Eky Setiawan Salo, Abdullah Pandang, Pattaufi

Designing Cooperative Frameworks for Higher Education: The Structural Evaluation of the TIM-IGIS Prototype in Enhancing Preservice Teachers' Conceptual Learning Outcomes

Introduction

Designing cooperative frameworks for higher education: the structural evaluation of the tim-igis prototype in enhancing preservice teachers' conceptual learning outcomes. Evaluate the TIM-IGIS cooperative learning model's structural design and effectiveness in enhancing preservice teachers' conceptual learning outcomes in higher education. Findings show significant improvement in conceptual mastery and student engagement.

Abstract

This study addresses the persistent pedagogical challenge in higher education where traditional, lecturer-centered instruction restricts student engagement and reduces conceptual learning outcomes. To mitigate this issue, this article presents the structural design, expert validation, and empirical evaluation of the Tim-based Interactive Game and Interpretation Strategy (TIM-IGIS) cooperative learning model prototype. Developed using the systematic framework of the ADDIE model, the TIM-IGIS prototype integrates five distinct phases: Initiative, Heterogeneous Groups, Gamified Engagement, Interpretation, and Summarization. The model was implemented using a single-group pretest posttest design with an intact educational cohort of 33 preservice teacher education students enrolled in the Elementary School Civics Learning Development course at Universitas Kristen Indonesia Toraja. Expert judgment via Aiken’s V established a high level of content and construct validity (V = 0.938), confirming the prototype’s alignment with cooperative principles. Field implementation demonstrated exceptional practicality, achieving a syntax implementation rate of 97.50% and highly active student engagement (M = 3.70). Empirically, the prototype significantly enhanced conceptual mastery, with the mean score rising from 63.03 to 81.76 (t(32) = 10.750, p < 0.001), yielding a substantial Cohen’s dz effect size of 1.871 and a moderate normalized gain (g = 0.502). These findings indicate that the TIM-IGIS prototype offers a robust, structurally balanced framework for promoting deep conceptual understanding and active collaboration in teacher training programs.

Review

This study introduces the Tim-based Interactive Game and Interpretation Strategy (TIM-IGIS), a novel cooperative learning prototype designed to address the limitations of traditional, lecturer-centered instruction in higher education. The researchers meticulously developed TIM-IGIS using the ADDIE model, integrating five distinct phases: Initiative, Heterogeneous Groups, Gamified Engagement, Interpretation, and Summarization. A significant strength of this work lies in its systematic development and robust validation process, demonstrating high content and construct validity through expert judgment (Aiken’s V = 0.938). Furthermore, the field implementation showcased exceptional practicality with a syntax implementation rate of 97.50% and highly active student engagement, indicating its feasibility and positive reception within an educational setting. Empirically, the TIM-IGIS prototype demonstrates a compelling capacity to enhance conceptual learning outcomes among preservice teachers. The study’s findings reveal a statistically significant improvement in conceptual mastery, with mean scores rising substantially from 63.03 to 81.76, accompanied by a large Cohen’s dz effect size of 1.871 and a moderate normalized gain (g = 0.502). These impressive results strongly suggest that TIM-IGIS offers a robust and effective framework for fostering deep conceptual understanding and promoting active collaboration, particularly relevant for teacher training programs aiming to cultivate more engaged and effective future educators. The significant practical effect observed underscores the potential of this model to meaningfully impact pedagogical practices. While the findings are promising, a notable limitation is the adoption of a single-group pretest-posttest design with an intact educational cohort. This design, while indicative of positive change, inherently limits the attribution of observed gains solely to the TIM-IGIS intervention due to the absence of a control group, making it susceptible to threats to internal validity such as maturation or history effects. Future research would benefit immensely from employing a randomized controlled trial design to more definitively establish the causal impact of TIM-IGIS. Nonetheless, this study provides a valuable structural design and initial empirical evidence for an innovative cooperative learning model, making a significant contribution to the discourse on enhancing student engagement and conceptual learning in higher education.

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