The Effect of the Cooperative Course Review Hooray Learning Model on Students’ Learning Outcomes

This study aims to investigate the effect of Cooperative Course Review Horay learning model on students learning outcome. The study uses true experimental design. Description: This research will use descriptive and inferential statistics to quantitatively analyze learning outcomes, with the latter being the primary method of analysis. To describe the scores of the research sample for each variable, a descriptive statistical analysis was carried out to determine their distribution. The findings indicate that Cooperative Course Review is beneficial. The Horay learning method provides great outcomes in terms of student learning. Despite the fact that the average score for the experimental group is 85.20 points, it is the median score for the experimental group that stands at 90 points. The control class has a standard deviation of 62.80 points and a median of 60.00 points, both of which are positive values


Introduction
One of the ways in which a student's learning outcomes may be measured is by their degree of success in the learning activities that they have done. As a general rule, if students' learning outcomes are positive, it may be assumed that the learning process they are experiencing is positive as well, and vice versa. One factor that may have an impact on the learning outcomes of students in schools is the variety of learning methods used by instructors during classroom learning activities, which can be a source of contention.
Based on the findings of the observations that have been conducted, it is known that student learning outcomes are still seen to be poor in the eyes of the community. There are several factors contributing to this, including things that make it difficult for students to understand the lesson due to a limited understanding of lesson concepts, a decrease in enthusiasm for participating in learning activities, students' intelligence levels being below average, and a lack of variety in school teaching (Mitchell et al., 2020). Class, so that the level of understanding and interest in learning activities increases (Cecchini et al., 2020;Rivera-Pérez et al., 2021).
In most cases, pupils simply pay attention to the information being presented by the instructor, and they have little comprehension of the ideas being taught. This will very definitely have an impact on the pupils' comprehension of the subject that will be covered after that. To cope with these issues, it is necessary to make ongoing efforts to identify and develop learning models that would encourage students to take an active role in their education. It has been shown that cooperative learning is one of the most effective learning methods for motivating students to take an active role in their own learning (Jalilifar, 2010).
Therefore, cooperative learning is considered effective learning for all students and is considered an integrative part of the current school paradigm shift (Herrmann, 2013;John, 2015). It is also considered to be a learning method that is able to encourage healthy interaction and cooperation among teachers who are accustomed to working separately with other people  (Johnson et al., 2014;Bolukbas et al., 2011). The Course Review Horay model of cooperative learning is one of the learning models that may be used (CRH).
Collaboration is a group learning activity based on the concept that learning should be based on socially changing knowledge among groups of learners in which each learner is accountable for his or her own learning and is encouraged to help others learn more effectively (Hurst et al., 2013). Cooperative learning provided a student who is having difficulty understanding the subject matter can benefit from the presence of friends around him, resulting in the concepts learned being more easily accepted between colleagues who are providing information to one another (Levine & Marcus, 2010).
The Course Review Horay (CRH) technique is a learning approach that involves evaluating knowledge by writing down the answer in a box filled with numbers; the person who gets the right answer instantly yells "Horay." Learning Course Review Horay (CRH) is intended to educate students in problem-solving skills via the formation of small groups of students.
Course Review Horay (CRH) is a technique that requires students to participate in additional learning activities. This style of teaching and learning places a greater emphasis on comprehending the information being taught through solving problems rather than on memorizing it. The implementation of Horay's Course Review learning technique not only helps students acquire academic material and abilities, but it also helps them understand how to learn. As one of the stages of knowing, doing, being, and living together, course review Horay may help students create meaningful learning experiences by encouraging them to think critically and creatively about their learning.
Learners who use this approach have a framework of activities, objectives, and incentives that foster a positive attitude of dependency among their peers, as well as acceptance of individual diversity, and they acquire abilities for working together in groups between classes. Information is processed in the mind, and pupils will be able to ask questions after they have grasped the material. Because of this, it is essential to investigate the impact of Horay's Cooperative Course Review learning model on student learning outcomes in order to improve the model

