A Collaborative Model for Organizational Transformation

The purpose of this study was to determine the ability to understand students' mathematical concepts and the responses of students who applied the collaborative teamwork learning model and guided note-taking model, as well as to find out the differences in understanding the mathematical concepts of students who applied the collaborative teamwork learning model and the guided note taking model. This study uses a quantitative approach with experimental methods and a quasi-experimental research design in the form of a posttest-only design. The population of this study were students of class X MAN 1 Cirebon, Cirebon Regency, then selected samples of class X IIS 3 as experimental class II with guided note-taking model and X IIS 4 as experimental class I with collaborative teamwork learning model. Sampling is done by cluster random sampling technique. Through the prerequisite test, namely the normality and homogeneity test, the research data obtained were normally distributed and had homogeneous variance. After conducting the prerequisite test, the researcher tested the hypothesis using the Independent Sample T-Test with the asymp value. Sig (2-tailed) of 0.000. This value is smaller than 0.05, so Ha is accepted. In other words, there are differences in the understanding of mathematical concepts between classes that apply the collaborative teamwork learning model with guided note-taking models on the subject of the sine and cosine rules in class X IIS MAN Cirebon I Cirebon Regency. The average value of the class that applies the collaborative teamwork learning model is 72.38, with 11 students achieving the KKM (Minimum Completeness Criteria), and the guided note-taking model of 78.52, with 29 students completing the KKM (Minimum Completeness Criteria). Both models received a good response from students, with a response of 82% for the collaborative teamwork learning model and 76% for the guided note-taking model.

The mathematical generalization ability of students at one junior high school, especially in Makassar, is relatively low. One alternative to improve students' mathematical generalization abilities is to apply active, collaborative and inductive cooperative learning models. This research aims to determine the difference in the average score of mathematical generalization abilities of students taught through active, collaborative and inductive cooperative learning models, and students taught through cooperative learning models on flat-sided geometric material. This research used a quasi-experimental design with a pretest-posttest control group design in class VIII at a junior high school in Makassar, Indonesia. The sample in this study was 35 students in the control group and 31 students in the experimental group. The instrument used is a mathematical generalization ability test. Data were analyzed using the n gain test. Based on the analysis, the average n-gain score for students' mathematical generalization abilities in flat-sided geometric material after being taught by applying active, collaborative and inductive cooperative learning models was 0,51 or experienced a moderate increase and the percentage of learning completeness was 93,55%. Therefore, it can be concluded that junior high school students' mathematical generalization abilities increased after being taught using active, collaborative and inductive cooperative learning models.

Background Problems: In the learning process at SMA Negeri 2 Singaraj, researchers found problems in the learning process in the basketball game material, especially in the basic techniques of passing chest passes and bounce passes, which had a low average below the minimum completion criteria. Research Objectives: This research aims to improve learning outcomes in basketball, the basic technique of passing chest passes and bounce passes through the Collaborative Teamwork Learning model for class XI A1 students at State Senior High School 2 Singaraja. Methods: Classroom action research (CAR) is used. This classroom action research (CAR) uses teachers as researchers and consists of 2 cycles. The subjects of this research were students in class XI A1 of State Senior High School 2 Singaraja, with 40 people consisting of 20 male students and 20 female students. The research instrument is a description test for the knowledge aspect and performance for the skills aspect. Data analysis uses qualitative and quantitative descriptive analysis. Results: The results of the research showed an increase, namely learning completeness in the knowledge aspect in cycle I, which was (85.5%), in cycle II it increased to (92.5%). Furthermore, learning completeness in the skills aspect in cycle I was (87.5%) in cycle II (92.5%). Conclusion: Based on data analysis and discussion, it is concluded that the collaborative teamwork learning model can improve PJOK learning outcomes in basketball passing material for class XI A1 students at SMA Negeri 2 Singaraja for the 2023/2024 academic year. Suggestions for PJOK teachers to be able to implement the Collaborative Teamwork Learning model in other learning materials that are more interesting and effective. The research implies that the Collaborative Teamwork Learning model is proven to be able to improve student learning outcomes.

