Collaborative Ability Research Articles

Stratergi Pembelajaran Edutaiment Dalam Pembelajaran

The use of learning strategies that combine aspects of entertainment is known as "edutainment" or entertainment education. This strategy aims to make the learning process more interesting and enjoyable, thereby increasing student motivation and involvement. Implementing this edutainment strategy not only makes learning more enjoyable, but can also improve students' knowledge retention, critical thinking skills and collaboration abilities. In the edutainment concept, the essence of the learning process is to create a pleasant, comfortable and amazing atmosphere, thereby facilitating the formation of a harmonious and dynamic relationship between teachers and students. Through a pedagogical dedactic approach with redagonistic nuances, the interactions that occur between teachers and students become not only effective but also relaxed and free, allowing students to interact without fear or limitations. This is very important because when students feel comfortable with their learning environment, they are more likely to actively engage and acquire knowledge in a more effective and enjoyable way. In implementing edutainment learning strategies, there are certainly advantages and disadvantages, but this is something that is common in every learning strategy. Because learning strategies are applied not to be forced but according to the needs of the ongoing learning process.

학교상담자가 인식하는 ‘좋은 학교상담자’의 특성

The purpose of this study is to understand the perception of ‘good school-counselors’ in school counseling. For this purpose, data were collected through open-ended questions about 'good school counselors' from 146 school counselors who agreed to participate in the study. Text network analysis method was used to analyze the collected data. As a result of the study, the most central words in school counselors' perception of a 'good school counselor' were 'client', 'counseling', and 'understanding'. As a result of analyzing the substructure of 'good school counselors', five communities emerged. The five communities were named ‘self-improvement as an expert’, ‘systematic application ability’, ‘ability to solve clients' problem’, excellent collaboration ability as a school member’, ‘student centered and permissive counseling attitudes’, and ‘attitude to realize a positive influence through counseling’. In this regard, the discussion revealed the implications of the research results and the limitations of the research.

Novel Aczel-Alsina operations-based probabilistic double hierarchy linguistic aggregation operators and their applications in Blockchain performance evaluation Blockchain

The development and application of blockchain provides technical support for supply chain technological innovation and industrial innovation. Integrating the decentralized, independent, open, traceable and tamper-proof features of the blockchain into the supply chain can effectively improve the problems of unstable supply chain structure, low security, low privacy, low collaboration ability and high operating costs. Establishing probabilistic double hierarchy linguistic multi-attribute decision-making (PDHL-MADM) model to evaluate the performance of blockchain is an effective measure to optimize blockchain performance and improve supply chain stability. Therefore, this thesis first takes the processing efficiency, cost, security performance, update and improvement ability as evaluation attributes. Then the IDOCRIW weight method is used to calculate the objective weight of attributes. Based on Aczel-Alsina t-norm (AATN) and Aczel-Alsina t-conorm (AATCN), four operations of probabilistic double hierarchy linguistic term set (PDHLTS) are defined, and PDHLAAWA operator, PDHLAAOWA operator, PDHLAAHA operator, PDHLAAHM operator, PDHLAAWHM operator and their dual operators are proposed, and a series of corresponding PDHL operator models are constructed. In addition, the sensitivity and stability of this series of operator models are analyzed in depth. Finally, the new model proposed in this thesis is compared with the existing model to verify its scientific and superiority.

The application of interdisciplinary and cross-grade learning teaching method in stomatology course.

The first purpose of this project was to determine whether an interdisciplinary and cross-grade teaching model impacts students' learning enthusiasm and their views on this teaching method. The second purpose was to determine whether the model positively impacted students' theoretical course exam scores. We recruited 203 pre-clinical undergraduate dental students, including 104 third- and 99 fourth-grade students. The study was conducted in experimental classes for the "Dental Materials" course in the third-grade program (focusing on cement material mixing techniques) and the "Endodontics Practice" course in the fourth-grade program (focusing on the preparation and filling of Class II cavities). The interventions were implemented before, during, and after the class. We assessed students' attitudes toward this teaching method and changes in their course scores. The survey questionnaire assessed the students' levels of learning enthusiasm, professional competence, and classroom effectiveness, all of which demonstrated significant improvement. The average scores for lab operations, quizzes, and usual performance exhibited a substantial increase (p<0.001). The average score of the final examination increased from 75.61 to 78.17 (p=0.008). Significant enhancement in students' learning attitudes, course scores, collaborative abilities, and innovation capacities were observed following the interdisciplinary and cross-grade teaching method. Furthermore, the overall classroom efficiency improved. This teaching method can expand the scope of future research.

