SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November 2017

ASPENSI

DADANG ISKANDAR & ACEP RONI HAMDANI

Increasing the Value of Mutual Cooperation and Students’ Conceptual Understanding on Cooperative Learning Model through the Performing Art of Gotong Sisingaan

ABSTRACT: This research is to increase the value of mutual cooperation among students and the ability of students in understanding the concepts about coperative learning model in Social Studies education. One of the solutions to solve the problem is done by applying cooperative learning model through the performing art of “gotong sisingaan” (toy lion). The art of “gotong sisingaan” is a form of local wisdom that is full of noble values ​​and is the core value of the mental revolution, namely the value of mutual cooperation. The research was conducted at the SDN (Public Elementary School) Barulaksana, Lembang, West Bandung Regency; SDN Manggahang 1, Bale Endah, Bandung Regency; and SDN Serangsari, Cipunagara, Subang Regency in West Java Province, Indonesia, on Social Studies subjects in class V about the Diversity of Ethnic and Cultural Groups. The method is quasi experiment with the instruments research: test, observation, interview, documentation study, and questionnaire. The results showed that the model of cooperative learning can improve understanding of concepts and values of mutual cooperation of students in all experiment class. The art of “gotong sisingaan” can become the media to improve the students’ understanding of the Social Studies’ concept through the mutual cooperative learning. KEY WORD: Mutual Cooperation Value; Conceptual Understanding; Cooperative Learning; Performing Art of Gotong Sisingaan; Students of Elementary School.

RESUME: “Meningkatkan Nilai Gotong-Royong dan Pemahaman Konseptual Siswa tentang Model Pembelajaran Kooperatif melalui Seni Pertunjukan Gotong Sisingaan”. Penelitian ini bertujuan untuk meningkatkan nilai kerja sama antara siswa dan kemampuan siswa dalam memahami konsep tentang model pembelajaran kooperatif dalam pendidikan IPS (Ilmu Pengetahuan Sosial). Salah satu solusi untuk menyelesaikan permasalahan tersebut adalah dengan menerapkan model pembelajaran kooperatif melalui seni pertunjukan gotong sisingaan. Seni gotong sisingaan adalah bentuk kearifan lokal yang penuh dengan nilai-nilai luhur dan merupakan nilai inti dari revolusi mental, yaitu nilai gotong-royong. Penelitian dilakukan di SDN (Sekolah Dasar Negeri) Barulaksana, Lembang, Kabupaten Bandung Barat; SDN Manggahang 1, Bale Endah, Kabupaten Bandung; dan SDN Serangsari, Cipunagara, Kabupaten Subang di Provinsi Jawa Barat, Indonesia, pada mata pelajaran IPS di kelas V tentang Keanekaragaman Kelompok Etnis dan Budaya. Metodenya adalah quasi eksperimen dengan instrumen penelitian: test, observasi, wawancara, studi dokumentasi, dan kuesioner. Hasil penelitian menunjukan bahwa model pembelajaran kooperatif dapat meningkatkan pemahaman konsep dan nilai gotong-royong siswa di semua kelas eksperimen. Seni gotong sisingaan bisa menjadi media untuk meningkatkan pemahaman siswa tentang konsep pendidikan Ilmi Sosial melalui pembelajaran kooperatif. KATA KUNCI: Nilai Gotong-Royong; Pemahaman Konsep; Pembelajaran Kooperatif; Seni Pertunjukan Gotong Sisingaan; Murid Sekolah Dasar.

About the Authors: Dr. H. Dadang Iskandar and Acep Roni Hamdani, M.Pd. are the Lecturers at the Study Program of Teacher Education for Elementary School FKIP UNPAS (Faculty of Education and Teacher Training, Pasundan University), Jalan Wartawan IV No.22 Kota Bandung, West Java, Indonesia. Corresponding authors are: [email protected] and [email protected] Suggested Citation: Iskandar, Dadang & Acep Roni Hamdani. (2017). “Increasing the Value of Mutual Cooperation and Students’ Conceptual Understanding on Cooperative Learning Model through the Performing Art of Gotong Sisingaan” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November, pp.223-244. Bandung, Indonesia: Minda Masagi Press and UNIPA Surabaya, ISSN 1979-0112. Article Timeline: Accepted (July 3, 2017); Revised (September 25, 2017); and Published (November 30, 2017).

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INTRODUCTION are not as influential as they have the same Nusantara or Indonesian archipelago vision. Inter-individual, inter-regional, has a unique cultural diversity between the and inter-ethnic groups are actually regions with one another. The diversity is complementary to cover each other’s actually referring to the noble character and shortcomings (Cameron et al., 2005; and philosophical meaning of our predecessors MacDonald, 2013). culture, even the diversity of nation culture The image and cultural identity of a as evidence that our nation’s ancestors region is shaped by the character of each creative and innovative. On the other individual, so that it will become a collective hand, these characters and values are​​ an character and has characteristics that are unwritten guide to life and derive from the relatively different from other ethnic or life and culture of our ancestors, and reflect ethnic groups, all of which form the basis of the noble culture of our nation and different diversity. In addition, the wealth of cultural from other nations (Schultz & Lavenda, and intellectual must be preserved and 2009; and Sabarisman & Unayah, 2016). passed from time to time as the development This means that each ethnic group has capital of a whole and rooted nation (Sturm, a unique local wisdom and is relatively 2006; and Chalmers, 2011). different from other cultures, such as: The development of science and Sundanese ethnic in West Java, Indonesia technology is very quickly, and to that has a friendly character and gentle, affect the way of view and the mindset and it can be seen from the intonation of of the nation, especially the younger a soft voice and seductive. Comparing generation. It is addressed with open to Batak ethnic in North Sumatera, who arms, but still choosing and sorting the always opened to the renewal; Javanese culture in accordance with the norms ethnic, who holds the manners of his/her that apply for a long time in Nusantara ancestors; the Maduranese and Buginese with the development of information and ethnics in East Java and South Sulawesi, communication that is the absolute driving who are known to be resilient; and Chinese force of the globalization of cultural values ​​ ethnic is known for abstinence, as well as in society experiencing challenges in Minang ethnic in West Sumatera, who is existence. It should be also addressed with known to help each other in the overseas full of openness, but still preserving local (Suryadinata, Arifin & Ananta, 2003). culture with a firm believer in a principle Similarly, other ethnic groups, such as of “global thinking, local character” Aceh, Dani, Sasak, Nias, and Toraja, also (UNESCO, 2009). have different, but equally positive cultural In the Sundanese proverb, there is and life guidelines to build common even the term “jati kasilih ku junta”, which prosperity as a nation-state of Indonesia means that noble local culture and full (Suryadinata, Arifin & Ananta, 2003; and of character values ​​replaced by outside Madiasworo, 2009). Some values, culture, cultures that are not in accordance with way of life, the meaning of philosophical, the norms of Eastern world (Iskandar, and various other positive things can serve 1997). This needs to be observed, because as a basis for being transformed the soul into the cultural heritage and traditional values ​​ learning process and results (Geertz, 1973; contain many local wisdom that is still and Hutton, Jiang & Kumar, 2015). highly relevant to the current conditions Local wisdom has meaning and is a good and should be preserved, adapted, or even things, it can be seen of institutionalizing developed further towards the common the local wisdom from one generation to the welfare that we longely craved for. next generation (Snively & Corsiglia, 2000; In fact, the local culture has been greatly and Mungmachon, 2012). Better welfare abandoned, as it is considered as “kuno” and life are the common goals and hopes, (old-fashioned) and “tidak gaul” (not so the differences in individual characters intercourse), so the substantive meaning

