The effect of Wordwall-based learning game on junior high school students’ communication and collaboration skills

This study aims to (1) determine an increase in collaboration and communication skills through project-based learning, (2) determine the relationship of collaboration skills and communication skills through project-based learning. The population of this research is six classes XI MIA and a sample of this research are two classes, an experiment class with project-based learning and a control class with conventional. The instrument of collaboration and communication skills are the observation sheet and questionnaire. Improved collaboration and communication skills were analyzed using normalized gain (N-gain). A collaborative relationship with communication using the correlation test. N-gain results show that project-based learning can improve student’s collaboration and communication skills, each in the medium category. The relationship between collaboration and communication skills shows a positive direction, which means that the more the collaboration skills increase, the better the student’s communication skills.

The 21st century highlights the need for students to develop relevant abilities, such as collaboration and communication skills. Communication skills are critical for students to interact and express thoughts or ideas when solving problems. By communicating efficiently, students collaborate more easily, creating cooperation, responsibility, and concern within the group. This research aims to improve students’ communication and collaboration skills in science learning by implementing the time-token cooperative learning model. This research is a quasi-experiment with a single-group pretest-posttest design. The following is the information obtained in this research: 1) Time-token cooperative learning has an effect in improving students’ collaboration and communication skills; 2) Time-token cooperative learning has an effect in improving collaboration and communication skills for male and female students; 3) Male and female students’ collaboration skills increased after implementing the time-token model. There is an increase in communication skills in female students but not in male students, even though male students’ initial and final skills are higher than female students. Therefore, it is concluded that the time-token cooperative learning model increases students’ communication and collaboration skills.

Introduction. Communication and collaboration skills are very important skills in learning. These skills help students achieve learning success; however, many students have low collaboration and communication skills in schools.Aim. The present research aimed to demonstrate the potential of the PLONG (Playing, Learning, Doing, and Evaluating) learning model in developing students’ communication and collaboration skills.Methodology and research methods. This research applied the ADDIE model, which encompasses needs analysis, model design, material and activity development, field implementation, and evaluation. The study involved 101 students and 10 classroom teachers as participants. The instruments employed included model feasibility assessments, a PLONG model group discussion forum, and a questionnaire measuring collaboration and communication skills. Data analysis incorporated both qualitative and quantitative methods.Results and scientific novelty. It has been established that the PLONG learning model effectively enhances students’ communication and collaboration skills. These results are supported by an analysis comparing preand post-intervention data. This model increases students’ motivation and readiness to work collaboratively in teams. The novelty of this study lies in the fact that the PLONG learning model is regarded as a comprehensive approach to education, allowing students to independently assess their learning outcomes during the process, which includes engaging game elements. Additionally, PLONG offers feedback that aids students in their improvement.Practical significance. With the PLONG model, students engage in play, learning, action, and assessment, fostering an active and enjoyable learning environment that promotes the optimal development of collaboration and communication skills.

This study aims to (1) determine the differences in students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the effect of implementing project based learning (PjBL) models with conventional learning, (2) determine the improvement of students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the application of the project based learning (PjBL) model. The type of research used in this research is quasi-experimental. The population in this study were all students of class XI MIA MAN Tapanuli Selatan T.P 2020/2021. The sampling was done by cluster random sampling by taking 2 sample classes. The instruments used in this research are test instruments in the form of descriptions for critical thinking skills and creative thinking and non-test instruments in the form of observations for validated communication and collaboration skills. The data analysis used was the Manova test for critical thinking skills and creative thinking skills, whereas the N-gain analysis was used for communication and collaboration skills. Based on the results of data analysis, it was found that the 4C skills of students taught by the PjBL model were better than the 4C skills of students taught by conventional learning. The N-gain percentage in students^ critical thinking skills are increased by 75.40% (high category), students^ creative thinking skills are increased by 90.78% (high category), students^ collaboration skills are increased by 15.37% (low category), and students^ communication skills are increased by 80% (high category).

This study aims to analyze the impact of IT-based teaching materials on students' collaboration and communication skills when working with chemical bonding materials. It was a quantitative experimental study that used the problem-based learning (PBL) model. Field trials were performed in the experimental class (class X A) and the control class (class X B). These samples were determined through Saturated Sampling and Quasi-experiments design pretest, posttest, and Non-Equivalent Control Group design. Furthermore, the data were collected from the student communication and collaboration observation research sheet and were analyzed using an ANOVA test. The results showed that students' communication and collaboration skills in the experimental class increased, with an average score of 40 to 71.75 for student communication and 89.97 for student collaboration. As for the control class, the average score was from 41 to 45.67 for student communication, and the average score was 63.33 for student collaboration. The results of this study can be used as input for teachers and pre-service teachers to choose appropriate teaching materials to train students' communication and collaboration skills.