Collaborative Augmented Reality: A Proposed Technology Acceptance Model

A collaborative augmented reality (CAR) system allows multiple users to communicate with each other in a shared 3D environment. Technology Acceptance Model (TAM) is a well-known method for predicting user acceptance of new technology, it also has the two strongest dimensions of acceptance: perceived usefulness and perceived ease of use. However, it can be further developed with external dimensions to investigate acceptance more comprehensively for the CAR system, with its 3D characteristics and collaborative ability, requires additional dimensions for measurement. This study aims to analyze and identify a suitable external dimension to be incorporated in TAM for CAR. We acquired the previous using the Web of Science database, which included keywords such as 'augmented reality,' 'virtual reality,' and 'technology acceptance model.' We analyzed eighteen high quality papers from a pool of ninety-seven papers, including journals and conferences. Resultantly, thirty-two external dimensions have been identified from previous TAM studies. After thorough analysis, a foundation TAM for the CAR system is proposed, along with suggestions for external dimensions for different CAR domain applications. The developed TAM includes perceived enjoyment, aesthetic quality, system quality, social presence, satisfaction, information quality, interactivity, collaboration quality and embodiment quality in the CAR context. Other factors, such as social norms, mobility, and others, are applicable to different CAR domain applications. The identified acceptance factors will assist researchers in enhancing their collaborative experience and conducting further analysis in the field of CAR.

The Importance of Collaborative Ability and Emotional Intelligence in Shaping Job Satisfaction and Lecturer Performance in the Transformational Era

The paper aims to provide evaluations and solutions to optimize job satisfaction and lecturer performance during an innovative and cultured sustainable educational transformation in the era of an independent campus. 360 lecturers were chosen as the respondents from four universities with excellent accreditation in Sumatera, Indonesia: _Syiah Kuala_ University, University of Sumatera Utara, State University of Medan, and _Andalas_ University. The raw data was collected using two methods: a survey method by distributing questionnaires and conducting Focus Group Discussions. Data collected is processed and analyzed through Multiple Linear Regression analysis using path analysis and the Sobel test to evaluate the significant relationship between the intervening and the independent variables on the dependent variable. The research proved that collaboration skills and emotional intelligence have a positive and significant effect on job satisfaction and lecturer performance. Job satisfaction also has a positive and significant effect on lecturers' performance. Collaboration Ability is the dominant variable affecting job satisfaction and lecturers' performance. The collaboration skills and Emotional Intelligence possessed by lecturers at Superior Accredited Universities on the Island of Sumatera positively and significantly affect job satisfaction and lecturer performance. The research results prove that lecturer job satisfaction positively and significantly affects lecturer performance.

Kemampuan Klasifikasi dan Kolaborasi Siswa Pada Materi Klasifikasi Tumbuhan Menggunakan Pembelajaran Scientific Outbound: Studi Pendahuluan

This research is a quantitative descriptive analysis which aims to describe the implementation of scientific outbound learning on plant classification material to see students' classification and collaboration abilities using data obtained objectively. The research was conducted in the botanical garden of the Indonesia University of Education with class X students at Daarut Tauhid Girl’s Boarding High School Bandung as research subjects. The research instruments used were a questionnaire assessing the design of scientific outbound learning, classification ability questions, as well as questionnaires and observation sheets of collaboration ability. The results of the research show that students' classification abilities are not yet optimal as seen through the pretest results, with an average of 38.13 and the posttest results with an average of 50.93 have not passed the school's KKM figure of 76 due to several obstacles and causal factors found, such as reduced students interest after learning is completed, lack of motivation given to students, and limited use of smartphones. Students' collaboration abilities are indicated to emerge through scientific outbound learning activities based on the results of students' collaboration abilities assessment which are already included in the category of developing collaboration abilities and already possessing collaboration abilities