224 © 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November 2017 of local wisdom has faded, dimmed, and be done. The people have an obligation gradually abandoned, yet it is an invaluable to return to their true selves through heritage, a just guide of life, safe, and the excavation and interpretation of the prosperous of our ancestors. Conservation noble cultural values ​​that exist as a source efforts are not up to its substantive of local wisdom and have been firmly meaning, but merely clothing, rituals, and upheld by our ancestors long ago. This other activities that do not have a profound effort needs to be done to uncover the effect on the implicit meanings of these substantive meaning of local wisdom, things (UNESCO, 2009). where the people must open awareness, So, the researchers can conclude that honesty, and some noble cultural values ​​to it is only the preservation of “formality” socialize and develop it into a principle of and “symbolic” only. Cultural institutions life that is dignified and implemented in in general only make our cultural wealth everyday life (Perdhana, 2015). as a form of commodity that is more For example, the cultural value of concerned with economic aspects alone, gotong sisingaan (toy lion) performing art in not focusing as an institution that became Subang, West Java, Indonesia, as a form of the front guard to maintain the values ​​and mutual aid culture in the association of life.1 substantive meaning of cultural diversity Then, in turn, these cultural values ​​must be (Yunus, 2013). disseminated and earthed into all aspects The younger generation becomes of community life in order to become the difficult to absorb the implicit meaning of identity of local communities, especially the various forms of cultural diversity that can Sundanese people. The existence of gotong actually be a capital to improve the welfare sisingaan (toy lion show) culture is an asset and dignity of the nation as a cultured (capital, wealth) of the nation’s culture that nation (Subagyo, 2012). The younger needs to be protected and conserved to raise generation has the view that cultural rituals awareness of national identity to be passed are merely a feature in physical form, but on to the next generation in good and whole from a physical form, it must be a trigger to state (Pupitasary, 2013). have a suitable character. The performing art of gotong sisingaan Hoarding the treasures of the world are loaded with mutual cooperation and power tends to be the ultimate goal value, harmony, mutual respect, and of the use of cultural attributes. Many cooperation. This can be seen from the governmental political elites use customary performances of the gotong sisingan itself, clothing, but their nature and character such as in carrying the sisingaan, there is do not reflect the true “urang Sunda” mutual cooperation value that is “the same or Sundanese people. The elite often weight bears, the same light is carried”; do imaging alone, so it will bring false then, the harmony value that is when lifting goodness and not benefit, it actually and shouldering the sisingaan, there must be destroys the image of the culture itself. In harmony value among the bearers, due to if the end, people become a priori and not harmonious, then, the sisingaan will not conclude, why use the attributes of local move well. The value of mutual respect that culture, yet those who use them also is when there is a fatigue bearer, then, the stumble corruption cases and they are other bearers must understand and rest first “disgusted” with promises of the rulers in the dance, but still run normally, then the who use religious masks and power guards, value of cooperation, it can be seen from the who always break promises and not can be cooperation between the bearers to lift and trusted (Widyanti, 2015). carry the sisingaan (Lilis, 2013). However, despite the anxious people 1See, for example, “Sisingaan: The Traditional even doubt the possibility of cultural noble Dance from Subang, West Java”. Available online at: values that can be self “urang Sunda”, but http://1redwhite.blogspot.co.id/2012/03/sisingaan- traditional-dance-from-subang.html [accessed in Bandung, such wisdom excavation effort remains to Indonesia: November 10, 2016].

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At the time, when the writers were one also model of learning that adheres young and was in the lap and the care to constructivism (Slavin, 2010; and Yi & of parents, the we found culture of LuXi, 2012). mutual cooperation also in the form of With these considerations, the authors making a house, that is when ngadegkeun assume that by using cooperative learning (establishing) the house, the villagers model through the performing art of invited and asked for help to ngadegkeun gotong sisingaan, both problems can be neighboring house. It is done without solved. The material that will be the focus giving them a single wage, just given the of research that is related to cultural and alakadarnya (simply)’s food. However, ethnic diversity, it aims to tolerance among the value of mutual cooperation’s culture the accumulated in the form of differences is now faded, it can be seen from the can be further improved, not to mention neighbors who only want to help if given now a lot of SARA (Suku, Agama, Ras, dan a decent wage (Inoguchi & Newman, 1997; Antargolongan or Ethnic, Religion, Race, and and Huang & Su, 2010). Inter-Groups)-based conflict that occurred Because so the importance of mutual in Indonesian social and political landscap cooperation which is a manifestation (Suryadinata, Arifin & Ananta, 2003; of performing art of gotong sisingaan Kemenkumham RI, 2013; and Farisi, 2014). earlier, the Indonesian government that So that, the name of tolerance is not only is currently in power entering a value of on the theoretical level, but also practical mutual cooperation as the performing in the form of learning in the classroom arts “core values” of mental revolution. It significantly. will not be meaningful if the value of Theoretical Basis of Sisingaan Show. mutual cooperation is not reflected from The diversity of traditional arts has a the character and culture of the nation, characteristic and gives pride to the especially for “urang Sunda”, to achieve community in it and then, of course, the noble purpose; so the value of mutual there must be a conservation effort and cooperation must be instilled early on to continuous art development that is raised the young generation of Sundanese people by various parties. The search, preservation, (cf Rosidi, 2003; and Khuriyah, Utaya & and development of local arts continue to Sapto, 2017). be encouraged through various channels by In addition to nurture it, as a do-effect involving various agencies, especially at the of treatment, is increasing an ability of level of the Sundanese community itself (cf understanding the concepts, because of Iskandar, 1997; and UNESCO, 2009). various tests carried out the capability of One of the tribes that has various student in understanding the concepts traditional values is Sundanese arts, such is still very low. The way that can be as: Tari Topeng (Mask Dance), Gotong taken to solve the problem is by using the Sisingaan (Toy Lion Show), Doger Kontrak cooperative learning model through the (Contract Dance), Belentuk Ngapung performing art of gotong sisingaan. (Traditional Song), Bajidoran (Male Dance), Cooperative learning model is a model Tayuban (Female Dance), Gembyung that requires students to help each other in (Traditional Dance), Banjet (Sundanese small groups (Loeser, 2008). The main idea Funny Folk Theater), Jaipong (Modern in this lesson is that there is a collective Sundanese Dance), Pencak Silat (Traditional collaboration among the students, so Self-Defense Art), and others in West that it can be ensured within the group Java area (Williams, 1999; and Kurnia, there is a process of mutual help, mutual 2003). Of the many types of art that resides giving, and testing each other for the in the Sundanese tribe, the performing achievement of common goals within art of gotong sisingaan in Subang, West a group (Johnson & Johnson, 1990; and Java, Indonesia is an art that is full of Loeser, 2008). Cooperative learning is philosophical and historical values are​​

