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Advances in Social Sciences Research Journal – Vol. 8, No. 7
Publication Date: July 25, 2021
DOI:10.14738/assrj.87.10602. Asrori, M., & Effendy, C. (2021). Developing Students’ Prosocial Behavior Through Collaborative Teamwork Teaching. Advances in
Social Sciences Research Journal, 8(7). 381-391.
Services for Science and Education – United Kingdom
Developing Students’ Prosocial Behavior Through Collaborative
Teamwork Teaching
Muhammad Asrori
Faculty of Teacher Training and Education
Universitas Tanjungpura, Pontianak, Indonesia
Chairil Effendy
Faculty of Teacher Training and Education
Universitas Tanjungpura, Pontianak, Indonesia
ABSTRACT
Developing students’ prosocial behavior is a very important program in the living
situation that increasingly complicated, individualistic, and hedonistic. It is
important because prosocial behavior refers to voluntary actions that intended to
help or benefit another individual or group of individuals. The present study was
designed to examine the effectiveness of a collaborative teamwork teaching to
develop the prosocial behavior of elementary school students. It was an
experimental study with one group pretest-posttest design. The experiment was
carried out in three elementary schools. They were Islamic Al-Azhar Elementary
School (SD Islam Al-Azhar), State Elementary School 34 (SD Negeri 34), and
Muhammadiyah Elementary School (SD Muhammadiyah) Pontianak. There were
four aspects of the students’ prosocial behavior to develop. These aspects were
sharing, helping, cooperating, and caring. The results of the study showed that the
collaborative teamwork teaching was effective to develop the prosocial behavior of
students in three elementary schools. All of the investigated aspects got improved.
They were categorized “high”, except the aspect of caring. It was classified as
“medium”.
Keywords: Prosocial behavior, individual and situational factors, collaborative teamwork
teaching
INTRODUCTION
The current living situation is increasingly complicated. The acceleration of the technology of
information-communication has massively brought new values. As a result, established values
are challenged and become shaky. Such a life complexity is predicted to become more and more
complicated in the future so that the human beings, including the elementary school students
are increasingly led to a very competitive pattern of life.[1] Furthermore, they tend to lead to
the individualistic and materialistic pattern of life. The future complexity challenge leads to the
two alternatives: to accept their faith or to get well-prepared. Certainly, the educational
missions which have future dimensions leads to the second alternative.
One of the educational efforts is the development of elementary school students’ prosocial
behavior. It is important because the prosocial behavior is voluntary behavior intended to
benefit another, a social behavior that benefits other people or society as a whole such as
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helping, sharing, donating, cooperating, and volunteering.[2] The purest forms of prosocial
behavior are motivated by altruism, an unselfish interest in helping another person. These
actions may be motivated by empathy and by concern about the welfare and right other as well
as for egoistic or practical concern.[3] Furthermore, the circumstances most likely to evoke
altruism are empathy for an individual in need, or a close relationship between the benefactor
and the recipient.[3]
Prosocial is defined as actions that benefit other people or society as whole.[4] In this context,
prosocial behavior refers to voluntary actions are intended to help or benefit another individual
or group of individuals.[5] This definition refers to consequences of a doer’s action rather than
the motivations behind those actions. It is characterized by helping that does not benefit the
helper. In fact, prosocial behavior includes a broad range of activities: sharing, comforting,
rescuing, and helping.
Evidence suggests that prosocial is central to the well-being of social groups across a range of
scale.[6][7] Empathy is a strong motive in eliciting prosocial behavior, and has deep
evolutionary roots.[8] Prosocial behavior fosters positive traits that are beneficial for children
and society. It may be motivated both by altruism and by self-interest, for reasons of immediate
benefit or future reciprocity.
Prosocial behavior motivated or affected by both individual and situational determinant
factors. According to Gustavo, et al, the individual determinant factors that effect the prosocial
behavior are age, sex, cognitive development, and personality traits, and value orientations. On
the other side, the situational determinant factors are socialization through parental caring,
parent as a model, effective relationship between child and parent, teaching method of teacher
and parent, and structure and family function.[9]
There are interesting findings of contemporary research about prosocial behavior of children.
