Bismillah... Your article very interesting sir... i want to ask:
1. can you describe indicators of collaborative skills, social skills, cognitive skills?
how to measure it? What tests are used?
2. according to you, is it possible if the three variables are to be measured through
online learning? if its possible, can you explain how can i do?
Thank you for the response and questions...
Nice to meet you, Ms. Salwa Rufaida.
1. This research is related to Collaborative Problem Solving (CPS), which is a
new development of a 21st century skills framework that combines
Collaboration skills with problem solving skills. According to Griffin et al, this
skill can be viewed from two domains, namely the social domain and the
cognitive domain. Each domain consists of several aspects and indicators. To
measure each aspect, we refer to the assessment rubric in the journal Hesse
et al. Students are given a problem, then as long as they solve the problem,
their conversation is recorded. The recording is then analyzed to find
keywords that match the CPS indicator in the assessment rubric and then
categorized (Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P.
(2015). A framework for teaching collaborative problem solving skills, In
Assessment and teaching of 21st century skills (pp. 37-56), Springer,
Dordrecht.).
But in this study, the social skills domain only analyzes elements of
participation (action, interaction, and task completion). Not for elements of
perspective taking and social regulation.
And for the cognitive skills domain, only on the task regulation element
which consists of 5 indicators (Organizers indicator, sets goals indicator,
resource management indicator, collects elements of information indicator,
and systematicity indicator). Not for elemen learning and knowledge
building.
While the instrument used was a test specifically designed to measure CPS
that had been developed in previous studies (Meuthia, R., Swarma, Irma R.,
Rienovita, Ellina., & Krisna, Idwin I. (2019). Identification of Social and
Cognitive domain Criteria ^keyword on Collaborative Problem Skill
AnayticRubric.Proceedings book of 2nd ICEAP, 109-123).
Thank you for the response and questions...
Nice to meet you, Ms. Salwa Rufaida.
1. This research is related to Collaborative Problem Solving (CPS), which is a
new development of a 21st century skills framework that combines
Collaboration skills with problem solving skills. According to Griffin et al, this
skill can be viewed from two domains, namely the social domain and the
cognitive domain. Each domain consists of several aspects and indicators. To
measure each aspect, we refer to the assessment rubric in the journal Hesse
et al. Students are given a problem, then as long as they solve the problem,
their conversation is recorded. The recording is then analyzed to find
keywords that match the CPS indicator in the assessment rubric and then
categorized (Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P.
(2015). A framework for teaching collaborative problem solving skills, In
Assessment and teaching of 21st century skills (pp. 37-56), Springer,
Dordrecht.)
While the instrument used was a test specifically designed to measure CPS
that had been developed in previous studies (Meuthia, R., Swarma, Irma R.,
Rienovita, Ellina., & Krisna, Idwin I. (2019). Identification of Social and
Cognitive domain Criteria ^keyword on Collaborative Problem Skill
AnayticRubric.Proceedings book of 2nd ICEAP, 109-123).
2. An assessment of some research variables might be done online and in
online learning as during the pandemic. This can be done using some
technological media such as video or sound recordings which can then be
analyzed using an assessment rubric in accordance with the measured
variable. For example our study uses recorded student conversations. But of
course with a series of analyzes it is quite difficult to obtain an objective
assessment if done manually. This is a weakness in our study, and we
recommend the use of applications developed for the assessment process in
computer or web-based online learning.
