Manajemen Pembelajaran Kolaboratif dan Dampaknya terhadap Keterampilan Komunikasi Siswa Sekolah Dasar: Studi Kasus Komparatif
DOI:
https://doi.org/10.38035/jmpis.v7i3.8065Keywords:
Manajemen Pembelajaran, Pembelajaran Kolaboratif, Keterampilan Komunikasi, Sekolah DasarAbstract
Keterampilan komunikasi merupakan salah satu kompetensi penting abad ke-21 yang perlu dikembangkan sejak pendidikan dasar. Namun, praktik pembelajaran di sekolah dasar masih cenderung berpusat pada guru sehingga kesempatan peserta didik untuk berinteraksi, berdiskusi, dan menyampaikan gagasan secara aktif masih terbatas. Penelitian ini bertujuan menganalisis implementasi manajemen pembelajaran kolaboratif serta mengkaji kontribusinya terhadap peningkatan keterampilan komunikasi peserta didik sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus komparatif yang dilaksanakan pada tahun 2025 di dua sekolah dasar, yaitu SDN Pusakasari dan SDN Budibakti. Subjek penelitian terdiri dari dua guru kelas V dan 41 peserta didik. Data dikumpulkan melalui observasi kelas, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan fungsi manajemen pembelajaran yang meliputi perencanaan, pengorganisasian, pelaksanaan kepemimpinan, dan pengawasan mampu meningkatkan keterampilan komunikasi peserta didik yang meliputi kemampuan menyampaikan ide, mendengarkan aktif, bertanya, menanggapi, mengekspresikan gagasan, serta bekerja sama dalam kelompok. Peningkatan keterampilan komunikasi terlihat lebih signifikan pada sekolah yang menerapkan manajemen pembelajaran kolaboratif secara lebih sistematis. Penelitian ini menyimpulkan bahwa manajemen pembelajaran kolaboratif merupakan strategi yang efektif dalam menciptakan lingkungan belajar yang partisipatif dan mendukung pengembangan keterampilan komunikasi peserta didik. Temuan penelitian ini memberikan kontribusi teoretis bagi kajian manajemen pembelajaran serta implikasi praktis bagi guru dalam merancang pembelajaran kolaboratif yang lebih efektif di sekolah dasar.
References
Asad, M. M., Qureshi, A., & Almusharraf, N. M. (2026). Effect of technology-based collaborative learning on students’ competency-based education: a global perspective. International Journal of Information and Learning Technology, 1–19. https://doi.org/10.1108/IJILT-05-2024-0101
Carroll, P., & Kellow, A. (2021). The OECD: A decade of transformation: 2011–2021. Walter de Gruyter GmbH & Co KG.
Clipa, O., & Caramida, B.-N. (2024). Effectiveness of Collaborative Learning in the Educational Process. Revista Romaneasca Pentru Educatie Multidimensionala, 16(4), 442–459. https://doi.org/10.18662/rrem/16.4/923
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Daft, R. L., & Armstrong, A. (2021). Organization theory and design. Cengage Canada.
Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. sage.
Eskiyurt, R., & Özkan, B. (2024). Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design. Heliyon, 10(17), e37198. https://doi.org/10.1016/j.heliyon.2024.e37198
Gillies, R. M. (2019). Promoting academically productive student dialogue during collaborative learning. International Journal of Educational Research, 97, 200–209.
Johnson, D. W., & Johnson, R. (2016). Cooperative learning and teaching citizenship in democracies. International Journal of Educational Research, 76, 162–177. https://doi.org/https://doi.org/10.1016/j.ijer.2015.11.009
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4).
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149. https://doi.org/https://doi.org/10.1016/j.edurev.2013.02.002
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486–490. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.12.091
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Liang, J. (2019). Qualitative research methods: collecting evidence, crafting analysis, communicating impact (2nd Edition). Communication Research and Practice, 5(4), 408–409. https://doi.org/10.1080/22041451.2019.1688620
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice. John Wiley & Sons.
Marzano, R. J. (2017). New art and science of teaching: More than fifty new instructional strategies for academic success. Solution Tree Press.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. Routledge.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications Sage CA: Los Angeles, CA.
Mugabekazi, J. C., Mukanziza, J., Nizeyimana, P., & Manirahari, P. (2025). Integrating collaborative learning strategies in the curriculum: enhancing critical thinking and communication skills in primary education. European Journal of Education Studies, 12(3). https://doi.org/10.46827/ejes.v12i3.5848
PISA. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing.
Sjølie, E., Strømme, A., & Boks-Vlemmix, J. (2021). Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration. Teaching and Teacher Education, 107, 103477. https://doi.org/https://doi.org/10.1016/j.tate.2021.103477
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3). https://doi.org/10.3390/jintelligence11030054
Uffen, I., de Vries, S., Goei, S. L., & Verhoef, N. (2025). Exploring How Facilitators Influence Teacher Talk During Post-Research Lesson Discussions of Lesson Study. The Teacher Educator, 60(4), 492–510. https://doi.org/10.1080/08878730.2025.2500948
Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71–89.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1–28. https://doi.org/https://doi.org/10.1348/000709908X380772
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Seven principles for cultivating communities of practice. Cultivating Communities of Practice: A Guide to Managing Knowledge, 4, 1–19.
Xing, W., Zhu, G., Arslan, O., Shim, J., & Popov, V. (2023). Using learning analytics to explore the multifaceted engagement in collaborative learning. Journal of Computing in Higher Education, 35(3), 633–662. https://doi.org/10.1007/s12528-022-09343-0
Yin, R. K. (2018). Case study research and applications (Vol. 6). Sage Thousand Oaks, CA.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lia Sri Mulyati, Ida Tejawiani
This work is licensed under a Creative Commons Attribution 4.0 International License.
Hak cipta :
Penulis yang mempublikasikan manuskripnya di jurnal ini menyetujui ketentuan berikut:
- Hak cipta pada setiap artikel adalah milik penulis.
- Penulis mengakui bahwa Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) berhak menjadi yang pertama menerbitkan dengan lisensi Creative Commons Attribution 4.0 International (Attribution 4.0 International CC BY 4.0) .
- Penulis dapat mengirimkan artikel secara terpisah, mengatur distribusi non-eksklusif manuskrip yang telah diterbitkan dalam jurnal ini ke versi lain (misalnya, dikirim ke repositori institusi penulis, publikasi ke dalam buku, dll.), dengan mengakui bahwa manuskrip telah diterbitkan pertama kali di Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS).