226 © 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November 2017 qualified and rich in cultural values ​​and visible when a studio of gotong sisingaan deep philosophical value (Munajar, 1986; called upon to perform, either by the bride and Kurnia, 2003). circumcision nor a welcoming ceremony or The performing art of gotong sisingaan is other events; (4) universal value, the lion is actually not just a form of euphoria when an animal that is revered and regarded as a child is circumcised, but at the beginning the king of the jungle, especially in Europe is one form of figurative resistance to and Africa, although in West Java, there the colonial government’s arbitrariness are not habitats for the lion animals but and injustice as reflected in the joints of there is a tiger, but for the society, concept people’s life at that time. As stated by Nanu of lion may appears not in its habitat and Munajar (1986) and Lindawati Lilis (2013) accepted as its own, and proved on gotong that gotong sisingaan was adopted by the sisingaan values; (5) spiritual values, the (laborers) employees during the colonial gotong sisingaan performing art is trusted period, meant that the younger generation by the community as a form of celebration, symbolized by the boy over the lion was because the circumcision is not transitional fighting against injustice and disfigurement form of which was not free from unclean, symbolized by the lion (Munajar, 1986; and due to there is residual urinary at the Lilis, 2013). male, to be the cleanest of all of them, The philosophical value of the gotong and the valid of worship, one of the main sisingaan performing art has spread in namely sholat or prayer; and (6) values of society and has played an important role tone together, in the show of gotong in the life and culture of society. In another sisingaan, there is a form of cooperation sense that gotong sisingaan performing art with the firm principle on “keep light work is a form of struggle and result of struggle and bear the same weight” (Lilis, 2013). based on a sense of unity and equality of The performing art of gotong sisingaan, fate and prosperity (Munajar, 1986; Kurnia, as mentioned earlier, nowadays are 2003; and Lilis, 2013). not only child’s thanks giving when The performing art of gotong sisingaan circumcision, but also held as a displays two to four or more sisingaan dolls welcome guest for local, national, even carried by the bearers with accompaniment international. Nevertheless, since these art of dance and accompanied by performances are more often performed accompaniment music. Above the stuffed to entertain circumcised children, in this lion is usually sitting a child, who has been description more emphasizes the course circumcised or a public figure in welcoming of these art performances when presented guests or various other events (Munajar, in the occasions of khitanan (feast 1986; and Lilis, 2013). celebrating a circumcision) ceremonies, The values that​​ appear in the performing i.e. from preparation, helaran (show and arts of gotong sisingaan are numerous, perform), and final performance in the among the dominant ones appearing as form to demonstrate the skills of the follows: (1) social values, gotong sisingaan bearers (Munajar, 1986; Kurnia, 2003; and performing arts in the show implies that Lilis, 2013). there is a feeling of mutual help in gotong The day before the child was carried sisingaan, have sense of tolerance among on a performing art of gotong sisingaan to others, and considers the problem of be surrounded around the village, he was individuals in a group become a collective bathed with flower water by the make-up, problem anyway; (2) theatrical value, the the bridal make-up of the circumcision. The gotong sisingaan performing art is highly next day, the new bride and groom in visible theatrical value of the various steps, the make-up in a special place, but not ranging from the preparation, helaran or permanently. Before starting to self, the show and perform, to the demonstration; circumcised child is bathed first to clean all (3) the commercial value of their wages the dirt. Finished, the bath then dressed. First

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of all is make-up with scrub powder. Then Formation of the gotong sisingaan eyelids polished with eye shadow and lips dancers is arranged and commanded by a polished with a special lipstick (cf Sumiati, leader. Through the cue of the leader, the 2014; and Rusliana, 2017). sisingaan cutter begins to make a formation To give the impression of “masculinity”, to carry the sisingaan, usually the leader above the boy’s lips are given a thick is the special person or the lion cutters mustache with an eyebrow pencil at the front who is the bride cutter of the (depicting Gatot Kaca puppet figures). Next, circumcision. They divided themselves into the child was dressed up with a set of several groups, each group consisted of special clothes that had been provided to four persons. While still performing dance imitate the clothes of Gatotkaca. Finish, the moves, each group approached the sisingaan child who will be circumcised dressed, that will be carried. They begin to make then, make-up to dress the child who will attractive and acrobatic movements while accompany the bride circumcision. The boy starting to lift the sisingaan and put it on the was dressed to identify another wayang shoulders. Each group carries a sisingaan (puppet show) character. Arjuna figure, that is ridden by each one child (Lilis, 2013). for example, is a companion symbolizes The composition of motion of the the nature of brave, strong, skilled, but dance performed somewhat differently still friendly and honest (Pupitasary, 2013; when this art is performed in a parade Sumiati, 2014; and Rusliana, 2017). in relation to the circumcision ceremony, Meanwhile, a group of gotong sisingaan compared with the performance on stage. cutters and gamelan drummers are ready The composition of gotong sisingaan dance in the yard or on the side of the road movement, displayed during circumcision with preceded accompaniment music children parading, is: Tap Tilu consisting of lilting. After the bride and groom are movements of kuda-kuda (ready to stance), finished dressed, the two children are raised ngayun (swing), ngadeg (stance), minced to the sisingaan by tied to each other, so (little dance), and gurudugan (masse dance). that children do not fall and accompanied These movements are accompanied by also under it by the companion, who brings trumpet or bugle in the time of bubuka the needs of children and water when the (overture) and gurudugan, complete with bride is thirsty. Then, the instruments of musical accompaniment. The next motion the wasps were rung back and performed is ancang-ancang (to square off) and najong rhythmically dynamic songs (Munajar, (to strike) with rotating body position. This 1986; Kurnia, 2003; Lilis, 2013; and movement is accompanied by the rhythm Pupitasary, 2013). of the song of gurudugan. Then, followed Along with the sounds of the percussion the movements of minced-solor-minced tools, the sisingaan lifter began to perform accompanied by Kangsreng (dynamic) movements of a dynamic dance that song. The next round is an acrobatic is in harmony and harmonious with attraction performed along the way with the accompaniment of the music. Each the accompaniment of music in a dynamic movement they do together, compact, rhythm (Pupitasary, 2013). and in unison. In many dance movements The composition of dance and song art of tucked the pencak silat (traditional self- gotong sisingaan was staged on the overture defense art) firm and varied. In order to that strains through the trumpet and perform a rhythmic movement with music, gurudugan. Next is the song to accompany there must be value of cooperation among the movements, such as: kuda-kuda (ready the cutters, the value of mutual cooperation to stance), ngayun (swing), and jeblagan in carrying the sisingaan and the value of (jump). Then, the song of Kangsreng is protecting that, so the bride is not falling to accompany the movements, such as: is very necessary and must be considered eway, minced, solor, and minced again. (Pupitasary, 2013). Followed also by the song of Gondang

