Collaboration Skills Of Students Research Articles

Profil Keterampilan Komunikasi dan Kolaborasi Peserta Didik dalam Pembelaran IPA Materi Pengenalan Sel pada Siswa SMP

This study aims to determine the profile of communication and collaboration skills of students in science learning on cell recognition material in class VIII SMP Negeri 8 Medan based on indicators of communication and collaboration skills and also based on the results of observations in learning and the results of in-depth interviews with students. This research was conducted in April-August 2024 at SMP Negeri 8 Medan. This research is included in descriptive research with qualitative methods. Determination of subjects using purposive sampling technique. The subjects consisted of 1 science teacher of class VIII and 4 students of class VIII. The data analysis technique used in this research is descriptive qualitative. Data were collected through in-depth interviews with research subjects and also direct observation related to communication and collaboration skills of students in learning. The results showed that the communication and collaboration skills of students on cell recognition material showed diverse abilities. The observation showed that only some students were active in sharing their opinions during class discussions, while others were not able to explain the material well. Although students' enthusiasm was high, only a few were able to effectively discuss the material again. However, they showed good communication by asking and answering questions from the teacher and classmates. In addition, students' collaboration skills can be seen from active participation in discussions and group work, where they can work together to complete tasks in a timely and responsible manner.

Needs Analysis for a STEM Discovery Learning-Based E-Module in Static Electricity

Abstract This study aims to determine the need for learning devices in the form of electronic teaching module based on STEM Discovery learning to measure critical thinking skills and collaboration skills of students so that it can be known and there is a follow-up from researchers to teachers in implementing learning. The need analysis studied was a teaching module need analysis, static electricity material analysis, critical thinking ability analysis, and collaboration skills. The subjects of this research are high school physics teachers who teach using the Merdeka curriculum and teach in grade 12. The participants of this research are 30 teachers from different schools in several districts/cities in Central Java, Yogyakarta, and Bangka Belitung. The research method used is the quantitative descriptive research method. The data collection techniques used in this study consisted of observation, questionnaires, documentation, and literature studies. The data collected were analyzed with appropriate instruments, with descriptive statistical analysis techniques. Based on the data analysis, the following results were obtained: 1) As many as 70% of physics teachers still face difficulties in developing teaching modules, but 85.83% of them expressed interest in creating modules that are aligned with the criteria for electronic teaching modules based on STEM Discovery learning in the Merdeka curriculum; 2) Static electricity is important but difficult for students to understand; 3) Teachers struggle with teaching aspects related to both students’ critical thinking and collaboration skills, with 70% of physics teachers reporting difficulties in fostering critical thinking and 52.78% facing challenges in enhancing collaboration skills; 4) Teachers need teaching module that supports aspects of critical thinking skills and collaboration skills of students.

Development of IBSC (Investigation Based Science Collaborative) Based Student Worksheet on Human Respiratory System to Improve Science Literacy and Collaboration Skills of Grade XI Students

In the 21st century, students need to have scientific literacy abilities and collaborative skills in order to be able to compete in this era. This study aims to knowing the validity, the practicality and to determine the effectiveness of IBSC (Investigation Based Science Collaborative) based student worksheet used as teaching materials on human respiratory system to improve student’s science literacy skills and collaboration skills. This development research was conducted using the ADDIE model and the data analysis used was the Manova test. The results of the study are the student worksheet is declared valid for use in the process of learning activities with an average validation score in the good category. Its also received a score in the very good category in terms of readability and practicality. The Manova test results showed a Sig. 0.000 with N-Gain values are 60.57 and 62,58 in fairly effective catefory which means there is a significant difference in the science literacy skills and collaboration skills of students who using and not using IBSC (Investigation Based Science Collaborative) based student worksheet.

