Collaborative Problem Solving (CPS) Based Collaboration Skills Rubric in Natural Science Learning

Abstract: Result of a preliminary study showed that in general the collaborative problem solving skills, science process skills, and confidence of students of SMA Negeri 19 Surabaya, SMAN 1 Tegaldlimo, MA Roudlotun Nasyin Mojokerto are still low. Therefore, researchers developed a model instructional group science learning to enhance collaborative problem solving skills, science process skills, and confidence. The purpose of this research is to get validity of Group Science Learning (GSL) developed to improve collaborative problem solving skills, science process skills, and confidence. Methods of data collection validation using Focus Group Discussion (FGD). Group science learning model developed needs to be validated by experts through Focus Group Discussion (FGD). Group science learning model assessed the validity of the learning model based on content validity and construct validity. Results of the validation by experts through focus group discussions indicate that group science learning model to improve the collaborative problem solving skills, science process skills, and confidence in this study are included in the category of very valid. This group science learning model can be implemented in learning to improve the collaborative problem solving skills, science process skills, and confidence. Keywords: content validity, construct validity, and group science learning model Abstrak: Hasil studi awal menunjukkan bahwa secara umum keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri siswa SMA Negeri 19 Surabaya, SMA Negeri 1 Tegaldlimo, MA Roudlotun Nasyin Mojokerto masih rendah. Oleh karena itu peneliti bermaksud mengembangkan model group science learning. Tujuan penelitian ini adalah untuk mendapatkan validitas model Group Science Learning yang dikembangkan untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri. Metode pengumpulan data validasi menggunakan Focus Group Discussion (FGD). Validitas model pembelajaran Group Science Learning dinilai berdasarkan validitas isi dan validitas konstruk. Hasil validasi oleh pakar melalui FGD menunjukkan bahwa model Group Science Learning untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri dalam penelitian ini termasuk dalam kategori sangat valid. Model Group Science Learning dapat diimplementasikan dalam pembelajaran untuk meningkatkan keterampilan pemecahan masalah kolaboratif, keterampilan proses sains, dan kepercayaan diri.Kata Kunci: Validitas isi, validitas konstruk, dan group science learning model

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Development of Group Science Learning (GSL) Model to Improve the Skills of Collaborative Problem Solving, Science Process, and Self-Confidence of Primary Schools Teacher Candidates

International Journal of Instruction ◽

10.29333/iji.2019.12110a ◽

2019 ◽

Vol 12 (1) ◽

pp. 147-164 ◽

Cited By ~ 1

Author(s):

Jauharoti Alfin ◽

◽

Ah. Zakki Fuad ◽

Mohamad Nur ◽

Leny Yuanita ◽

...

Keyword(s):

Problem Solving ◽

Teacher Candidates ◽

Primary Schools ◽

Science Learning ◽

Collaborative Problem Solving ◽

Collaborative Problem ◽

Self Confidence

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Assessing Collaborative Problem Solving Competency Through Integrated Natural Science Teaching of the Topic “nonmetals” in Chemistry Grade 11

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4160 ◽

2018 ◽

Vol 34 (3) ◽

Author(s):

Vu Phuong Lien

Keyword(s):

Problem Solving ◽

Science Teaching ◽

Natural Science ◽

Educational Administration ◽

International Student ◽

Student Assessment ◽

Collaborative Problem Solving ◽

International Student Assessment ◽

Collaborative Problem ◽

Problem Solving Competency

Study the structure of collaborative problem solving (CPS) competence through teaching of the topic “nonmetals” using integrated natural science approach, the paper proposes a topic-building process, corresponding indicators, assessment toolkit, and teaching implementation process and measures for the formation and development of students’ CPS competence. Key words Competence, collaborative problem solving competency, integrated natural science teaching, teaching properties of nonmetals References 1. Greiff, S. (2012), From interactive to collaborative problem solving: current issues in the Programme for International Student Assessment. 2. Grinffin, E. C. (2015), Assessment of Collaborative Problem Solving. 3. NESTA, Solved! Making the case for collaborative problem-solving4. Kỉ yếu hội thảo dạy học tích hợp dạy học phân hóa (2014)5. Patrick Griffin, Esther Care, 2015, Assessment and teaching of 21st Century 6. Patrick Griffin, Esther Care, 2015, Developing learners’ collaborative problem solving skills. 7. PISA 2015, Draft Collaborative Problem Solving framework, OECD Programme for International Student Assessment 2015 8. PISA 2015 Released field trial cognitive items, OECD Programme for International Student Assessment 2015 9. PISA 2018, Draft framework 10. Richard M. Fealder, Rebecca Brent, Cooperative Learning 11. Rod Ellis, The Methodology of Task-based teaching 12. Weinert, F. E. (2001), Concept of Competence: a conceptual definition. In: Rychen, D.S.; Salganik, L.H., eds. Defining and Selecting Key Competencies, p46. 13. Worf, A. (1995), Competence – Based Assessment.14. Lê Thái Hưng, Vũ Phương Liên, Nguyễn Thị Phương Vy, Assessing Collaborative Problem Solving Competency Through Integrated Theme Based Teaching Chemistry, Proceedings of the International Conference on Research of Educational Administration and Management (ICREAM 2017), October 17, 2017, Bandung, Indonesia, Taylor & Francis Group, UK.15. Trần Trunh Ninh, Vũ Phương Liên, Năng lực hợp tác giải quyết vấn đề của học sinh thông qua dạy học Hóa học THPT, Tạp chí Khoa học Giáo dục, Số 2, 02/ 2018. 16. Vũ Phương Liên, Ngô Nam Sinh, Hình thành năng lực hợp tác giải quyết vấn đề thông qua dạy học hóa học theo hình thức trải nghiệm, Tạp chí Khoa học Giáo dục, Số 146, 11/2017 17. Vũ Phương Liên, Lê Thái Hưng, Ngô Ngọc Kiên, Bước đầu triển khai dạy học tích hợp liên môn các môn khoa học tự nhiên ở trường THPT, Tạp chí Giáo dục, số 380, 4/2016

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