KARAKTERISASI KETERAMPILAN COLLABORATIVE PROBLEM SOLVING (CPS) PESERTA DIDIK SMK MELALUI PENILAIAN BERBASIS WEB PADA MATERI LISTRIK DINAMIS

Proses penilaian keterampilan Collaborative Problem Solving (CPS) khususnya di Indonesia masih jarang ditemukan. Studi ini menggunakan metode online untuk menggali karakteristik keterampilan CPS peserta didik melalui penilaian berbasis web interaktif pada laman webcps.site. Peserta didik bekerja secara berpasangan menyelesaikan dua task tentang materi listrik dinamis. Metode yang digunakan dalam penelitian ini adalah metode survey. Data aliran proses diambil dari 15 grup yang dikelompokkan secara acak dari 30 peserta didik (17 diantaranya peserta didik laki-laki dan 13 peserta didik perempuan) di salah satu Sekolah Menengah Kejuruan Pulau Bengkalis di provinsi Riau. Data ditransformasikan menjadi indikator keterampilan Collaborative Problem Solving berdasarkan kata kunci dengan bantuan software Nvivo 12 Plus, kemudian dikategorikan berdasarkan empat level yaitu Beginner (level 1), Emerging (level 2), intermediate (level 3), dan advance (level 4). Hasil penelitian menunjukkan bahwa siswa berada di berbagai level dengan karakteristik yang berbeda di kedua domain sosial dan domain kognitif dalam keterampilan CPS. Penilaian yang digunakan dalam penelitian ini dapat digunakan sebagai instrumen pengukuran keterampilan pemecahan masalah kolaboratif. The process of assessing Collaborative Problem Solving (CPS) skills, especially in Indonesia, is still rare. This study uses an online method to explore the characteristics of students' CPS skills through interactive web-based assessments on the webcps.site page. Students work in pairs to complete two tasks about dynamic electrical material. The method used in this research is a survey method. Process flow data were taken from 15 groups randomly grouped from 30 students (17 of whom were male students and 13 were female students) in one of the Bengkalis Island Vocational High Schools in Riau province. The data is transformed into indicators of Collaborative Problem Solving skills based on keywords with the help of Nvivo 12 Plus software, then categorized based on four levels, namely Beginner (level 1), Emerging (level 2), intermediate (level 3), and advanced (level 4). The results showed that students were at various levels with different characteristics in both the social domain and the cognitive domain in CPS skills. The assessment used in this study can be used as an instrument for measuring collaborative problem solving skills

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online information. This review outlines technologies that aim to support users when they collaboratively seek online information. Upon integrating psychological–pedagogical approaches on trust in and the sourcing of online information, argumentation, and computer-supported collaborative learning, we reviewed the literature (N = 95 journal articles) on technologies for collaborative online information seeking. The technologies we identified either addressed collaborative online information seeking as an exclusive process for searching for online information or, alternatively, addressed online information seeking within the context of a more complex learning process. Our review was driven by three main research questions: We aimed to understand whether and how the studies considered 1) the role of trust and critical questioning in the sourcing of online information, 2) the learning processes at play when information seekers engage in collaborative argumentation, and 3) what affordances are offered by technologies that support users’ collaborative seeking of online information. The reviewed articles that focused exclusively on technologies for seeking online information primarily addressed aspects of cooperation (e.g., task management), whereas articles that focused on technologies for integrating the processes of information seeking into the entire learning processes instead highlighted aspects of collaborative argumentation (e.g., exchange of multiple perspectives and critical questioning in argumentation). Seven of the articles referred to trust as an aspect of seekers’ sourcing strategies. We emphasize how researchers’, users’, and technology developers’ consideration of collaborative argumentation could expand the benefits of technological support for seeking online information.Peer Reviewe

Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom

Community college world literature students are often ill prepared to analyze and interpret passages of creative fiction because traditional, teacher-centric pedagogical approaches do not promote students’ literary interpretive authority. However, a method to fill the interpretation gap remains unclear. The purpose of this qualitative single case study was to explore the efficacy of using computer-supported collaborative learning (CSCL) blogging groups to promote students’ interpretive authority and critical thinking skills. Blending transactional reading theory, social constructivist theory, and transformative learning theory provided the conceptual framework for the study. Participants were 8 students and their instructor from a purposefully selected community college literature class in the Northeast United States that included group blogging as part of its approach to interpreting literature. Data sources were student journals, blog posts, student questionnaires, and an instructor questionnaire. Data analysis was an inductive coding process to discover emerging categories and themes. Results indicated that students felt more comfortable and capable of interpreting literary texts after engaging in a CSCL literary interpretation process, and the course instructor affirmed the perception that students gained authority in interpreting literary texts. Findings may be used by community college literature instructors to promote CSCL blogging activities as a student-centered pedagogical approach for literary interpretation