This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

Collaboration and communication are two types of 21st-century skills that are very important for students to have. By having good communication and collaboration skills, students can build a wider network in the future, which is useful to support their lives. Students' communication and collaboration skills can be known through various activities, one of which is the involvement of students in project-based learning. The purpose of this study is to determine the effect of a modified project-based learning model on students' collaboration and communication skills. The project-based learning that we did focused on the project of making a smart solar system. This research is a type of development research, with a mixed method research method. We developed a modified project-based learning model. The data collection process was carried out by conducting in-depth interviews, and in-depth observations, supported by literature studies. In addition, we also used a measurement questionnaire to provide a numerical assessment of students' collaboration and communication skills. Based on the research conducted, we found that the modified project-based learning model can be used to determine the extent of students' communication and collaboration skills. Where the measurement results show good criteria in some indicators and sufficient on several other indicators.

Communication and collaboration are essential skills that students must master in the 21st century. These skills can be raised and improved through systematic learning, such as the STEM approach. This study aims to determine the effect of STEM-based e-learning applications on high school students’ 2C (communication and collaboration) skills on wave material. This type of research was quasi-experimental, using the pretest-posttest method. The population of this study was 11th-grade students of the science program at public senior high school number 2 Palembang. Data analysis techniques used quantitative data analysis techniques to analyze the data collected from students’ 2C skills achievement scores. The results of data analysis on the average pretest on communication skills got a value of 54, while collaboration skill was 55. After applying STEM-based e-learning on wave material, the average post-test scores on communication and collaboration skills were 82.7 and 85.7. It showed that the students’ 2C skills increased after using STEM-based e-learning on wave material. The main finding of this study was that the application of STEM-based e-learning on wave material effectively improved students’ 2C (communication and collaboration) skills. It was evidenced by the analysis results of the N-gain test, which showed that students with communication skills scored 0.62 in the medium category and 0.68 in the medium category for collaboration skills.

Human reproduction in biology is included in the category of a topicthat cannot be sensed directly, but is close to the problems in the daily lives of students. It needs to be optimized in classroom learning, one of which is a worksheet based on human reproductive contextual case studies.This study aimed to find out the effect of human reproduction case-based worksheet on interpersonal communication and collaboration skills. The research method used was one hort case study design involving 68 students of Senior High School in Semarang. The data was analyzed by descriptive quantitative method. The results of the analysis showed that both of student's interpersonal communication and collaboration skills were invery high category.The teacher and student showed a positive response to the use of case-based worksheet in human reproduction learning activity. Based on the results of the study, it can be concluded that the human reproduction case-based worksheet improves interpersonal communication and collaboration skills in Senior High School student in Semarang.The teacher can use this contextual case-based worksheet as an alternative in human reproduction teaching and learning to explore, train and familiarize students' collaboration and communication skills that will be beneficial for their live in the future.

This study aimed to optimize critical thinking by empowering reflective and impulsive students' collaboration, communication, and information literacy skills through information literacy-oriented e-books in STEM-integrated problem-based learning (PBL). The research method used was a descriptive explorative approach. The study subjects consisted of five reflective students and five impulsive students. The measurement of cognitive style used the Matching Familiar Figure Test (MFFT) instrument. Collaboration skills were assessed through observation sheets, critical thinking and communication skills were assessed through student worksheets based on problem-solving tasks, and information literacy was assessed through a questionnaire. The study found that reflective students excelled in critical thinking and information literacy, while impulsive students demonstrated superior collaboration skills. As for communication skills, reflective and impulsive students have different advantages for each indicator of communication skills. This study can conclude that implementing information literacy-oriented e-books through STEM-integrated PBL can optimize reflective and impulsive students' critical thinking, collaboration, communication, and information literacy skills. The implication of this study is the importance of integrating 21st century skills holistically in learning practices, especially in the digital era, to prepare the younger generation to face the challenges of the 21st century.