The Effect of STEM Approach and Student’s Collaboration Ability on Physics Problem Solving Skill

This research is a True experimental study with a 2x2 factorial design aimed at finding the influence of the STEM approach and students' collaboration abilities on physics problem-solving skills. Sampling in this study used a simple random sampling technique with the class lottery, resulting in a sample of 31 students in the experimental class and 31 students in the control class. This study was executed by providing treatment as a STEM approach to fluid material. Data on students' collaboration abilities were collected using questionnaires, while data on physics problem-solving skills were collected using tests. The research data were analysed using Two-Way ANOVA statistical tests. The research results show that: (1) 𝐹𝑐𝑜𝑢𝑛𝑡 (625.72) &gt; 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (2) 𝐹𝑐𝑜𝑢𝑛𝑡 (1,793.79) &gt; 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning for high collaboration abilities, there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (3) 𝐹𝑐𝑜𝑢𝑛𝑡 (1,792.37) &gt; 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning for low collaboration abilities, there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (4) 𝐹𝑐𝑜𝑢𝑛𝑡 (-34,125.75) &lt; 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning there is no interaction between the STEM approach and students' collaboration abilities on physics problem-solving skills.

Pengenalan Anime Sebagai Budaya Populer Jepang

Japanese culture has a unique wealth of traditions, modern impressions, and continuity between the past and the present. Within this culture, key elements such as Shinto, social etiquette, traditional arts, and popular culture, including anime, have a significant impact both locally and globally. Anime is a term used to refer to animation originating from Japan. This term internationally refers to any type of animation from Japan, whether in the form of films, television series, or short videos. Anime has a distinctive art style, with characters having big eyes, colorful hair, and dramatic facial expressions. It spans a wide range of genres, from action, adventure, drama, comedy, fantasy, horror, to science fiction. The purpose of this activity is to introduce Japanese popular culture through anime into cross-disciplinary curricula, aiming to enhance students’ critical and creative thinking skills, collaboration abilities, and technological proficiency. The methods employed in this activity include lectures and project-based learning. This activity was attended by students from various departments and study programs, with 32 registered students. The outcomes of this activity demonstrate an improvement in students’ understanding of popular Japanese anime culture, critical and creative thinking skills, collaboration abilities, and technological proficiency. Tangible output includes interactive learning videos. This activity introducing Japanese popular culture, anime, has made a positive contribution to cross-disciplinary curricula. It is hoped that this activity will continue to be integrated into cross-disciplinary curricula in the future.

The Impact of Discovery Learning Model on Students' Collaboration Ability

This research aims to see whether there's an impact of the disclosure learning show on the collaboration abilities of understudies at SMAN 2 Padang. The research method used was quasi-experimental with a posttest control design. Sampling in this ponder used purposive sampling and class XI phase F (physics 5) was obtained as the exploratory lesson and lesson XI phase F (physics 2) was the control class. Data on students' collaboration abilities was taken using an observation sheet evaluating students' collaboration abilities which was analyzed descriptively. To see the greatness of the impact of the disclosure learning show on students' collaboration abilities, effect size calculations are used. The results of the inquire about appeared that the normal esteem of collaboration ability of students in the exploratory lesson was (68.19 ± 2.49) with great criteria, though the average value of collaboration ability of students within the control lesson was (63.43 ± 2.45) with great criteria. The greatness of the impact of the find learning show on students' collaboration abilities is gotten from an impact estimate list of 1.9 and includes a tall category in making strides students' collaboration abilities. The application of the disclosure learning show in the learning process can be concluded to have a critical positive impact in improving students' collaboration abilities.

