COLLABORATIVE-COOPERATIVE LEARNING MODEL TO IMPROVE THEOLOGY STUDENTS’ CHARACTERS: IS IT EFECTIVE?

The Collaborative-Cooperative Learning Model (CCL) helps improve students’ characters. This
study is aimed at finding out the effectiveness of the CCL instructional model in improving the characters
of the theology students in the subject matter class Self Development. This study used a quasi-experimental
research design. The research sample consisted of 58 students of the Surabaya Excelsius Institute of
Theology. Data were collected through a pre-test and post-test for the experiment and control groups and
analyzed using an independent sample t-test on the SPSS software program of Amos 25. The results show
that (1) the CCL model was found to be able to improve students’ characters. Experts’ reviews concluded
that the CCL syntax could be categorized as having innovative aspects based on the rationality model on
the score of 3.29; (2) The CCL model was found to be effective in improving students’ characters by the
Mann-Whitney test (sig. = .012) and the paired sample t-tes (sig. = .000) showed a significant difference
in the mean scores; (3) the CCL model could improve the characters of self-discipline, social discipline,
and religious discipline in the theology students in the subject matter class Self Development and could
be used for subject matter classes with the same characteristics, be followed-up by research in wider
subject-matter contexts, and be integrated with research from other academic fields.

协作-合作学习模型（CCL）旨在提升学生的品格。本研究旨在探究CCL教学模式在提高《自我发展》课程神学学生品格方面的有效性。研究采用准实验性研究设计，研究对象为苏拉巴亚Excelsius神学院58名学生。数据通过实验组和对照组的前测和后测收集，并利用Amos 25版SPSS软件程序进行独立样本t检验分析。研究结果表明：（1）CCL模型被证实能够提升学生的品格。专家评审认为，基于理性模型的CCL语法具有创新性，评分为3.29；（2）通过Mann-Whitney检验（显著性水平为.012）和配对样本t检验（显著性水平为.000），CCL模型在提升学生品格方面的有效性得到了证实，平均分数存在显著差异；（3）CCL模型能够改善神学学生在《自我发展》课程中自律、社会纪律和宗教纪律的品格，并可应用于具有相似特征的课程，并在更广泛的学科背景中进行后续研究，并与其他学术领域的研究相结合。