TASK 10

CLASSICAL GUIDANCE AND COUNSELING

‘‘CLASSIC FORMAT SERVICE PERFORMANCE WITH COOPERATIVE

LEARNING APPROACH’’

SUPERVISOR
Prof. Dr. Neviyarni

ARRANGED BY:

Phyu Sin Yadanar Thein

19006243

GUIDANCE AND COUNSELING

FACULTY OF EDUCATION
UNIVERSITAS NEGERI PADANG

2020

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 TABLE OF CONTENTS
TABLE OF CONTENTS1
MIND MAPPING 2
CLASSICAL GUIDANCE AND COUNSELING
CLASSIC FORMAT SERVICE PERFORMANCE WITH COOPERATIVE
LEARNING APPROACH3

UNDERSTANDING COOPERATIVE LEARNING MODEL 3

ELEMENTS OF COOPERATIVE LEARNING 4

COOPERATIVE LEARNING OBJECTIVES 5

CHARACTERISTICS OF COOPERATIVE LEARNING 6

COOPERATIVE LEARNING PLANNING STEPS 7

ADVANTAGES AND DISADVANTAGES OF COOPERATIVE LEARNING 8

REFERENCES 10

QUESTION AND ANSWER 11

ESSAY QUESTIONS 13

YEL YEL 14

SERVICE IMPLEMENTATION PLAN (RPL) 15

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UNDERSTANDING COOPERATIVE LEARNING MODEL ELEMENTS OF COOPERATIVE LEARNING
Cooperative learning is a learning model that demands cooperation and is characterizedA.byPositive Independence
a cooperative task structure, objectives, and rewards. Stud
B. The interaction between students is
increasing.
C. Individual Responsibilities
D. Interpersonal skills and small groups.
E. Group process

CLASSIC FORMAT SERVICE PERFORMANCE WITH COOPERATIVE LEARNING APPROACH

CHARACTERISTICS OF COOPERATIVE LEARNING
A. Team Learning- The team is the place to reach the goal. Therefore, the team must be able to make each student learn; B. Cooperative Managem
group.

COOPERATIVE LEARNING OBJECTIVES

According to Ibrahim, cooperative learning models were developed to achieve at least three learning objectives,
namely:
Academic Study Results
Acceptance of Individual Differences
Social Skills Development

ADVANTAGES AND DISADVANTAGES OF COOPERATIVE LEARNING

Advantages- Through cooperative learning models, students do not rely too much on teachers, but can increase confidence in their own thinking abi
the topic of the problem so that many are not in accordance with the specified time; When discussions are sometimes dominated by someone, this res
COOPERATIVE LEARNING PLANNING STEPS
a. Choose the type of cooperative learning that will be used, because each cooperative learning approach provides several general characteristics, but

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A. Understanding Cooperative Learning Model

A learning model is a plan or a pattern used as a guideline in planning

learning in the classroom. Suryani and Agung (2012) explained that the
learning model is a unity between approaches, strategies, methods, techniques
and learning tactics, which is basically a form of learning drawn from start to
finish that is presented typically by teachers. It can be concluded that the
learning model is an overview of the design of organizing the learning process
aimed at achieving certain objectives and has an important function as the
teacher's handle in planning and implementing the learning process.

Cooperative learning is a learning model that demands cooperation and is

characterized by a cooperative task structure, objectives, and rewards.
Students in cooperative learning situations are encouraged and required to do
the same task together, and must also coordinate their efforts to complete the
task (Arends, 2008).

So, cooperative learning is a learning model using a small grouping

system/ team, which is between 4 to 6 people who have a different academic
ability background, gender, race, or tribe (heterogeneous). The assessment
system is carried out on the group. Each group will receive a reward, if the
group is able to show the required achievements. Thus, each member of the
group will have a positive dependency. Such dependency will further give rise
to the individual responsibility to the group and the interpersonal skills of each
member of the group. Each individual will help each other, they will have
motivation for group success, so that each individual will have the same
opportunity to contribute to the success of the group.

