Developing and Implementing the Sharing and Jumping Tasks Learning Designs on the Topic of Electrolyte and Non-electrolyte Solutions with Environmental Literacy to Foster Students’ Collaborative Skills

Abstract

The research, entitled Developing and Implementing the Sharing and Jumping Tasks Learning Designs on the Topic of Electrolyte and Non-electrolyte Solutions with Environmental Literacy to Grow Students' Collaborative Skills", aimed to develop sharing and jumping task learning designs and foster students' collaborative skills during learning through the implementation of the learning design. The needs of 21st- century learning, one of which is that students develop collaborative skills, motivated this research. According to field research, learning in schools has been concentrated on students but has not been successfully implemented, has not improved collaborative skills, and the material has not yet been supplied with environmental literacy. The qualitative method was applied in this study. The assessment sheets for the concept of electrolyte and nonelectrolyte solutions in textbooks and ebooks, interview guidelines, lesson plans utilized by teachers, and learning design validation sheets were used as instruments. The learning design yields results consisting of student situations/issues/problems, predictions of student responses, and anticipation/teacher assistance organized in three parts, namely introduction, core activity, and closing. The profile of collaborative skills that grow in the implementation of sharing tasks is indicators 1 and 2 with 100% each, and the jumping task is indicator 2 with 82.35%.