Enhancing Social Skills in Early Childhood through Cooperative Learning: A Case Study

Authors

  • Candra Ayu Department of Early Childhood Education, Universitas Trunojoyo Madura, Bangkalan, Indonesia
  • Fonny Dameaty Hutagalung Universiti Malaya, Malaysia
  • Cayla Savana Department of Early Childhood Education, Universitas Trunojoyo Madura, Bangkalan, Indonesia
  • Anita Indahsari Department of Early Childhood Education, Universitas Trunojoyo Madura, Bangkalan, Indonesia
  • Miftakhul Jannah Department of Early Childhood Education, Universitas Trunojoyo Madura, Bangkalan, Indonesia

DOI:

https://doi.org/10.21107/njcr.v2i2.144

Keywords:

Early childhood education, Cooperative learning, Social skills

Abstract

Background of the study: Social skills are essential in early childhood development, shaping how children interact, collaborate, and communicate with others. Cooperative learning has emerged as an effective instructional model to nurture these skills within early education settings. At TK Permata Hati, a cooperative learning approach has been implemented to address challenges related to low confidence and limited social interaction among children. The school seeks to create a supportive, inclusive environment that encourages participation and peer engagement.

Aims and scope of paper: This study aims to examine the implementation of the cooperative learning model at TK Permata Hati and its role in enhancing the social skills of young learners. The focus is on how structured group activities, such as discussions and role-play, foster collaboration, sharing, and verbal communication among students.

Methods: This study used a qualitative case study design, the research involved observation, semi-structured interviews, and document analysis. Participants included the school principal, teachers, and students from Group A and B. This approach provided a comprehensive understanding of teaching practices and children’s responses in the cooperative learning environment..

Results: Findings revealed that cooperative learning significantly improved children’s social abilities. Children became more willing to cooperate, take turns, and express themselves verbally. Previously reserved students showed increased confidence and engagement. Activities like role-playing enhanced both academic understanding and empathy. However, challenges such as varied developmental levels and time constraints were identified. Solutions included balanced group arrangements and the use of engaging learning media.

Contribution: The study affirms cooperative learning as a valuable strategy in early childhood education. It supports children’s social and academic growth while emphasizing the need for adaptive teaching methods. The findings offer practical implications for educators in fostering inclusive and interactive classrooms that support holistic development.

References

Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: an introduction to theories and methods. In Alien and Bacon, Inc, New York. Pearson A & B.

Denham, S. A., Bassett, H. H., & Wyatt, T. (2015). The socialization of emotional competence. Educational Psychologist, 50(1), 1–22. https://doi.org/10.1080/00461520.2014.965548

Emzir. (2013). Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif. Rajawali Press.

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3

Hamdayama, J. (2016). Metodologi Pembelajaran. Jakarta: Bumi Aksara.

Hernández-Ramos, P., Martínez-Abad, F., & Herrera-Gutiérrez, E. (2022). Cooperative learning and social competence in early childhood education: A systematic review. Education Sciences, 12(4), 233. https://doi.org/10.3390/educsci12040233

Isjoni. (2013). Cooperative Learning Mengembangkan Kemampuan Belajar Berkelompok. Bandung: Alfabeta.

Ismail, N., Ahmad, S., & Abdul Wahab, S. (2018). Challenges in implementing cooperative learning in early education settings. Malaysian Journal of Learning and Instruction, 15(1), 87–108.

Johnson, D. W., & Johnson, R. T. (2017). Cooperative learning: The foundation for active learning. Active Learning—Beyond the Future, 9(2), 14–22.

La Paro, K. M., & Pianta, R. C. (2017). Teacher-child interactions in preschool classrooms: Relations with children's social competence and behavior. Early Childhood Research Quarterly, 29(3), 1–12.

Lie, A. (2002). Cooperative Learning. Jakarta: Grasindo.

OECD. (2020). Early Learning and Child Well-being: A Study of Five-year-olds in England, Estonia, and the United States. OECD Publishing.

Palladino, P., Ferrari, M., & Lombardi, E. (2021). Social interaction and peer learning in kindergarten: The effectiveness of structured group activities. Early Child Development and Care, 191(3), 389–401. https://doi.org/10.1080/03004430.2019.1616981

Prabandari, I. R., & Fidesrinur, F. (2021). Meningkatkan kemampuan bekerjasama anak usia 5–6 tahun melalui metode bermain kooperatif.

Raharjo, & Solihatin, E. (2007). Cooperative Learning: Analisis Model Pembelajaran IPS. Jakarta: Bumi Aksara.

Rukmana Sari, I., Amir, A., & Sujana, Y. (2014). Penerapan model pembelajaran kooperatif teknik kancing gemerincing untuk meningkatkan konsentrasi anak kelompok B TK Islam Permata Hati Jajar Laweyan Surakarta Tahun Ajaran 2013/2014.

Sanjaya, W. (2013). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.

Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785–791.

Sriyanto, A., Siregar, M., & Fatonah, S. (2023). Penerapan pembelajaran cooperative learning tipe Make A Match dalam menstimulasi logic matematika anak usia dini.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Downloads

Published

2025-05-31

Issue

Section

Articles