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Collaboration Skills of Each Student Based on Figure 2 regarding the collaboration skills the highest percentage is in the good category with the total of 34 students namely 36%. Therefore, it can be concluded that from 34 students mostly has a good category. Whereas only 9% students from the total of 34 students that has a poor category. The collaboration skills are reviewed from 5 indicators namely responsibility, flexibility, value communication, compromise and contribution, presented in Table 8. Table 8. Collaboration Skills Ability Collaboration Skills Indicators Average Category Responsibility 50 Fair Flexibility 69.85 Good Value Communication 66.18 Good Compromise 61.76 Good Contribution 76.47 Good Average 64.85 Good
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This research aims to analyze the increase critical thinking and creative thinking skills furthermore to describe collaborative skills and communication skills with PjBL method. This research quantitative type. Pretest-Postest given for critical thinking skills and creative thinking skills, while observation sheet for communication skills and colla...
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div align="center"> Abstract: The low 21<sup>st </sup>century skills of students in learning biology, because the learning process is still teacher-centered, teachers are still dominant in applying conventional learning. Efforts that can be made to overcome these problems are by applying the Contextual Teaching and Learning (CTL) model. The purpose...
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... Learning outcomes are also expected to make students more productive, creative, innovative, and effective by strengthening the integrated realm of attitudes, skills, and knowledge (Partono et al., 2021). Sunarti, 2022), and analysis of 4C skills with moodle (Nalantha et al., 2021). There is also research on the development of instruments to determine 4C skills, namely the development of HOTS assessment instruments containing 4C skills (Lamhatin et al., 2022) and work assessment instruments to measure 4C skills in online learning (Maryuningsih et al., 2020). ...
4C skills are one of the abilities in life that can produce knowledge personally and be used in society. This study aimed to develop an instrument for assessing students' 4C skills (Critical Thinking, Collaboration, Communication, and Creativity) on parabolic motion material. The model used in developing this research is the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. Data collection methods were interviews, questionnaires, tests, and documentation with a population of 120 students and a sample of 60 students. The sample selection technique uses cluster random sampling. Based on the study results, the percentage of critical thinking criteria was 21.7 %, low critical thinking was 28.3%, and poor critical thinking was 50%. The percentages with creative thinking criteria are 25%, 40% moderately creative, and 35% less creative. The percentage of collaboration skills that meet excellent criteria is 65%, and high collaboration skills are 35%. While the percentage of people with excellent communication skills was 8.3%, high communication skill was 83.3%, and fairly high communication skill was 8.3%. Based on these data, it concluded that the instruments developed were valid and feasible to use.
Esta presentación tiene por objetivo describir la producción científica en torno a las habilidades STEM por medio de uso de prototipos tecnológicos en Educación Media. Para ello, se realizó una revisión sistemática en las bases de datos de mayor relevancia a nivel iberoamericano y mundial (SciELO, Dialnet, Scopus y WoS), siguiendo lo establecido en la declaración PRISMA. La ecuación de búsqueda se estableció con palabras clave extraídas del Tesauro de UNESCO y de IEEE. Luego de la aplicación de los criterios de inclusión y exclusión, se analizaron detalladamente 14 artículos. Entre los resultados se destaca: 1) el 85% de los trabajos se ha publicado en inglés; 2) las revistas en que más se han publicado los artículos son International Journal of Technology and Design Education y Revista Eureka sobre Enseñanza y Divulgación de las Ciencias; 3) artículos declaran el uso de un diseño de investigación cuasiexperimental de tipo pre y postest; 4) el predominio de las habilidades STEM de pensamiento crítico, resolución de problemas, trabajo en equipo/colaborativo, comunicación, programación, creatividad e iniciativa; 5) el trabajo con prototipos tecnológicos mejora el aprendizaje de los estudiantes. Se concluye tanto sobre la relevancia mundial de esta temática, reflejado en la diversidad de países a los que pertenecen los autores de los artículos firmantes y por la diversidad de revistas en que estos han sido publicados, así como la necesidad de promover el desarrollo de las investigaciones con muestras de mayor tamaño. T
This research aims to analyze the implementation of learning, skills of 4C, attitudes, and students’ understanding concept of physics at State Senior High School 1 Kinali. The research method used was survey research. The sample in this study amounted to 122 students of eleventh grade major in natural sciences and 3 teachers. In this study, there were four types of instruments, namely a conceptual understanding test (static fluid material), a questionnaire on skills of 4C students, a questionnaire on students’ attitudes towards learning physics, and a questionnaire for teachers in the implementation of physics learning. Data was analyzed using coding and percentage techniques and descriptive analysis. Results was the implementation of physics learning was not fully in accordance with the demands of the curriculum. The results of the test for understanding concept of static fluid material obtained by students who understand the concept were still low (3,6%), and misconceptions by 15.9%. Analysis result of students’ attitudes obtained that students who have a negative attitude of 49,18%. Analysis result of skills of 4C students, it seems that the lowest skills were creative thinking skills as 62,57%. It can be seen from the results of the analysis that there is a discrepancy between the results of the concept understanding test and the students’ self-assessment of their attitude towards learning physics and the 4C skills they have. Therefore, further research is needed such as experimental research to improve the quality of learning by teachers both in the use of learning models, media or material learning.