Aktar, et al were examine the association between representation of acceptance-rejection from
multiple attachment figures (father, mother, best friend, and teacher) and the mediating role of
authenticity in this relationship. The structural equation model suggested that paternal
acceptance-rejection was significantly directly associated with prosocial acts toward three
targets and maternal acceptance-rejection was indirectly associated with prosocial acts toward
a stranger. Moreover, best friend and teacher acceptance-rejection was related to prosocial acts
toward family and friends, and friends respectively. Sense of authenticity mediated the
association between maternal and best friend acceptance-rejection and prosocial behavior
toward strangers.[10]
Kirkland, et al in their research has linked economically unequal environments to lower
prosocial behavior in adults. However, we know little about how inequality affects children’s
prosocial. Here, 4- to 9-year-old children (N = 128) played a series of games with several
puppets where points were awarded. The distribution of points was characterized by either
high inequality or low inequality. Children’s donation behavior (i.e., the number of stickers they
donated to a poor child), resource division behavior (i.e., how they divided extra points among
poor and rich puppets), and fairness perceptions (i.e., how fair they perceived the game to be)
were measured in response. Although the experimental manipulation of inequality did not
affect children’s donations, exploratory analyses revealed that higher inequality in children’s
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Asrori, M., & Effendy, C. (2021). Developing Students’ Prosocial Behavior Through Collaborative Teamwork Teaching. Advances in Social Sciences
Research Journal, 8(7). 381-391.
URL: http://dx.doi.org/10.14738/assrj.87.10602
home suburb was linked to lower donation rates. Furthermore, with age, children distributed
points with increasing concern for poorer individuals, and negative judgments of the inequality
were linked to distributing resources to poorer individuals. Here we present the first
comprehensive analysis of children’s prosocial reactions to high and low inequality across
development.[11]
Xin Yi, et al in their study examined the effect of a collaborative prosocial game as well as the
influence of positive and negative emotion mode in game of individuals’ attitudes, empathic
concern and prosocial intentions. Results showed that all participants who played the game had
improved attitudes and emphatic concern. Participants in the positive emotional tone condition
showed improved attitude and empathic concern change, while those in the negative emotional
tone condition showed only improved attitude towards racial ethnically difference others.
Additionally, there were also differences in players’ attitude and empathic concern based on
exposure to negative and positive emotional tone in the game.[12]
The prosocial behavior of elementary school students in the present study was developed and
improved through collaborative teamwork teaching. This teaching strategy emphasize that
success is more effective of cooperation than competition and interdependence than
independence. In this context, Covey in his best seller book entitled “The Sevent Habits of Highly
Effective People” has explained that in the modern management the interdepedence is the
highest level of habit that must be developed. The stages are dependence, independence, and
than interdependence.[13] It can be understood due to the increasingly specialization of
sciences and knowledge. So, harmonization of specialized sciences is very important and highly
required.
Teaching strategy that emphasizes on importance of cooperation than competition or
interdependence than independence is also explained by Flynn and Graham. They clarify that
if making the account of competition than cooperation can lead students to have a habit of not
respectful to others and against others.[14] On the other hand, cooperation and
interdependence tend to lead students to work with challenges, leadership, management,
respect towards others, and orientation to achievement. [15]
The advantages of collaborative teamwork was proven by Federal Express and Boeing when
restructuring organization. Davis explained that after implementing the team concept and
collaborative teamwork within its organization, Federal Express reported a 40% increase in
productivity. Similarly, Boeing experienced a decrease of over 50% in engineering problems on
its 777 passenger jet after instituting the team with a collaborative teamwork approach.[16]
The research results on Federal Express and Boeing are more and more important that
collaborative teaching must be early implemented and developed in the elementary schools.
