scholarly journals Collaborative Learning with Mind Mapping in the Development of Social Skills of Children

2022 ◽  
Vol 9 (1) ◽  
pp. 463-480
Author(s):  
Özgül POLAT ◽  
Türker SEZER ◽  
Nevra ATIŞ AKYOL
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Mind Mapping

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

scholarly journals MODEL PEER ASSESSMENT PADA PEMBELAJARAN KOLABORATIF ELABORASI IPS TERPADU DI SEKOLAH MENENGAH PERTAMA

2013 ◽  
Vol 17 (2) ◽  
pp. 333-346 ◽  
Author(s):  
Rochmiyati Rochmiyati
Keyword(s):  
Structural Equation Modeling ◽  
Social Skills ◽  
Collaborative Learning ◽  
Social Studies ◽  
Social Skill ◽  
Structural Equation ◽  
Peer Assessment ◽  
Cognitive Skill ◽  
Assessment Model ◽  
Equation Modeling

Penelitian ini bertujuan untuk mengembangkan perangkat peer assessment pada pembelajaran kolaboratif IPS yang baik, valid, handal, dan fit yang dapat digunakan untuk melakukan penilaian kecakapan social siswa secara obyektif. Penelitian ini adalah untuk mengembangkan perangkat peer assessment kecakapan sosial yang disebut Rubrik Kecakapan Sosial. Perangkat pendukung adalah Jurnal Kecakapan Kognitif, Lembar Kendali Pembelajaran Kolaboratif, dan Rubrik Profil Keterlaksanaan. Subyek penelitian guru dan siswa kelas VIII (delapan) dari Sekolah Menengah Pertama. Data dianalisis dengan Structural Equation Modeling. Hasil penelitian menunjukkan bahwa Rubrik Kecakapan Sosial untuk mengukur kemampuan komunikasi, tanggung jawab individu, tanggung jawab terhadap kelompok, kerjasama dan kompetisi siswa. Hasil analisis rubrik kecakapan sosial, jurnal kecakapan kognitif dan lembar kendali pembelajaran kolaboratif dinyatakan valid dan reliabel. Hasil analisis menunjukkan bahwa konstruk Rubrik Kecakapan Sosial akurat, konstruk Jurnal Kecakapan Kognitif akurat, dan konstruk Rubrik Profil Model Peer Assessment akurat, dan  model peer assessment mempunyai dampak positif pada peningkatan perolehan nilai rata-rata kelas pada kecakapan kognitif. Kata kunci: model, peer assessment, pembelajaran kolaboratif, elaborasi, IPS Terpadu______________________________________________________________ PEER ASSESSMENT MODEL ON COLLABORATIVE ELABORATION LEARNING FOR INTERDISCIPLINARY SOCIAL STUDIES IN THE JUNIOR HIGH SCHOOLSAbstract This study aims at developing instruments for peer assessment model on collaborative elaboration learning for Interdisciplinary Social Studies which are good, valid, reliable, and accurate, to guide teachers carrying out assessment for social skill objectively. This study is research and development to develop an instrument of peer assessment for social skills called Rubric for Student Social Skills. The supporting instruments are Journal for Student Cognitive Skills, Sheet for Control of Collaborative Learning and Rubric for Profile of Peer Assessment.  The subjects of this study were teachers and pupils in the eighth grades of Junior High Schools. The data were analyzed by Structural Equation Modeling. The results of research show that Rubric for Student Social Skills measures commucation skill, individual responsibility, responsibility to group, cooperation and pupil competision. The analysis result shows that Rubric for Social Skill, Journal for Cognitive Skill, and Sheets of Control Collaborative Learning are valid and reliable. The result shows that the construct of Rubric for Social Skill accurate, the construct of Journal for Cognitive Skill are accurate, and the construct of Rubric for Profil Peer Assessment accurate, and model of peer assessment have positive impact on increasing the average score on cognitive skill.Keywords : model, peer assessment, collaborative, elaboration, interdisciplinary social studies

scholarly journals Development of Collaborative Learning Models in Improving Student Social Skills In Biology Science

2021 ◽  
Vol 7 (3) ◽  
pp. 357
Author(s):  
Geterudis Kerans ◽  
Khristoforus Palli Ngongo
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Conceptual Model ◽  
Learning Model ◽  
Learning Models ◽  
Final Model ◽  
Basic Biology ◽  
Preliminary Study ◽  
Group Member ◽  
Previous Learning

This study aims to improve students' social skills through a collaborative learning model in Basic Biology courses. This is a research and development (R&D) study. This research consists of six stages, namely: (1) a preliminary study which is evaluative and explorative in nature toward the previous learning model, (2) designing a conceptual model, (3) validating the model, (4) testing the conceptual model, (5) ) revising the results of trials model in order to obtain a final model, and (6) composing the research reports. The development of a collaborative learning model can improve students' social skills. The increasing of students’ social skills can be seen from the skills of students while working in groups, respecting each other's opinions, helping each other in completing assignments and reminding each other in making notes in each other's books and the distribution of tasks during presentations so that each group member has the opportunity to speak

scholarly journals The Construction of a Web-Based Learning Platform from the Perspective of Computer Support for Collaborative Design

