Student Collaboration Research Articles

The effect of physical activity in team-based project learning on collaboration skills

Introduction: Learning that emphasizes physical activity contributes to a person's ability to interact positively with others. One of the learning that emphasizes group-based physical activity is Team-based Entrepreneurship Project (TBEP) learning. Objective: This study aims to determine (a) the effect of TBEP learning on collaboration skills, and (b) the effect of TBEP learning on collaboration skills based on gender. Methodology: This study is a pre-experimental study with a One Group Pretest-Post-test design. The research sample consisted of 92 students. The data collection technique used was observation. The data analysis technique used quantitative descriptive analysis. Results: The results of the data analysis obtained a significance value of 0.000. The collaboration skills of female students increased by 0.62 (moderate), and in male students increased by 0.19 (low). Discussion: The TBEP model is effective in improving students' collaboration skills because TBEP learning invites students to be active directly. Female students have stronger characteristics in maintaining cooperation with group members in solving problems. Conclusion: In general, the TBEP learning model can improve student collaboration. Based on gender, the improvement of female students' collaboration skills is better than male students.

Beyond Citations: Successes and Challenges in Using Zotero for International Student Collaboration

This article shares how a team of a librarian and two professors worked together to develop, implement, and support students through a collaborative project for two Communication courses, one in the United States and one in the Czech Republic. In this project, students learned to use Zotero Groups for resource sharing, and sharpened their skills to discover, assess, and contextualize a broad spectrum of media sources. The class was experimental, and the use of Zotero did not go as smoothly as planned. This provided us with additional insights into how use of the tool might work better in the future. We share the success and challenges of that process, with recommendations for future projects.

The Effect of Project-based Learning and Self-Efficacy on Collaboration Skills in Higher Education within a Mobile LMS Environment

This study examines the impact of project-based learning (PjBL) and self-efficacy on collaboration skills among higher education students, utilizing a mobile Learning Management System (LMS). With the increasing integration of mobile technologies in educational settings, this research highlights how mobile LMS platforms can enhance collaborative learning experiences. This study aimed to determine the effect of PjBL and self-efficacy on improving collaboration skills and interaction on the collaboration skills of high school students. This study used a pretest-postest control group design. The number of research subjects was 68 students. The data collection techniques used were questionnaires, observations, and tests. Questionnaires are used to determine the results of student self-efficacy, observations are used to determine student collaboration skills, and tests are used to determine student learning outcomes. The data analysis technique is Manova (multivariate analysis of variance). The result of this study is that project-based learning and self-efficacy have a significant effect on collaboration skills. The results of the Manova test calculation (multivariate analysis of variance) Sig value of the learning model variable and Self Efficacy on collaboration skills is 0.003 significance <0.05 (0.003 <0.05), so it can be concluded that there is an interaction between project-based learning and self-efficacy on collaboration skills

Strategi Peranan Mahasiswa dalam Meningkatkan Optimalisasi RT Sehat untuk Kesehatan Lingkungan

This community service discusses the role of UNUSIDA academics in supporting the RT Sehat program in Tebel Village RT 07 RW 03 to improve environmental health and public awareness of healthy lifestyles. Through a participatory approach, students conducted surveys, interviews, and direct observations. They carried out activities such as morning exercise, hydroponic education, utilization of medicinal plants, and processing of used cooking oil. As a result, there was an increase in community participation in maintaining environmental cleanliness and sustainably implementing healthy lifestyles. The uniqueness of this program lies in integrating innovations such as hydroponics for narrow land and cross-faculty student collaboration. These findings show the potential for cooperation between higher education institutions and the community as a model for developing community-based programs in the future.