Examining collaboration skills and influencing factors among secondary school students with autism spectrum disorder in general education settings

The collaboration skills of students with autism spectrum disorder (ASD) are receiving increasing attention from educators and parents. Adolescents with ASD often face difficulties in interacting, forming relationships, and solving problems collaboratively with their peers. This study aims to examine the current state of collaboration skills and the factors affecting these skills in secondary school students with ASD who are integrated into general education settings. We conducted a quantitative analysis to assess various dimensions of collaboration among these students. The results indicated that the ability to participate in and accept group assignments was of particular concern (M=2.42, SD=0.21). Similarly, skills related to conflict resolution and emotional regulation were also highlighted (M=2.37, SD=0.45). Additionally, students with ASD who also have other disabilities, such as visual or hearing impairments or motor disabilities, showed the most significant challenges in collaboration skills (M=4.22, SD=1.00), followed by those with severe ASD (M=4.13, SD=1.05). Our findings reveal alarming signs regarding the collaboration skills of students with ASD. These results underscore the need for targeted interventions and educational strategies to support these students effectively. The study provides a basis for educators and parents to propose and implement appropriate measures to support and educate secondary school students with ASD, focusing on enhancing their collaboration skills.

ANALYSIS OF LOCAL WISDOM-BASED COLLABORATION SKILL INSTRUMENT (LWCSI) IN CIVICS FOR HIGHER EDUCATION

The ability to collaborate is highly important in the world of work and social life. This skill is related to the individual's ability to cooperate with others in achieving a goal. Several previous studies related to the development of collaboration ability instruments using visible dimensions as their pivot, such as aspects of performance outcomes and levels of interaction. However, some previous studies suggest that a person's ability to collaborate comes from within as well. Therefore, an instrument is needed to measure students' collaborative abilities in depth and adapt to the diverse Indonesian context, which is diverse in so many aspects. The researchers developed an instrument called the Local Wisdom-Based Collaboration Skills Instrument (LWCSI), which is an instrument that measures students' collaboration abilities but is adapted to the context of Indonesia which is Godly and diverse in culture. The population in this study consisted of 166 students who took civics education classes in the short semester of 2022/2023. To determine the validity, the df value used is (166-2) = 164 with an α value of 0.05. The R-table value obtained is 0.1281. From the table the R-count is greater than the R-table, so it can be concluded that all items are valid. The number shows 0.06 so it can be concluded that the LWCSI instrument is reliable and can be utilized to measure student collaboration skills based on local wisdom. Therefore, it can be concluded that this instrument is able to measure the collaboration skills of students with a variety of beliefs and cultures, especially in Indonesia that have a large and diverse population.

Penggunaan Model Problem Based Learning Untuk Meningkatkan Komunikasi dan Kolaborasi Peserta Didik Kelas X

This study aims to improve communication and collaboration of students in class X-3 SMA Islam Sultan Agung 1 Semarang in learning Biology virus material through Problem Based Learning model. Problem Based Learning is a learner-centered learning model, where learners face real problems that require solutions through collaboration and active communication with discussion groups and classmates. This type of research is a class action research (PTK) consisting of two cycles, in each cycle there are two meetings. Each cycle has three stages, namely planning (Plan), implementation (Do), and reflection (See). The subjects in this study were X-3 class students totaling 30 female students. Each research cycle, students were given a problem relevant to the virus material and they were expected to work together in groups to solve the problem. During this process, they had to communicate with fellow group members, discuss, and design solutions to the problem. Data collection techniques used through observation sheets, and documentation as research data. Data analysis was made descriptively qualitative. The results showed that the application of Problem Based Learning can improve students' communication and collaboration skills on virus material. This can be seen from cycle 1 the recapitulation of communication results of 68.60% increased to 80.80% in cycle 2. The increase in collaboration skills from cycle 1 amounted to 71.60% to 89.67% in cycle 2. The conclusion of this study is that by using the Problem Based Learning learning model there is an increase in communication and collaboration skills of students.

Differentiated Science Student Worksheets : What is the Level of Collaboration Skills of Students of the Elementary School Teacher Education Study Program?

