This study aims to develop a cooperative learning intervention model based on Gayo culture to improve student learning processes. This research method is Development (R&D) with a 4D model. The research subjects were 20 students. The definition stage was carried out by analyzing students' needs and characteristics, then the stage of designing cooperative learning syntax based on Gayo cultural values, the development stage included expert validation and limited trials, and dissemination was carried out on a limited basis in the school environment. Data collection techniques used expert validation sheets, questionnaires on the practicality of teachers, students, and the learning process. The results showed that the developed learning model had a validity level of 90% with a very valid category. The results of the practicality test showed a percentage of 88% in the very practical category, assessed from the ease of use and implementation of learning. The results of the effectiveness test of the student learning process were 85%, based on increased active participation, group cooperation, and social interaction of students during learning. The cooperative learning intervention model based on Gayo culture was declared valid, practical, effective, and suitable for use as an alternative contextual learning based on local wisdom in elementary schools.
Sudarni et al. (Sun,) studied this question.