An Analysis of Students’ Collaboration Skills in Science Learning Through Inquiry and Project-Based Learning

Collaboration skills are essential for students when facing the working world in 21st-century society. The study aims to determine students' collaboration skills through inquiry and project-based learning in science. The descriptive method was implemented with surveys and interviews. The participants were 175 students from Junior High School. Data collection was carried out using collaborative skill observation sheets and an interview guide. The results showed that, in general, the collaboration skills of participants were categorized as high regarding the indicators of collaboration skills. The indicators consisted of contributing to group discussions (72.57 percent), working effectively in group discussions (77.14 percent), communicating in group activities (74.86 percent), and having responsibility for completing group assignments (75 percent). Therefore, teachers are advised to apply inquiry and project-based learning in science to improve student collaboration skills.

Teaching Digitally-Ready Soft Skills for Employability

The coronavirus pandemic triggered an abrupt change to emergency e-teaching and has accelerated the adoption of digital teaching practices in higher education. This transition from in-person instruction to online-only teaching took place globally and disrupted the conventional lecture format. While the catalyst, namely COVID, was the same throughout the world, a growing body of research confirms that instructors across the educational spectrum are experimenting with, and implementing, a plethora of methodologies based on their digital abilities and experiences. This paper will critically analyse several online-based methodologies and digital tools developed and introduced at the University of Europe for Applied Sciences within an undergraduate module called Employability. The authors will use the six areas of the European Commission’s DigCompEdu framework as a reference to analyse and summarise digital tool implementations and enhance students' digital collaboration skills, online experience, and learning outcomes. The methodological focus is on teaching soft digital skills for employability, namely, digital communication, problem-solving, collaboration skills, as well as, digital content creation and media literacy in tandem with the main content of the course. Possible issues when teaching the Employability module in post-COVID offline or hybrid classrooms will be discussed, particularly with regards to ensuring that teaching formats are fit-for-purpose in increasingly digital, and remote, work environments.

Enhancing students collaboration skills in learning geometrical optics trough the ICARE learning model at Kabawo

This study aims to see the improvement of students’ collaboration skills by applying the ICARE learning model to geometrical optics material. The method used is pre-experimental with one group prettest-posttest design. The sample used study were 31 students of class XI IPA2 with random sampling technique. The main instrument in this research is the researcher himself, while the supporting instrument is a written test in the form of an essay test and analyzed using the rubik’s collaboration skills. To find out the improvement of students’ collaboration skills, it was done by comparing the pretest and posttest scores and then analyzed using N-Gain. Based on the results of research using the ICARE learning model in improving students’ collaboration skills based on the N-Gain value, where the average N-Gain value is 40.05. This shows that students’ collaboration skills have increased in the moderate category after applying the ICARE learning model, while to see the implementation of the learning model using an observation sheet with a score of good category. The recommendation in this study is to pay more attention to the time management allocated for each aspect of ICARE so that each stage in ICARE can be carried out properly.

The Effect of PjBLL Online Platform on Student Collaboration Skills and Basic Science Process Skills During the Covid-19 Pandemic

The purpose of this research to describe the effect of Project Based Laboratory Learning (PjBLL) on collaboration skills and basic science process skills of students. This type of research is quasi-experimental with one group pretest-posttest design. The subjects of this study were 60 first year students from two different classes who were enrolled in the Basic Physics course at the Department of Chemistry, Universitas Negeri Surabaya Indonesia. The collaboration ability test on kinematics and particle dynamics was used to measure students’ collaboration skills, the basic science process skills test was used to measure students’ science process skills as a pre-test and post-test. The analysis of the results showed that students’ collaboration skills were complete on all indicators with gain scores in the high and sensitive categories, while basic science process skills were completed on all indicators with gain scores in the medium and high criteria. PjBLL Online platform can be used for lectures during the COVID-19 pandemic.

Profil keterampilan kolaborasi siswa SMA pada praktikum maya sistem ekskresi

This study aims to analyze high school students’ collaboration skills in an excretion system virtual lab work about detection of sugar in urine. This study also revealed students’ responses regarding virtual lab work learning. Research method used here is descriptive method. The study was conducted on 35 students in one class of 11th science grade from a public senior high school in Bandung city, that obtained by purposive sampling technique. Data were collected with non-test instruments in form of observation sheet as the main data source and worksheet, peer assessment sheet, and questionnaire as supporting data sources. Research data were analyzed in addition to getting overview of the overall collaboration skills, but also to get an overview of the collaboration skills within each indicator. The average of overall students’ collaboration skills indicator is 88.9% (very good category). Indicators of Work productively, Contribute actively, Committed to completing group goals, Able to responsible, Appreciate other’s contributions, Able to control emotions, Participate respectfully in discussions, debates, and differences, Trust each group member’s strengths are in very good category, respectively: 90%, 83.3%, 83.3%, 83.3%, 100%, 100%, 99.1% and 98.3%. Meanwhile, indicators of Balance in listening and speaking, and indicators of Able to make group decisions are in good category with percentages of 73.7% and 78.5%. The best collaboration skills indicator in this study is Appreciate other’s contributions and Able to control emotions. Highschool students’ collaboration skills profile in excretion system virtual lab work is generally in very good category, where students able to work productively; many of them contribute actively; able to balance in listening and speaking; they commited to completing group goals; able to responsible; appreciate other’s contributions; able to control emotions; participate respectfully; able to trust each group member’s strengths; and able to make decisions together. In addition, the virtual lab work learning method received a positive response from students, almost all students can feel the benefits in learning, especially to practice their collaboration skills.

Identifying and monitoring progress in collaboration skills

The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.

Mengembangkan Keterampilan Komunikasi dan Kolaborasi Melalui Pembelajaran Aktif dengan Pendekatan MIKiR

Communication and collaboration skills are fundamental skills that need to be developed to face the challenges of the globalization era in the 21st century. Based on the results of reflections of learning and observation obtained that communication and collaboration skills that are 21st century 4C skills are still low. This seems, students rarely ask and answer questions from the teacher, the interaction of learning goes in the same direction. Learning that is able to develop communication and collaboration skills is active learning with mikir approach. Active learning with MIKiR approach makes students develop communication and collaboration skills through experience, interaction, communication and reflection activities