This study aims to develop content-differentiated science student worksheets for students of the elementary school teacher education study program, especially on the subject of the human respiratory system, and analyze its effect on student collaboration skills. This research method used research and development with the 4D model (define, design, development, and dissemination). The sample in this study was 142 2nd semester students of elementary school teacher education study program at PGRI University Yogyakarta. The data was taken through student worksheets documentation, score lists, interviews, observations, validation assessment scales, and student collaboration skills questionnaires. The data analysis technique in this study used qualitative descriptive analysis techniques. Based on the research results, the student worksheets products that have been developed meet the validity criteria with an overall average of 97% in the very valid category. The validity and reliability results of the student collaboration skills questionnaire for the student worksheets developed have met the valid and reliable criteria. The results of the student collaboration skills trial given to 142 students on the developed student worksheets were the order of the number of students who always carried out collaboration skills starting from the responsible aspect (79%), the respect aspect (77%), the productive work aspect (71 %), aspects show flexibility (71%), and aspects contribute actively (38%). Meanwhile, the average number of students is 22% of students at a good level in collaborating and 78% of students are very good at collaborating.

Improving problem-solving ability and collaboration skills of ecosystem material through STEM integrated project-based learning

The learning process at Cipasung Islamic High School is still teacher-centered so the formation of 21st century skills in students is still neglected. The purpose of this study was to determine the effect of the STEM-integrated project-based learning model on the problem-solving ability and collaboration skills of students on ecosystem material. This research was conducted in May 2023. The research method used is an experimental method with a Quasi Experiment design and the matching-only posttest-only control group design form. The research population was the X MIPA class of Cipasung Islamic High School in the 2022/2023 school year. The sample was taken using a purposive sampling technique and obtained X MIPA 1 class as the control class and X MIPA 4 as the experimental class. The research instruments used in this study consisted of 3 validated instruments, namely the problem-solving ability test instrument, the CSAT (Collaboration Self-Assessment Tool) questionnaire, and the collaboration skills observation sheet. The data analysis technique used is One way ANOVA test. Based on the results of the analysis, it can be concluded that there is an effect of STEM integrated project-based learning model on problem-solving ability and collaboration skills of students on ecosystem material in Class X MIPA SMA Islam Cipasung.

COLLABORATION AND COMMUNICATION SKILLS OF ELEMENTARY SCHOOL STUDENTS’ IN INDONESIAN LANGUAGE LEARNING THROUGH RADEC

Collaboration and communication skills were essential as basic skills in the 21st century. This research described the forms of students’ collaboration skills in terms of the teamwork aspect, and the forms of students’ communication skills in terms of the verbal communication aspect, that emerge in Indonesian Language learning through RADEC. A qualitative approach with a case study type was applied in this study. The subjects were 3rd-grade students in one of the elementary schools in Bandung city. Data collection was carried out through observation, field notes, and interviews. Data was analyzed through data collection, data reduction, and conclusion. The results of this study show that 1) the form of student collaboration skills are through contributing to completing group assignments, help each other when having difficulties, appreciating the work of their friend in the group, and exchanging ideas and opinions, and 2) the form of student communication skills are being able to present the results of group discussions, being active argue and asking a question, using an appropriate language, respect each other’s opinions, brave and confident when speaking in front of the class. Collaboration in the discussion stage has yet to be visible; the reasons are that the students have yet to conclude the different opinions or answers even though the essence is the same, one person still dominates the discussion, and some students need to work on pre-learning questions. This research implied that Indonesian Language learning need to be designed to actively involved students to develop collaboration and communication skills by integrating innovative learning model such as RADEC.

Collaborative Skill Improvement Analysis in Real Laboratories Based on Discovery Learning for Undergraduate Physics Education Major

The 21st-century competencies are needed as provisions for college graduates to face the era of society 5.0. These competencies include creative thinking skills, critical thinking, collaboration, and communication. The research aims to illustrate the influence of discovery learning on students’ collaboration skills during real laboratory activities. Discovery learning was chosen because the implementation of practicum activities was carried out in a real laboratory because it requires all the students to play an active role and be able to collaborate in carrying out practicum activities. This type of study uses one pretest-posttest design group. The subject of this study was 30 first-year students from two different classes who took the Basic Physics Practicum II course at the Department of Physics Education, UIN Sunan Gunung Djati Bandung. The implementation of practicum activities is carried out offline so that cooperation and collaboration between groups can be seen. Aspects of the indicator include positive dependence between members, individual responsibilities, group cooperation, and face-to-face interaction. Research data was processed statiscally using the help of SPSS software version 25. Analysis of research results showed that student collaboration skills were complete and appropriate in all indicators. Based on the analysis, an average N-Gain score of 53.2% was obtained with the category being in the criteria for improving collaboration skills. Keywords: collaborative skill, real laboratory, discovery learning