“Student engagement is off the charts!”: understanding the co-design and implementation of a data science Pokémon unit for second graders

Preparing elementary-aged children to practice data science literacies is important and understudied. Our research investigates how data science curricula might be effectively designed and integrated into elementary classroom instruction. We use narrative case study methodology, focusing on a single case detailing a second-grade teacher’s approach toward offering students a data science instructional unit. We qualitatively analyzed observations, journals, interviews, and artifacts to document the teacher’s process. Findings suggest the importance of co-designing with peers, posing relevant problems, integrating standards and differentiating instruction, relying on everyday practices, integrating disciplines, and promoting student collaboration when practicing data literacies. Our example offers elementary school educators’ practical ways to deepen children’s engagement and hone data science literacies through data science instructional units.

New Approaches in Islamic Religious Education: Integrating Technology and Student Learning Independence

One of the transformations in the field of education includes the rapid development of digital technology. Traditional teaching methods centered on lecturers are considered less effective in meeting the needs of modern students. Technology offers various tools and platforms that can enrich the learning process and support student learning independence. However, the implementation of technology in Islamic religious education still faces various challenges. This research aims to explore new approaches in Islamic religious education through the integration of technology and support for student learning independence. The research methodology used is library research, where data is collected from various written sources such as books, scientific journals, conference papers, theses, and credible online sources. The results of the study show that the integration of technology in Islamic religious education can increase accessibility by providing various learning resources, offering interactive learning, and providing instant feedback. Some identified new approaches include the use of mobile applications, e-learning platforms, social media, and educational games. To improve the quality of Islamic religious education through technology, it is recommended that educational institutions provide training for lecturers, develop a digital curriculum, enhance technological infrastructure, encourage student collaboration, and conduct regular evaluations. Thus, it can be concluded that the integration of technology in Islamic religious education has great potential to support student learning independence. By implementing the identified new approaches, Islamic religious education can become more relevant and effective in the digital era

Student collaboration skills post-implementation of the WE-ARe model

Collaboration skills are fundamental to helping students face challenges in education and work. However, there is limited research on students’ collaboration skills, particularly using a specific model. This present study aims to analyze the influence of the Warm-up, Exploring, Argumentation, Resume (WE-ARe) model on students' collaboration skills. We employed a quasi-experimental design with a Pre-test and Post-test Group Design. The sample was Islamic High School of Eleventh Grade Natural Science Program-2, totalling 28 people. The data was obtained through questionnaires, observation, and interview questions with instruments validated by experts and empirical processes. The t-test results show that the WE-ARe learning model significantly influences students’ collaboration skills with a t-count of 47.753 (sig. 0.000). This finding indicates that the research hypothesis concerning differences in students' pre-test and post-test collaboration skills in the WE-ARe learning model was accepted, signifying that the WE-ARe learning model improves students’ collaboration skills. It can be concluded that the WE-ARe model influences students' collaboration skills. This finding implies that the WE-ARe model can be an alternative innovative model in accommodating students’ collaboration skills in learning.

ARTIFICIAL INTELLIGENCE, INTERNET OF THINGS, AND BLOCKCHAIN IN EDUCATION: TOWARDS PERSONALIZED, INCLUSIVE, AND SUSTAINABLE LEARNING WITH SOCIAL IMPACT

By blending the Internet of Things (IoT) into artificial intelligence and blockchain with social issues (decentralized IoT for smart society SSIoTX), education can become more intelligent, accessible, and personalized. Such technologies customize learning for the needs of each learner, allowing progress to be monitored in real-time and modifying the content per cognitive profile determined by cognitive skills. Furthermore, AI, together with SSIoTX, can be of great help to students who have some disability by giving them some sensor devices that make them even more accessible in their education and integrated into classrooms. Additionally, they drive student collaboration and allow teachers to assess how their lesson creates teaching outcomes. SSIoTX can tackle education disparities and make school resources more efficient, contributing to learning environments that are even better and healthier. In summary, it is far from the perspective that blockchain, IoT, and AI technologies have a high social impact since they are bringing education to more and making it inclusive. The paper’s core is developing a deep convolution learning model (YOLO V7) to recognize the cognitive profile patterns based on cognitive skills quizzes on an SSIoTX ecosystem. Cognitive profiles are processing information, problem-solving, and decision-making. Cognitive skills are memory, attention, reasoning, and social cognition. Since the SSIoTX expert system is on the blockchain, a decentralized application (DAPP) has been built in IoTX.