The problem in this research is how effective is the use of collaborative learning in improving the writing skills of class X students of SMA Negeri 1 Dolok Merawan in the academic year 2022-2023. The purpose of this study was to describe the effectiveness of the use of collaborative learning in improving the writing skills of class X students of SMA Negeri 1 Dolok Merawan for the academic year 2022-2023. The research method used in this research is the research & development method. The research subject of this development product is the validator. The object of research in this research is a writing learning model, namely a collaborative learning model that is implemented in class X students of SMA Negeri 1 Dolok Merawan in the 2022-2023 academic year. The instrument used to obtain research data using non-test instruments and test instruments. The results of this study indicate that the collaborative learning model is effective in improving the skills of writing descriptive text by class X students of SMA Negeri 1 Dolok Merawan in the 2022-2023 academic year, where before the collaborative learning model development process was in the sufficient category and then increased to good after the learning model development process. collaboratively in class X SMA Negeri 1 Dolok Merawan for the academic year 2022-2023.

Collaborative learning has been utilised throughout the years to deliver educational content for various levels of students in schools. Previously, less emphasis was given to the online support mode as the conventional method exists. However, as schools across the globe closed in response to the Covid-19 pandemic, students from various levels experienced a severe disruption to their learning process. Though most schools quickly began offering some online learning, there have been growing concerns about the effects of this unprecedented shift. In addition, such a paradigm shift has also witnessed parents' significant role in ensuring the effective delivery of educational content through online platforms. In such a situation, parents were expected to support the learning process. However, less support from other stakeholders makes it challenging for parents to support their children's learning online. Although various strategies and best practices exist globally, engaging students, parents, teachers, and relevant stakeholders towards collaborative online learning is crucial. Based on relevant previous studies, engagement towards online learning is highly influenced by the user's cultural background in getting successful collaboration among all stakeholders. Thus, the proposed study aims to investigate and propose a conceptual framework for a collaborative online learning model based on a cultural-based approach. It applies a Systematic Literature Review (SLR) based on relevant previous studies. A preliminary study has conducted a comparative review based on strategies and best practices. Initial findings divulge that cultural background influences the teacher-parent engagement towards collaborative online learning provided by the school and relevant authorities. Therefore, findings from the proposed study could improve the quality of learning in primary schools, in line with SDG4 and 4IR.

Web-based learning is becoming a popular learning approach with the rapid development of Web technology, and collaborative learning can improve learning performance of students. Web-based collaborative learning provides students with collaborative skills, communication skills, creativity, critical thinking skills, and skills in information technology application. This paper presents a Web-based collaborative learning model which emphasizes student-centered instruction. The procedure in this learning model consists of five steps: definition of learning task, team plan, collaborate research, achievement summary, and final assessment. Then the application structure of the Web-based collaborative learning model is developed with latest information technology and data technology. A case based on the collaborative learning model is developed in the end, and the collaborative learning environment could foster students to be cooperative, caring, reflective, critical and creative.

Background. Collaborative learning is increasingly being implemented in elementary schools as an alternative to increase student creativity and motivation. However, the challenges and obstacles in its implementation need to be considered to understand its impact on learning effectiveness. Teachers should have many methods to make students happier and receive lessons well Purpose. This research aims to investigate the effect of the collaborative learning model on increasing student creativity and motivation at the elementary school level in West Sumatra. The main focus is to understand teachers’ perceptions of this model, identify the obstacles faced, and evaluate its effectiveness. Method. The research method used was a quantitative survey with 20 teachers from several elementary schools in West Sumatra district as respondents. Data collection was carried out through distributing questionnaires designed to measure teachers’ perceptions of the collaborative learning model, as well as its impact on student creativity and motivation. Data analysis used the Miles and Huberman approach. Results. Analysis of the questionnaire results showed that the majority of teachers (75%) strongly agreed that the collaborative learning model had great potential to increase student creativity and motivation. However, the main challenge identified was the limited time in the established curriculum. Conclusion. Although the collaborative learning model is considered effective, teacher support and understanding needs to be improved through additional training. Strategic adjustments are also needed to overcome the constraints of time constraints and individual evaluations, as well as to understand more deeply differences in student skill levels. Overall, this learning model has great potential in increasing student motivation and creativity in elementary school, provided it is expanded and better supported by educators.

