Designing collaborative learning: Shifting learning ownership for students

Improving the quality of learning is not only seen in how high student learning outcomes are but also in how attached students are to each other in education. This research was conducted to identify how students learn in groups and the impact of these interactions. The subjects involved in this study were 32 students of eighth-grade Junior High School (JHS) 1 of Muhammadiyah, Malang, East Java - Indonesia. The data collection technique used is observation, with video recordings, audio, and pictures during learning. Data analysis was carried out qualitatively using the Miles and Huberman Model. The results show that students have the potential for collaborative learning but are not yet capable enough to initiate discussion and impactful communication, so learning control is still dominant on the teacher's side. This student learning response is a stimulus for us in redesigning collaborative learning that is centered and immerses students in education.