228 © 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November 2017 for accompanying the movements, such cooperation value, including the performing as: bangkaret (stand-up dance), gegebrig art of gotong sisingaan. In general, (treamble), bajing luncat (jump squirrel), understanding mutual cooperation can be and depok (sit-down dance). Then, the song found in large Indonesian dictionaries that of gotong sisingaan art accompanied by call it “work together” (TP, 2008). Whereas jaipongan (Sundanese modern dance) that in the Anthropological perspective of moves dynamically. Things are further development, as stated by Koentjaraningrat attractions of acrobatic movements, such as: (2004) and Muryanti (2014), “mutual bangkong muter (swivel frog), gotong singa cooperation” is defined as the mobilization (hold the toy lion), paantel suku (tribal foot), of manpower without any payment for melak cau (planting banana), and nincak sagala a project or work that is beneficial to the (step on randomly); and all these activities public, or useful for development for the done by mutual cooperation (Munajar, 1986; common good (Koentjaraningrat, 2004; and Lilis, 2013; and Pupitasary, 2013). Muryanti, 2014). Mutual Cooperation Value. Mutual Mutual cooperation comes from cooperation is a positive attitude the word in Javanese, namely gotong- that supports the development in the royong. The word of gotong can be countryside and also need and must be paired with the word of pikul or lift. The maintained as a manifestation of the habit word of royong can be paired together of doing a job together for the same purpose (Koentjaraningrat, 2004; and Muryanti, (Irfan, 2016). Mutual cooperation is a value 2014). So the word of “mutual cooperation” that is still held firm by rural communities simply means to lift something together or as well as very different from urban also be interpreted as a work done jointly. communities that tend to individualist For example: cleaning gutters together, (Subagyo, 2012). In Indonesian social and building a Posyandu (Pos Pelayanan political context, mutual cooperation is a Terpadu or Integrated Serivice Post)’s place part of social and cultural ethics that depart together, and in this case is lifting a doll from the humanity that is the trigger of a lion together by a cutters from an invited sense of unity and diversity as a nation- toy lion group. Thus, mutual cooperation state (Suryadinata, Arifin & Ananta, 2003; has an understanding as a form of active and Farisi, 2014). participation of an individual in a group Social and cultural ethics that depart doing selfless work together with a from deep humanity by showing honest, common goal to fulfill common interests as caring, understanding, mutual respect, well (Bintarto, 1980; Koentjaraningrat, 2004; mutual help, mutual love among fellow and Muryanti, 2014). human beings and citizens. This ethic is Such active participation can be in the form intended to re-establish the life of a high- of material, money, physical, mental, spiritual, culture nation by encouraging, respecting, skill, constructive thought or counseling, and developing a national culture derived to pray only to God alone, and the last is a from regional cultures (including the very minimal contribution. Conceptually, culture of mutual assistance) in order to mutual cooperation can be interpreted as a be able to carry out adaptation, interaction cooperative model that is mutually agreed with other nations with proactive action upon. In this context, Koentjaraningrat (2004), in line with the demands of globalization as cited also by Muryanti (2014), divides the (Suneki, 2012). two types of mutual assistance known to The concept of mutual assistance is a the Indonesian people: mutual cooperation concept that was unearthed in the life of please help and gotong-royong work devotion the majority Indonesian community as a (Koentjaraningrat, 2004; and Muryanti, 2014). farmer. However, apart from the activities Gotong-royong activities help to occur of planting and building a house, in in agricultural activities: from cultivating terms of art of any value, there is mutual to harvesting, building houses, various

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party activities, celebration of gotong group. Mutual cooperation is a cultural sisingaan, and on the occurrence of natural characteristic of the Indonesian nation that disasters or death. While mutual assistance prevailed through generations to form work is usually done to do something a real social behavior in the social life that is in the public interest, which is value system. This value makes mutual differentiated between mutual cooperation cooperation activities always built in the on the initiative of citizen with mutual life of the community as a cultural heritage cooperation, but in essence is not always that deserves to be preserved, but now it forced in the sense of binding as a whole looks faded, let alone rural in the city began and must be done (Munajar, 1986; Lilis, to arise symptoms (Koentjaraningrat, 2004; 2013; and Pupitasary, 2013). and Muryanti, 2014). The concept of mutual cooperation In this regard, Bintarto (1980) and Tri can also be interpreted in the context Pranadji (2009) argue that the value in of community empowerment, because Indonesian cultural systems contains four it can be a social capital to establish concepts, namely: (1) the human being is institutional strength at community, state, not alone in this world, but surrounded and community level across nations and by the community, society, and the countries in realizing common prosperity. surrounding universe; (2) thus, man is It is also due to mutual assistance contained essentially dependent in all aspects of his in the meaning of collective action to life to his fellowmen to help each other; (3) struggle, self-governing, common goal, therefore, he should always try to keep his and sovereignty (Koentjaraningrat, 2004; relationship with one another as motivated and Kemenkumham RI, 2013). In a socio- by the soul as equally as taste and other cultural perspective, the value of mutual similarities; and (4) always strive to cooperation is a spirit that is manifested in be conform as much as possible, do the same the form of individual behavior or action with each other in the community, driven that is done unconditionally or expecting by the same spirit, and the same height as rewards to do something together for the low as creatures of God (Bintarto, 1980; and sake of mutual interest or a particular Pranadji, 2009). individual. For example, farmers jointly Bintarto (1980) also explained the clean the irrigation channels that led to his relation of mutual cooperation as a cultural rice field, the community worked together value. Given the value of making mutual to build houses affected by tornadoes, and cooperation must always be maintained various other activities (Pranadji, 2009:62). and required in various aspects of life Even, in the history of the development with a form that is tailored to the cultural of society, cultivation activities such as conditions of the community concerned. cultivating the soil to harvest done in The mutual cooperation activity is mutual help took turns to each owner of conducted by community members, both the rice field by helping each other. Culture in rural and urban areas. Yet each has a of mutual cooperation is a reflection different value. The activity of mutual of behavior that has characterized the cooperation in urban area has been much Indonesian nation since ancient times. influenced by material and wage system. When conducted studies throughout While in rural, mutual cooperation as a Indonesia, it will be found the practice of solidarity among peoples in a unity of mutual cooperation with various terms and territory or kinship and done without any forms, both as a value and as behavior (cf reward (Bintarto, 1980). Bintarto, 1980; Koentjaraningrat, 2004; and As stated by Bintarto (1980); Muryanti, 2014). Koentjaraningrat (2004); and Muryanti The behavior of the community in (2014) that mutual cooperation is a concrete the mutual cooperation activity shows a social behavior and is a social life value form of solidarity within the community system that has been passed down in rural