Identifying Collaboration Skills Through Discovery Learning with A Contextual Approach

Passive learning results in low student collaboration skills and tends to be individualistic in chemistry. Discovery learning with a contextual approach is one solution to overcome this problem. This research aims to find out the improvement of students' collaboration skills through discovery learning with a contextual approach and can be one step to prepare students' adaptive collaboration skills in the future. This research is quantitative research with a sample of 69 students taken using random sampling technique. Data were collected using collaboration skills observation sheets, questionnaires, and interviews. The collaboration skills measured consist of 4 indicators, namely cooperation skills, communication skills, completing tasks, and commitment. Data analysis uses quantitative descriptive methods. The results of this research show that students' collaboration skills using discovery learning with a contextual approach increase at each meeting with an average of 79 collaboration skills (good category).

Senior High School Students’ Collaborative Skills through Acid-Base Chemistry Practicum Activities

This research aims to determine collaboration skills profile of class 11 students at one of the public high schools in Paciran Regency. The reason for conducting this research is collaboration skills are one of the 21st century skills that must be mastered by students. The research conducted was descriptive quantitative with a cross-sectional survey method. The population of this study was 100 students. The sampling technique used purposive sampling technique with consideration from chemistry teachers. Collaboration skills are measured using an observation sheet containing statements according to aspects of collaboration skills. Data analysis techniques using MS Excel. Collaboration skills aspect score data was analyzed quantitatively, then converted according to calculations into the very low, low, medium, good, and very good category. The student collaboration skills profile in this research includes 8 aspects are finding solutions, responsibility, mutual respect, interdependence, cooperation, communication, listening to other people's ideas, and commitment. In this research, it was found that the best aspect of collaboration skills in the very good category was the aspect of positive interdependence at 84.30%, cooperation at 88.50% and communication at 91.00%. The research results show that the average percentage of collaboration skills for all aspects is 83.50% and is in the good category.

ANALISIS KETERAMPILAN KOMUNIKASI DAN KETERAMPILAN KOLABORASI MAHASISWA PENDIDIKAN BIOLOGI

Abstract The 21 st century skills that students must have include Critical Thinking, Creativity, Communication, and Collaboration, which is often abbreviated as 4C. Communication skills orally and in writing is one of the competencies in dealing with today's life. Based on the results of observations of Biology Education students at the Muhammadiyah University of Makassar, it shows that students have not been able to communicate and collaborate well and smoothly among fellow students. The purpose of this study was to analyze collaboration skills and communication skills of Biology Education students at the University of Muhammadiyah Makassar. This type of research is Ex post Facto which will be carried out in the odd semester of 2022-2023. The instrument in this study was a questionnaire on student collaboration skills and communication skills Based on the research results found that communication skills in the good category with an average of 70.52 while collaboration skills are in the collaborative category with an average of 65.80.

Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning

The learning model has an influence on the success of achieving learning objectives. One of the learning models that can improve the skills of students is the RADEC learning model. The syntax contained in the RADEC learning model can help learner-centered learning, namely Read, Answer, Discuss, Explain and Create (RADEC). Currently, collaboration is one of the learning activities that is very popular with students, where currently collaboration skills are found in the 4C skills of the 21st century, however, there are still many students who are still passive in collaborative learning activities. Science and Technology is one of the lessons in the current independent curriculum. This research aims to improve collaboration skills in students using the RADEC learning model. This research uses a classroom action research (PTK) model which is carried out in two cycles consisting of four stages starting from planning, action, observation and reflection. The implementation of learning in this research was carried out using the syntax contained in the RADEC learning model. The selection of research subjects was carried out through purposive sampling techniques and the research subjects in this study were class IV B students with a total of 32 students. Data collection techniques in research are observation and interviews. The results of this research showed an increase from the implementation of cycle I, namely at meeting one and meeting 2 there was an increase of 6.6% and in cycle 2 at meeting 1 and meeting 2 there was an increase of 13.34%. Based on the results of this research, it can be seen that implementing learning using the RADEC learning model can improve students' collaboration skills in science learning. Based on the research that has been done, it can be said that the RADEC learning model can improve student collaboration skills in the learning process which is marked by the fulfillment of collaboration skill indicators by students.

