Improve Collaboration Skills Using Cyber-Enabled Learning Environment

Situation during the Covid-19 pandemic in Indonesia has made online learning one of the main solutions for student education. Students need digital literacy to support the achievement of 21st century competencies and learning outcomes in online learning. The purpose of this study was to analyze the correlation between digital literacy and 21st century skills, namely communication skills and collaboration skills, as well as student learning outcomes in the classroom. A structural equation model was created to clearly describe the correlation between these variables. The sample consisted of 89 students from one of the universities in Indonesia who were asked to fill out a questionnaire designed to access digital literacy, communication skills, and collaboration skills, while learning outcomes data were obtained from tests. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher digital literacy of students, the higher communication skills, collaboration skills, and student learning outcomes.

Students need critical thinking, creativity, communication and collaboration skills to face and adapt to social change, so that students can survive and compete well in social life. The aim of the research is to describe the critical thinking, collaboration, communication and creativity skills of high school students in biology learning. The research was carried out in August-September 2023. The research population was high school students in Magetan Regency. The research sampling technique was cluster sampling and the research sample was 539 high school class students. Data collection techniques used questionnaires on critical thinking skills, communication, collaboration and creativity. This research instrument is a questionnaire in the form of a questionnaire with 5 Likert scales. Quantitative descriptive research data analysis techniques. The research results show that high school students' critical thinking and creativity skills are in the medium and low categories compared to communication and collaboration skills. The results of the research can be used as a reflection for teachers or future researchers as a follow-up to empower students' critical thinking, communication, collaboration and creativity skills in implementing the Merdeka Curriculum.

This study aims to analyse the relationship between communication skills, collaboration, and metacognition to student learning outcomes in the subject of Chemical Engineering Operations. Communication skills refer to students' skills in conveying ideas, discussing, and understanding concepts through verbal and nonverbal interactions. Collaboration includes student cooperation in solving chemical engineering problems as a team, while metacognition refers to students' awareness of the thinking process and learning strategies used. Learning outcomes are measured through students' conceptual understanding and practical skills in completing chemical engineering operational tasks, such as process calculations, system analysis, and operational efficiency evaluations. The study uses a quantitative method with a correlational approach to measure the influence of these variables on learning outcomes. The research sample consisted of students in the Chemical Engineering class at SMK Negeri Ngasem, with a total of 100 respondents who were randomly selected. Data was collected through learning outcome tests, observation sheets, questionnaires, and interviews. The results of the analysis showed that communication skills, collaboration, and metacognition had a significant influence on student learning outcomes. Collaboration and metacognition skills make a more dominant contribution than communication. This study concludes that improving communication, collaboration, and metacognition skills in an integrated manner can improve student learning outcomes in the subject of Chemical Engineering Operations. Thus, it is recommended that educators integrate active learning strategies that focus on group discussions, problem-based learning, and metacognitive reflection to support more effective learning.

This study aims to analyze the effectiveness of the Introduction, Conection, Application, Reflection, and Extension (ICARE) learning model in order to improve students' communication and collaboration skills. This research method is quantitative research with a Quasi-Experiment Design approach. Data collection techniques used in this study were observation, tests and documentation. Collecting data in this study is a documentation technique. This method is used to obtain research data in the form of a list of student names, subject syllabus, even semester final exam questions grid, objective questions and even semester final exam answer keys. The ICARE learning model can improve students' communication skills and student collaboration skills. Each stage in the ICARE model leads students to complete knowledge. Complete knowledge with good skills can optimize students' communication and collaboration skills. Seeing the development of the learning model used with its modification and implementation taking place in such a complex and directed manner, the ICERE learning model is considered capable of being a solution that can be used in the learning process primarily to see communication and collaboration skills so that it has bargaining power as a solution in current learning

This research presents practical and innovative practices in the form of proposed class activities for college-level learning designs (assignments) focusing on collaboration and communication skills through behaviorist learning theory and social learning theory approaches. These two skills emphasize 21st-century competencies with the integration of Education 5.0. and Social Emotional Learning concepts. So, the main objectives of this paper are (a) how students are prepared to understand concepts and practice collaboration and communication skills and (b) form project assignments suitable for collaboration skills and active thinking from the themes understood. A qualitative method utilizes a literature review approach to investigate the process of developing project-based learning plans for classroom activities. Analysis of the discussion focuses on collaboration and communication skills through behaviorist learning theory and social learning theory approaches. The results of the learning design and class assignments show that collaboration and communication skills can be achieved through repeated continuous project assignments and feedback from colleagues in the class and lecturers. To hone collaboration and communication skills, repetitive project assignments, reinforcement, and rewards should be considered when designing special assignments for early semester students to equip them with people skills in an increasingly connected and rapidly evolving global landscape. Apart from that, this approach from the two theories in project assignments makes students accustomed to cooperation, time management, and communication. In conclusion, students need to convey ideas in oral and written form. Higher education needs to provide opportunities for students to participate in collaborative projects, group discussions, and presentations and be strengthened using digital communication technologies.