230 © 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November 2017 life in Indonesia. Growing tradition of life, relationship according to the taxonomy of mutual cooperation in rural areas cannot C.M. Reigeluth & J. Moore (1999). be separated, because of agricultural life This shows that the understanding of requires great cooperation in the effort to the concept has a very important role in cultivate the land, planting, and maintaining learning (cf Morgan, 2009; Huitt, 2011; to harvest the harvest (Bintarto, 1980; Rhalmi, 2011; and Reigeluth, 2013). Koentjaraningrat, 2004; and Muryanti, 2014). Understanding the concept is also the For the people of Indonesia, mutual basis for achieving learning outcomes. The cooperation is not only meaningful as results showed higher learning students’ behavior, as the notion put forward before, understanding of the concept of a high but also acts as moral values. It means that and vice versa (Sun & Fah, 2013). This is mutual cooperation is always a reference supported by the opinion of A.K. Venkatesh behavior, the view of life of the nation of et al. (2017) that the understanding of Indonesia in various forms in everyday the concept is a prerequisite for achieving life. As known, every behavior that is the knowledge or ability at a higher shown by human always refers to the moral level. It means that understanding the values ​​that become the reference of life concept is a basic foundation of learnings and view of his/her life (cf Bintarto, 1980; (Venkatesh et al., 2017). If students have Kartodirdjo, 1987; Koentjaraningrat, 2004; a good understanding of the concept, the and Muryanti, 2014). knowledge gained is able to remember Conceptual understanding is a longer or in another term retention rate of systematic way of understanding and students to be better, so it will be a positive telling about something, it acquires influence on their learning outcomes. And and may be different from others. vice versa, if the student’s understanding of Understanding the concept is strategic the concept is less good, then, the student’s positions in the ladder of learning. On ability to remember and understand the the ladder of learning, the order from subject matter becomes less good, so would bottom to top is the data, information, result in low learning results obtained by knowledge, understanding, insight, and the students themselves (Sun & Fah, 2013; wisdom (Longworth & Davies, 1996). and Venkatesh et al., 2017). A person will not be able to achieve the I.W. Suastra (2009) also describes one level of insight and wisdom, before he/ of the goals of Social Studies in elementary she was through tiers of data, information, school that the student has the ability to knowledge, and understanding; and it develop knowledge and understanding is a systematic sequence (Ackoff, 1989; of the concepts that are useful, that can be Longworth & Davies, 1996; and Bellinger, applied in real life students. Social Studies Castro & Mills, 2004). learning concepts systematically arranged, The taxonomic study showed that the so that the necessary understanding of understanding of the concept is at levels the concepts in each subject matter before similar, but different terms according to proceeding to the next matter. The concept the experts who put forward; while the is earlier taught will be the basis for further level of understanding of the concept, development of concepts. If the basic concept namely: comprehension according to B. being taught is not controlled properly, it Bloom et al. (1956)’s taxonomy; meaningful will affect the understanding of the concept learning according to taxonomy of D. further. This can lead to a failure of students Ausubel (1963); declarative knowledge by J.R. in solving problems in the learning process Anderson (1976)’s taxonomy; remember is carried out at school, so the students’ paraphrased according to M.D. Merrill ability to apply the concepts in everyday life (1983)’s taxonomy; verbal information becomes very low (Suastra, 2009). according to taxonomy of R.M. Gagné Cooperative Learning Types. (1985); and at the level of understand the Cooperative learning model is a series

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of learning activities, conducted by learning model in which students work students in certain groups to achieve together in small groups consisting of learning objectives, have been formulated various levels of achievement, gender, by the teacher or by the contents of the and ethnic backgrounds different to help existing standards. R.E. Slavin (1995) each in learning about the subject matter and R.M. Gillies (2007) explain that the (Slavin, 1995; and Huang & Su, 2010). In cooperative learning is a learning model, a cooperative class, students are expected where students learn and work in small to help each other, each other to discuss, collaborative groups whose members 5 and argue to hone the knowledge that or more people with the structure of a they control the time and reduce or even heterogeneous group of various things close the gap in the understanding of each (Slavin, 1995; and Gillies, 2007). student. Meanwhile, Isjoni (2009) suggested that Cooperative learning is more than just cooperative learning is an approach or a learning groups, because in this model series of strategies specifically designed there should be encouragement structure to give encouragement to the students to and tasks that are cooperative and, work together during the learning process, therefore, caused open interaction and so outside learning be nurtured collective relationships that are interdependent cooperation in terms of both positive and (positive interdependence) effective among focused (Isjoni, 2009). Furthermore, D.W. the group members. Agus Suprijono (2009) Johnson & R.T. Johnson (1990) and G. Stahl suggested that cooperative learning is a (2013) stated that cooperative learning can broader concept covering all types of group improve learning outcomes and attitudes work, including more forms led by teachers help each other in everyday social behavior or directed by the teacher, but the teacher as well as in group learning activities in the does not dominate and only acted as classroom (Johnson & Johnson, 1990; and pacilitator only (Suprijono, 2009). Stahl, 2013). Generally, considered to be more Cooperative learning is a learning model cooperative learning directed by the that focuses on the use of small groups of teachers, where teachers assign tasks and students to work together to maximize the queries as well as providing materials and learning conditions to achieve the learning information designed to help students objectives, so that it will appear on mutual solve problems that meant, and teacher respect, mutual help, and mutual describes essentially as an individual, who is the contents of learning (Sugiyanto, 2010). technically handle the discussion group and Anita Lie (2007); Rohman Arif (2009); and class discussions. Teachers usually assign T. Baker & J. Clark (2010) revealed that the specific test form at the end of the task model of cooperative learning is not the same (Johnson & Johnson, 1990; and Stahl, 2013). as simply learning in groups. There are five Anita Lie (2007) again describes a basic elements of cooperative learning what cooperative learning model is based on distinguishes it from the distribution group a philosophy of life in the form of homo that carried out carelessly, which placed homini socius. This philosophical foundation emphasis on positive interdependence emphasizes that human beings are social between individual students in their own creatures. Social interaction is a key person group; their individual responsibility can put himself in the neighborhood, in this to contribute to the group; face to face; case in environment group learning in the intensive communication between students; classroom (Lie, 2007). and evaluation of process groups (Lie, 2007; From the definition put forward by the Arif, 2009; and Baker & Clark, 2010). experts above, it can be concluded that Cooperative learning, according to cooperative learning is a learning model R.E. Slavin (1995) and F. Huang & J. that puts students in small groups whose Su (2010), refers to a wide variety of members are heterogeneous, composed of