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Collaboration skills are important. Therefore, group learning needs to be held for hands-on experience that results in understanding and effective learning methods. This study aims to analyze the effect of project model differentiated learning on students' collaboration skills in grade V elementary school in science subjects. This type of research is a quasi-experiment with a one-group pretest-posttest design. The sampling technique used was the saturated sampling technique with 26 students. The research instruments used in the form of learning style questionnaires, observation sheets of the learning process in the classroom, and observation sheets to measure student collaboration skills consist of initial and final observation sheets. Data analysis used in this research is descriptive analysis technique and inferential analysis technique with Paired Sample t Test. Before the hypothesis test, the prerequisite test includes the normality test and homogeneity test. The average collaboration skills of grade V students before being given treatment using the differentiated learning project model were none in the Very High category, 9.99% in the High category, 70.76% in the Medium category, and 19.76% in the Low category. After being given treatment using a differentiated learning project model, there were 9.23% in the Very High category, 59.23% in the High category, 31.54% in the Moderate category, and none in the Low category. Furthermore, data processing is carried out with t-value ≥ critical t-value (39.034 > 2.05954), which indicates that there is a positive effect of the differentiated learning project model on student collaboration skills in grade V elementary school.

Analysis of 4C Skills (Critical Thinking, Creativity and Innovation, Collaboration, and Communication) of Physics Education Students in Facing the Industrial Revolution 4.0

This study aims to analyze the 4C ability level of FKIP Jabal Ghafur University students. The subjects of this study were 42 students of the Physics education study program. This research is a qualitative research with a case study design.Data collection was carried out through observation, questionnaires and interviews. The instruments used will be prepared based on the indicators of each 4C skill. The data collected will be analyzed through the stages of data reduction, data presentation and conclusions. The research results showstudents' critical thinking skills on indicator 1 reasoning have an achievement percentage of 34%; indicator 2 thinking as hypothesis testing has an achievement percentage of 47%; indicator 3 analyzing arguments has an achievement percentage of 49%; indicator 4 analysis of possibilities and uncertainties has a percentage of 68% and indicator 5 problem solving and decision making has a percentage of 73%. The results of students' creative and innovative thinking abilities on indicator 1 of fluency thinking skills have an achievement percentage of 28%; indicator 2 elaboration skill has an achievement percentage of 52%; indicator 3 of flexible thinking skills (flexibility) has an achievement percentage of 26%; and indicator 4 Original thinking skills (originality) has a percentage of 17%. The results of student collaboration skills in indicator 1 contributed to the percentage of achievement of 49%; indicator 2 time management has an achievement percentage of 54%; indicator 3focus on taskhas an achievement percentage of 63%; indicator 4 working with other people has a percentage of 71%; and indicator 5 responsibility has a percentage of 67%. The results of student communication skills on indicator 1 koral communication skillspercentage of achievement of 74%; and indicator 2kscientific communication skillshas an achievement percentage of 41%.

TBLA: Implementation of PjBL and Student Collaborative Skills in Science Learning at MTs Muhammadiyah 1 Malang

Teachers are required to develop professional learning that can produce qualified students. Consequently, a learning model is required that enables 21st-century abilities. Each individual is supposed to master skills in the form of 21st century skills, one of which is collaboration. The Project-Based Learning (PjBL) is chosen with the consideration that it has stages that are able to encourage students to collaborate with other group members, use various thinking abilities of students individually and in groups, and improve the quality of interaction between students. This study aims to describe the implementation of learning and student collaborative skills, to describe TBLA in science learning at MTs Muhammadiyah 1 Malang, particularly in Vertical Motion material. This research method was qualitative descriptive research. The objects of study were 25 teachers and 8th-grade students of MTs Muhammadiyah 1 Malang. The research stages included designing teaching modules by using PjBL learning, implementing learning, and reflecting on learning based on the lesson study stages that consisted of a Plan Do See. The results of the study indicate that the implementation of PjBL in science learning, consisting of 6 steps, namely drawing questions, compiling project plans, compiling schedules, monitoring, testing results, and evaluating experiences, have been well described, both narratively and visually in the learning. Student collaboration skills in science learning material Vertical motion are 73.4% (high category). TBLA shows that the teacher speeches are more dominant, namely 85.94% and the students are 14.05%. It can be concluded that the implementation of PjBL learning was carried out well and students' collaborative skills were in the high category.

