Development of Sharing and Jumping Task Lesson Design on the Topic of Balancing Chemical Equations to Identify Student’s Collaborative Skills

Abstract

Many students have difficulty studying balancing chemical equations due to the lack of collaborative skills, which are supported through the content of the 21st-century theme, environmental literacy. This research aims to obtain lesson design, receive information about implementation results, and the profile of collaborative skills that grow in students through the implementation of sharing and jumping tasks on the topic of balancing chemical equations. The method used in this research is a descriptive qualitative using didactical design research (DDR) conducted on 10th-grade high school students in Cimahi, Indonesia. The data were collected using observation and documentation study. The lessons recorded using cameras and audio tapes were transcribed and analysed using the transcripted-based lesson analysis (TBLA). The data were transformed into graphs. The developed sharing and jumping task lesson design comprise student issues/problems, predictions of student responses, and teacher anticipation/assistance. Overall, the results show that seven indicators were identified during the learning process. Indicator being able to work together to solve problems was the most often identified during learning, while sharing tasks of fellow group members well was the lowest recognized indicator.