This study analyzes students initial perceptions of their collaboration and scientific communication skills. This method of research was descriptive research with a qualitative and quantitative approach. The subjects of this study were students of class XI MIPA.1 MAN 1 Siak in the 2022/2023 academic year. The data collection technique used in this study was a questionnaire via Google Forms. Data on students collaboration and scientific communication skills perceptions were analyzed using descriptive statistics. The results of data analysis for indicators of collaboration skills are 2.13 in the low category, and scientific communication skills indicators were 1.92 in the low category. From the results of the data analysis, it can be concluded that students initial perceptions of their collaboration and scientific communication skills are in a low category. It is because of students not being used to learning in groups in class due to the online learning process for approximately two years in a row. The lack of training in student collaboration skills results in low scientific communication skills. That is because the essential subjects taught in the emergency curriculum during the pandemic barely touched the real of scientific communication skills.

This research aims to enhance students' correspondence skills by investigating the impact of collaborative skills, engagement, and interpersonal communication on learning outcomes for office administration students. This quantitative study analyzed data from 118 students using SEM-PLS and found that collaborative skills had the most significant influence, followed by engagement and interpersonal communication. The findings indicate that collaborative learning activities are an effective way to enhance communication skills and engagement in learning outcomes. Additionally, the study revealed that collaborative skills successfully mediate between interpersonal communication and engagement in correspondence learning outcomes. These insights are valuable as they demonstrate how collaborative skills, engagement, and interpersonal communication impact learning outcomes for office administration students. By highlighting the significance of collaborative learning activities, the positive correlation between engagement and academic success, and the mediating role of collaborative skills in interpersonal communication, educators can tailor curricula to better prepare students for the complexities of modern workplaces.

Empowering learners with 21st-century skills are necessary to prepare them for the future. Argumentation and collaboration skills are essential 21st-century skills for students to master and cultivate in school. This study aimed to determine the correlation between (a) argumentation skills and biology learning outcomes; (b) collaboration skills and biology learning outcomes; and (c) argumentation skills and collaboration skills simultaneously on biology learning outcomes. This quasi-experimental study was performed on eleventh-grade students enrolled in the Natural Sciences department at SMA Negeri 4 Malang during the 2019/2020 academic year. Sixty-five students were selected for the study via the homogeneity test and then studied using the Remap-NHT learning model. A homogeneity test was used to select study participants. Written exams were used to assess argumentation skills, observation sheets were used to determine collaboration skills, and written tests for biology learning outcomes were employed in data collection. Data analysis was carried out using multiple regression analysis. Assumption tests were conducted before determining the hypotheses, including normality, linearity, and homogeneity tests. The findings indicated that: (a) there was a significant correlation between argumentation skills and biology learning outcomes; (b) there was a significant correlation between collaboration skills and biology learning outcomes; and (c) there was a significant correlation between argumentation skills and collaboration skills, which together contributed 30% to biology learning outcomes. The regression equation resulting from the correlation between argumentation skills, collaboration skills, and students’ learning outcomes is Y = 0.341X1 + 0.149X2 + 48.192. In conclusion, argumentation and collaboration skills contribute, in part or concurrently, to students’ biology learning outcomes.