232 © 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November 2017 students with high achievement, medium maximum results, the five elements in and low, women and men with different a cooperative learning model should be ethnic backgrounds to help each other, and applied. Five elements are as follows: work together to learn the subject matter, so Firstly, Positive Interdependence. This that the process of learning all the members element indicates that in the cooperative of the maximum and no reluctance to ask learning, there are two accountability for with peers. groups: (1) learn the material assigned Related to cooperative learning to the group; and (2) ensure all group objectives, R.E. Slavin (1995) and J.W. members individually studying the Loeser (2008) suggests that the most assigned material, so it would appear the important goal of the cooperative nature cooperate together. learning model is to provide students Secondly, Personal Responsibility. Liability the knowledge, concepts, skills, and arises if to judge the success of the group. understanding they need in order to The purpose of cooperative learning is become members of society happy and forming all the members of the group into contribute significantly to do together a powerful personal. The liability is a key (Slavin, 1995; and Loeser, 2008). J.W. Loeser to ensuring all members are reinforced by (2008) also suggested that the goal is to learning activities together. That is, after the create a cooperative learning model pro- joint study group, group members should norms of academic among the students, and be able to accomplish the same task with the academic pro-norms has an influence each individual gets a part in a group. which is important for student achievement Thirdly, Face to Face Promotive Interaction. (Loeser, 2008). This element is important, because it can Pertaining the basic elements in generate positive interdependence. The cooperative learning, Linda Lundgren characteristics of the interaction of (1994) and Isjoni (2009) suggested that promotion is to help each other effectively elements in the cooperative learning and efficiently, sharing information and are as follows: (1) students should have means necessary, process the information the perception that they “sink or swim together more effectively and efficiently, together with friends in a group that has to remind each other, help each other to the same goal”; (2) students must have formulate and develop arguments, and a responsible for the other students in to improve the ability of insight into the the group, in addition to responsibility problems faced, mutual trust, and motivate towards oneself in studying the materials each other to achieve success together. encountered , so it would appear collective Fourthly, Interpersonal Skills. To empathy within and among groups; coordinate the activities of students in (3) students divide task and shared achieving the goals, the student must know responsibility among the members of the and trust each other, able to communicate group; (4) students are given an evaluation accurately and not overly ambitious, or award, which will take effect on the mutual acceptance and mutual support, and evaluation of the group; (5) students share is able to constructively resolve conflicts leadership, while they acquire the skills among members. to work together for learning early; and Fifthly, Group Processing. Processing (6) each student will be asked to give an is meaning the judging. Through batch account for individually material studied in processing can be identified by sequence or cooperative groups (Lundgren, 1994; and stages of group activities and the activities Isjoni, 2009). of the group members. Who among the D.W. Johnson & R.T. Johnson (1990), as group members were very helpful and who cited also by Agus Suprijono (2009), said did not help. The purpose of processing that not all learning can be considered the group is increasing the effectiveness of cooperative learning groups. To achieve members in contributing to the collaborative

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Table 1: Type of Mutual Cooperative Learning Matriculation of Gotong Sisingaan

Implementation of Mutual Cooperative N Cooperative Learning Steps Performing of Sisingaan o Learning of Sisingaan 1. Positive Each lifter of sisingaan cannot Firstly, learn the material assigned to the interdependence. bear alone, there must be group. Secondly, ensure all group members another lifters, so lions can be individually studying the assigned material. lifted. 2. Individual responsibility. When lifter bear the lion, there The purpose of cooperative learning is is a personal responsibility that forming all the members of the group into he carried it well, pay attention a powerful personal. The liability is a key to the road well, and pay to ensuring all members are reinforced by attention to surrounding places. learning activities together. That is, after the joint study group, group members should be able to accomplish the same task. 3. Promotive interaction. Among lifter, there should be Mutual aid effectively and efficiently, sharing mutual understanding, mutual information and means necessary, process help, and not to be selfish, so the information together more effectively and that harmony can be shown. efficiently, to remind each other, help each other to formulate and develop arguments and to improve the ability of insight into the problems faced, mutual trust, and motivate each other to gain success together. 4. Communication between Lifter harmonious To coordinate the activities of students in members. communication between lion’s achieving the goals, the student must know lifters, it is intended that there is and trust each other, able to communicate no misunderstanding between accurately and not too ambitious, mutual lifter. acceptance and mutual support, as well as to resolve conflicts constructively. 5. The evaluation process When gotong sisingaan take Through batch processing can be identified of the group. place, there are evaluators who by sequence or stages of group activities and unknowingly observed, i.e. the the activities of the group members. Who audience, if the exciting lion among the group members were very dance and the costumes, the helpful and who did not help. The purpose celebration will then be called of processing the group is increasing the back. effectiveness of members in contributing to the collaborative activities to achieve group goals. There are two levels of processing, namely a small group and the class as a whole. activities to achieve group goals. There are with friends of different backgrounds and two levels of processing: a small group and abilities, so there are the attitude respect the class as a whole (Johnson & Johnson, each other and help each other (Goodsell, 1990; and Suprijono, 2009). 1992; and Isjoni, 2009). Anne S. Goodsell (1992) and Isjoni Isjoni (2009) also stated that the (2009) suggested that cooperative learning cooperative learning is taught specific skills also adds elements of social interaction to be able to work just as well in the group, in learning. In the cooperative learning, such as being a good listener, students are students learn together in small groups to given an activity sheet with questions or help each other. Grades are arranged in tasks that are planned to be taught. During groups of 4-5 students with heterogeneous group work, task group members are to capabilities. Intent is a heterogeneous group achieve mastery (Isjoni, 2009). composed of students of mixed ability, Cooperative Learning Matriculation in gender, and ethnicity. It is beneficial to train the Form of Gotong Sisingaan’s Performing students to accept differences and to work Art. In order for learning steps describe the

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Table 2: Schematic Randomized Pretest-Posttest Comparison Group Design

Class Pre-test Treatment Post-test

Experiment 1 T 1 X 1 T 2 experiment 2 T 1 X 2 T 2 experiment 3 T 1 X 3 T 2

Information: T1 = Pre-test. T2 = Post-test X1 = Activity experiments in SDN Serangsari, Cipunagara, Kabupaten Subang (village). X2 = Activity experiments in SDN 1 Manggahang, Bale Endah, Kabupaten Bandung (district). X3 = Activity experiments in SDN Barulaksana, Lembang, Kabupaten Bandung Barat (city). cooperative model, the authors construct a FINDINGS AND DISCUSSION transformation matrix syntactic relationships Concept of Training Upgrades. and cooperative learning with measures of Implementation model of cooperative mutual gotong sisingaan (toy lion) performing learning in each class obtained through art. As for that matrix, see table 1. observations conducted by the observers Matrix has been created, it can be on every third meeting held in the synthesized into learning steps of experimental class. The use of models of cooperative type in the performing art of cooperative learning in all three classes is gotong sisingaan (toy lion), as follows: the performing art of gotong sisiangaan stage 1, express purpose of learning and (toy lion) accomplished almost entirely motivate students; stage 2, provides from conveying the purpose of learning information; phase 3, organize students and motivate students until the end of the into several study groups; stage 4, guide activities of reward and reinforcement students to learn group; phase 5, conducted to students. The calculation result on an evaluation; and stage 6, reward and implementation learning model can be seen reinforcement. in figure 1. Based on figure 1, it can be seen that at METHODS the first meeting on implementation the The study design used was randomized learning model is not entirely materialize pre-test – post-test comparison group unless the teacher in the classroom activity design (Creswell, 1994; Sugiyono, 2006; in district sschool. This happens because Sukmadinata, 2007; Tabachnick & Fidell, at the first meeting in the school of village 2007; and Bungin, 2008). In this design, and city, teachers do not give students the the sample will be divided into three opportunity to ask questions about the classes: experiment 1, experiment 2, material that has been studied for a limited and experiment 3. The first class is done time and the student was no one to ask in SDN (Sekolah Dasar Negeri or Public about the material, because the material Elementary School) Serangsari, Cipunagara, studied the concept is quite simple: the Kabupaten Subang as representative introduction of cultural diversity, so most of village school; second class is done of them have been able to understand the in SDN Manggahang 1, Bale Endah, material that has been delivered. In addition Kabupaten Bandung, as representative of to this, the division of a heterogeneous district school; and the third class is done group of very time-consuming. While the in SDN Barulaksana, Lembang, Kabupaten second meeting on ethnic and cultural Bandung Barat, as representative of city diversity of the material throughout the school. The table 2 is design scheme learning activities are carried out. research conducted. When analyzed closely, the activities

