Datasets:

---

LLMDH

/

OpenScience

like 0

Follow

LLM - Digital Humanities 15

ERROR: type should be string, got "https://jurnal.uns.ac.id/jmme https://jurnal.uns.ac.id/jmme https://jurnal.uns.ac.id/jmme p-ISSN 2089-8878; e-ISSN 2715-8276 \nVol. 12, No. 02, December 2022 * Correspondence purposes, email: dewiisabella5@gmail.com * Correspondence purposes, email: dewiisabella5@gmail.com Abstrak: Pembelajaran jarak jauh adalah pembelajaran yang dilakukan secara terpisah antara \npeserta didik dengan pendidik, pembelajaran yang dilakukan didesain menggunakan alat \nkomunikasi atau media manajemen belajar untuk mendukung pembelajaran. Pada abad ke – 21 \nini terdapat kemampuan-kemampuan yang harus dikuasai oleh seseorang yang disebut \nKompetensi Abad 21 yang salah satunya adalah kemampuan kolaborasi. Tujuan dari penelitian \nini adalah mendeskripsikan aktivitas pembelajaran jarak jauh untuk membelajarkan kemampuan \nkolaborasi mahasiswa dan mendeskripsikan pengaruh aktivitas pembelajaran pada pembelajaran \njarak jauh dalam mengembangkan kemampuan kolaborasi. Jenis penelitian ini adalah deskriptif \nkualitatif dengan metode kajian literatur yang dilengkapi data lapangan. Hasil penelitian \nmenunjukkan ada beberapa hal yang perlu diperhatikan dalamn merancang aktivitas pembelajaran \njarak jauh untuk membelajarkan kemampuan kolaborasi mahasiswa, yaitu 1) membagi \nmahasiswa menjadi beberapa kelompok, 2) digunakan media yang mendukung mahasiswa untuk \nmemberikan tanggapan, gagasan, komentar dan sebagainya baik berupa forum video conference \nmaupun LMS, 3) instruksi tentang aktivitas umpan balik, dan 4) budaya yang dibangun dalam \naktivitas pembelajaran. Diperoleh juga indikator kemampuan kolaborasi yaitu 1) kerjasama dan \nsaling ketergantungan untuk mencapai tujuan bersama seperti kerjasama dalam kelompok, \nberdiskusi, berkontribusi aktif, dan fleksibel, 2) bertanggung jawab atas dasar belajar dan perilaku \nmasing-masing seperti bertanggung jawab dalam pekerjaan dan bekerja secara produktif, dan 3) \nterjadinya pelaksanaan suatu aktivitas kerja yang kohesif seperti dapat beradaptasi, \nberkomunikasi dengan baik, dan menghargai sesama. Selain itu, terdapat kelebihan dan \nkekurangan dari rancangan aktivitas pembelajaran jarak jauh ini. Accepted: July 01, 202x \nApproved: July 24, 2022 \nPublished: Dece\nDOI: 10.20961/jmme.v12i2.64421 \n(*)This study was presented at ICMME 2022 on 24-26 July 2022 \n[ 61 ] ANALYSIS OF DISTANCE LEARNING ACTIVITIES TO \nTEACH COLLABORATION ABILITY OF \nUNDERGRADUATE STUDENTS OF MATHEMATICS \nEDUCATION STUDY PROGRAM(*) Dewi Isabella Palma1*, Elina Nadiasari1 \n1Sanata Dharma University, Yogjakarta, Indonesia Kata kunci : Pembelajaran jarak jauh, Kompetensi abad 21, Kolaborasi Abstract: Distance learning is learning that is carried out separately between students and \neducators, the learning carried out is designed using communication tools or learning management \nmedia to support learning. In the 21st century, there are abilities that must be mastered by someone \ncalled 21st Century Competencies, one of which is the ability to collaborate. The purpose of this \nstudy is to describe distance learning activities to teach student collaboration skills and describe \nthe influence of learning activities on distance learning in developing collaboration skills. This \ntype of research is descriptive qualitative with a literature review method equipped with field data. The results showed that there are several things that need to be considered in designing distance \nlearning activities to teach students' collaboration skills, namely 1) dividing students into groups, Published: December 01, 2022 Accepted: July 01, 202x \nApproved: July 24, 2022 \nDOI: 10.20961/jmme.v12i2.64421 \n(*)This study was presented at ICMME 2022 on 24-26 July 2022 \n[ 61 ] 62 62 p-ISSN 2089-8878; e-ISSN 2715-8276 p-ISSN 2089-8878; e-ISSN 2715-8276 62 2) using media that supports students to provide responses, ideas, comments and so on in the form \nof video conference forums and LMS, 3) instructions on feedback activities, and 4) the culture \nbuilt in learning activities. Indicators of collaboration ability are also obtained, namely 1) \ncooperation and interdependence to achieve common goals such as cooperation in groups, \ndiscussion, active contribution, and flexibility, 2) being responsible for the basis of learning and \nbehavior of each such as being responsible for work and working productively, and 3) the \nimplementation of a cohesive work activity such as being able to adapt, communicate well, and \nrespect for others. In addition, there are advantages and disadvantages of this design of distance \nlearning activities. Keywords: Distance Learning, 21st Century Competencies, Collaboration INTRODUCTION Distance learning is an institution-based formal education where study groups are separated and \ninteractive telecommunications systems are used to connect learners, resources and instructors \n(Simonson et al., 2019). According to Abidin (Abidin et al., 2020), distance learning is a learner who is \nplanned in another place or outside his place of teaching and when