Collaborative teaching demands the lecturers to help students to: (1) understand how to work
successfully as part of the team, and (2) develop skills to increase their teamwork needed after
they have entered the workplace in the economic or industry area.[17]
Based on the background, this research was conducted to explore in depth the profile of
prosocial behavior of elementary school students and to improved through collaborative
teamwork teaching. There are four aspects of prosocial behavior of elementary school students
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that will be developed through collaborative teaching, they are: sharing, helping, cooperating,
and caring.[18] Sharing helps children learn the importance of giving to others in need. A child
who is able to share his toys with others is likely to become a generous adult. Sharing teaches a
child that the world can provide for him when time get tough provided that he is willing to
return the favor if, and when, necessary. Helping includes acts of kindness, recusing someone
or removing their distress. Removing another person’s distress can provide a child with a sense
of accomplishment and an internal sense of being a good person. Cooperating is a key concept
in child life. Children are unable to cooperate may struggle to work effectively with others
during their formative year. Cooperation also helps children learn to delegate responsibility.
Caring means someone or children or something that shows kindness and concern for others.
METHODOLOGY
The are two reseach variables in this study: (1) collaborative teaching as independence
variable, and (2) prosocial behavior of elementary school students as dependence variable that
encompassing four aspects, they are: sharing, helping, cooperating, and caring. This study was
conducted by quasi experimental with one group pretest-posttest design. The procedure of
treatment are: (1) promoting students insight into the importance of teamwork; (2) forming
the teams; (3) helping teams maintain focus through written aids; (4) distributing
responsibilities wisely; (5) promoting accountability and responsibility; (6) promoting
improved or enhanced writting skills; (7) providing initial guidance and ongoing feedback; and
(8) using record-keeping forms for organizing and planning by communication roster, task
sheet, meeting schedule form, meeting agenda sheet, end-of-project evaluation sheet, and
providing ongoing feedback.
The subject of research were students of elementary school grade 5 that overall are 75 students.
Each experimental group in each school comprised 25 students. Because the experiment was
carried out in three schools, the total research subjects were 75 students. The data were
collected using Prosocial Behavior Inventory developed by Asrori (2015). This inventory was
tried out and tested for its validity and reliability using Cronbach Alpha and it obtained 0.853,
meaning that it was eligible for use in research. Implementation of treatment through
collaborative teaching and collection of data were conducted by teacher of class.
The students’ prosocial behavior profile data were analyzed using a comparison analysis
between the actual score and the ideal maximum score based on the normal curve.[19] To
determine the effectiveness of collaborative teamwork teaching for increasing students’
prosocial behavior, the data were analyzed using t-tests for paired samples, while to determine
the effectiveness difference of collaborative teamwork teaching to increase inter-school
students prosocial behavior, the data were analyzed using analysis of variance.[18]
RESULTS AND DISCUSSION
1. Initial Prosocial Behavior Profile of Elementary School Students
Based on the percentage analysis, namely, by dividing the actual score obtained by all students
with the ideal maximum score, the results are shown in Table 1.
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Asrori, M., & Effendy, C. (2021). Developing Students’ Prosocial Behavior Through Collaborative Teamwork Teaching. Advances in Social Sciences
Research Journal, 8(7). 381-391.
URL: http://dx.doi.org/10.14738/assrj.87.10602
Table 1. Initial Prosocial Behavior Profile of Elementary School Students
Variable/Sub Variable Ideal Score Actual Score Percentage
(Category)
Prosocial Behavior 9000 2835 31.50% (L)
1. Sharing 2250 855 38.00% (M)
2. Helping 2250 722 32.09% (L)
3. Cooperating 2250 708 31.47% (L)
4. Caring 2250 677 30.09% (L)
L = Low; M = Moderate; H = High
As can be seen in the table 1, overall, the initial prosocial behavior profile of elementary school
students tends to the “lower level”. If examined in more detailed, it can be seen that most
aspects, that is, the aspects of helping, cooperating, and caring are classified ‘low’. The only
aspect that is categorized as 'moderate' is sharing aspect.
