Does the Reading Concept Mapping Think Pair Share Model Improve Students' Collaboration Skills?

Abstract

Collaboration skills in students are about working together to complete tasks or projects and, building solid relationships, solving problems collectively, and creating better outcomes to achieve common goals. Collaboration skills can be cultivated by applying cooperative learning models, such as Reading Concept Mapping Think Pair Share (REMAP-TPS). This research aims to describe the effectiveness of the REMAP-TPS learning model on students' collaboration skills. This study was conducted at SMA Negeri 9 Malang, Lowokwaru, East Java, Indonesia, during the first semester of the academic year 2023/2024. It employed a quasi-experimental design with a non-equivalent pretest-posttest. The respondents were from classes X IPA 3 and X IPA 4, totaling 70 students. Data were collected through self-assessment and peer-assessment questionnaires and observation sheets to measure collaboration skills. The research findings indicate a significant difference in collaboration skills taught using REMAP-TPS compared to TPS, as evidenced by the p-value from the One-Way ANCOVA analysis being 0.00<0.05. There was a significant improvement in collaboration skills, reaching a percentage score of 76.72%. Based on these results, it is confirmed that using the REMAP-TPS learning model with the assistance of the Xmind application effectively enhances students' collaboration skills. This suggests that the REMAP-TPS learning model with the Xmind application can be considered a viable alternative to improve students' competency in collaboration skills. Optimizing time utilization, managing student activities, and enlisting observers who can assist in closer observation during the learning process are all factors to take into account while putting the REMAP-TPS model into practice.