the learning process does not occur \nface-to-face directly between the teacher and learner, so that learning emphasizes independent learning \nand uses special techniques in designing materials and special methodologies for communication \nthrough media such as computers, telephones, television and so on. Then, according to Law No. 20 of \n2003 concerning the National Education System Article 1 (Yuangga & Sunarsi, 2020) states that distance \neducation is an education whose students are separated from educators and learning is carried out using \nvarious learning resources through telecommunications, information and other media. Based on some of \nthe opinions above, it can be concluded that distance learning is learning that is carried out separately \nbetween students and educators (not face-to-face in person), where learning is carried out independently \nby students and the learning carried out is designed using communication tools or learning management \nmedia such as Whatsapp, Zoom, Moodle, and so on to support learning both synchronously and \nasynchronously. Based on this, the concept of distance learning has begun to be developed before the \nCOVID-19 pandemic which began at the tertiary level. This is stated in Law No. 12 of 2012 with the \naim of providing Higher Education services to groups of people who cannot attend regular face-to-face \neducation and expanding access and facilitating Higher Education and learning services. On the other hand, along with the times, in the 21st century there are competencies that must be \nmastered by students from an early age. P21 (Partnership for 21st Century Learning) develops a learning \nframework in the 21st century that requires students to have skills, knowledge and abilities in the fields \nof technology, media and information, learning skills and innovation as well as life and career skills \n(Wijaya et al., 2016). Within the framework, there are four abilities commonly referred to as 21st century Vol. 12, No. 02, December 2022 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… \n \n63 63 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… 63 competencies, which students must master in learning, namely critical thinking, communication, \ncollaboration, and creativity. INTRODUCTION Triling and Fadel (Wijaya et al., 2016)describe that critical thinking and \novercoming problems are students able to use reason for various situations, use system thinking methods, \nmake decisions and overcome problems; communication and collaboration, namely students are able to \ncommunicate clearly and collaborate with other group members; creativity and innovation, namely \nstudents are able to think creatively, work creatively and create new innovations. Even though distance \nlearning is growing and exists at every level of education, educators still have to make sure students \nmaster these four abilities. The importance of mastering and developing these four abilities, so that \nstudents can become superior and qualified human beings. One of the important 21st century competencies is collaboration. P21 (Roekel, 2010) defines \ncollaboration as the ability to work effectively and respectfully with diverse teams, exercise flexibility \nand willingness to assist in making the necessary compromises to achieve common goals, and \nresponsibility for joint work and respect for the individual contributions made by each member of the \ngroup. Roekel (2010) explains that collaboration is important because a large group of diverse \nindividuals will produce better estimates and collaboration can create knowledge for many people. Based \non this, learning that supports collaboration will have a good impact on student learning, because through \ncollaboration, students will get a variety of knowledge from the results of collaboration. There are several \nstudies that examine the application of collaborative learning models to distance learning. In a study \nconducted by Farah (Fauziah, 2021) found that collaborative learning carried out in the experimental \ngroup was in the category of quite effective, namely 63.7%. Then research conducted by Thompson and \nKu (Thompson & Ku, 2006), found that there was ineffective communication, conflicts between group \nmembers, and negative attitudes that posed challenges in collaborating online, but more collaborative \ngroups produced better quality projects and had a more positive attitude towards online learning. Based \non this, it can be seen that collaboration is a challenge in distance learning. Based on the importance of the current ability of collaboration and development of distance \nlearning, this study will discuss distance learning activities to teach student collaboration skills and \ndescribe the influence of learning activities on distance learning in developing collaboration skills. JMME Halaman 61-71 RESEARCH METHOD This research is a type of qualitative descriptive research. Qualitative descriptive is a type of \nresearch that gives an idea of an object that is observed on the basis of qualitatively visible facts as they \nare. The main source of data in the study is words. In