The results of this study indicate that elementary school students require serious intervention
to enable them to develop their prosocial behavior. It is very important because prosocial
behavior is a very importance to face the living situation that increasingly complicated and
tends to individualistic, materialistic, and hedonistic. One of the efforts is conducting
systematically through the collaborative teamwork teaching.
2. Mean Difference of Students’ Initial Prosocial Behavior among Elementary
Schools
The mean difference of students’ initial prosocial behavior among elementary school was
analyzed using analysis of variance. The result is shown in Table 2.
Table 2. Mean Difference of Students’ Initial Prosocial Behavior among Elementary Schools
Sum of Squares df Mean Square F Sig.
Intergroup 416.006 6 72.15 1.34 .26
Intragroup 12534.67 234 54.39
Total 16694.73 240
As shown in the table 2, the result of the variance analysis, if viewed from the difference of
schools, shows that the initial prosocial behavior of elementary school students does not differ
significantly. It means that the students’ initial prosocial behavior of all schools is categorized
"low". In more detail, analysis of variance was also carried out on each aspect that was covered
in the initial prosocial behavior of elementary school students. The result of the analysis is
shown in Table 3.
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Table 3. Difference in Each Aspect of Students’ Initial Prosocial Behavior from Elementary
Schools
Sum of
Squares
df Mean
Square
F Sig.
Aspect 1
(Sharing)
Inter-group 49.74 6 8.30 1.84 .10
Intra-group 1083.48 234 4.66
Total 1133.22 240
Aspect 2
(Helping)
Inter-group 25.39 6 4.26 0.61 .74
Intra-group 1671.77 234 7.17
Total 1697.16 240
Aspect 3
(Cooperating)
Inter-group 71.10 6 11.87 2.40 .03
Intra-group 1162.35 234 4.99
Total 1233.45 240
Aspect 4
(Caring
Inter-group 51.37 6 8.59 1.75 .12
Intra-group 1160.31 234 4.99
Total 1211.68 240
Table 3 shows that if viewed in more detail into its aspects, the initial prosocial behavior of the
students from different schools does not differ significantly, either. Of the four aspects, there is
only one aspect (namely, cooperating) that shows a significant difference. If seen from the
aspects of sharing, helping, and caring, these three aspects do not show any significant
difference.
3. The Effectiveness of Collaborative Teamwork Teaching to Develop Prosocial
Behavior of Students from SD Islam Al-Azhar Pontianak
The effectiveness of the collaborative teamwork teaching to develop prosocial behavior of
students from SD Islam Al-Azhar Pontianak was analyzed by comparing the actual pretest and
posttest scores with the ideal maximum score. The result is shown in Table 4.
Table 4. Prosocial Behavior of Students from SD Islam Al-Azhar Pontianak Before and After
They Participated in the Learning Process with Collaborative Teamwork Teaching
Variable/Aspect of Variable Xideal
Pretest Posttest
Xactual Level Xactual Level
Prosocial Behavior 3000 931 31.03% (L) 2134 71.13% (H)
1. Sharing 750 232 31.93% (L) 532 70.93% (H)
2. Helping 750 230 30.67% (L) 525 70.00% (H)
3. Cooperating 750 237 31.60% (L) 547 72.93% (H)
4. Caring 750 225 30.00% (L) 531 70.80% (H)
L = Low; M = Moderate; H = High
Table 4 shows that before the students were given a treatment (the result of the pretest) the
prosocial behavior of students from SD Islam Al-Azhar Pontianak was categorized “low”. It can
be seen in all aspects. After they were given the treatment and the posttest was administered,
all of the aspects developed up to the category of ‘high’.
To examine the effectiveness significance of learning using collaborative teamwork teaching, t- test for paired samples was used. The result is shown in Table 5.
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Asrori, M., & Effendy, C. (2021). Developing Students’ Prosocial Behavior Through Collaborative Teamwork Teaching. Advances in Social Sciences
Research Journal, 8(7). 381-391.