This research aims to analyze the correlation of 4C skill aspects based on students’ achievement in each aspect through GGE-JAS learning model. This research was conducted at SMA N 1 Tengaran, Semarang Regency with a quasi-experimental model and a non-equivalent group research design. The data collection method used was with test and non-test instruments. The results of this research in critical thinking skills in control class had an N-gain result of 0.36 in the low category and the experimental class was 0.53 in the medium category. This shows a striking difference before and after treatment in each class, so that the GGE-JAS model was effective. After the implementation of the GGE-JAS model in the experimental class, the achievement of critical thinking indicators was 73% in good category, collaboration skills was 83% in a very colaborative category, communication skills was 74.8% in a communicative category and creative thinking skills was 71.32% in creative category. The results of the correlation analysis stated that collaboration skills had a significant relationship with communication skills with t-value of 3.22 while creative thinking skills had a significant relationship with critical thinking skills with t-value of 2.04. The conclusion of this research is that GGE-JAS model is effective to improve students’ 4C skills in the mobility system material for class XI MIPA SMA N 1 Tengaran, Semarang Regency and students’ collaboration skills are significantly positive related to students’ communication skills, while students’ creative thinking skills have a significant positive relation with students’ critical thinking skills.

Students must have communication skills to communicate their ideas and thoughts. The communication skill of students plays a role in physics learning because it can change the learning situation in a better direction. In addition to communication skills, collaboration skills must also be owned by the students in the learning of physics, one of which is used to conduct observations in groups. The purpose of this research is to know the relationship between communication skills and students’ collaboration skills, especially in physics. This research is experimental and the sample was taken by purposive sampling technique. In the results, there is a very high relationship between communication skills and students’ collaboration. The score students’ communication skills was 0.876, indicating that there was a direct relationship between students’ communication and collaboration skills, where students’ communication skills increase with the increasing of collaboration skill. Additionally, learning used of video tracker software created new knowledge and skills.

The research aims to know the influence of the nested type of integrated science learning model on junior high school students’ (1) critical thinking skills, (2) collaboration skills, and (3) the critical thinking skills and collaboration skills simultaneously. This research is a quasi-experimental study with a nonequivalent control group design. The population of this research is the whole class VII of SMPN 2 Godean. The sampling technique was cluster random sampling, so that class VII A was obtained as an experimental class, and class VII C as a control class. The learning in experiment class was conducted by using a nested type science integration model with a scientific approach, while the learning in control class with the scientific approach that teachers normally use in learning. The instruments used in this research are (1) pretest and posttest critical thinking skills, (2) collaboration skills observation sheets, and (3) learning achievement sheets. The analysis technique used is the independent sample t-test, manova test, and effect size. The result showed that there was a significant effect of learning the integration of nested science types on junior high school students’ (1) critical thinking skills in the medium category, (2) collaboration skills in the medium category, and (3) critical thinking skills and collaboration skills simultaneously.

To succeed in today's era, a person must possess 21st-century skills, which include communication and collaboration. With a Simple Hydraulic Pump project, this study aims to enhance students' communication and collaboration skills through STEM learning at the junior high school level. This quantitative study applied a quasi-experimental approach with a pretest-posttest control group research design. The participants are 38 out of 228 8th-grade students in two junior high schools in Bandung, Indonesia. Statistical analyses using the Wilcoxon Signed Rank tests were done on the data obtained through pretests and posttests. The results indicate a non-significant gain in communication skills of students in the experimental group compared to the control group, with a significance value of 0.67 (sig. >0.05), meaning that there is a non-significant difference between pretest and posttest results. Meanwhile, the collaboration skills of students in the experimental group increased significantly compared to the control group, with a significance value of 0.03 (sig. <0.05), indicating a significant difference between the pretest and posttest results. Using Cohen’s d, it is evident that students’ collaboration skills experience a medium increase (r=0.22). Furthermore, students’ communication and collaboration skills were measured using the Performance Assessment Rubric. The results demonstrate that STEM learning using a simple hydraulic pump project can enhance students’ collaboration skills but not their communication skills. This implies that while STEM learning helps students improve their collaboration skills, other methods are needed to assist them in developing their communication skills.

The learning in Biology Education Study Program at Sembilanbelas November Kolaka University, which was specifically designed to hone students' communication and collaboration skills, was considered not optimal. Therefore, a study was conducted to determine the effectiveness of integrating the time token learning model and wordwall application-based interactive games on student communication and collaboration skills. This research is a pre-experimental type with a one-group treatment design. The population was 144 students’, and 24 samples were obtained through the purposive sampling technique. The research data was collected through observation techniques with communication and collaboration skills observation sheets as instruments. Data were analyzed descriptively and inferentially followed by the N-Gain test. The results showed that the average scores for communication and collaboration skills before and during treatment were respectively 45.31 and 78.53; 42.19 and 86.64. The results of the paired sample t-test all show the sig. 0.000 < 0.05. The results of the N-Gain test on communication skills were 61.93% (effective enough category) and collaboration skills were 78.75% (effective category). Thus, it can be concluded that integrating time token learning models and interactive games based on wordwall applications effectively improves students' communication and collaboration skills.