Ananda Poetri Luthfiansyah, Puji Astuti

Cooperative learning for the implementation of deep learning to enhance students’ reading skills

Introduction

Cooperative learning for the implementation of deep learning to enhance students’ reading skills. Explore how cooperative learning (Jigsaw) implements deep learning to enhance Indonesian students' reading skills, moving beyond memorization to mindful, meaningful, and joyful learning.

Abstract

Reading is one of the important skills in learning English because it is a window to knowledge and a foundation for developing other language skills. However, students' reading skills in Indonesia remain low due to various factors, coupled with reading learning that still tends to be shallow and focused on memorization. Therefore, a learning strategy is needed that focuses not only on the final result but also on the thinking process and deep understanding. Although both Deep Learning and Cooperative Learning have proven effective in enhancing reading skills, there has been no research examining how Cooperative Learning can be used as a method for implementing the Deep Learning approach. Therefore, this article aims to explore how Cooperative Learning can be used as a method for implementing the Deep Learning approach to enhance reading skills. This article uses a library research method with a focus on the Jigsaw type as a representation of Cooperative Learning that implements Deep Learning. Jigsaw implements the principles of mindful learning through conscious and attentive student involvement, meaningful learning through linking information from the text to personal experiences, and joyful learning through a collaborative and enjoyable learning atmosphere. In conclusion, Cooperative Learning can serve as a method for implementing Deep Learning to enhance students' reading skills. The implications of this article can serve as a reference for teachers in optimizing teaching reading and can also be the basis for empirical research in the future.

Review

This article addresses a highly pertinent educational challenge: the persistently low reading skills among Indonesian students, which are often compounded by shallow, memorization-focused learning approaches. By proposing an innovative integration of Cooperative Learning (CL) as a method for implementing Deep Learning (DL), the paper carves out a novel conceptual space. It commendably identifies a gap in existing literature, aiming to explore how these two established pedagogical paradigms can synergistically enhance reading proficiency, moving beyond surface-level engagement to foster deeper understanding and critical thinking. The premise of leveraging collaborative learning to facilitate more profound cognitive processing in reading is both timely and theoretically sound. While the article’s conceptual exploration of CL (specifically Jigsaw) as a method for implementing DL is insightful, its reliance solely on a library research method somewhat limits the practical depth of its "implementation" claims. The connections drawn between Jigsaw's principles—mindful, meaningful, and joyful learning—and the goals of Deep Learning are logically articulated and intuitively appealing. However, a more elaborate theoretical framework detailing how specific Jigsaw mechanics (e.g., expert groups, reciprocal teaching within groups) directly operationalize higher-order cognitive processes inherent in deep learning, such as analysis, synthesis, and evaluation, would strengthen the argument. Presenting a more explicit theoretical mapping of these processes could provide a more robust foundation for the proposed integration, moving beyond general assertions to a more detailed pedagogical blueprint. In conclusion, this article offers a valuable conceptual framework for educators, suggesting that Cooperative Learning can effectively serve as a method for implementing Deep Learning to enhance students' reading skills. The practical implications are significant, providing teachers with a potential reference to optimize reading instruction and design more engaging and cognitively demanding learning experiences. Furthermore, and perhaps most crucially, the paper lays a clear and commendable foundation for future empirical research. Validating the proposed synergy through practical application and measurable outcomes in diverse classroom settings would be the next logical step, transforming this important conceptual groundwork into evidence-based pedagogical practice and significantly enhancing its overall impact.

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