Collaborative Problem-Solving: How to Implement and Measure this Skill in the Teaching and Learning Science (a*)Indri Eka Putri, (b)Parlindungan Sinaga
(a*)(b) Departement of Physics Education, Postgraduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia
Abstract
Collaborative problem-solving (CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional domains having to measure at once. This study is a literature review aiming to presents various cps measurement methods from empirical research for the past 17 years. Hence teachers get insight to implement and develop cps assessment mainly for training students to solve complex problems. Based on this review, there are two broad methods to measure cps namely computer-based assessment and direct-measured assessment. Both of them have advantages and disadvantages. Environment supported by computer allows more accurate and rapid measurement due to the automation, while the latest provides the real condition where students interact. However, the development of cps assessment using a computer needs professional ICT and an adequate number of computers as well as a high internet connection. In Indonesia, the implementation of computer-based assessment faces many challenges and only some schools in the city center can meet the tool requirement. Hence, it can be an alternative to measure the interaction of students during the cps activity by putting high consideration of the instrument of cps to reveal the real measurement of individuals.