The increasing complexity of sexual and reproductive health research is strengthened by interdisciplinary collaboration. While technical proficiency receives significant attention in research capacity-strengthening, the development of core collaborative skills, such as communication, teamwork, conflict resolution, and leadership, remains underemphasized. The Center for International Reproductive Health Training at the University of Michigan (CIRHT-UM) integrated collaborative skills training into a comprehensive research-capacity strengthening program for health professionals in Zambia, combining technical research instruction with explicit interpersonal skill development. This study explored CIRHT-UM participants’ experiences, perceptions, and outcomes related to collaborative research skills developed during a health research capacity strengthening program in Zambia. Data were collected in June 2025, following completion of the training and seed grant activities, to explore participants’ experiences, perceptions, and outcomes related to collaborative skill development during the program, using a qualitative phenomenological approach, through nine in-depth interviews and three focus group discussions with 28 Zambian professionals, including lecturers, nurses, midwives, physicians, and public health practitioners, who received CIRHT-UM seed grants. Thematic analysis, informed by Bronfenbrenner’s Ecological Systems Theory and Gearing Up frameworks, enabled exploration of ecological influences and readiness factors in collaborative skill development to capture barriers, enablers, application, and impacts of training. Thematic analysis generated four key themes: (1) expansion of professional networks and interdisciplinary exposure; (2) barriers created by hierarchies, siloed work, and inequities; (3) growth in communication, leadership, and problem-solving skills; and (4) influence of environmental constraints and systemic supports on collaboration. Participants reported increased confidence and teamwork abilities, but highlighted ongoing challenges from heavy workloads and limited institutional support. Focus groups emphasized organizational barriers, while interviews provided deeper insights into personal growth and readiness for collaboration. Embedding collaborative skill development within a research training program in Zambia enhances both personal growth and research quality. Egalitarian team environments, structured mentorship, and peer learning were identified as critical facilitators, while entrenched hierarchies and lack of protected time remained significant barriers in Zambian academic and clinical environments. Purposefully designed, inclusive, and well-supported collaboration initiatives improve team effectiveness and professional satisfaction. Sustained institutional policies, research training, and adaptive team structures are essential for lasting interdisciplinary engagement. While these strategies may be relevant to other low-resource or sub-Saharan African contexts facing similar barriers, their impact is closely tied to specific local conditions and institutional structures. Future adaptation should be tailored to each country’s unique setting, workforce, and policy landscape for research training programs that intentionally cultivate collaboration to drive innovation and improve health outcomes.

The 21st century is a century that is full of challenges. Advances in technology that are increasingly developing make humans have to be ready to accept various kinds of changes. Various competencies needed by students in the current era of globalization are often referred to as 21st-century skills, and the concept of education is known as 21st-century learning. Based on the times, the current assessment refers to 21st-century learning, which is related to critical thinking, creative thinking, communication skills, and collaboration skills. The application of 21st-century learning cannot be separated from 21st-century assessment. The purpose of the study in this paper is to determine whether the teachers were familiar with and applied 21st-century learning assessment or not, especially in learning English. This research used a descriptive qualitative research method by collecting data through observation, interviews, and documentation. The results of the study indicate that of the four 21st-century learning indicators, English teachers have started implementing 21st-century learning assessments. It can be concluded that English teachers have begun to adjust their assessment rubrics according to the indicators that exist in each type of skill possessed by students, namely critical thinking, creativity, collaboration, and communication skills.

The Background of this research is based on several common problems found in mathematics learning, such as low learning outcomes, students' difficulties in understanding concepts, and a lack of student interest in collaborating with classmates. The purpose of this study is to determine the effect of the AIR model on students' collaborative skills and mathematics learning outcomes in elementary schools. This research was conducted at SDN 1 Karangampel Kidul. The research method used was a True Experimental Design with a Pretest-Posttest Control Group Design. This study used 2 sample groups, namely the control class with 32 students and the experimental class with 32 students. The experimental group was a group of students who were given the AIR (Auditory, Intellectually, and Repetition) model treatment, while the control group was a group of students who used the conventional model. The instruments used were test questions and observation sheets which were then carried out on the experimental and control classes. The results of the study based on the results of the Mann Whitney test to determine the effect of the AIR model on collaborative skills showed an Asymp. Sig. (2-tailed) value of 0.003 < 0.05, meaning the hypothesis is accepted, so there is a difference in collaborative skills between students in the experimental class and students in the control class. In the Mann Whitney test analysis of learning outcomes, it can be seen that the Asymp. Sig. (2-tailed) value is 0.000, so the Asymp. Sig. (2-tailed) value is stated < 0.05. So Ha is accepted and H0 is rejected, meaning the hypothesis is accepted, it is concluded that there is a significant difference in mathematics learning outcomes between the experimental class and the control class. Therefore, it can be concluded that there is an influence of the model (Auditory, Intellectually, and Repetition) on the collaborative skills and mathematics learning outcomes of fourth-grade elementary school students.

