementary Education, Individual learning, Learning EnvironmentAbstract
This study aims to compare the effectiveness of collaborative learning and individual learning approaches on students' academic achievement. Using a quasi-experimental design, two groups of elementary school students were observed over a semester. The collaborative learning group engaged in structured group activities, discussions, and peer-assisted tasks, while the individual learning group worked independently on similar content. The results indicated that students in the collaborative learning group demonstrated significantly higher academic achievement compared to those in the individual learning group. Collaborative learning promoted active engagement, peer interaction, critical thinking, and mutual support, which contributed to a deeper understanding of the material. Conversely, while individual learning allowed students to work at their own pace, it lacked opportunities for social interaction and immediate feedback. The findings suggest that incorporating collaborative learning strategies can enhance student achievement by fostering an interactive and supportive learning environment. These results have important implications for educators seeking effective instructional methods to improve academic performance
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