scholarly journals Collaborative Problem-Solving Based on Mobile Multimedia

2021 ◽  
Vol 15 (13) ◽  
pp. 16
Author(s):  
Endah Hendarwati ◽  
Luthfiyah Nurlaela ◽  
Bachtiar Syaiful Bachri
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Collaborative Problem Solving ◽  
Mobile Multimedia ◽  
Problem Solving Skills ◽  
Revolutionary Era ◽  
Collaborative Problem ◽  
Study Results ◽  
Multimedia Development

The development of mobile technology has an important role to play in achieving 21st-century skills. Collaborative skills and problem-solving are seen as fundamental skills for achieving 21st-century skills as a whole. This study aims to develop collaborative problem-solving based on mobile multimedia (CPMM) to achieve student collaborative and problem-solving skills. Multimedia development life cycle (MDLC) is used as a research method to develop CPMM. The CPMM was developed by involving 100 students at the Universitas Muhammadiyah Surabaya, Indonesia. The CPMM development result consisted of three main features. The first feature was the homepage which was used to show student profiles and progress in the course. The second feature was collaborative to become a forum for students to discuss and interact in multi-way mobile ways to solve problems. The third feature was evaluation as tasks from a lecturer to individual students to solve problems. In addition, the study results showed that CPMM was valid and effective for improving students' collaborative and problem-solving skills. This study recommends that CPMM can be used as an essential study and the basis for lecturers and practitioners to develop 21st-century student skills as a whole (not only collaborative and problem-solving skills) to produce graduates who are ready to face the revolutionary era 4.0.

scholarly journals The Collaborative Problem Based Learning Model Innovation

2021 ◽  
Vol 11 (4) ◽  
pp. 102
Author(s):  
Endah Hendarwati ◽  
Luthfiyah Nurlaela ◽  
Bachtiar Syaiful Bachri
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Role Model ◽  
Problem Based Learning ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Model Matrix ◽  
Pbl Model

Learning models that can specifically support 21st-century skills which are fundamentals and global in nature, especially in higher education, are still not available. The Problem Based Learning (PBL) model and the Collaborative Learning (CL) model have characteristics that have the potential to support these skills. The purpose of the study is to develop a collaborative problem-based learning (CPBL) model. The study's results are five model syntaxes consisting of problem orientation, organization, collaborative problem solving, presentation and discussion, and evaluation. Besides, a model matrix was produced to guide lecturer and student learning activities to achieve fundamental and global 21st-century skills, namely problem solving, critical thinking, and collaboration. The syntaxes and matrix of the model produced are feasible, valid, and practically implemented to produce graduates who have ready and competitive skills. Thus, the developed CPBL model can become an innovative initial role model for learning to support learning at various levels, especially higher education, to produce graduates who have skills that are ready and competitive in the current era, maybe even in the future.   Received: 18 March 2021 / Accepted: 21 May 2021 / Published: 8 July 2021

Development of the Assessment Design and Delivery of Collaborative Problem Solving in the Assessment and Teaching of 21st Century Skills Project

2013 ◽  
pp. 55-73 ◽  
Author(s):  
Patrick Griffin ◽  
Esther Care ◽  
Myvan Bui ◽  
Nathan Zoanetti
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Collaborative Problem Solving ◽  
Assessment Task ◽  
Collaborative Problem ◽  
Assessment Design ◽  
Policy Work ◽  
Multi Stakeholder ◽  
Areas Of Interest

This chapter describes an approach to assessment task design and delivery from the Assessment and Teaching of 21st Century Skills project (ATC21S). ATC21S is an example of an innovative, international, multi-stakeholder partnership involving industry, academics, governments, and educators that is aimed at shifting the direction of assessment and teaching towards a model more suited to the development of skills that students need in the 21st century. Within ATC21S, assessment design and delivery is just one component of a holistic framework in which assessment, teaching, resourcing, and policy work in unison to improve student outcomes. This chapter outlines this developmental framework and the impetus for ATC21S and partnerships which drive and support the project, and sets the scene for dealing with performance measurement issues – how can we tell that people have learned anything? The focus of the chapter is on the technology-based design and delivery of assessments of one of the key skill areas of interest in the project - collaborative problem solving.

