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July 29, 2026F1000ResearchOpen Access

A Social Interdependence-Based Cooperative Learning Model for Fostering Collaboration Skills in Pre-Service Teacher Education

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Authors

YRYessi RifmasariABAlwen BentriDSDadan Suryana

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Overview

Randomized trial shows improvement in collaboration skills in pre-service teachers, indicating effective teaching strategies.

Key Points

  • The study aims to develop and validate a cooperative learning model to strengthen collaboration skills in pre-service teachers.
  • Design-Based Research approach with two iterative cycles of analysis, design, implementation, evaluation, and refinement.
  • Quantitative data from 230 pre-service teachers were analyzed using Partial Least Squares Structural Equation Modeling.
  • Qualitative data was collected through classroom observations and reflective journals and analyzed thematically.
  • The CLBIS model significantly improved Positive Interdependence (β = 0.687, p < 0.001).
  • Collaborative Engagement increased significantly (β = 0.739, p < 0.001) and positively impacted Collaboration Skills (β = 0.816, p < 0.001).
  • The model accounted for 65.9% of the variance in Collaboration Skills.

Cite This Study

Rifmasari et al. (2026) studied this question.

synapsesocial.com/papers/6a69a2a3c8da07d9defa63edhttps://doi.org/10.12688/f1000research.186823.1
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Collaboration in in-service teacher training - the missing link between empirical evidence and practice?2024 · 7 citations
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  4. 4Promoting the Emotional and Social Intelligence of Early Childhood by Improving Pre-Service Teacher Performance Through Collaborative Learning Process2024 · 1 citations
  5. 5Collaborative Learning in Teacher Education: Insights from Pre-service Teachers2026