Innovative Research on Highly Interactive Chinese Contemporary Design Education Spaces

The transformation of instructional philosophy in design education has given rise to new interactive characteristics in the teaching models and learning approaches within design majors, subsequently posing new demands on teaching spaces tailored to modern design educational needs. This study, focusing on the design education system within the context of contemporary interdisciplinary attributes, derives spatial design solutions that effectively enhance teaching interaction and stimulate students' creative thinking. The article first outlines the developmental trajectory of design education in China, elucidating its evolution from "art" to "technique" and ultimately to "thinking." Secondly, it integrates literature to demonstrate the pressing need for high interaction in current design educational processes. Finally, it analyzes the accessibility of interaction dimensions among "space-teacher-student" based on the existing types of teaching spaces in China, and maps out the interaction pathways. By summarizing and categorizing issues such as low interaction levels between teachers and students (T-S) and among students themselves (S-S), as well as weak accessibility in interaction pathways, this study proposes corresponding design strategies. These strategies encompass balancing the "physical" and "psychological" interaction radii between teachers and students, enhancing the accessibility of student collaboration and interaction, transcending the four-dimensional sensory perception of space for interaction, and integrating technological diversity into interaction. By implementing these strategies, this research aims to refine the design practice of innovative teaching spaces under a highly interactive model in design education, fundamentally propelling the traditional design education system towards a more integrated and interdisciplinary future.

Mathematics teaching strategies and 4th-grade student achievement in Arab countries: evidence from TIMSS 2019 data

This paper analyses the most effective teaching strategies in 4th-grade mathematics students, considering estimations for Arab countries participating in the TIMSS 2019 assessment. The paper aims to enable educators to design curricula and implement teaching strategies that align with the specific characteristics of these countries. It contributes to the literature by a detailed analysis of the most effective teaching strategies for students in Arab countries and by developing a methodology for assessing variability in mathematics performance. The method employs multilevel models, which allow us to assess where most of the variability in mathematics achievements is found, comparing the attainment between and within classrooms. The results found that nearly half of the variance was associated with differences in classroom achievement. The results show that mathematics strategies involving teacher-guided instruction are negatively associated with achievements. The opposite is observed for strategies involving independent study. The paper also shows that relying on these strategies does not alter the relationship between socioeconomic background and achievement. In addition, the results show the importance of positive student attitudes towards mathematics and of promoting a culture where students value and enjoy learning the subject. This can be achieved through engaging instructional practices and creating student collaboration and exploration opportunities.

DIORAMA: AS A LEARNING MEDIA FOR SCIENCE AND SOCIAL STUDIES (IPAS) ON ECOSYSTEM MATERIAL IN GRADE IV OF SDI CENDEKIA ASSALAM BANGILAN

Teaching Science and Social Studies (IPAS) in elementary schools often faces challenges in delivering abstract concepts such as ecosystems. Conventional teaching methods, which are less interactive, make it difficult for students to understand the relationships between ecosystem components. This study aims to examine the effectiveness of diorama media in improving students' understanding of ecosystem material in Grade IV of SDI Cendekia Assalam Bangilan. The research used a quantitative approach with a quasi-experimental design, involving 27 students in the experimental group using diorama media and 25 students in the control group using conventional teaching methods. Data were collected through pre-tests and post-tests and analyzed using the t-test. The results showed that the average post-test score of the experimental group was higher (85.4) compared to the control group (73.8). Statistical analysis indicated a significant difference between the two groups (p < 0.05), demonstrating that diorama media is effective in enhancing students' understanding of ecosystem concepts. These findings support constructivist learning theory, which emphasizes the importance of visual experiences and interaction in learning. This study suggests that diorama media should be widely applied to other materials requiring concrete visualization. Additionally, further research can explore the impact of diorama media on other skills such as critical thinking or student collaboration.