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B. Elements of Cooperative Learning
According to Johnson (1994) and Sutton (1992), there are five important
elements in cooperative learning, namely:
A. Positive interdependence between students- in cooperative learning
students feel that they are working together to achieve one goal and are bound
to each other. A student will not succeed unless all members of his group are
also successful. Students will feel that they are part of a group that also
contributes to the success of the group.
B. The interaction between students is increasing- Cooperative learning
improves interaction between students. This happens in the event that a
student will help other students to succeed as a member of the group. The
interaction that occurs in cooperative learning is in terms of exchanging ideas
about the problems that are being studied together.
C. Individual responsibilities- Individual responsibilities in group learning can
be the responsibility of students in terms of: (a) helping students who need
help (b) students not just "talking" to the work of students and their
classmates.
D. Interpersonal skills and small groups- In cooperative learning, in addition
to being required to learn the material provided by a student is required to
learn how to interact with other students in his group. How students behave as
group members and convey ideas within the group will demand specific skills.
E. Group process- Cooperative learning will not take place without a group
process. The group process occurs if group members discuss how they will
achieve their goals well and make good working relationships.

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C. Cooperative Learning Objectives
According to Slavin the goal of cooperative learning is to create situations
where the success of an individual is determined or influenced by the success
of his group. Meanwhile, according to Ibrahim, cooperative learning models
were developed to achieve at least three learning objectives, namely:
A. Academic study results
Some experts argue that this model excels in helping students understand
difficult concepts. Cooperative reward structure models have been able to
improve students' grades on academic learning and change norms related to
learning outcomes. Cooperative learning can benefit both lower and upper
group students who work together to complete academic tasks.
B. Acceptance of individual differences
Cooperative learning is a broad acceptance of different people based on
their race, culture, social class, abilities, and incompetence. Cooperative
learning provides opportunities for students from different backgrounds and
conditions to respect each other.
C. Social skills development
Cooperative learning is teaching students the skills of cooperation and
collaboration. Social skills, important to students because nowadays many
young people are still lacking in social skills.

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D. Characteristics of Cooperative Learning
There are several characteristics of cooperative learning strategies, including:
A. Team learning.
Cooperative learning is team learning. The team is the place to reach the
goal. Therefore, the team must be able to make each student learn. All team
members must help each other to achieve their learning goals. Therefore, the
criteria of learning success are determined by the success of the team.
B. Based on cooperative management
In cooperative learning has four main functions, namely: (1) planning,
shows that cooperative learning requires careful planning in order for the learning
process to run effectively; (2) implementation, indicating that cooperative learning
must be carried out in accordance with the planning, through predetermined
learning steps including mutually agreed provisions; (3) the organization shows
that cooperative learning is a joint work between each member of the group,
therefore it is necessary to regulate the duties and responsibilities of each member
of the group; (4) control, indicates that in cooperative learning it is necessary to
determine the criteria of success both through tests and non-tests.
C. Desire to cooperate
The success of cooperative learning is determined by group success.
Therefore, the principle of working together needs to be emphasized in the
cooperative learning process. Each member of the group must not only be
organized their respective duties and responsibilities, but also instilled the need to
help each other.
D. Cooperation skills
The desire to work together is then practiced through activities and
activities described in the skills of working together. Thus, students need to be
encouraged to participate and be able to interact with various obstacles and
interact and communicate, so that each student can express ideas, express
opinions, and contribute to the success of the group.

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E. Cooperative Learning Planning Steps
Arends & Kilcher (2010) also proposed cooperative learning planning
measures, namely:
a. Choose the type of cooperative learning that will be used, because each
cooperative learning approach provides several general characteristics, but each
has different steps;
b. Choose the objectives and content of the lesson, namely choosing the focus of
academic content and social skills to be taught;
c. heterogeneous grouping of learners, preferably starting with a simple group of 4
or 3 people, then grouped 4-6 people, so that it becomes the ideal size;
d. gather and organize students to discuss with their group friends;
e. organizing the learning environment and facilitating teacher group work.

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F. Advantages and Disadvantages of Cooperative Learning
A. The advantages of cooperative learning as a learning strategy include:
1. Through cooperative learning students do not rely on teachers, but can increase
confidence in their own thinking ability, find information from various sources,
and learn from other students.
2. Cooperative learning can develop the ability to express ideas or ideas with
words verbally and compare them with other people's ideas.
3. Cooperative learning can help children to respect others and be aware of their
limitations and accept all differences.
4. Cooperative learning can help empower every student to be more responsible in
learning.
5. Cooperative learning is a powerful strategy to improve academic achievement
as well as social skills, including developing a sense of self-esteem, positive
interpersonal relationships with others, developing time management skills, and
positive attitudes towards schools.
6. Through cooperative learning can develop students' ability to test their own
ideas and understanding, receive feedback. Students can practice solving
problems without fear of creating problems, because the decisions made are the
responsibility of the group.
7. Cooperative learning can improve students' ability to use information and
abstract learning skills to become real.
8. Interaction during cooperative activity can increase motivation and provide
stimuli for thinking. This is useful for the long-term educational process.

