Designing Cooperative Frameworks for Higher Education: The Structural Evaluation of the TIM-IGIS Prototype in Enhancing Preservice Teachers' Conceptual Learning Outcomes
DOI:
https://doi.org/10.47134/jtp.v3i3.2845Keywords:
Cooperative Learning, Higher Education, Preservice Teachers, Instructional Design., Civic IntelligenceAbstract
This study addresses the persistent pedagogical challenge in higher education where traditional, lecturer-centered instruction restricts student engagement and reduces conceptual learning outcomes. To mitigate this issue, this article presents the structural design, expert validation, and empirical evaluation of the Tim-based Interactive Game and Interpretation Strategy (TIM-IGIS) cooperative learning model prototype. Developed using the systematic framework of the ADDIE model, the TIM-IGIS prototype integrates five distinct phases: Initiative, Heterogeneous Groups, Gamified Engagement, Interpretation, and Summarization. The model was implemented using a single-group pretest posttest design with an intact educational cohort of 33 preservice teacher education students enrolled in the Elementary School Civics Learning Development course at Universitas Kristen Indonesia Toraja. Expert judgment via Aiken’s V established a high level of content and construct validity (V = 0.938), confirming the prototype’s alignment with cooperative principles. Field implementation demonstrated exceptional practicality, achieving a syntax implementation rate of 97.50% and highly active student engagement (M = 3.70). Empirically, the prototype significantly enhanced conceptual mastery, with the mean score rising from 63.03 to 81.76 (t(32) = 10.750, p < 0.001), yielding a substantial Cohen’s dz effect size of 1.871 and a moderate normalized gain (g = 0.502). These findings indicate that the TIM-IGIS prototype offers a robust, structurally balanced framework for promoting deep conceptual understanding and active collaboration in teacher training programs.
References
Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Onyebuchi, C. (2024). Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review. Open Access Research Journal of Multidisciplinary Studies. https://doi.org/10.53022/oarjms.2024.7.2.0026
Auliah, A., & Cahyani, V. P. (2025). Integrasi lesson study dalam model pembelajaran kolaboratif untuk meningkatkan kualitas pembelajaran. MACCA: Science-Edu Journal. https://etdci.org/journal/macca/article/view/2834
Baran, E., & AlZoubi, D. (2024). Design thinking in teacher education: Morphing preservice teachers’ mindsets and conceptualizations. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2023.2170932
Bhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports. https://doi.org/10.1038/s41598-024-75379-0
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Remington, S. D., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2021). Key competencies in sustainability in higher education: Toward an agreed-upon reference framework. Sustainability Science, 16, 13–29. https://doi.org/10.1007/s11625-020-00838-2
Cañabate, D., Gras, M. E., Serra, T., & Colomer, J. (2021). Cooperative approaches and academic motivation towards enhancing pre-service teachers’ achievement. Education Sciences, 11(11), 705. https://doi.org/10.3390/educsci11110705
Cecchini, J. A., Fernandez-Rio, J., Gimenez, A. M., Gonzalez, C., Martínez, B. S., & Carriedo, A. (2021). High versus low-structured cooperative learning: Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2020.1774548
Dong, X., Sha, S., & Dong, X. (2025). Designing structured curricula to enhance teaching competencies: Integrating teaching methods course clusters in pre-service teacher education. Pedagogy and Psychology of Sport. https://apcz.umk.pl/PPS/article/view/61660
Edwards, J., Nguyen, A., Lämsä, J., Sobocinski, M., Whitehead, R., Roberts, A.-S., Dang, B., & Järvelä, S. (2025). Human-AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13534
Fang, J.-W., Chang, S.-C., Hwang, G.-J., & Yang, G. (2021). An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency. Educational Technology Research and Development, 69, 1235–1253. https://doi.org/10.1007/s11423-021-09990-7
Fitri, S. (2025). Aplikasi reframed TPACK dan experiential learning dalam pelatihan guru untuk pemanfaatan teknologi. https://books.google.co.id/books?hl=en&lr=&id=ZtdeEQAAQBAJ
Gessala, N., Kanjanasorn, W., & Kwangmuang, P. (2026). Transforming teacher education: A comprehensive framework for integrating design thinking and self-esteem in higher education. European Journal of Education. https://doi.org/10.1111/ejed.70481
Getenet, S., Haeusler, C., Redmond, P., Cantle, R., & Crouch, V. (2024). First-year preservice teachers’ understanding of digital technologies and their digital literacy, efficacy, attitude, and online learning engagement: Implication for course design. Technology, Knowledge and Learning, 29, 1–20. https://doi.org/10.1007/s10758-023-09724-z
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction. Teaching and Teacher Education, 107, 103503. https://doi.org/10.1016/j.tate.2021.103503
Hollins, E. R., & Warner, C. K. (2021). Rethinking teacher preparation program design. Routledge. https://www.routledge.com/Rethinking-Teacher-Preparation-Program-Design/Hollins-Warner/p/book/9780367713904
Irmawati, I., Noviansah, A., Mastur, M., Widianti, S., & Ats-Tsauri, M. S. (2026). Strategi transformasi guru menuju standar profesionalisme paripurna dalam konteks pendidikan Indonesia. Jurnal Pemikiran Pendidikan Islam, Pembelajaran dan Pengajaran, 5(1). http://jurnal.stitdarussaliminnw.ac.id/index.php/ANNABA/article/view/223
Liu, C.-C., Wang, D., Gu, X., Hwang, G.-J., Tu, Y.-F., & Wang, Y. (2025). Facilitating pre-service teachers’ instructional design and higher-order thinking with generative AI: An integrated approach with peer assessment and concept map. Journal of Research on Technology in Education, 58(4). https://doi.org/10.1080/15391523.2025.2474528
Ma, Q., Lee, H. T. H., Gao, X., & Chai, C. (2024). Learning by design: Enhancing online collaboration in developing pre-service TESOL teachers’ TPACK for teaching with corpus technology. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13458
Mahajan, P. (2026). What is ethical: AIHED driving humans or human-driven AIHED? A conceptual framework enabling the “ethos” of AI-driven higher education. Journal of Experimental & Theoretical Artificial Intelligence, 38. https://doi.org/10.1080/0952813X.2026.2678591
Mallek, F., Mazhar, T., Shah, S. F. A., Ghadi, Y. Y., & Hamam, H. (2024). A review on cultivating effective learning: Synthesizing educational theories and virtual reality for enhanced educational experiences. PeerJ Computer Science. https://doi.org/10.7717/peerj-cs.2000
Merono, L., Calderón, A., & Arias-Estero, J. L. (2021). Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic achievement of pre-service teachers. Revista de Psicodidáctica (English Ed.), 26(1), 53–61. https://doi.org/10.1016/j.psicoe.2020.10.002
Millis, B. (2023). Cooperative learning in higher education: Across the disciplines, across the academy. Stylus Publishing.