Efficacy of Home-School Collaboration in Enhancing College Students' Mental Health.

To investigate the efficacy of home-school collaboration in enhancing college students' mental health. The convenience sampling method was used to select 500 students studying at University as survey participants. By designing a questionnaire, college students' mental health, self-identity, satisfaction and the status quo of home-school collaborative education were investigated. Pearson's correlation analysis was conducted to explore the relationships among these factors. Furthermore, the PROCESS model was used to study the mediating effect, which was tested using the Bootstrap sampling method. Cronbach's coefficient α was above 0.7 for each index in the questionnaire, indicating good reliability. After excluding invalid questionnaires, 463 valid ones remained, with a validity rate of 97.1%. College students' mental health and self-identity were found to be positively correlated with home-school collaboration in terms of total scores and scores for each dimension. The highest degree of correlation was observed for identity moratorium and identity foreclosure, with a correlation coefficient of 0.479. Satisfaction and college students' self-identity contribute to the relationship between home-school collaboration and college students' mental health in the paths 'home-school collaboration → satisfaction → college students' mental health' and 'home-school collaboration → college students' self-identity → college students' mental health,' respectively. Additionally, satisfaction and college students' self-identity for the action path 'home-school collaboration → satisfaction → college students' self-identity → college students' mental health,' reflecting the impact of home-school collaboration on college students' mental health. Home-school collaboration positively influences the development of college students' mental health. Satisfaction and college students' self-identity have a chain mediating effect on the relationship between home-school collaboration and college students' mental health.

The Effectiveness of ECE (Early Clinical Exposure) on the Integration of Basic Knowledge with Type 2 Diabetes Mellitus Clinical Knowledge and Interprofessional Collaboration in Medical Students of Prima Indonesia University

Early Clinical Exposure (ECE) is a teaching-learning methodology that involves exposing medical students to patients or clinical scenarios early in the first year of medical education. In this study, the focus is on fifth-semester students, particularly on the integration of basic knowledge with clinical knowledge of Type 2 Diabetes Mellitus (DMT2), the role of multidisciplinary teams, and interprofessional collaboration. The purpose of this study is to determine the effectiveness of early clinical exposure in integrating basic knowledge with clinical knowledge of DMT2 and knowledge of interprofessional collaboration among medical students at Universitas Prima Indonesia. The method used in this research is a quantitative approach with an experimental design, specifically quasi-experimental research. In this design, 124 fifth-semester medical students from Universitas Prima Indonesia will be given a pretest before participating in Early Clinical Exposure (ECE) and a posttest after completing Early Clinical Exposure (ECE). The results of this study indicate a significant difference in the integration of basic knowledge with clinical knowledge of DMT2 and knowledge of interprofessional collaboration among medical students at Universitas Prima Indonesia, with a p-value of 0.000 (p < 0.05). Therefore, it can be concluded that Early Clinical Exposure (ECE) is effective in improving the integration of basic knowledge with clinical knowledge of DMT2 and knowledge of interprofessional collaboration among medical students at Universitas Prima Indonesia.

Walking Together in a Pandemic: Reflections on a Semester of Place, Decolonization, and Classroom Community