Methods
This kind of study is referred to as True Experimental Design research since it only involves a post-test control design. In this research, two groups were selected at random among the participants. The first group received treatment, while the second group did not get treatment. The experimental group was distinguished from the control group by the fact that it received no treatment whereas the latter did get treatment. An online exam containing globalization material was used to gather data for this research. The test consisted of 10 multiple-choice questions, each of which had a score that was the identical across all questions. It can be shown from the tests that have been conducted in this research that student learning outcomes have been improved. The information gathered will be subjected to quantitative analysis.
In this study, quantitative analysis of learning outcomes will be carried out using descriptive statistics and inferential statistics, respectively. In order to characterize the scores of the study sample for each variable, descriptive statistical analysis was carried out. In this instance, the frequency distribution table of the average score, standard deviation, lowest score, and maximum score is utilized, as well as the frequency distribution table of the standard deviation. Using a two-sample t-test, inferential statistical analysis was performed to examine the study hypothesis. The SPSS version was used to conduct the analysis. However, before verifying the hypothesis, it was necessary to conduct a normalcy test first

Description of Post Test Learning Outcomes Data
In accordance with the findings of the research, it is known that the calculation results from the post-test procedure in both the experimental and control classes of students are given in the table below.

Description of Post Test Learning Outcome Data Category
Following the trial, the learning outcomes revealed that 8 percent of students had inadequate learning results, 8 percent received moderate learning results, 20 percent received excellent learning results, and 64% received very good learning results in their respective classes. Consequently, 23 pupils were successful in their exams.
It was found that 8 percent of students had excellent learning outcomes, 8 percent received good learning outcomes, 20 percent received intermediate learning outcomes, 40 percent received moderate learning outcomes, and 24 percent received bad learning outcomes in the control class (see table). As a result, nine pupils were successful in their exams.  findings may be classified as meeting the criterion of normalcy testing and being normally distributed. In the results of the t test, the significance level was calculated as Sig.

T-Test
(2-tailed) or a significance level of 0.01 0.000 0.05. Then, based on the foundation of decision-making in the Independent Sample T-Test, it is possible to infer that Ho is not accepted. While H1 is allowed in cases where it indicates that the implementation of the Cooperative Course Review Horay learning model has an impact on student learning outcomes, H2 is rejected in cases where it indicates that there is no such effect. In this instance, it is possible to infer that the Cooperative Course Review learning model developed by Horay has an impact on student learning outcomes.
There is a statistically significant difference between the learning results achieved by the experimental class and the control class, according to the data (Aşıksoy & Özdamlı, 2016). The Cooperative Course Review Horay learning approach produces excellent student learning results, according to the authors. This may be seen in the average value of the experimental class, which is 85.20 points. However, the median score for the experimental class is 90 points.
The experimental class has a standard deviation of 10.85, which is within the range. The variance of the experimental class was 117.67.
From these findings, it can be concluded that the experimental class, which was taught using a Horay learning model based on cooperative course review, had a total of 23 students who were able to achieve scores above the minimum completion criteria and a total of only 2 students who were unable to achieve scores above the minimum completion criteria, indicating that the experimental class was a success.
For the control class, the average value of the control class is 62.80, which is a significant figure. The median for the control class, on the other hand, is 60.00. Among the control classes, the standard deviation is 13,077 points. The variance of the control class is 171.00. Based on these findings, it can also be observed that in the control class, the number of students who are able to obtain scores above the minimum completeness criterion is nine students, while the number of students who do not meet the minimum completeness criteria is sixteen students.
This demonstrates that the Cooperative Course Review Horay (CRH) learning paradigm has an impact on student learning outcomes, indicating that there is a positive relationship. Discussion of the findings of study that was carried out in order to acquire reliable data. Taking into consideration the calculations of the post-test findings that have been given before, it can be observed that the analysis of the hypothesis requirements test, which is t-count 6.59211> ttable 2.01063, shows that the hypothesis requirements test is successful. In general, it can be stated that learning through the use of the Cooperative Course Review Horay learning model is more beneficial than learning through the use of traditional techniques. The Cooperative Course Review Horay learning approach has a beneficial impact on student learning outcomes, as shown by these findings.

Conclusion
Based on the findings of the study and discussion provided, it is possible to infer that learning via the Cooperative Course Review Horay (CRH) model is superior to traditional learning. The Cooperative Course Review Horay (CRH) learning approach has been shown to have a beneficial impact on students' learning results. There are significant differences in learning outcomes between students who learn using the Cooperative Course Review Horay (CRH) learning model and those who learn using conventional learning models. The average value of the experimental class is 85.20, while the average value of the control class is 62.80, indicating that the experimental class outperformed the control class.