addition, the source of this research data is the \nresult of a literature review supported by interviews with lecturers and surveys with students of the JMME Halaman 61-71 64 \n \n \nMathematics Education Study Program, one of the private universities in Yogyakarta who are the \nsubjects of this study. p-ISSN 2089-8878; e-ISSN 2715-8276 64 p-ISSN 2089-8878; e-ISSN 2715-8276 Mathematics Education Study Program, one of the private universities in Yogyakarta who are the \nsubjects of this study. Mathematics Education Study Program, one of the private universities in Yogyakarta who are the \nsubjects of this study. The data collection methods in this study are literature review, direct interview methods and \nsurvey methods. Interviews were conducted to explore information related to distance learning activities \nto improve student collaboration skills. Then a survey was conducted to collect information from \nstudents regarding the response and effects of distance learning activities to improve student \ncollaboration skills. The instruments used in this study are interview guidelines and questionnaires where \nthe instruments have been declared valid by validators. RESULTS AND DISCUSSION According to (Simonson et al., 2015) there are four characteristics of distance learning. First, \ndistance learning is carried out by accredited institutions equivalent to institutions that offer traditional \nface-to-face learning and not independent learning or learning in a nonacademic learning environment. Secondly, learners and teachers are separated geographically and perhaps even time so accessibility and \nconvenience are essential in distance learning. Third, interactive telecommunications connects students \nwith each other and also connects students with teachers. Whatever the medium, interaction is also very \nimportant in distance learning as learning in general, the relationship between students and teachers no \nlonger depends on the physical but on the sophistication of communication technology. Fourth, like other \neducation, distance learning also creates a learning community consisting of students, teachers, and \nlearning resources such as books, modules, videos, and others. Garrison and Shale (Simonson et al., \n2015) stated the criteria in determining the characteristics of the distance learning process. First, distance \nlearning implicitly suggests that the educational communication created between teachers and students \ndoes not occur in physical proximity. Second, distance learning should involve two-way communication \nbetween teachers and students in order to support and facilitate the learning process. Third, distance \nlearning uses media to mediate the need for two-way communication. In teaching collaboration skills, it is necessary to design the right activities. according to \n(Nurhayati et al., 2019) learning is carried out in groups with the aim of training cooperation between \nstudents in solving a problem. In addition, collaboration skills according to (Zubaidah, 2018)include \ngiving and receiving feedback from colleagues or fellow group members to perform the same task, so in \ndesigning learning activities it is necessary to facilitate students to provide feedback to fellow friends, \nespecially group members. Media is also needed in teaching collaboration skills in distance learning, \nthis is in accordance with the characteristics of Distance Learning according to (Simonson et al., 2015) \nabove. Vol. 12, No. 02, December 2022 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… \n \n65 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… Dewi Isabella Palma and Eliana Putri, Analysis of Learning… 65 Indicators of collaboration ability according to Suryani (Sunardi et al., 2017) are 1) each member \nworks together to achieve common goals and interdependence, 2) individuals are responsible for each \nother's learning and behavior, 3) Classes or groups are encouraged towards the implementation of \ncohesive group work activities. RESULTS AND DISCUSSION In addition, Trilling and Fadel (Mariamah et al., n.d.), there are five \nindicators of collaboration ability, namely cooperation in groups, adjusting to group friends, being \nresponsible for group work, discussing in making decisions, and communicating well in groups. . Then \nGreenstein (Hidayat et al., 2021) also revealed that the indicators that indicate the ability of collaboration \nare to actively contribute, work productively, show flexibility and compromise, show responsibility and \nshow respect. Based on these three opinions, it can be concluded that the indicators of collaboration \nability are 1) Cooperation and interdependence to achieve common goals such as cooperation in groups, \ndiscussion, active contribution, and flexibility, 2) being responsible for each other's learning and \nbehaviors such as being responsible for work and working productively, and 3) implementing cohesive \nwork activities such as being able to adapt, communicate well, and value others. To support a literature review of distance learning activities in teaching collaboration skills, we \nanalyzed distance learning