Investigating the Integration of Collaborative Skills and Microlearning-based English Reading Materials for Seventh Graders

Collaborative skills are one of the 21st-century skills that must be practiced for seventh graders in English reading materials because they are helpful in accomplishing the learning goals as the characteristics of Kurikulum Merdeka Belajar. However, collaborative skills have not been fully integrated into the English reading materials from the previous curriculum. Moreover, microlearning is the trend of learning method that appears in the English reading materials. This study focused on collaborative skills and microlearning in the reading activities from the English reading materials because the previous studies only focused on collaborative strategies. Thus, this study aimed to investigate the integration of collaborative skills and microlearning-based English reading materials for seventh graders. Content analysis was employed as the method of this study. The English reading materials were analyzed using a collaborative skills framework by The Cambridge Life Competencies and microlearning descriptors by Allela. The findings revealed 5 chapters consisting of 3 to 4 units, and only 4 chapters integrate with collaborative skills, there are seven indicators of collaborative skills (CS); CS 1, CS 4, CS 5, CS 6, CS 7, CS 8, and CS 10. Furthermore, seven components of microlearning (ML) are found in the English reading materials, and they are ML 3, ML 4, ML 5, ML 6, ML 7, ML8, and ML10. In brief, this enhanced understanding will help to improve projections on the outcomes of integrating microlearning and collaborative abilities with other 21st-century skills into English reading materials, leading to a more thorough integration.

Social Interoception and Autonomic System Reactivity during Synchronization Behavior.

Within the social interoception field, little is known about the impact of interoception on autonomic system reactivity during synchronization tasks. The impact of social framing manipulation and Interoceptive Attentiveness (IA; defined as concentrated attention on the breath for a specific time interval) on autonomic responses during interpersonal synchronization was investigated in this research. Under two experimental interoceptive conditions-the concentration and no focus on the breath condition-participants completed two synchronization tasks. A social framing was given to participants by informing them that they needed to complete the tasks in unison to improve their collaboration abilities. Autonomic responses (electrodermal activity and cardiovascular indices) were collected throughout task performance. Two orders of results were observed: high cognitive engagement was detected during the focus on the breath condition and for the social frame. This effect was specifically observed for the motor compared to the linguistic synchronization task. Meanwhile, a potential lack of emotional control was observed in the no focus on the breath condition when the synchronization tasks were not socially framed. Such results encourage the use of the hyperscanning paradigm to deepen the impact of IA in real-time and ecological interpersonal synchronization dynamics.

Classroom Students Collaborative Abilities XII SMA Negeri 5 Surakarta in Learning Biotechnology PJBL Integrated STEM Teaching Year 2023/2024

The education sector has a large role in supporting scientific and technological progress to improve the quality of human resources. One learning model that has great potential is project-based learning or PjBL. Apart from using the PjBL model, the STEM learning approach method is also very useful for the world of education. STEM connects science with technology and mathematics so that students have a holistic understanding of the relationship between science and learning experiences. The PjBL learning model is integrated with the STEM learning model to improve collaborative skills in the 21st century. Collaboration skills are one of the important abilities of the 21st century for an effective learning process. This research aims to determine the collaborative ability of class collection techniques using quantitative descriptions. Collaborative ability is measured through questionnaires and interviews. In data analysis, a percentage descriptive approach was used. The results of the study showed that the level of collaborative ability in the classroom, and responsibility skills were 36.9%, compromise skills were 41.2%, productive work skills were 39.6%, communication skills were 41.8%, skills in using technology in working together amounted to 41.8%, and the average value of the overall indicator percentage was 40.2%. with students' collaborative abilities being in the quite good category. So it is concluded that the STEM-integrated PjBL learning model can improve the collaboration abilities of class XII IPA students at SMAN 5 Surakarta FY 2023/2024 on biotechnology material.&#x0D;

Collaboration Skills in Vocational Schools in The Information and Communication Technology (ICT) Sector

