Exploring Collaborative Problem-Solving Competency of Junior High School Students
DOI:
https://doi.org/10.26618/jpf.v9i3.5856Keywords:
collaborative, problem-solving, scienceAbstract
The 2013 curriculum implemented in the learning process demands students to be able to develop every aspect owned by each individual; one of them is Collaborative Problem Solving (CPS) competency. The global competition after finishing education is also a concern for learning outputs. Collaborative problem-solving does not only sharpen the students' cognitive competency but also their social attitude. Education is a process that involves students through their thinking to continue to innovate in order to solve the surrounding problems properly. Every time, it is necessary that students are prepared to obtain skills that they will need in the future. The purpose of this research is to analyze collaborative problem-solving skills in middle-level students. How these skills contribute towards students' understanding process on learning itself, both individually and in groups. This study was performed at a State Junior High School in Lampung during the odd semester of the 2019/2020 academic year. Samples used in this research were determined using random sampling techniques. The research sample was 63 students'. The instruments used in data collecting were observation, interview, and test, without any treatment towards the sample. The research data shows that the percentage of students' social skills has an average score in the low category (participation and perspective-taking), while all aspects of cognitive skills are in the low criteria (regulation, learning and knowledge building, and task regulation). Based on these results, it can be concluded that students' collaborative problem-solving skills are still in the low category, so further research needs to be carried out as an alternative that can be done to improve collaborative problem-solving skills.References
Akben, N. (2020). Effects of the problem-posing approach on students’ problem solving skills and metacognitive awareness in science education. Research in Science Education, 50(3), 1143–1165. https://doi.org/10.1007/s11165-018-9726-7
Andayani, F., & Lathifah, A. N. (2019). Analisis kemampuan pemecahan masalah siswa smp dalam menyelesaikan soal pada materi aritmatika sosial. Jurnal Cendekia : Jurnal Pendidikan Matematika, 3(1), 1–10. https://doi.org/10.31004/cendekia.v3i1.78
Chen, S. Y., & Chang, L. P. (2016). The influences of cognitive styles on individual learning and collaborative learning. Innovations in Education and Teaching International, 53(4), 458–471. https://doi.org/10.1080/14703297.2014.931242
Christie, B., Beames, S., & Higgins, P. (2016). Context, culture and critical thinking: Scottish secondary school teachers’ and pupils’ experiences of outdoor learning. British Educational Research Journal, 42(3), 417–437. https://doi.org/10.1002/berj.3213
Daniel, E. (2016). The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum. Journal of Education and Practice, 7(15), 91–100. https://doi.org/2222-288X
Griffin, P., McGaw, B., & Care, E. (2012). Assessment and teaching of 21st century skills. Assessment and Teaching of 21st Century Skills, 9789400723, 1–345. https://doi.org/10.1007/978-94-007-2324-5
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffi, P. (2015). Assessment and teaching of 21st century skills. 37–56. https://doi.org/10.1007/978-94-017-9395-7
Hijrawati., Khaeruddin., & Nurlina. (2015). Upaya meningkatkan hasil belajar fisika melalui model pemecahan masalah (problem solving) pada peserta didik kelas VIIIA SMP Negeri 3 Sungguminasa. Jurnal Pendidikan Fisika, 3(3), 270-278.
Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review. Educational Psychology Review, 27(3), 505–536. https://doi.org/10.1007/s10648-014-9288-9.
Kadir, H. D., Arsyad, M., Marisda, D. H. (2020). Implementation of problem solving methods in elasticity course. Jurnal Pendidikan Fisika, 8(3), 279-285.
Karatas, I., & Baki, A. (2013). The effect of learning environments based on problem solving on students ’ achievements of problem solving. International Electronic Journal of Elementary Education, 5(3), 249–267.
Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464–481. https://doi.org/10.1037/0033-2909.133.3.464
Kwon, Y. M. (2018). School as a Place of Leisure : Reconceiving Leisure with Dewey’s Qualitative Thinking Submitted in partial fulfillment of the.
Lestari, S., & Santoso, A. (2019). The roles of digital literacy, technology literacy, and human literacy to encourage work readiness of accounting education students in the fourth industrial revolution era. KnE Social Sciences, 3(11), 513. https://doi.org/10.18502/kss.v3i11.4031
Malik, A. (2019). Creating competitive advantage through source basic capital strategic humanity in the industrial age 4.0. International Research Journal of Advanced Engineering and Science, 4(1), 209–215.