Implementation of the Inquiry-Oriented RADEC Learning Model

The experiment activities carried out are not complete experiment activities. One of the learning models that includes investigative activities is the RADEC learning model. This research aims to implement inquiry-oriented RADEC learning. The method used in this research mixes methods by design-embedded experimental design. The subjects in this study were 45 elementary school students in class V, one of the elementary schools in Bandung Regency. Data collection techniques were collected using test and non-test instruments in the form of observation sheets, test questions, and questionnaires. Each stage of the RADEC learning model was good, with some stages increasing at each meeting and some optimally implemented. In investigative activities, students still need guidance in designing and making investigative reports and are required more than once to develop their skills in compiling, carrying out, and reporting investigations. Besides that, RADEC learning can increase students' mastery of concepts and encourage student collaboration skills.

Enhancing problem-solving and collaborative skills through RICOSRE learning model: A socioscientific approach in physics education

Background: Problem-based learning fosters critical thinking by requiring students to analyze information, evaluate solutions, and make well-judged decisions, thereby enhancing their problem-solving skills.Aim: The study aims to assess the impact of the RICOSRE learning model, which is based on socioscientific issues, on students' problem-solving and collaboration skills.Method: Quasi-experimental research was used in this research involving students in classes XI MIPA 2 and XI MIPA 3. Purposive random sampling was used to select participants. Data were collected using test and non-test instruments: essay questions assessed problem solving skills, while questionnaires measured collaboration skills. Hypothesis testing was carried out using Multivariate of Variance (MANOVA).Results: The RICOSRE learning model based on socioscientific issues can influence the problem-solving ability and collaboration skills of students, as evidenced by the MANOVA test's significant value (0.000). It was also observed that students with higher levels of collaboration tend to have stronger problem-solving capabilities, suggesting a proportional relationship between these two skills. Notably, students in the experimental class who exhibited outstanding collaborative abilities also showed a high problem-solving rate of 80.67%.Conclusion: The study concludes that the RICOSRE learning model, when combined with the Discovery Learning model and a scientific approach, positively influences students' problem-solving and collaboration skills. This model provides an effective learning strategy, enhancing students' ability to apply theoretical concepts to real-world scenarios, thereby making learning more engaging and relevant. Additionally, it prepares students for teamwork, improving their communication and interpersonal skills.

Differentiated Project Based Learning to Improve Collaboration Skills and Cognitive Learning Outcomes of High School Students on Colloidal System Material

This research is a Classroom Action Research (CAR) using two cycles, conducted in class XI IPA 1 SMAN 1 Seyegan, Sleman, Yogyakarta which amounted to 36 students. The purpose of CAR is to improve collaboration skills and cognitive learning outcomes of students in class XI IPA 1 at SMA Negeri 1 Seyegan using the Project Based Learning (PjBL) learning model with process and product differentiation. Based on the results of the study, this learning model was able to improve the collaboration skills of students of class XI IPA 1 significantly, namely 17.11%. This learning model is also able to improve the cognitive learning outcomes of students in terms of various aspects, namely the average value, the lowest value, the highest value, the number of students who are complete, and the percentage of classical learning completeness. The average posttest score an increase of 29.38%. Classical learning completeness during the posttest also increased significantly from 22.22% in cycle I to 77.78% in cycle II. This proves that the PjBL learning model with process and product differentiation is able to improve collaboration skills and cognitive learning outcomes of students in class XI IPA 1 at SMAN 1 Seyegan on colloidal system material.