Development and Implementation of Sharing and Jumping Task Lesson Design on the Topic of Balancing Chemical Equations Loaded with Environmental Literacy to Grow Students^ Collaborative Skills Hana Aulannisa (*), Asep Supriatna, and Sumar Hendayana
Departement of Chemical Education, Universitas Pendidikan Indonesia
Dr. Setiabudi No.229 Street, Bandung 40154, Indonesia
*hanauln[at]upi.edu
Abstract
Many students have difficulty in studying balancing chemical equations due to the lack of collaborative skills which are supported through the content of the 21st-century theme, namely environmental literacy. This research aims to obtain an overview of the implementation of sharing and jumping task lesson designs and profiles of collaborative skills that grow on the learning process. The method used in this research is a descriptive qualitative using didactical design research (DDR) that was conducted on 10th-grade high school students at Cimahi, Indonesia. The instruments used were interview guides, observation sheets, validation sheets, textbook assessment rubrics, lesson plans assessment rubrics, video-audio recording devices, and data collection on learning through audio and video recordings. The developed sharing and jumping task lesson designs composed of student issues/problems, predictions of student responses, and teacher anticipation/assistance. Overall, the results show that the seven indicators were identified during the learning process. Indicator being able to speak and argue was the most often identified during learning while sharing tasks of fellow group members well was the lowest identified indicator.
Keywords: collaborative skills- sharing and jumping task- balancing chemical equation,