The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving

2015 ◽  
Vol 8 (2) ◽  
pp. 238-268 ◽  
Author(s):  
Jonas C. Neubert ◽  
Jakob Mainert ◽  
André Kretzschmar ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Organizational Psychology ◽  
Complex Problem ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Group Settings ◽  
Industrial And Organizational Psychology ◽  
Suitable Framework

In this article, we highlight why and how industrial and organizational psychologists can take advantage of research on 21st century skills and their assessment. We present vital theoretical perspectives, a suitable framework for assessment, and exemplary instruments with a focus on advances in the assessment of human capital. Specifically, complex problem solving (CPS) and collaborative problem solving (ColPS) are two transversal skills (i.e., skills that span multiple domains) that are generally considered critical in the 21st century workplace. The assessment of these skills in education has linked fundamental research with practical applicability and has provided a useful template for workplace assessment. Both CPS and ColPS capture the interaction of individuals with problems that require the active acquisition and application of knowledge in individual or group settings. To ignite a discussion in industrial and organizational psychology, we discuss advances in the assessment of CPS and ColPS and propose ways to move beyond the current state of the art in assessing job-related skills.

scholarly journals ANALYSIS THE 21ST CENTURY SKILLS OF STUDENTS IN CHEMICAL EQUILIBRIUM LEARNING WITH FLIPPED CLASSROOM-COLLABORATIVE PROBLEM SOLVING MODEL

2020 ◽  
Vol 5 (1) ◽  
pp. 48-60
Author(s):  
Prita Atria Karyadi ◽  
Maria Paristiowati ◽  
Afrizal Afrizal
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Data Collection ◽  
21St Century ◽  
Chemical Equilibrium ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

This study aimed to analyze the 21st century skills of students in learning chemical equilibrium with the Flipped Classroom-Collaborative Problem Solving model. Flipped Classroom is a learning model that students learn first outside the classroom through video, then carry out active activities in class such as discussions, presentations, making posters, and doing practicum. Collaborative problem solving is done when students discuss in solving problems for each learning activity. The research method used descriptive qualitative method. Data collection techniques were: observation, interviews, questionnaires, and reflective journals. Data analysis consisted of several stages, namely data collection, data reduction, data presentation, and verification or conclusions. Based on data analysis, this learning model made students active in learning and also made the students learn independently outside the classroom using mobile learning and searching some sources of references. In addition, students were actively involved in problem solving discussions, presentations, making projects, and practicums that were designed by students themselves. Thus it can be concluded that the Flipped Classroom-Collaborative Problem Solving learning model can train and grow students critical thinking skills, creativity and innovation skills, communication skills, and collaborative skills in learning chemical equilibrium.

Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving

2020 ◽  
Vol 104 ◽  
pp. 106134
Author(s):  
Arthur C. Graesser ◽  
Samuel Greiff ◽  
Matthias Stadler ◽  
Keith T. Shubeck
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

Assessing 21st Century Skills: Competency Modeling to the Rescue

2015 ◽  
Vol 8 (2) ◽  
pp. 284-289 ◽  
Author(s):  
Katherine A. Sliter
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Complex Problem ◽  
Skill Assessment ◽  
Collaborative Problem Solving ◽  
Complex Problem Solving ◽  
Business World ◽  
Collaborative Problem ◽  
Competency Modeling ◽  
External Consultant

Neubert, Mainert, Kretzschmar, and Greiff (2015) rightly argue that today's business world requires employees to frequently engage in nonroutine, creative, and interactive tasks. The authors go further to describe two potentially important skills—complex problem solving and collaborative problem solving—which they believe can address gaps in our current understanding of employee skill assessment. I contend however that the authors might be reinventing the wheel with this framework, given that the already popular practice of competency modeling satisfies the very deficiencies that the authors argue exist. To expand on this argument, I will first provide a brief history and discussion of what competency modeling is, followed by an explanation of several key benefits of this approach in terms of addressing the authors’ concerns. Then, on the basis of my applied experience as an external consultant, I will discuss how I might use competency modeling to address one of the authors’ own example scenarios, which should help identify ways in which competency modeling subsumes Neubert and colleagues’ approach.

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