B. The disadvantages of cooperative learning as a learning strategy include:

1. For students who are considered to have advantages, for example they will feel
inhibited by students who are considered to lack ability. As a result, such
circumstances can interfere with the climate of cooperation within the group.
2. The main feature of cooperative learning is that students teach each other.
Therefore, if without effective peer teaching, then compared to direct teaching

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from teachers, there can be such a way of learning that what should be learned and
understood is never achieved by students.
3. The assessment given in cooperative learning is based on the results of the
group's work. Nevertheless, teachers need to realize that in fact the expected
results or achievements are the achievements of each individual student.
4. The success of cooperative learning in the effort to develop group awareness
takes a long time, and this is not possible to be achieved only by once or many
times the application of this learning.
5. While the ability to work together is a very important ability for students, many
activities in life are based solely on individual abilities. Therefore, ideally through
cooperative learning in addition to students learning to work together, students
should also learn how to build confidence. To achieve both in cooperative learning
is not an easy job.

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 REFERENCES
Agung, L dan Wahyuni, S. 2013. Perencanaan Pembelajaran Sejarah. Yogyakarta:
Penerbit Ombak.

Arends, R.I. 2008. Learning to Teach: Belajar Untuk Mengajar. Yogyakarta:

Pustaka Pelajar.

Munggara, D. R. Penerapan Model Pembelajaran Cooperative Learning Media

Index Card Match dalam Meningkatkan Keatifan dan Hasil Belajar Sejarah
Siswa Kelas X Mia 1 SMA Negeri 1 Salem Kabupaten Brebes Tahun Ajaran
2014/2015. Candi, 9(1), 177-195.

Nurlaila, N. (2019). PENGEMBANGAN MODEL COOPERATIVE LEARNING

UNTUK PENDIDIKAN TINGGI. Lentera Pendidikan: Jurnal Ilmu Tarbiyah
dan Keguruan, 22(2), 213-222.

Sahariyyah, N. (2013). UPAYA MENINGKATKAN MOTIVASI BELAJAR

SISWA DENGAN MENERAPKAN COOPERATIVE LEARNING
MELALUI STRATEGI CROSSWORD PUZZLE PADA MATA
PELAJARAN AQIDAH AKHLAK MATERI ASMAUL HUSNA KELAS IV MI
AL MUNIROH II UJUNGPANGKAH GRESIK (Doctoral dissertation, UIN
Sunan Ampel Surabaya).

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QUESTION AND ANSWER
Multiple Choice
1) Cooperative learning is a broad acceptance of different people based on
their race, culture, social class, abilities, and
a) Confidence
b) Positive Attitudes
c) Social Skills
d) Incompetence
e) Group Awareness
2) How many steps of cooperative learning planning?
a) 3
b) 4
c) 5
d) 6
e) Answer A
3) How many learning objectives of cooperative learning according to
Ibrahim?
a) 3
b) 4
c) 5
d) 6
e) 7
4) “The interaction that occurs in cooperative learning is in terms of
exchanging ideas about the problems that are being studied together”. In
which element of cooperative learning does this sentence include?
a) Positive interdependence between students
b) Individual responsibilities
c) Interpersonal skills and small groups
d) The interaction between students is increasing
e) Group process

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5) Ideally through cooperative learning in addition to students learning to
work together, students should also learn how to build
a) Team work
b) Interpersonal relationships
c) Confidence
d) Group Success
e) Cooperative Management

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Essay Questions
1) How many main functions of cooperative learning and explain them?
In cooperative learning has four main functions, namely: (1) planning,
shows that cooperative learning requires careful planning in order for the
learning process to run effectively; (2) implementation, indicating that
cooperative learning must be carried out in accordance with the planning,
through predetermined learning steps including mutually agreed
provisions; (3) the organization shows that cooperative learning is a joint
work between each member of the group, therefore it is necessary to
regulate the duties and responsibilities of each member of the group; (4)
control, indicates that in cooperative learning it is necessary to determine
the criteria of success both through tests and non-tests.

