Development and Implementation of Sharing and Jumping Task Learning Designs on the Topic of Salt Hydrolysis Using Natural Materials Indiactors to Develop Students’ Collaborative Skills

Abstract

The study, titled "Development and Implementation of Sharing and Jumping Task Learning Designs on the Topic of Salt Hydrolysis Using Natural Materials Indicators to Develop Students’ Collaborative Skills," aimed to obtain an overview of the learning designs implementation and profiles of collaborative skills that grow based on the learning design of sharing and jumping tasks on the salt hydrolysis topic using natural ingredients indicators. The challenges of 21st-century talents, one of which is collaboration skills, motivated this research. Learning in schools remains teacher-centered, has not improved collaborative abilities, and material delivery is not contextual with everyday life, technology, and green chemistry/ESD. The method employed in this study was qualitative, involving transcript analysis and Student Worksheets (LKPD). The salt hydrolysis concept study sheet in textbooks and ebooks, the Lesson Plan (RPP) study sheet and teaching materials used by the teacher, interview guidelines, learning design validation sheets, LKPD analysis sheets, and data collection on learning through audio and video recordings, and modified learning observations in transcript form were the instruments used. According to the findings of this study, the learning design, which included student problems, predicted student responses, and anticipation/teacher support was created in three stages: introductory, core, and closing activities. The application of the learning design demonstrates that learning is student-centered. The profile of students' collaborative skills that increase in the implementation of learning designs that appear most frequently in sharing tasks 1, 2, and 3 is indicator 2, on sharing task 4 is indicator 1, on sharing task 5 is indicator 1, and indicator 3, and on the jumping task is indicator 2.