Objective: The researcher chose a topic of discussion regarding the comparison of 2 learning models that are theoretically effective for use in the classroom when learning Aqidah Akhlak. In its application, learning the Aqidah Morals can be delivered through several methods. This research aims to test the effectiveness of collaborative and discovery learning models on students' creative thinking skills. Method: The research method used was a pre-test and post-test design experiment. The research sample consisted of 2 classes divided into two groups, namely two experimental groups that used collaborative and discovery learning models. The data analysis technique used in this research is the normality test using the Shapiro-Wilk, independent sample t-test, paired sample t-test, and N-Gain tests. Results: After the treatment, the data analysis from the post-test scores can be seen. Based on the N-Gain Test shows that creative thinking skills increased significantly in both groups after treatment, with data results in the collaborative group being 0.46 < 0.70 in the medium category and the discovery group only 0.27 < 0.30 in the low category. These data showed a more significant improvement in the group that received collaborative learning than in the discovery group. Novelty: This research presents novelty, which lies in the comparative approach taken to analyze the two methods simultaneously, as well as the use of holistic, quantitative measuring tools to identify significant changes in students' creative thinking abilities.

Online collaborative learning communities are susceptible to the problems of lack of peer interaction, skewed participation, and poor knowledge sharing, which adversely affect learning outcomes. The recent developments in artificial intelligence (AI) provide the opportunity to solve these problems with the help of adaptive learning analytics and intelligent collaboration support. The paper suggests an AI-based Collaborative Learning Model (AI-CLM) that is aimed at improving peer interactions and sharing of knowledge during an online study. The suggested model combines the analysis of the interaction of the learners, peer grouping using AI, adaptive feedback, and knowledge recommendation in one framework. It utilizes a systematic algorithm and mathematically formulated evaluation measures to guarantee reproducibility and stringent evaluation. An online collaborative learning course of eight weeks has been evaluated using an experimental mode and showed that the proposed AI-CLM not only performs significantly higher than the traditional collaborative learning methods. Precisely, the degrees of participation boosted since the Peer Interaction Index grew by 12.4 to 21.8, the Knowledge Sharing Score rose by 68.2 to 84.6, and the Participation Balance Index rose by 0.54 to 0.81, which is more equitable learner participation. Moreover, the average learning performance increased to 85.3 percent as compared to 72.5 percent, and the Collaboration Effectiveness Score also increased to 0.86 compared to 0.63. These findings can be used to conclude that AI-based adaptive collaboration support can significantly enhance social interaction and academic performance during online learning. These results can be relevant to the development of scalable, smart online learning systems that facilitate efficient collaboration and interaction with a learner.

Complex matrix and multi-feature collaborative learning for polarimetric SAR image classification

The purpose of this research is to find out how the steps of implementing a collaborative-based learning model in improving the quality of learning fiqh lessons. This type of research is qualitative library research with a literature review approach, with data collection techniques through documents in the form of books, journals, articles, and other documents. Data analysis by means of data reduction, data presentation, and conclusion drawing. In analyzing the data, the researcher juxtaposes it with several other studies so that the content is more accurate and in-depth to the results of the discussion. The results showed that the steps of implementing a collaborative-based learning model in improving the quality of learning fiqh lessons were carried out through five stages, including: the first stage of developing fiqh subject matter in accordance with learning objectives, the second stage of forming study groups to discuss and analyze the concepts of fiqh material, the third stage using collaborative learning strategies, including: project-based learning, research-based learning and case-based learning, the fourth stage using digital technology as creating an online digital learning platform and collaboration applications to facilitate discussion and cooperation activities, and the fifth stage evaluating student learning outcomes to determine the level of effectiveness of the collaborative learning model. The findings of this research are expected to be able to add insight to educators, and educational practitioners in implementing collaborative learning models in improving the quality of learning fiqh lessons in madrasah/schools.