© 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia 235 ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika DADANG ISKANDAR & ACEP RONI HAMDANI, Increasing the Value of Mutual Cooperation

Figure 1: The Calculation Result on Implementation Learning Model

tend to be more active learning, and this descriptions. Data comparing the average is caused of the use of model of cooperative score of pre-test and pos-ttest for the third learning. The model can be a solution class of the study, namely: pre-test on the to avoid passive learning in students, class in village school to get a score of 55.8, especially for learning materials that the class in district school is 61.4; and the tend to be theoretical. In the model class in city school is 57.6. It has increased of cooperative learning, students not only in the post-test with details as follows: in the learn and accept what is presented, but class of village school gets a score of 78.6; the teacher can learn from other students the class of district school is 79.3; and the as well as having the opportunity to class of city school is 76.7. learning other students, so the students’ From these details, we can conclude ability to learn independently could be that the average score of pre-test ability in improved (Solihatin & Raharjo, 2007). understanding the concept of ethnic and This model provides an opportunity cultural diversity of the material on Social for students to collaborate with each Sudies’ classes entirely in third on 50. The other in tasks structured, centered on average score of pre-test highest grade student primarily to address problems obtained by the class of district school, i.e. found teachers to enable students, such 61.4; and the lowest grade of 55.8 is the class as students who lack the social skills, of village school. students who cannot work together Results score post-test, after a study, with other students, students who are showed an average increase in scores of aggressive and do not care about the third-class research. The whole class study others, making it clear by using the model had an average score of post-test above of cooperative learning, student activities to 70 are included in the achievement of the be increasing (Lasmawan, 1997; and Huang medium category; or it can be said that the & Su, 2010). three experimental class has the same effect Understanding the Capabilities Concept. on the achievement of students’ ability in The ability of understanding the concept understanding the concept of the ethnic of students on ethnic and cultural diversity and cultural diversity of the material. The of the material was measured with a average score of post-test highest grade multiple-choice test of 20 questions and 5 obtained by the class of district school, i.e.

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79.3; and the lowest scoring average of 76.7 confidence level (0.05). derived form the class of city school with Based on the results of post-test score n-gain values are relatively similar, namely show that a comparison of the use of mutual above 0.5 and less than 0.6 with moderate cooperative learning model in performing improvement category. art of sisingaan (toy lion) on achieving from Achievement Comparison of Capabilities three classes is relatively equal. However, in Concept Training. Statistical test to although there is no significant difference compare the achievement of understanding between the three grades, the average capabilities is done by conducting tests of score of post-test on the ability of students normality, homogeneity, and hypotheses. in understanding the concepts included The first analysis is a statistical testing result into the category of being and all students conducted a pre-test for three classes of reach KKM (Kriteria Kelulusan Minimal or experiments to determine the ability of the Minimal Mastery Criteria), so that there start prior to the study. is a significant improvement between the The result of the calculation, that scores of pre-test and post-test. the score of pre-test for three classes is The results are consistent with research the normal class and homogeneous, so conducted by Sariyem (2013) that model to determine whether or not there is a of cooperative learning can enhance the difference in the score of pre-test can be ability of understanding the concept of the calculated by using one-way ANOVA or Social Studies (Sariyem, 2013). It is also Analysis of Variances (Tabachnick & Fidell, supported by the research results of Sarifah 2007). After calculating the results stated Nurhasanah (2010), which concluded that there was no significant difference that the model of cooperative learning can between the scores of pre-test ability of enhance the ability of understanding the understanding the concept in the class of concept of Social Studies’ students on village school, class of district school, and proclamation of Indonesia independence’s class of city school. It can be seen from the material (Nurhasanah, 2010). calculation where the p-value (significance) These results are in accordance with of 0.557 is greater than 95% confidence the opinion of Rusman (2012) that in the level (0.05). So that, through the test, this process of cooperative learning, students hypothesis can be stated that the initial learn in small groups of four to six people ability of third grade students at relatively and students work together positive the same experiment. Therefore, to compare interdependence and liable independently the achievement of treatment that has been (Rusman, 2012). Therefore, students will done needs to perform statistical tests become more active with the group’s (normality, homogeneity, and hypotheses) friends in the learning process, so that the on the results of the post-test third student interactions that occur can form new ideas the experimental classes. and enrich the intellectual development of Based on the calculation that the students. Students can absorb the material score of post-test third of the normal well and can weave patterns and lays class and homogeneous, so to determine back well. whether or not there is a difference in The research result of J.W. Loeser the score of post-test can be calculated (2008) states that the use of cooperative by using one-way ANOVA. Results of learning models can transform the learning the calculations stated that there was no of which are teacher centered into student significant difference between the scores centered; thus, having a positive impact on of post-test ability in understanding of the students’ low academic achievement and concept in class of village school, class in can help build confidence in the ability district school, and class in city school. It of critical thinking in understanding the can be seen from the calculation where concept of Social Studies as a whole and the p-value of 0.251 is greater than 95% meaningful (Loeser, 2008).

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Figure 2: A Percentage of the Value of Mutual Cooperation in the Emergence of Three Schools

Enhancing the Value of the Mutual constitute the demands of parents directly Cooperation. Based on the results of field and quantitatively the results can be seen observations confirmed by observation (interview with Respondent B, 9/9/2016). sheet, the value indicators based on mutual Value of mutual cooperation of pre- cooperation, then obtained a percentage treatment in the village school is the mid- of the value of mutual cooperation in the level, based on observations and interviews emergence of three schools in the material of revealed that that the teacher is less ethnic and cultural diversity. See figure 2. inculcate mutual cooperation, they often If we see from the figure 2, it appears attend training to improve the quality of the that the percentage of the most high- character of students, but after they return emergence of the value of mutual to school, they return to the condition cooperation of pre-treatment is happening that the original. It was revealed also that in the city school. It is probably not due to they had a very small salary, which is cut appear by itself on these values, but it was by a variety of debt, so it is increasingly revealed from interview with one of the making their work ethic to be low. teachers, as follows: However, there are things that make the value of their mutual cooperation was not [...] they are taught to live with each other too bad, the value of mutual cooperation in share, because if you look at the conditions the community around the student is still in the field in real terms, that the level of the urban community individualist higher than very strong; thus, indirectly teach them rural areas. This happens because the high about the importance of mutual cooperation economic demands that urban communities and sharing, because of the tendency of tend to measure everything by the material people around them do not necessarily (interview with Respondent A, 2/9/2016). judge everything by the material (interview with Respondent C, 16/9/2016). The lowest value appears is in school After the results of pre-treatment of the district, namely in schools that are not value of mutual cooperation is established, too town, but not too villages. From the the authors do a treatment in the form of observation and interviews revealed the use of cooperative learning models by that most teachers already elderly, so performing art of gotong sisingaan (toy that teachers work ethic has begun to lion)’s cooperation type, so we get the value diminish, let alone provide a model or of the post-treatment, namely: the value of innovative methods to improve one mutual cooperation of the lowest appear aspect of attitudes, they tend to be more in the students of city school, this happens emphasis on the cognitive aspects that