URL: http://dx.doi.org/10.14738/assrj.87.10602
Table 5. T-Test for Paired Samples of Prosocial Behavior from SD Islam Al-Azhar Pontianak
Variable Number of
pairs
Corr. 2-tail Sig Mean Std.
Deviation
Std. Error
of Mean
Pre-test 25 .104 .329 30.367 11.671 1.251
Post-test 25 112.100 28.372 2.991
Paired Differences
Mean Std. Deviation Std. Error of
Mean
t-value df 2-tail sig
-89.733 29.593 3.119 -21.76 48 .000
95% CI (-95.933; -83.534)
The result of the t-test analysis shows that the value of t = -27.76 and 2-tail sig = 0.001. Thus,
the statistical hypothesis is rejected and the working hypothesis is accepted. It means that
learning using collaborative teamwork teaching is very effective to develop the prosocial
behavior of the students from SD Islam Al-Azhar Pontianak.
4. The Effectiveness of Collaborative Teamwork Teaching to Develop Prosocial
Behavior of Students from SD Negeri 34 Pontianak
The effectiveness of the collaborative teamwork teaching to develop the prosocial behavior of
the students SD Negeri 34 Pontianak was analyzed by comparing the actual pretest and posttest
scores with the ideal maximum score. The result is shown in Table 6.
Table 6. Prosocial Behavior of Students from SD Negeri 34 Pontianak Before and After They
Participated in the Learning Process with Collaborative Teamwork Teaching
Variable/Aspect of
Variale
Xideal Pretest Posttest
Xactual Level Xactual Level
Prosocial Behavior 3000 846 28.20% (L) 2134 68.13% (H)
1. Sharing 750 232 28.27% (L) 532 68.80% (H)
2. Helping 750 210 28.00% (L) 515 68.67% (H)
3. Cooperating 750 228 30.40% (L) 528 70.40% (H)
4. Caring 750 230 27.67% (L) 525 65.60%
(M)
L = Low; M = Moderate; H = High
Table 6 shows that before the students from SD Negeri 34 Pontianak were given the treatment
(the results of the pretest) their prosocial behavior was classified ‘low’. It was shown in all
aspects. After the students were given the treatment and the posttest was administered, all
aspects developed up to the "high" category. There was only one aspect whose development
reached the "medium" category. This aspect is caring.
To test this hypothesis, the pre-test and post-test data were analyzed using the t-test for paired
samples. The result is shown in Table 7.
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Table 7. T-Test for Paired Samples of Prosocial Behavior from SD Negeri 34 Pontianak
Variable Number of
pairs
Corr. 2-tail Sig Mean Std.
Deviation
Std. Error
of Mean
Pre-test 25 .085 .656 32.200 12.380 2.260
Post-test 25 64.400 12.073 2.204
Paired Differences
Mean Std. Deviation Std. Error of
Mean
t-value df 2-tail sig
-52.200 16.543 3.020 -17.28 48 .000
95% CI (-58.379; -46.021)
The result of the t-test analysis shows that the value of t = -17.28 and p = .000. Thus, the
statistical hypothesis is rejected and the working hypothesis is accepted. It means that learning
using collaborative teamwork teaching is also effective to develop the prosocial behavior of the
students from SD Negeri 34 Pontianak. Unfortunately, it was not as effective as that was carried
out in SD Islam Al-Azhar Pontianak because there was still one aspect of development which
only reached the "medium" category. It dealt with the caring aspect.
5. The Effectiveness of Collaborative Teamwork Teaching to Develop Prosocial
Behavior of Students from SD Muhammadiyah Pontianak
To find out the effectiveness of the collaborative teamwork teaching to develop the prosocial
behavior of the students from SD Muhammadiyah Pontianak, the analysis was performed by
comparing the actual pretest and posttest scores with the ideal maximum score. The result is
shown in Table 8.