In 2018, the technology, business and ICT (information and communication technology) sectors were the sectors that received the most new students at the vocational school level. Jobs in the ICT sector are one of the sectors that are really needed in Indonesia. There are more job vacancies in the ICT sector for vocational schools than for high schools. However, in the 2015-2019 period, the number of ICT sector workers with high school graduates was higher than vocational school graduates. The soft skill that is most needed in ICT sector jobs is collaboration. The main objective of this literacy study is to describe learning methods to improve collaboration skills in vocational high school students in the ICT field. Systematic literacy study using the PICOC framework is the method used. The results of this literacy study are in the form of descriptions related to: 1. The concept of collaboration; 2. Challenges and obstacles; 3. Learning activities to improve collaboration skills. It was found that problem-based learning (PBL) can improve collaboration abilities. To be suited to the world of work, it is necessary to integrate the Scrum model to develop vocational school students' collaboration skills in the field of ICT.

Examining the effect of training with a teaching for understanding framework on intravenous therapy administration’s knowledge, performance, and satisfaction of nursing students: a non-randomized controlled study

BackgroundNursing students require improvement in their intravenous infusion therapy management skills, yet traditional training models possess deficiencies. The Teaching for Understanding (TfU) Framework can enhance the teaching-learning process and support quality education. Therefore, utilizing TfU framework for training may promote the performance of nurses.MethodsUtilizing a non-synchronized design, 102 nurses were recruited using a convenience sampling method. Fifty-one student nurses from August 2019 to January 2021 were designated as the control group, and 51 student nurses from February 2021 to July 2022 were included as the intervention group. The control group received traditional teaching methods, while the intervention group was trained based on TfU framework. The impact was gauged through medical education environment perception, theory and practice assessments, and learning satisfaction surveys.ResultsAfter the training, there was no significant difference between the control group and the intervention group in the theory assessment. However, the practice assessment scores of the intervention group were significantly higher than those of the control group. Compared with the control group, the learning satisfaction scores of the trained nurses in the intervention group were significantly higher, exhibiting significant differences, particularly in communication ability, teamwork cooperation, summing up capability, and interest in learning improvement. Furthermore, the scores of the learning perceptions, atmosphere, social self-perceptions, and total scores of the intervention group were significantly higher.ConclusionTraining using TfU framework can heighten students’ understanding and command over knowledge and skills, fuel their learning fervor, and enhance their communication and collaboration abilities. TfU framework should be disseminated in medical education to improve the quality of education.

Analysis of Student Perceptions of Teaching Campus Participants

&#x0D; &#x0D; &#x0D; &#x0D; The Independent Campus Learning (MBKM) policy provides students with the opportunity to take part directly in society to solve the country's problems. The Teaching Campus is one of the MBKM programs with the aim of solving educational literacy and numeracy problems in Indonesia. The research in this article aims to describe the impact of implementing the MBKM program, namely the 6th Teaching Campus organized by the Ministry of Education and Culture, which comes from students from HKBP Nommensen Pematangsiantar University. The research used mixed methods. Quantitative data in this research includes questionnaires from teaching campus school partners and students participating in teaching campuses. The research data is in the form of perception interviews from students participating in the teaching campus class 6. Based on the research results, it is known that students' perceptions after attending the teaching campus are very good, namely on average 90%. This is in line with the partner's high perception of the quality and abilities of students, namely 93%. Based on student perceptions, campus teaching programs not only provide classroom teaching experience and literacy and numeracy skills but can also help improve students' collaboration abilities and soft skills.&#x0D; &#x0D; &#x0D; &#x0D;

스트리트댄스 수업이 초등학생의 자기효능감과 협업능력에 미치는 영향

스트리트댄스 수업이 초등학생의 자기효능감과 협업능력에 미치는 영향

Competence-Based Assessment in Tanzanian Teacher Education in the Fourth Industrial Revolution: A Comprehensive Analysis