Msambwa, M. M., Wen, Z., & Daniel, K. (2025). The impact of AI on the personal and collaborative learning environments in higher education. European Journal of Education. https://doi.org/10.1111/ejed.12909
Mursid, R., Saragih, A. H., & Sitompul, H. (2023). Pengembangan model pembelajaran kolaborasi berbasis e-learning terintegrasi 4C (communication, collaborative, critical thinking, and creativity) untuk meningkatkan capaian pembelajaran mata kuliah keahlian berkarya. Universitas Negeri Medan.
Muslim, S., & Tjalla, A. (2026). Model pembelajaran matematika SMA: Hybrid digital project-based learning.
Nyaaba, M., Shi, L., Nabang, M., Zhai, X., et al. (2024). Generative AI as a learning buddy and teaching assistant: Pre-service teachers’ uses and attitudes. arXiv Preprint. https://arxiv.org/abs/2407.11983
Pallant, J. L., Blijlevens, J., Campbell, A., et al. (2026). Mastering knowledge: The impact of generative AI on student learning outcomes. Studies in Higher Education. https://doi.org/10.1080/03075079.2025.2487570
Pischetola, M., Møller, J. K., & Malmborg, L. (2023). Enhancing teacher collaboration in higher education: The potential of activity-oriented design for professional development. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11490-x
Pondee, P., Panjaburee, P., & Srisawasdi, N. (2021). Preservice science teachers’ emerging pedagogy of mobile game integration: A tale of two cohorts improvement study. International Journal of Educational Technology in Higher Education, 18, Article 52. https://doi.org/10.1186/s41039-021-00152-0
Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). The challenge of designing “more” experiential learning in higher education programs in the field of teacher education: A systematic review study. International Journal of Lifelong Education. https://doi.org/10.1080/02601370.2021.1994664
Radović, S., Hummel, H. G. K., & Vermeulen, M. (2023). The mARC instructional design model for more experiential learning in higher education: Theoretical foundations and practical guidelines. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1872527
Ruiz-Rojas, L. I., & Acosta-Vargas, P. (2026). Active learning: Use of the 4PADAFE instructional design methodology and generative artificial intelligence in designing MOOCs for innovative education. Sustainability. https://www.mdpi.com/2071-1050/18/6/2683
Salvador-Garcia, C., & Ribés, A. S. (2025). Pre-service teachers’ views of the value of cooperative learning: How can it shape 21st-century skills? Journal of Teaching and Learning, 19(5). https://www.erudit.org/en/journals/jtl/2025-v19-n5-jtl010519/1122576ar/
Setyosari, P., Kuswandi, D., & Ulfa, S. (2023). Creative problem solving process instructional design in the context of blended learning in higher education. Electronic Journal of E-Learning.
Shwedeh, F., Nour, M. A., & Akour, I. (2024). Optimizing augmented reality adoption in higher education: A comprehensive analysis of factors impacting data management efficiency. Journal of Infrastructure, Policy and Development.
Sophonhiranrak, S. (2021). Features, barriers, and influencing factors of mobile learning in higher education: A systematic review. Heliyon. https://doi.org/10.1016/j.heliyon.2021.e06696
Taylor, K. L., & Colet, N. R. (2023). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In Developing Teaching Capacities in Higher Education. Routledge. https://doi.org/10.4324/9781003443346-10
Tondeur, J., Trevisan, O., Howard, S. K., & Van Braak, J. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education. https://www.sciencedirect.com/science/article/pii/S0360131525000302
Wang, K., Ruan, Q., Zhang, X., Fu, C., & Duan, B. (2024). Pre-service teachers’ GenAI anxiety, technology self-efficacy, and TPACK: Their structural relations with behavioral intention to design GenAI-assisted teaching. Behavioral Sciences, 14(5), 373. https://doi.org/10.3390/bs14050373
Wei, X., Wang, L., Lee, L. K., & Liu, R. (2025). The effects of generative AI on collaborative problem-solving and team creativity performance in digital story creation: An experimental study. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-025-00526-0
Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1799455
Winkelmes, M. A., Boye, A., & Tapp, S. (2023). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning. Stylus Publishing.
Wu, M. L., Zhou, Y., & Li, L. (2023). The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11727-3
Zaini, M., & Hermawan, D. (2026). Manajemen diklat transformatif: Model, strategi, dan implementasi dalam kerangka Merdeka Belajar–Kampus Merdeka.
Downloads
Published
How to Cite
License
Copyright (c) 2026 Eky Setiawan Salo, Abdullah Pandang, Pattaufi
This work is licensed under a Creative Commons Attribution 4.0 International License.
