“It’s Unfair” The Effect of Free Riding And Social Loafing of Group Discussion In Cooperative Learning

Burhanuddin Yasin, Omar Khalifa Burhan, Ika Apriani Fata, Faisal Mustafa, Endang Komariah

Abstract


Cooperative learning has a long history in higher education, dating back thousands of years. Small groups are used in particular so that students can maximize their own and each other's learning. Cooperative learning, on the other hand, is more than just putting students in groups; it also involves adding fairness engagement into the group learning process. At Universitas Syiah Kuala, this study sought to determine the impact of free riding and social loafing on group conversation. Using genuine experimental design, a total of N=70 people were separated into one experimental class and one control class. The results revealed between the experimental group and the control group that in the experimental group, the subjects tended to rate and be judged by their group peers as optimum contributors (SCI = 1). This SCI of 1 means that group members contribute as they should, nothing more and nothing less. This indicates the absence of social loafing and free riding.
Keywords: Cooperative learning, free riding, social loafing, group work.


Full Text:

PDF

References


Abele, S., & Diehl, M. (2008). Finding Teammates Who Are Not Prone to Sucker and Free- Rider Effects: The Protestant Work Ethic as a Moderator of Motivation Losses in Group Performance. Group Processes & Intergroup Relations, 11(1), 39–54. http://doi.org/10.1177/1368430207084845

Aggarwal, P., & O’Brien, C. L. (2008). Social Loafing on Group Projects: Structural Antecedents and Effect on Student Satisfaction. Journal of Marketing Education, 30(3), 255–264. http://doi.org/10.1177/0273475308322283

Ajaja, O. P., & Eravwoke, O. U. (2010). Effects of Cooperative Learning Strategy on Junior Secondary School Students Achievement in Integrated Science. Electronic Journal of Science Education, 14(1), 1–18.

Akınoğlu, O., & ÖzkardeşTandoğan, R. (2006). The effects of problem-based active learning in science education on students’ achievement, attitude and concept learning.pdf. Eurasia Journal of Mathematics, Science, and Technology Education, 3(1), 71–81.

Audi, N. L. (2014). Persahabatan dan toleransi pemalasan sosial pada mahasiswa psikologi Universitas Sumatera Utara. Psikologia: Jurnal Pemikiran & Penelitian Psikologi, 9(2), 200-218.

Clark, J., & Baker, T. (2011). “ It ’s Not Fair!” Cultural Attitudes to Social Loafing in Ethnically Diverse Groups. Intercultural Communication Studies, 20(1), 124– 140.

Cook, K. S., & Hegtvedt, K. A. (1983). Distributive justice, equity, and equality. Annual Review of Sociology, 9(Homans 1961), 217– 241.http://doi.org/10.1146/annurev.so.09.080183.001245

Harkins, S. G., & Szymanski, K. (1989a). Social Loafing and Group Evaluation. Journal of Personality and Social Psychology, 56(6), 934–941. http://doi.org/10.1037/0022- 3514.56.6.934

Harkins, S. G., & Szymanski, K. (1989b). Social Loafing and Group Evaluation. Journal of Personality and Social Psychology, 56(6), 934–941.

Hart, J. W., Karau, S. J., Stasson, M. F., & Kerr, N. A. (2004). Achievement Motivation, Expected Coworker Performance, and Collective Task Motivation: Working Hard or Hardly Working? Journal of Applied Social Psychology, 34(5), 984–1000. http://doi.org/10.1111/j.1559-1816.2004.tb02580.x

Hossain, A., & Ahmad, R. (2013). Effects of cooperative learning on students ’ achievement and attitudes in secondary mathematics. Procedia - Social and Behavioral Sciences, 93, 473–477. http://doi.org/10.1016/j.sbspro.2013.09.222

Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative Learning Methods : A Meta-Analysis. Cambridge University Press: Cambridge.

Karau, S. J., & Williams, K. D. (2007). The effects of group cohesiveness on social loafing and social compensation. Group Dynamics: Theory, Research, and Practice, 1(2), 156–168. http://doi.org/10.1037/1089-2699.1.2.156

Karau, S., & Williams, K. D. (2003). Social Loafing : A Meta-Analytic Review and Theoretical Integration. Interpersonal Relations and Group Processes, 65(4), 681– 706.

Learning, C. (2013). Cooperative Learning. The Hongkong Institute of Education:Hongkong.

Mccrae, R. R., & Costa, P. T. (1997). Personality Trait Structure as a Human Universal. American Psychologist, 52(5), 509–516.

Muslem, A. Fata.I.A, & Inayatullah. (2019). Factors affecting internship students’ speaking anxiety. Al-Ta’lim Journal, 26(2), 204–212.

Price, K. H., Harrison, D. a., & Gavin, J. H. (2006). Withholding inputs in team contexts: Member composition, interaction processes, evaluation structure, and social loafing. Journal of Applied Psychology, 91(6), 1375–1384. http://doi.org/10.1037/0021- 9010.91.6.1375

Shepperd, J. A., & Taylor, K. M. (1993). Social Loafing and Expectancy-Value Theory. International journal of marketing education, 11 (2), 1147–1158.

Tan, H. H., & Tan, M. L. (2008). Organizational citizenship behavior and social loafing: The role of personality, motives, and contextual factors. Journal of Psychology, 142(1), 89– 108.

Teng, C. C., & Luo, Y. P. (2014). Effects of Perceived Social Loafing, Social Interdependence, and Group Affective Tone on Students??? Group Learning Performance. Asia-Pacific Education Researcher, 24(1), 259–269. http://doi.org/10.1007/s40299-014-0177-2

Tyler, T. R., & Blader, S. L. (2003). The Group Engagement Model: Procedural Justice, Social Identity, and Cooperative Behavior. Personality and Social Psychology Review, 7(4), 349–361. http://doi.org/10.1207/S15327957PSPR0704_07

Williams, K. D., & Karau, S. J. (1991). Social Loafing and Social Compensation : The Effects of Expectations of Co-Worker Performance. Journal of Personality and Social Psychology, 61(4), 570–581.

Ying, X., Li, H., Jiang, S., Peng, F., & Lin, Z. (2014). Group laziness: The effect of social loafing on group performance. Social Behavior and Personality, 42(3), 465–472. http://doi.org/http://dx.doi.org/10.2224/sbp.2014.42.3.465

Zahra, Y., Eliana, R., Budiman, Z., & Novliadi, F. (2015). Peran gender dan social loafing tendency terhadap prestasi akademik dalam konteks pembelajaran kooperatif. Psikologia: Jurnal Pemikiran & Penelitian Psikologi, 10(1), 1–9.


Refbacks

  • There are currently no refbacks.


Copyright © 2017 Syiah Kuala University

ISSN: 2345-6789

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.