Purpose: The purposes of this article are to (1) present a descriptive qualitative field report of a collaborative learning internship of four students assigned to two clinical instructors (CIs) (4:2 ratio) in the area of cardiorespiratory physiotherapy practice and (2) provide recommendations to CIs and universities based on this field study. Summary of Key Points: From the perspective of the students, the main advantages of this collaborative internship included increased peer support, knowledge sharing, problem solving, and a comfortable learning environment. The CIs found advantages to include more instructor peer support, increased student collaboration with assessment and treatment planning, and more opportunity for group discussion. The main disadvantages from the perspectives of both the students and the CIs were accommodating various learning styles and personalities and having less 1:1 time with the CIs. Conclusion: This collaborative learning model did not impede the quality of student education or patient care and was shown to be an educational experience appropriate for implementation in student internships. Given the positive outcomes and the recommendations provided, this 4:2 collaborative learning internship could be implemented to help meet the growing demands of increased enrolment and “hard-to-find” internships and to foster stronger supervisory skills for clinicians.

Ways of organization of learning activities based on Computer-Supported Collaborative Learning have been discussed since the beginning of the 80s. With that in mind, educators should be encouraged to use computers in innovative ways to help students gain experience in collaboration and develop critical thinking and argument skills. This paper addresses a didactic activity based on computer-supported collaborative learning principles. We investigate the dynamics of interactions among undergraduate chemistry students within the groups focusing on skills of active learning conversation described in the Collaborative Learning Model. In a virtual learning environment named eduqui.info 37 students divided into 17 doubles and 1 trio solved 4 investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum by 2 doubles were analyzed for the identification of the students’ collaboration. The major sub-skills related to Collaborative Learning Model found in the students’ messages were Inform, Argue and Request. It is possible to conclude that activities like the one addressed in this study can be effectively used to develop critical thinking and argument skills in undergraduate chemistry students.

Lodging is a common natural disaster during wheat growth. The accurate identification of wheat lodging is of great significance for early warnings and post-disaster assessment. With the widespread use of unmanned aerial vehicles (UAVs), large-scale wheat lodging monitoring has become very convenient. In particular, semantic segmentation is widely used in the recognition of high-resolution field scene images from UAVs, providing a new technical path for the accurate identification of wheat lodging. However, there are still problems, such as insufficient wheat lodging data, blurred image edge information, and the poor accuracy of small target feature extraction, which limit the recognition of wheat lodging. To this end, the collaborative wheat lodging segmentation semi-supervised learning model based on RSE-BiseNet is proposed in this study. Firstly, ResNet-18 was used in the context path of BiSeNet to replace the original backbone network and introduce squeeze-and-excitation (SE) attention, aiming to enhance the expression ability of wheat lodging characteristics. Secondly, the segmentation effects of the collaborative semi-supervised and fully supervised learning model based on RSE-BiSeNet were compared using the self-built wheat lodging dataset. Finally, the test results of the proposed RSE-BiSeNet model were compared with classic network models such as U-Net, BiseNet, and DeepLabv3+. The experimental results showed that the wheat lodging segmentation model based on RSE-BiSeNet collaborative semi-supervised learning has a good performance. The method proposed in this study can also provide references for remote sensing UAVs, other field crop disaster evaluations, and production assistance.

collaborative learning -based aqidah akhlak learning system in improving students' social skills. In the era of globalization, social skills are one of the important aspects in the formation of students. Collaborative learning not only focuses on academic achievement but also on the development of communication skills, cooperation, and empathy. The method used in this study is library research from various sources related to the research topic. Data collection is carried out through studies, research, analysis of scientific articles, books, journals or magazines and electronic sources related to collaborative learning-based aqidah akhlak learning . The data is then analyzed descriptively. Results from review library research shows that collaborative learning is an approach that emphasizes cooperation between students in groups to achieve common learning goals. Collaborative learning strategies in Islamic religious education are approaches that prioritize interaction and cooperation between students to achieve a deeper and more holistic understanding of the teaching material. Well-designed learning will make it easy to overcome behavior in students. The application of collaborative learning not only improves students' understanding of the concept of aqidah and akhlak, but also strengthens their social skills. The importance of social interaction, student involvement actively in the learning process, discussing, and working together in solving case studies of the concept of aqidah and akhlak. By implementing the method, it can be an effective strategy in improving student cooperation and students are better able to understand the material of aqidah and akhlak in depth and apply Islamic values in everyday life and can be applied more widely in Educational context religion Islam.