2) Explain team learning.

Cooperative learning is team learning. The team is the place to reach the
goal. Therefore, the team must be able to make each student learn. All
team members must help each other to achieve their learning goals.
Therefore, the criteria of learning success are determined by the success of
the team.

3) What is learning model?

Learning model is an overview of the design of organizing the learning
process aimed at achieving certain objectives and has an important
function as the teacher's handle in planning and implementing the learning
process.

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YEL-YEL
Cooperation, cooperation
Students’ learning motivation
To prosper the learning intervention
And adapt the cooperative management
Thus, teachers should maintain
The outcomes to cooperate
Thou shall class activities
Shall indeed remain………

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 SERVICE IMPLEMENTATION PLAN (RPL)
GUIDANCE AND COUNSELING

SCHEDULED CLASSICAL FORMAT

1. Identity
a. Education Unit: SMA 5 KOTA Bukittinggi
b. School Year: 2020/2021
c. Service Objectives: Grade X Students
d. Implementation: Counseling Teacher
e. Related parties: -

2. Time and Place

a. Date: 24 September 2020
b. Lesson Hours / Service: 13:00- 14:56 hours
c. Time Volume (JP): 2 × 58 minutes
d. Specific Place of Study: Classroom X IPA 6

3. Service Materials
Themes
Theme: Bullying in schools
Sub-theme: 1. Understanding about Bullying in Schools
2. Recognize the importance of positive behavioral management
3. Identify negative impacts about bullying
4. Demonstrate the characteristics of self-conscience
5. Implement discussion about how to defend bullying

4. Purpose and Direction of Development

a. Purpose of Service
1) Through watching PowerPoint presentation about bullying in schools, students
can discuss about the concept of bullying.

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2) After the counseling teacher asks students to watch the video about bullying in
schools, students can recognize the importance of positive behavioral
management.
3) Through researching and processing information about bullying in schools in
Google media, students can classify 6 negative impacts about bullying.
4) After the counseling teacher asks students to perform classroom activities about
how to have self-conscience towards people, students can demonstrate the
characteristics of self-conscience.
5) Through reading the course book about bullying in schools, students can
formulate 6 strategies about developing positive behavioral management along
with the impacts of helping others.
6) Through discussion about how to stop bullying, students can argue about how
to support anti-bullying by helping other people.

Condition (C): Bullying in schools will be lowly impacted after knowing about
how to supervise positive behavioral management.
Audience (A): Students are the main source of the world peace since they are the
future millennial of helping people around the world.
Behavior (B): The bullying behavior of students will be reduced since there are
many anti-bullying foundation programs nowadays.
Degree of Success (D): Therefore, students support anti-bullying by helping other
people which means that the healthy society will impact the guaranteed future in
Indonesia.

b. Case Development:
Students are able to contribute about the concerns of anti-bullying to the society in
order to help people.

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c. Case-T Handling:
Students are able to defend bullying.

5. Model: Cooperative Learning Approach

6. Service Functions: Understand, Recognize, and Improve Anti-bullying

concept.

7. Types of Services and Supporting Activities

a. Service Type: Information Services
b. Supporting Activities: -

8. Advice
a. Media and Equipment: PowerPoint Presentation, Video, Google media, and
Course Books.
b. Source: Olweus, D. (1993). Bullying at school: what we know and what we can
do. Cambridge: Blackwell Publishers.
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer
victimization in school: an ecological system analysis. Aggression and Violent
Behavior, 17(4), 311–322. https://doi.org/10.1016/j.avb.2012.03.003.
Glew, G. M., Fan, M., Katon, W., & Rivara, F. P. (2008). Bullying and school
safety. The Journal of Pediatrics, 152, 123–128.
https://doi.org/10.1016/j.jpeds.2007.05.045.
Gendron, B. P., Williams, K. R., & Guerra, N. G. (2011). An analysis of bullying
among students within schools: estimating the effects of individual normative
beliefs, self-esteem, and school climate. Journal of School Violence, 10, 150–164.
https://doi.org/10.1080/15388220.2010.539166.

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Gardella, J. H., Fisher, B. W., Teurbe-Tolon, A. R., et al. (2019). Students’ reasons
for why they were targeted for in-school victimization and bullying. International
Journal of Bullying Prevention. https://doi.org/10.1007/s42380-019-00017-7.

