Enhancing Social and Emotional Learning Through Cooperative Learning: Insights from a Global Research Collaboration

Department of English

1 June 2024

Kegiatan Penelitian

SDG 4, SDG 10

In a groundbreaking collaboration, Sari Karmina and Lestari Setyowati from the Department of English at Universitas Negeri Malang, Indonesia, teamed up with Ben Dyson from the University of North Carolina at Greensboro, United States, to explore the impact of cooperative learning on social and emotional learning (SEL). Their research, titled “Teachers’ Perspectives on Implementing Cooperative Learning to Promote Social and Emotional Learning,” aims to shed light on how these instructional strategies can enhance students’ social and emotional competencies, contributing significantly to the Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4) and Reduced Inequalities (SDG 10).

The study delves into teachers’ perceptions of cooperative learning and its effectiveness in fostering a supportive and empathetic classroom environment. Through qualitative research methods, including in-depth interviews and focus group discussions, Karmina, Dyson, and Setyowati gathered insights from English teachers across diverse educational contexts. The findings revealed that cooperative learning significantly enhances students’ social skills, enabling them to communicate effectively, resolve conflicts, and develop a sense of responsibility toward their peers. These social competencies are crucial for creating inclusive and equitable educational settings, aligning with the goals of SDG 4.

Moreover, teachers observed that cooperative learning promotes emotional intelligence among students. By working collaboratively, students became more empathetic and supportive, leading to improved emotional regulation and resilience. This is vital for addressing educational inequalities (SDG 10), as it ensures that all students, irrespective of their backgrounds, have the opportunity to develop essential emotional skills.

However, the research also highlighted challenges in implementing cooperative learning, such as managing diverse student abilities and ensuring equal participation. Teachers emphasized the need for professional development to equip them with strategies to effectively address these challenges. The study suggests that educational policymakers should support the integration of cooperative learning into curricula and provide resources for teacher training to foster a collaborative and inclusive school culture.

In conclusion, the collaborative research by Karmina, Dyson, and Setyowati underscores the transformative potential of cooperative learning in promoting social and emotional learning. By leveraging the power of collaboration, educators can create more inclusive learning environments, thereby contributing to the broader goals of quality education and reduced inequalities. This research not only enriches academic discourse but also provides actionable insights for educators and policymakers striving to make a positive impact on students’ lives.