Learning to Investigate Together: Group Investigation and the Development of Collaborative Skills in Secondary Sociology

Abstract

This collaborative classroom action study examines the use of Group Investigation to strengthen students’ collaborative skills in Grade X sociology at SMAN 9 Padang. Thirty-four students were enrolled, with 33 present during the pre-cycle observation. Collaboration was assessed through five indicators: interdependence, individual responsibility, interaction, communication, and group processing. The average observation score increased from 26% in the pre-cycle to 44% in Cycle 1 and 73% in Cycle 2, exceeding the predetermined 61% success criterion. Communication showed the largest overall improvement, while group processing remained the lowest-performing indicator in the final cycle. The classroom procedures required students to distribute responsibilities, investigate social-research topics, prepare reports, communicate findings, and reflect on group work. The findings indicate that Group Investigation can make collaborative participation more structured and visible in sociology lessons, although the classroom-action design does not establish causal effects beyond the studied class. The study highlights communication gains while showing the continuing need to scaffold reflection on group processes.