Competence-based assessment plays a pivotal role in shaping the quality and effectiveness of teacher education programs in the dynamic landscape of the Fourth Industrial Revolution (4IR). Understanding the existing assessment practices and their alignment with competence-based principles is essential for enhancing the preparation of future educators in this context. This study examined the assessment practices in Tanzanian teacher education programs gaining insights into how student teacher assessment is done and the alignment of competence-based principles in the preparation of student teachers. A survey involving 531 participants was conducted to gather data on Statistical analysis were employed to explore variations in assessment experiences based on gender, age, and education level. The findings indicate that traditional pen-and-paper assessments remain the dominant assessment method in Tanzanian teacher education, comprising a substantial 69%. Notably, 52% of student teachers believe are evaluated on their aptitude to seamlessly integrate technology into teaching and learning, accentuating the criticality of digital skills. Furthermore, our study unveils a multifaceted assessment landscape for innovation and critical thinking, with 25.2% of students always feeling assessed, in contrast to 13.6% who seldom or never experience this evaluation. Remarkably, gender emerges as a potent influencer in technology integration assessments, while age distinctly shapes the evaluation of research skills and collaborative abilities. Moreover, the findings underscore that competence-based assessment in Tanzanian teacher education is progressively adapting to meet the demands of the 4IR. However, they also underscore the need for a more diversified and innovative assessment approach to effectively address the evolving educational landscape. This study highlights the pronounced impact of gender, age, and education level on assessment experiences, underscoring the imperative for tailored approaches in nurturing future educators.

Knowing is half the battle: Regulating and appraising emotions co-protect from suicidal ideation

College students, particularly those in healthcare fields, face an elevated risk of suicidal ideation and depression. Therefore, it is essential to explore how both actual and perceived emotional resources may play a role in suicide prevention within this age group. This study examined (1) whether actual self-focused emotion-regulation ability diminishes suicidal ideation through a decrease in depressive symptoms, and (2) whether perceived self-emotion appraisal moderates this relationship. In 312 healthcare students (209 women) actual self-focused emotion-regulation ability was negatively related to suicidal ideation through depressive symptoms. Furthermore, perceived self-emotion appraisal buffered the relationship between depressive symptoms and suicidal ideation. Findings suggest that perceived self-emotion appraisal may reinforce the adaptiveness of actual self-focused emotion-regulation ability as a protective factor for psychological maladjustment. The results indicate the collaborative ability to regulate one’s emotions coupled with the self-perception of emotion appraisal could effectively alleviate the potential progression of emotional difficulties among healthcare students.

Improving Collaboration Ability Through the Jigsaw Type Cooperative Learning Model for Early Age Children 5-6 Years at the Pembina Muara Bulian State Kindergarten, Batanghari Regency, Jambi Province

This research aims to examine children's cooperative abilities using the jigsaw type cooperative learning model in early childhood at the Pembina Muara Bulian State Kindergarten, Batanghari Regency, Jambi Province. Collaboration referred to in this research is an interaction or relationship between students and teachers or between students and other students in order to achieve learning goals. This type of research is Classroom Action Research (CAR), which is a method where a group of people can organize circumstances in which they can take lessons from their own experiences and make those lessons available to others. Where the teacher is the implementer of learning while the researcher is the observer. This research design uses the Kemmis and Mc Taggart model. This research is in the odd semester 2023/2024, namely in February. The subjects of this research were students at the Pembina Muara Bulian State Kindergarten, consisting of 15 people. The object of research is students' cooperation abilities. Data collection techniques use observation, interviews, questionnaires and documentation. The data was analyzed descriptively and presented in the form of tables and graphs. The results of the research showed that there was an increase in children's cooperation through the pre-cycle with a percentage of 44.44%, an increase of 0.9% in cycle 1 to 45.37% and when carried out in cycle 2 it increased by 17.09% in cycle 2 to 62.46% and when done in cycle 3 it increases by 21.24% in cycle 3 to 83.70%. With the increase in the percentage of children's social development to achieve success of more than 80% in the very well developed category, the process of improving the cooperation of children aged 5-6 years through the jigsaw type cooperative learning model has been completed and achieved the target.