The implementation of the cooperative MURDER learning model to improve student learning outcomes

Abstract

Purpose: to examine the effectiveness of the cooperative MURDER (Mood, Understand, Recall, Digest, Expand, Review) learning model in improving students’ learning outcomes, engagement, and understanding in basic computer learning within Information Technology subjects.

Method: this study employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. Data were collected through learning outcome tests and classroom observations, and analyzed using descriptive quantitative and qualitative approaches.

Findings: the results indicate a significant improvement in students’ learning outcomes. Classical completeness increased from 53.34% in cycle I to 86.67% in cycle II. In addition, student learning activities improved from the “good” category to “very good,” while teacher performance during instruction remained consistently high.

Implications: the MURDER model is an effective alternative to enhance student engagement and learning outcomes in education, particularly in contexts with limited technological exposure.

Originality: lies in applying the cooperative MURDER learning model to basic computer learning in a resource-limited junior secondary school context, providing new empirical evidence of its effectiveness in improving student outcomes.