Developing 12th Grade Students' Collaborative Problem-Solving Competency Using Constructionism Theory on the Topic of Weather and Climate
Keywords:
Collaborative Problem-solving Competency, Constructionism Theory, Weather and ClimateAbstract
The purpose of this research was to develop the 12th grade students' collaborative problem-solving competency using constructionism theory on the topic of weather and climate. The participants were 29 12th grade students. The research instruments include the students’ self-assessment form of collaborative problem-solving competency and the lesson plans based on constructionism theory. Data analysis was conducted through finding frequency and mean scores. The study found that the learning activities based on constructionism theory can develop the students’ collaborative problem-solving competency in component 3, establishing and maintaining team organization, the most at 2.65 points component 2, taking appropriate action to solve the problem, and component 1, establishing and maintaining shared understanding , at 2.61 and 2.55 points respectively. Lesson Plan 3 has the highest average score of 2.85, followed by Lesson Plan 1, 2.54, and the least. Lesson Plan 2 has an average score of 2.42 out of a total of 3 points.
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