Merritt, J., Lee, M. Y., Rillero, P., & Kinach, B. M. (2017). Problem-based learning in K-8 mathematics and science education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2), 5–17. https://doi.org/10.7771/1541-5015.1674
Morcom, V. (2016). Scaffolding peer collaboration through values education: Social and reflective practices from a primary classroom. Australian Journal of Teacher Education, 41(1), 81–99. https://doi.org/10.14221/ajte.2016v41n1.5
Nur, A. M. (2019). The use of guided inquiry approach to improve class X student's physics problem solving skills at SMA 1 Watampone Kabupaten Bone. Jurnal Pendidikan Fisika, 7(2), 183-196.
Putra, H. D., Putri, W. A. S., Fitriana, U., & Andayani, F. (2018). Kemampuan pemecahan masalah matematis dan self-confidence siswa. Supremum Journal of Mathematics Education, 2(1), 60–70.
Rahayu, N. T., Warto, Sudardi, B., & Wijaya, M. (2020). The dynamics of social values and teaching in the global era: The sekaten tradition of Surakarta Kingdom. Journal of Social Studies Education Research, 11(1), 213–229.
Rahim, A. C., Jumadi, Wilujeng, I., & Kuswanto, H. (2019). The effect of pjbl model based on skill approach process to physics critical thinking ability of high school student. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012040
Reeves, P. M., Pun, W. H., & Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227–236. https://doi.org/10.1016/j.tate.2017.06.016
Rosa, F. O., Mundilarto, Wilujeng, I., & Sulistyani, A. M. (2019). Science in everyday life to build science literacy. International Journal of Scientific and Technology Research, 8(12), 1148–1151.
Sadiqin, I. K., Santoso, U. T., & Sholahuddin, A. (2017). Pemahaman konsep IPA siswa SMP melalui pembelajaran problem solving pada topik perubahan benda-benda di sekitar kita. Jurnal Inovasi Pendidikan IPA, 3(1), 52. https://doi.org/10.21831/jipi.v3i1.12554
Saputro, A. D., Irwanto, Sri Atun, & Wilujeng, I. (2019). The impact of problem solving instruction on academic achievement and science process skills among prospective elementary teachers. Elementary Education Online, 18(2), 496–507. https://doi.org/10.17051/ilkonline.2019.561896
Schinkel, A., De Ruyter, D. J., & Aviram, A. (2016). Education and Life’s Meaning. Journal of Philosophy of Education, 50(3), 398–418. https://doi.org/10.1111/1467-9752.12146
Supiyati, H., Hidayati, Y., Rosidi, I., Yuniasti, A., & Wulandari, R. (2019). Analisis kemampuan pemecahan masalah siswa menggunakan model guided inquiry dengan pendekatan keterampilan proses sains pada materi pencemaran lingkungan. Natural Science Education Research, 2(1), 59–67.
Suswandari, M., Siswandari, Sunardi, & Gunarhadi. (2020). Social skills for primary school students: Needs analysis to implement the scientific approach based curriculum. Journal of Social Studies Education Research, 11(1), 153–162.
Sylaj, V., & Sylaj, A. K. (2020). Parents and teachers’ attitudes toward written communication and its impact in the collaboration between them: Problem of social study education. Journal of Social Studies Education Research, 11(1), 104–126.
Taqiyyah, S. A., Subali, B., & Handayani, L. (2017). Implementasi bahan ajar sains berbahasa inggris berbasis metakognitif untuk meningkatkan kemampuan pemecahan masalah siswa SMP. Jurnal Inovasi Pendidikan IPA, 3(2), 224. https://doi.org/10.21831/jipi.v3i2.14859
Thomson, P. (2019). Thinking about the school most of the time: studio as generative metaphor for critical reflection. Journal of Educational Administration and History, 51(2), 87–102. https://doi.org/10.1080/00220620.2018.1536039
Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M., & Qureshi, S. (2017). Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(2), 340–352. https://doi.org/10.1039/c6rp00233a
Yadin, A., & Or-Bach, R. (2010). The Importance of Emphasizing Individual Learning in the “Collaborative Learning Era.” Journal of Information Systems Education, 21(2), 185–194. http://search.proquest.com/docview/745598919?accountid=11262 LA - English
Downloads
Additional Files
Published
Issue
Section
License
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