In this co-authored reflection by seven graduate students and one instructor, we revisit the “Apocalyptic Feminisms” graduate class taught in Fall 2020, at the height of the pandemic, in which students were asked to engage with interdisciplinary writing on the Anthropocene and to hone their own feminist praxes through going on and documenting their walks. We reflect on the “Walk and Movement Reading Instagram Engagements” assignment, exploring what walking can offer to deepen theoretical, methodological, and praxis-based approaches to environmental and place-based learning. We do this by writing from a cascading voice approach, where each reflection stands on its own and together builds into a whole greater than its parts. Following on an introduction to the course and assignment, we begin with a conceptual outlining of the meanings of place, decolonization, and academic community. Next, each of the graduate student collaborators responds to the following prompt, “How did the walking project on IG [Instagram] influence how you thought about questions of place, decolonization, and classroom community during a pandemic?” Each co-author develops a robust engagement with this question drawing on their own pandemic Fall 2020 semester, their photographs from the course, and the insights and practices they developed in conversation with each other throughout the span of the semester. Together, this reflection offers thoughts on the feminist and place-based utilities of walking pedagogy as well as, through collaboration, challenges the very way in which academic scholarship is done at the site of the late capitalist academy and its topos of success, competition, and meritocracy.

Digital Transformation for Sustainable English Language Learning: Insights from Saudi Arabia and Global Perspectives

This systematic review explores the role of digital transformation in advancing sustainable English language learning, focusing on faculty perceptions in the Female English Department at King Faisal University (KFU), Saudi Arabia. The study examines four critical dimensions: enhancing progress measurement and assessment, fostering collaboration, linking theoretical knowledge with practical performance, and promoting educational equity. Through comparisons between the Saudi context and international practices, the review highlights how digital tools can create more resilient, adaptable, and inclusive learning environments. In the Saudi context, digital platforms such as Madrasati and Blackboard Collaborate have enabled significant advancements in real-time assessments, student collaboration, and equitable access to education, aligning with the broader goals of Saudi Vision 2030. Internationally, countries like the United States, South Korea, and Finland demonstrate how digital tools have been integrated into educational systems to enhance student engagement, provide continuous feedback, and foster inclusive learning practices. This review provides practical implications for educators and policymakers, emphasizing the need for continued investment in digital infrastructure, teacher training, and equitable access to technology. In both Saudi Arabia and international contexts, digital transformation offers powerful solutions for enhancing language learning sustainability. By aligning these efforts with the strategic goals of Vision 2030, Saudi Arabia can foster a knowledge-based economy and ensure its education system is equipped to meet the demands of a globalized, digital world. This review underscores the transformative potential of digital tools in creating sustainable, performance-driven, and equitable education systems worldwide.

Implementasi Model PROGRAM dan Media Fraction Makers untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaborasi

The problem in this study is the lack of critical thinking skills, collaborative skills and difficulty in working on the evaluation of fragmented material in students of 4th grade SDN Andhika. The alternative to solving the problem is to implement learning using the PROGRAM model which is a combination of the learning model Problem based learning, Group Investigation, Two Stay Two Stray and Team Game Tournament. The study aims to analyze improved critical thinking skills and student collaboration. This research uses a qualitative research approach with the type of Class Action Research, which is carried out with four meetings. The subjects of this study are students of the fourth grade SDN Andhika school year 2023/2024 which totaled 13 students consisting of 6 males and 7 females. The type of data in this research is both qualitative and quantitative data. The results of this study showed that students' critical thinking skills improved with the criteria of "very skilled". Students' collaborative skills increased with the "highly skilled" criteria. Based on these findings, it can be concluded that the learning model of the PROGRAM can improve students 'critical thinking and collaboration skills

THE ROLE OF PROJECT-BASED LEARNING IN SHAPING THE PROFESSIONAL INTERESTS OF 5TH GRADE GYMNASIUM STUDENTS IN UKRAINIAN LANGUAGE LESSONS