2013 ◽  
Vol 3 (4) ◽  
pp. 44-67 ◽  
Author(s):  
Cheng-Mei Hsu
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Collaborative Design ◽  
Computer Support ◽  
Significant Advance ◽  
Innovative Technology ◽  
Computer Assisted ◽  
Mind Mapping ◽  
Web Based ◽  
Learning Platform

The purpose of this study is to construct a web-based Computer Support for Collaborative Design (CSCD) learning platform based on theories related to a constructivist learning environment model, mind mapping and computer-supported collaborative learning. The platform conforms to the needs of design students and provides effective tools for interaction and collaborative learning by integrating mind-mapping tools into a learning environment that utilizes CSCD, a computer-assisted support system that can support and enhance group collaboration. The establishment of the CSCD learning platform represents a significant advance beyond the fixed functions and existing models of current online learning platforms and is the only learning platform in the world that focuses on learners in design departments. The platform offers outstanding user-friendly functions and innovative technology. In terms of funding, technical ability, human resources, organizational strategies, and risk analysis and evaluations, the learning platform is also worthy of expansion and implementation.

scholarly journals The Effect of Collaborative Learning Aided by Mind Mapping Method on Science Learning Achievement

2019 ◽  
Author(s):  
I Gede Margunayasa ◽  
Ni Nyoman Kusmariyatni ◽  
Ni Luh Sri Surya Wisma Jayanti ◽  
Ni Made Daini Vitra Sinta Sari ◽  
I Made Hendra Sukmayasa
Keyword(s):  
Collaborative Learning ◽  
Science Learning ◽  
Mapping Method ◽  
Mind Mapping ◽  
Learning Achievement

Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

2017 ◽  
Vol 6 (3) ◽  
pp. 216
Author(s):  
Sumadi Sumadi ◽  
I Nyoman S. Degeng ◽  
Sulthon Sulthon ◽  
Waras Waras
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Ability Grouping ◽  
Learning Strategy ◽  
Heterogeneous Group ◽  
Reciprocal Teaching ◽  
High Group ◽  
Middle Group ◽  
The Social ◽  
Teaching Technique

This research focus on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning, (2) there are differences in students social skills significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning strategy. Based on the results of descriptive statistical analysis showed that individual achievements on high group of homogeneous turned out to mean the highest increase in the amount of 19.50, the second followed then a heterogeneous group with a mean increase of 15.00, the third then middle group of homogeneous with a mean increase of 13.50, and the lowest low group of  homogeneous with a mean increase of 11.75; the social skills on high group of homogeneous showed mean the highest increase in the amount of 10.92, the second a heterogeneous group with a mean increase of 8.75, followed middle group of homogeneous with a mean increase of 8.55, and the lowest of the low group of homogeneous with a mean increase of 6.71.

scholarly journals Profil Norma Sosiomatematika dalam Pembelajaran Kolaboratif Materi Bentuk Aljabar Siswa Kelas VII-C SMPN 13 Mataram

2021 ◽  
Vol 1 (2) ◽  
pp. 248-253
Author(s):  
M. Satria Ramanda ◽  
Sri Subarinah ◽  
Amrullah Amrullah ◽  
Laila Hayati
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Mathematics Learning ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Average Percentage ◽  
Positive Belief ◽  
The Social ◽  
Collaborative Activities ◽  
Academic Year

This research aims to describe the profile of implementation mathematics learning and sociomatematic norms in collaborative learning of algebraic material topic at VII-C SMPN 13 Mataram in the 2019/2020 academic year. Indicators of sociomathematic norms in this research are based on the ability to communicate mathematics and the social skills students in collaborative learning. The kind of research this is descriptive qualitative with instruments of data collection which used are the learning device which includes RPP, LLPD, observation sheet of sociomathematic norms in collaboration activities and interview guidelines. The subjects in this study were 30 students who had a category of positive belief in collaborative activities. There are 3 categories of positive belief, namely P1, P2 and P3. P1 subject has a positive belief in collaborative activities and has the ability to solve problems independently, many as 0 people. P2 subjects who have positive beliefs about the effectiveness of collaboration and have the ability to solve problems independently but sometimes need the help of a friend or teacher, many as 28 people. P3 subjects who have positive belief in collaborative activities and do not have the ability to solve problems independently or always need the help of a friend or teacher, many as 2 people. The research subjects had an average percentage of sociomatematic norms ˃ 56%, this means that these subjects had good mathematical communication skills and social skills.

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