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Interactive Animation Construction to Measure Students' Collaborative Problem Solving Skills in Learning Earthquake.

Authors :
Anindi, Dinda Delima
Rochintaniawati, Diana
Agustin, Rika Rafikah
Source :
AIP Conference Proceedings. 2017, Vol. 1848 Issue 1, p1-4. 4p. 1 Graph.
Publication Year :
2017

Abstract

The research aims to investigate students' collaborative problem solving skills (CPS) through constructed interactive animation. The research was carried out in Public Junior High School in Bandung Indonesia. The number of participant was 39 of samples of 8th grade, Junior High School students. The method used in this research was descriptive. The paper provides the result of observation of students' CPS in 11aspects, they are: 1) Discovering perspectives and abilities of team members, 2) Discovering the type of collaborative interaction required and establishing goals, 3) understanding roles to solve problem, 4) building a shared representation and negotiating the meaning of the problem (common ground), 5) Identifying and describing tasks to be completed, 6) Communicating with team members about the actions performed, 7) enacting plans, 8) following roles of engagement, 9) monitoring and repairing the shared understanding, 10) monitoring results of action and evaluating success in solving the problem, 11) Monitoring, providing feedback and adapting the team organization and roles. The result of study indicated that students were good in doing communication with team member (aspect 6) which showed by their achieved highest of this aspect. On the other hand they need to improve their monitoring, providing feedback, and adapting the team organization and roles ability (aspect 11), as the score of this aspect is the lowest. The result of study supported that the software is capable to measure students' CPS skills. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
0094243X
Volume :
1848
Issue :
1
Database :
Academic Search Index
Journal :
AIP Conference Proceedings
Publication Type :
Conference
Accession number :
123321786
Full Text :
https://doi.org/10.1063/1.4983986