One of the skills that must be possessed by students in the 21st century is collaborative ability. Collaborative skills are abilities possessed by individuals in the form of groups to exchange thoughts or ideas and work together to achieve the expected goals. Increasing collaborative skills in students has a positive impact, namely producing more knowledge than just completing work independently and students can exchange ideas to be able to solve problems encountered in the learning process obtained.The efforts made in this study by applying the problem based learning (PBL) learning model to be able to improve collaborative abilities and learning outcomes learners. The use of the PBL learning model can improve scientific attitudes and student learning outcomes. The PBL model can improve learning outcomes and students' communication skills. The problem-based learning model can assist teaching staff in undergoing the learning process because it can improve student learning outcomes. Based on the background that has been formulated, the purpose of conducting this research is to determine the effectiveness of the PBL model in improving collaborative abilities and student learning outcomes in class XI reproductive system material.

Low student collaboration skills are often found in learning activities at school. This will certainly impact the low level of student learning outcomes. This study aims to examine the effect of the Learning Cycle 7E model assisted by PhET Simulation on students' collaboration skills and physics learning outcomes. This research is a true experimental study using a posttest-only control group design. The population in this study was class X students of SMK Negeri 2 Jember, while the research sample was determined using the cluster random sampling technique. Data collection methods included observation, interviews, tests, and documentation. The data obtained were analyzed using a normality test, followed by statistical tests using the Independent Sample T-test for collaboration skills and the Mann Whitney U-Test for physics learning outcomes. The results showed that the analysis of collaboration skills data using the Independent Sample T-test obtained a Sig. (2-tailed) of 0.000 ≤ 0.05, indicating a significant difference between the experimental and control groups. Meanwhile, the analysis of physics learning outcomes using the Mann Whitney U-Test obtained a Sig. (2-tailed) of 0.000 ≤ 0.05, also indicating a significant difference. Therefore, it can be concluded that the application of the Learning Cycle 7E model assisted by PhET Simulation has a significant positive effect on improving students' collaboration skills and physics learning outcomes.

This study aims to develop collaborative skills and learning outcomes of junior high school students in grade VII tested using the Team Games Tournament (TGT) learning paradigm assisted by snakes and ladders media. This research is a quantitative research, using a quasi-experimental method with a nonequivalent control group design. All seventh-grade students enrolled in the 2024–2025 academic year at UNP Laboratory Development Junior High School became the study population. Sampling used a purposive sampling approach. Classes VII A and C each served as the control and experimental groups in this study. The instruments in the study were a collaborative skills questionnaire and a learning outcome test. Data were analysed descriptively quantitatively. From the results of the hypothesis test for the collaborative skills posttest in the self-assessment assessment, the t-count (2.21) was obtained > t-table (2.00). Meanwhile, in the peer assessment assessment, the t-count (2.19) was obtained > t-table (2.00). In addition, according to the results of the hypothesis test for the learning outcome posttest, it showed that t-count (2.13) > t-table (2.00), showing that the two groups, experimental and control, differed significantly from each other. The conclusion is that student learning outcomes and collaborative skills in science are positively influenced by the TGT model when the snakes and ladders game is used as an aid

The development of students' critical and collaborative thinking skills is essential, particularly in Indonesian language learning. To address this, a targeted learning model is needed. The Game-Oriented Problem-Based Learning and Engagement (GOPE) model has been proposed, but a needs analysis is required to assess its feasibility and integration into classroom settings. A descriptive survey method was employed to analyze teacher needs for the GOPE model in Indonesian language learning. Data were collected through questionnaires administered to Indonesian language teachers across various schools. The responses were analyzed using a descriptive quantitative approach to identify patterns and trends in teachers' perspectives. Findings revealed that teachers recognized the critical role of integrating problem-based learning and gaming elements to enhance student engagement and motivation. Most participants emphasized that such integration could significantly improve learning outcomes and foster students' critical and collaborative thinking skills. The data supported the hypothesis that the GOPE model could address these educational challenges effectively. The results suggest that the GOPE model has potential as an innovative tool in language learning. Its emphasis on combining problem-solving strategies with interactive gaming aligns with teachers’ views on effective pedagogical practices. Further research and development are recommended to optimize its application and assess its impact on students’ skills and learning achievements. This study highlights the need for innovative learning models in Indonesian language education. The GOPE model shows promise in enhancing critical and collaborative skills, suggesting a positive step toward improved educational practices.