Table 8. Prosocial Behavior of Students from SD Muhammadiyah Pontianak Before and After
They Participated in the Learning Process with Collaborative Teamwork Teaching
Variable/Aspect of
Variable
Xideal Pretest Posttest
Xactual Level Xactual Level
Prosocial Behavior 3000 903 30.10% (L) 2140 71.33% (H)
1. Sharing 750 218 29.07% (L) 532 70.93% (H)
2. Helping 750 217 29.00% (L) 520 69.33% (H)
3. Cooperating 750 234 31.20% (L) 535 71.33% (H)
4. Caring 750 215 28,67% (L) 495 66.00%
(M)
L = Low; M = Moderate; H = High
As can be seen in the above Table 8, before the students of SD Muhammadiyah Pontianak were
given the treatment (the results of the pretest), their prosocial behavior was classified ‘low’. It
is shown in all aspects. After the treatment and the administration of the post-test, all aspects
developed up to the "high" category. There was one aspect whose development reached the
"medium" category. It is the caring aspect.
To test this hypothesis, the pre-test and post-test data were analyzed using the t-test for paired
samples. The result is shown in Table 9.
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Asrori, M., & Effendy, C. (2021). Developing Students’ Prosocial Behavior Through Collaborative Teamwork Teaching. Advances in Social Sciences
Research Journal, 8(7). 381-391.
URL: http://dx.doi.org/10.14738/assrj.87.10602
Table 9. T-Test for Paired Samples of Prosocial Behavior from SD Muhammadiyah Pontianak
Variable Number of
pairs
Corr. 2-tail Sig Mean Std.
Deviation
Std. Error
of Mean
Pre-test 25 .416 .022 30.367 12.007 2.192
Post-test 25 64.400 12.073 2.204
Paired Differences
Mean Std. Deviation Std. Error of
Mean
t-value df 2-tail sig
-54.033 13.000 2.375 -22.75 48 .000
95% CI (-58.892; -49.175)
The t-test result shows that the value of t = -22.75and p = .001. Therefore, the statistic
hypothesis is rejected and the working hypothesis is accepted. It means that learning using
collaborative teamwork teaching model is also effective to develop the prosocial behavior of
students in SD Muhammadiyah Pontianak. It is more effective than that done in SD Negeri 34
Pontianak. However, it is not as effective as that done in SD Islam Al-Azhar Pontianak because
there is still one aspect whose development only reached the "medium" category. This aspect
is caring aspect.
6. Differences in the Effectiveness of Collaborative Teamwork Teaching to Develop
Prosocial Behavior of Students from SD Islam Al-Azhar, SD Negeri 34, and SD
Muhammadiyah Pontianak
Test of mean difference in students’ prosocial behavior from SD Islam Al-Azhar, SD Negeri 34,
and SD Muhammadiyah Pontianak was analyzed using the analysis of variance. The result is
shown in Table 10.
Table 10. Differences in the Effectiveness of Collaborative Teamwork Teaching to Develop
Prosocial Behavior of Students from SD Islam Al-Azhar, SD Negeri 34, and SD Muhammadiyah
Pontianak
Sum of
Squares
df Mean Square F Sig.
Intergroup 420.006 6 70.161 1.282 .259
Intragroup 12930.659 234 53.280
Total 13359.660 240
The result of the variance analysis as shown in Table 10 shows that there is not any significant
difference in the effectiveness of collaborative teamwork teaching applied to develop the
prosocial behavior of elementary school students if viewed from the difference of schools. It
means that the collaborative teamwork teaching applied in the elementary schools selected as
the location of the study is equally effective at developing the prosocial behavior of elementary
school students.
To look at in detail, an analysis of variance was carried out to each aspect included in prosocial
behavior of elementary school students. The result of the analysis is shown in Table 11.
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Asrori, M., & Effendy, C. (2021). Developing Students’ Prosocial Behavior Through Collaborative Teamwork Teaching. Advances in Social Sciences
Research Journal, 8(7). 381-391.
URL: http://dx.doi.org/10.14738/assrj.87.10602
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