Indonesian Teachers’ Beliefs about Cooperative Learning

Cooperative Learning has a potential to be implemented in Indonesia since its key principles resonate with the core values of Indonesian cultures– gotong royong (mutual assistance) and musyawarah (consensus decision-making). However, previous research revealed that Indonesian strong tradition of teacher-directed instruction hindered teachers to apply constructivist approach such as Cooperative Learning. This study aims to investigate teachers’ beliefs about Cooperative Learning in the context of Indonesia, where the values support Cooperative Learning principles but its instructional traditions impede the application of Cooperative Learning. This study was situated in interpretative-qualitative methodology using a case study approach (Stake, 2005). Eighteen– teacher interviews, Cooperative Learning training documents, and field notes were employed. Thematic analysis by Braun and Clarke (2006) was used to analyse the interview data. Results indicated that Indonesian teachers’ beliefs about Cooperative Learning were influenced by several factors that support and impede teachers to enact their beliefs about Cooperative Learning.

Keywords –Cooperative Learning, Teachers’ Beliefs, Indonesian Cultural Values