238 © 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November 2017 because they are used by the learning to well as counter balanced by character of instill good character on one of the values society that upholds mutual cooperation, of mutual cooperation, but it becomes less the authors assume that the promotion and than the maximum when the environment achievement of mutual cooperation value is around them do not reflect the culture. highest in rural areas (cf Lasmawan, 1997; In this context, Ki Hadjar Dewantara’s Huang & Su, 2010; and Hamdani, 2015). concept that there should be synergy Results were directly proportional to among the respective components of Tri the research findings of R.M. Mattingly Pusat (Three Centers) of Education, namely: & R.L. VanSickle (1991) and T. Baker & J. Schools – Community – Family, so the Clark (2010), whose found that the model theory learned in school is not perceived of cooperative learning can encourage contradiction by students in real life (cf the growth of social responsibility and Dewantara, 1977; Suratman, 1985; and individual students, and the development Gunawan, 1989). Based on the results of this of a positive attitude of dependency study, it can be used as empirical evidence (Mattingly & VanSickle, 1991; and Baker & that family and community components Clark, 2010). Also strengthened the research greatly influence the behavior and character conducted by C. Environments (2008) and of students (Dewantara, 1977; Suratman, G. Stahl (2013) that the use of cooperative 1985; Gunawan, 1989; and Hamdani, 2015). learning model can encourage the growth From n-gain value is also the smallest in the of an attitude of solidarity and openness students of school city that is equal to 0.33, between students, which is the basis of the which is in the middle criteria. value of mutual cooperation (Environments, Classes that have increased the most in 2008; and Stahl, 2013). the form of n-gain is students of district Meanwhile, M.S. Obaidat & S. Misra school, but in terms of achievement is at the (2011) explained that the cooperative mid-level, n-gain of 0.533 is the criterion learning is a learning system that provides being, and this is happening because people opportunities for children to collaborate are diverse, that some have left the value with fellow students in a structured task. of gotong-royong or mutual cooperation and In the cooperative learning also occurs some still hold these values, so that when interaction between students in the group given treatment in the form of stimulus that is formed heterogeneous, so that model of cooperative learning, students later can create peer tutoring learning whose community still holds the value (Obaidat & Misra, 2011). According to of mutual aid to be moved and be have R.E. Slavin (2010), the most important reflected that value (Lasmawan, 1997; and goal of cooperative learning is to provide Huang & Su, 2010). Also it is supported students the knowledge, concepts, skills, by some teachers who undertake further and understanding they need in order to studies into the levels of S-2 (Master become a happy member of society and Students), so that the low work ethic contribute to other community members teachers should be re-energized (interview (Slavin, 2010). with Respondent D, 23/9/2016). This is consistent with research The highest-performance value is conducted by J. Cooper (1991) and R.M. currently in the students of village Felder & R. Brent (2007), who stated that school, but in terms of improvement in the cooperative learning has been able to the position of being the n-gain value of increase interpersonal attraction among 0.50. All this is happened, because of the students who initially had a prejudice less support of the teaching environment of well, with the experience could improve the mutual cooperation, but not be balanced interaction of the group (ethnic and social by maximum support from the teacher. status), both in classroom teaching or in If the implementation of this model gets social relationships outside the classroom maximum support from all teachers as (Cooper, 1991; and Felder & Brent, 2007). The

© 2017 by Minda Masagi Press Bandung and UNIPA Surabaya, Indonesia 239 ISSN 1979-0112 and www.mindamas-journals.com/index.php/sosiohumanika DADANG ISKANDAR & ACEP RONI HAMDANI, Increasing the Value of Mutual Cooperation

atmosphere created in the implementation of social interaction, the child’s cognitive the teaching model of cooperative learning will development remains “egocentric”. By take place effectively and nurtured values contrast, through social interaction, the in accordance with the educational goals of child’s cognitive development will lead Social Studes, that are mutual cooperation, to “multiple views”, meaning the child’s openness, and democratic matters (Solihatin cognitive repertoire will be enriched with & Raharjo, 2007). various angles of views and alternative This will provide also optimal actions (Daniels, 2012; and Zhou & opportunities for students to obtain much Brown, 2015). information about the material being taught Based on some opinions and previous and social skills as well as train attitude. research results, the more reinforce that the As we know that the cooperative has the cooperative learning model can increase the meaning of cooperation. For that, we value of mutual assistance among students. need the cooperation or cooperativeness, tolerance, and student responsibility both to CONCLUSION themselves and to others or members of the The performing art of gotong sisingaan group (Lasmawan, 1997; Huang & Su, 2010). (toy lion), that is full with mutual J. Jarolimek & W.C. Parker (1993), as cooperative learning, can improve students’ cited also by Sapriya (2009), suggested understanding of the Social Studies’ that the real test in Social Studies learning concept; and the ability of understanding occurs when students are out of school, i.e. the concept is not influenced by the living in a society. If the school provides demographics of an area. However, the new insights to students, improves skills, dependent variable other, the value of or awareness and high sensitivity about mutual cooperation is strongly influenced community issues, then since the learning by the demographics of an area. The value process in school, students need to be of mutual cooperation in rural or villages introduced how to behave outside school, areas is relatively higher than urban or city both as children and as adults, so that will areas, the condition is directly or indirectly be embedded the culture of gotong-royong a significant effect on the level of mutual (mutual cooperation) for young generation cooperation of students. of Indonesia in the future (Jarolimek & In addition, through research, this Parker, 1993; and Sapriya, 2009). revealed that learning to stimulate work in Furthermore, Anita Lie (2007) and groups, in the form of cooperative learning, Isjoni (2009) mentioned that cooperative is significant effect on the increase in the learning is a learning system that provides value of mutual cooperation of students.2 opportunities for learners to work with other students in structured tasks. It is further said also that cooperative learning only works, when it is already in the form References of a group or a team in which students Ackoff, R.L. (1989). “From Data to Wisdom” in Journal work directed to achieve a predetermined of Applies Systems Analysis, Volume 16, pp.3-9. goal (Lie, 2007; and Isjoni, 2009). Group Anderson, J.R. (1976). Language, Memory, and formation also based on cognitive flow Thought. Hillsdale, NJ: Erlbaum. Arif, Rohman. (2009). Memahami Pendidikan dan Ilmu learning, which one of its principles is Pendidikan. Yogyakarta: LaksBang Mediatama. learning through social interaction. Ausubel, D. (1963). The Psychology of Meaningful Verbal Jean Piaget (1932), as cited also by Molly Zhou & David Brown (2015), 3Statement: Herewith, we affirm that this article is our believes that learning together, both among original work and not a product of plagiarism, and that the article has not been submitted, reviewed, or published in people, children, and with adults will another scholarly journal. Upon acceptance for publication, help their cognitive development (Piaget, we will not withdraw our manuscript from the SOSIOHU- MANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan 1932; and Zhou & Brown, 2015). Without (Journal of Humanities and Social Sciences Education).

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