9. Service Results Assessment Objectives

The obtainment of new things by students in relation to KES (Daily Effective
Life) with components of AKURS (Reference, Competence, Effort, Taste,
Earnest).
a. KES (Daily Effective Life)
1) Reference (A): Students have the understanding about the concept of bullying.
2) Competency (K): Students are able to develop their self-conscience in order to
help other people by supporting anti-bullying.
3) Effort (U): Students have the effort to defend bullying.
4) Taste (R): Students feel proud of themselves because they can make a huge
difference in the society.
5) Earnest (S): Students are serious to stop bullying by helping people to
recognize about having self-conscience towards one another.
b. KES-T
Bullying may continue if the person does not have any self-conscience towards
other people.

c. God-blessed, Grateful, Sincere, and Steadfast

Asking the blessing of the Almighty God for the success of these students to have
the understandability of how to stop bullying by helping other people.

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10. Activity Steps
Activities Activities for Teachers Activities for Time
Students Allocation
Introduction Blessed Greetings Respond to blessed
Student Attendance greetings
Pray for Blessing Fill in the
Starts the opening of the attendance
lesson. Pray for Blessing

The counseling teacher 5 minutes

performs the class and
assists students in
contributive learning
situations.

The counseling teacher Pay attention and

deals with perception as contribute
digging the students’ previous
previous educational knowledge of what
knowledge about what has been taught.
has been taught.

The counseling teacher

transmits the goal of
learning.
Core Activity 1. The counseling 1. Students discuss 10
teacher asks students to about the concept minutes
watch PowerPoint of bullying.
presentation about
bullying in schools.

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2. The counseling 2. Students 15
teacher asks students to recognize the minutes
watch the video about importance of
bullying in schools. positive behavioral
management.

3. The counseling 3. Students 15

teacher asks students to classify 6 negative minutes
search and process the impacts about
information about bullying.
bullying in schools in
Google media.

4. The counseling 4. Students 20

teacher asks students to demonstrate the minutes
perform classroom characteristics of
activities about how to self-conscience.
have self-conscience
towards people.

5. The counseling 5. Students 15

teacher asks students to formulate 6 minutes
read the course book strategies about
about bullying in developing
schools. positive behavioral
management along
with the impacts of
helping others.

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 6. The counseling 6. Students argue 15
teacher conducts the about how to minutes
discussion about how to support anti-
stop bullying. bullying by
helping other
people.

7. The counseling 7. Students answer 11

teacher asks students to the assessment minutes
answer the assessment instrument
instrument

Final Activity 1. Conclusion: The Conclusion 10

counseling teacher asks Students create the minutes
students to create the conclusion
conclusion about the according to
material. BMB3
components.

The teacher ends the Students answer

meeting with honorable greetings with
greetings. honorable respect.

11. Appraisal

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A. The Process of Assessment

Through observations, an assessment of the learning / service process is

carried out to obtain an overview of student activities and the effectiveness of
learning / services that have been organized with the dynamics of BMB3.

1. Thinking: What do students think about the course book of bullying in schools.

2. Feeling: How do students feel after watching the video about bullying in
schools.

3. Behave: How do students behave after performing the classroom activities

about how to have self-conscience towards people.

4. Acting: How do students act after following the material on how to stop
bullying in schools.

5. Responsible: How do students act that can be responsible related to the

PowerPoint Presentation about bullying in schools.

B. Result Assessment

At the end of the learning process / student service, their opinion is asked about
the lessons they are taking. Assessment can be done in oral or written form, in this
case use a questionnaire according to the service purposes.

1) What is your opinion about bullying?

2) Can you explain the importance of positive behavioral management?

3) What did you learn from the negative impacts of bullying?

4) How will you demonstrate your characteristics of self-conscience towards other

people?

5) What is your strategy to develop your positive behavioral management in order

to help other people?

6) How will you stop bullying?

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C. LAPELPROG and Follow Up

After the learning or service activities are completed, compile a service

program implementation report (LAPELPROG) that contains data on results and
process assessments, along with follow-up directions.

Bukittinggi, September 2020

In recognition of the Head of SMA Negeri 5 Bukittinggi: Mr. Ahda S. Pd

NIP.197508072002121 006

Coordinator Guidance and Counseling: Mr. Ilham Mida, S. Pd.I.

NIP. 198312232009012 003

Counseling Teacher/Counselor: Phyu Sin Yadanar Thein

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