Impact of Cooperative Learning on Vocational School Student Learning Outcomes: A Meta-Analysis

Cooperative learning is regarded as an effective instructional model for fostering active interaction, enhancing student engagement, and promoting meaningful learning experiences. However, the extent to which this model significantly contributes to student learning outcomes remains a matter of academic debate. This study aims to comprehensively analyze the impact of cooperative learning on learning outcomes through a meta analytic approach. Research data were obtained from scholarly articles accessed via Google Scholar and SINTA, with the screening process following the PRISMA method, including identification, screening, and inclusion stages. Inclusion criteria were determined based on the field of study and year of publication. Out of 215 identified articles, 20 met the eligibility criteria for analysis. Data analysis was conducted by calculating the effect size and significance test. The meta-analysis results indicate that cooperative learning has a moderate effect on improving learning outcomes, with an effect size of 0.545 and a p-value (0.001 < 0.05), and is free from potential data bias. The findings conclude that cooperative learning positively contributes to enhancing student achievement. These results have important implications for educators and policymakers to integrate cooperative learning as a key strategy in educational practice to improve teaching and learning effectiveness.