The article delves into the pivotal role of project-based learning in shaping the professional interests of fifth-grade students in gymnasiums during Ukrainian language lessons. It underscores how project-based learning is a catalyst for the development of communication skills, critical thinking, and student responsibility, empowering students to take charge of their learning. The main stages of implementing project-based learning are detailed, from organization to presentation of projects. The influence of projects on students’ professional self-determination is scrutinized, underscoring the significance of applying knowledge in real-life contexts. The benefits of student collaboration in groups are also explored, as it fosters the development of social skills and an interest in various professions related to the Ukrainian language. The problem statement is based on the need to adapt the educational process to the demands of the modern world and the significance of career guidance activities for students during the active formation of their personalities. An analysis of traditional teaching methods demonstrates their inadequacy in providing practical knowledge application, leading to low student motivation. Project-based learning, which focuses on integrating knowledge and practical activities, can enhance students’ interest and engagement in learning while fostering essential competencies such as responsibility, critical thinking, and communication. This approach also highlights the crucial role of educators in guiding students through their learning journey, making them feel valued and integral to the process. The article also examines the historical aspects of project-based learning development, starting from the concepts of John Dewey and W. Kilpatrick, and discusses contemporary research that supports the effectiveness of this method. Implementing project-based learning in Ukrainian language instruction allows students to work on real projects, thereby promoting the development of their professional interests and skills needed for future professional activities. This not only prepares them for the challenges of the modern world but also instills a sense of optimism about their future prospects.

Implementasi P5 melalui Kolaborasi Musik Angklung dan Tari Tor-tor di Kelas IV Sekolah Dasar

This study aims to analyze and implement the Pancasila Student Profile Improvement Project (P5) through traditional arts collaboration for 4th grade students of Muhammadiyah Elementary School 29 Sunggal. This study uses a qualitative method with a classroom action research (CAR) design by integrating the West Javanese angklung game and the North Sumatran Tor-Tor dance into learning. The location of the study was Muhammadiyah Elementary School 29 Sunggal, where the study was conducted on 4th grade students of the 2023/2024 academic year from January 2024 to June 2024. The subjects of this study were 25 4th grade students of Muhammadiyah Elementary School 29 Sunggal. The results of the study showed that the P5 project improved students' understanding of Pancasila values, especially mutual cooperation and tolerance through active involvement in collaborative activities and the positive impact on students' cultural understanding and character was very visible. The evaluation highlighted the importance of adding training sessions, improving technical guidance, and integrating cultural activities into the regular curriculum. In conclusion, this P5 project has improved students' skills and understanding of Indonesian culture and strengthened Pancasila values, which have the potential to be applied to other classes in the future.

Analysis of Problems in Learners' Collaboration Ability towards Chemistry Learning: Systematic Literature Review

Collaboration skills involving active participation, flexibility, responsibility, and appreciation are very important in chemistry learning, especially since chemistry contains abstract and complex concepts that are often difficult for students to understand. This research aims to describe the literature review on student collaboration skills in the context of chemistry learning. The method used in this research is Systematic Literature Review (SLR), with articles taken from the Scopus database and supported by Publish or Perish (PoP) in the range of 2013-2023. This research focuses on problems and solutions related to student collaboration skills, especially in the context of chemistry learning. The results showed that the difficulties faced by students in understanding chemistry materials can lead to low student collaboration skills. The problems of students' collaboration skills include the lack of teachers' ability to choose the right learning model/approach/method as well as physical limitations (practicum experience, limited access to materials and equipment), and lack of interactivity in chemistry lessons causing low student collaboration. Therefore, appropriate strategies, approaches, and learning models as well as supporting infrastructure are needed in learning chemistry. One of the appropriate learning models/approaches to improve student collaboration is Discovery Learning, and cooperative learning models of TGT, PBL, and PjBL types. In addition, this also needs to be supported by interesting teaching materials in order to help improve students' collaboration skills in learning.

Piano at the Center: Reimagining Music Education

Many scholars and pedagogues have noted the various benefits that class piano can offer to student development, but few have noted the great potential for the piano class to address current prevailing issues in music education. The most pressing of these issues has centered on preparing students for the future through building 21st century skills, democratizing education through social justice, and increasing opportunities for student socialization post-pandemic. As interest in piano classes grows, it is vital to begin discussing ways that musical learning can occur in these settings. This article will provide examples of how the piano can be used in the piano technology lab, the piano ensemble, and the general classroom to address these current gaps in music education through project-based learning and student collaboration.