activities designed by lecturers and their impact on students' collaboration \nability based on indicators of collaboration ability. Based on the results of interviews with lecturers at \none of the private universities, it was found that learning activities designed online require collaboration \nskills from students to carry out some learning activities or assignments given. The learning media used \ndepends on the type of activity and task being designed. For example, each small group provided a forum \non ZOOM such as a breakout room to facilitate student discussions. In addition, you can use the Learning \nManagement System (LMS) to provide a place for students to share work, share ideas, comments, \ncriticisms and suggestions with each other as well as a place to collect assignments. The encouragement \nof cooperation between students in groups leads students to use media that help collaboration such as \ngoogle documents that can be accessed simultaneously. Then, the learning activities that are designed \nrequire some attention so that the learning activities can run well. First, the activities carried out are to \ndivide students into small groups and it is also offered that in each small group there is a group leader to \norganize activities and tasks in the group to solve problems or projects. Furthermore there is an emphasis \ngiven to students verbally that the contribution between students is equal or evenly distributed. Then the \nsecond is peer-to-peer feedback activity. RESULTS AND DISCUSSION This feedback activity facilitates students to be able to convey \nideas, correct, observe, make comments, and assess fellow students. Research conducted by Ching & \nHsu (Purwadi, 2020) revealed that peer feedback has a positive impact on student learning and can \nincrease active participation in distance learning because of the freedom to express ideas and ideas they \nhave. Purwadi (2020) found that accustoming students to dare to think critically can develop cognitive JMME Halaman 61-71 66 p-ISSN 2089-8878; e-ISSN 2715-8276 66 skills to be able to think at a higher level. From these two explicit instructions for collaborating, it slowly \ndisappears so that students do not rely on instructions from lecturers. The culture applied in distance \nlearning is to support the development of collaboration, that is, a culture of learning and a culture of \nmutual respect. skills to be able to think at a higher level. From these two explicit instructions for collaborating, it slowly \ndisappears so that students do not rely on instructions from lecturers. The culture applied in distance \nlearning is to support the development of collaboration, that is, a culture of learning and a culture of \nmutual respect. 1. A learning culture is a learning culture that invites feedback givers to realize that the results \nare still learning outcomes. Likewise, for recipients of input, they are invited to realize that \nthe comments, values, suggestions or criticisms given are the result of learning from judging \nor correcting things that are lacking. 2. A culture of mutual respect is a culture of respect that invites feedback givers to realize that \nthe work done requires a long process and requires thought, time and effort. Similarly, the \nrecipient of the feedback is invited to realize that the comments, values, suggestions and \ncriticisms given are the efforts of the feedback giver to correct, observe, comment and assess \nthe shortcomings contained in his work. In addition to the learning activities carried out, the interview also explained the assessment \ncarried out by the lecturer in assessing learning activities that require cooperation. First, the assessment \nof contributions between peers. This assessment is delivered at the beginning of the lesson with the aim \nthat students are motivated to contribute well in each group. This assessment contains a range of scores \n(1 to 5) to rate each friend in a group. RESULTS AND DISCUSSION In the interview it was also mentioned that there are collaborative activities that are easier to do \nonline than offline. For example, when students present their answers online, it will be easier because \nstudents can directly share their answers through the screen sharing feature. In terms of time, sharing \nanswers is more efficient online than offline. In this activity, it was also found that one of the learning \nactivities that can be done offline and online is the presentation of student answers. Then, there are \nlearning activities that cannot be done online, but can be done offline, which is to monitor the \ncontribution of each student in a small group. Not all students can contribute for reasons that are often \ngiven by students with signal constraints, lecturers cannot be sure of the truth of these reasons. What \nlecturers can do is observe the consistency of student reasons. On the other hand, offline monitoring can \nbe easily done as it is enough to go around visiting each group and checking the answers. if the same or \nsimilar errors are found in each group, the lecturer can easily give a classical explanation for the mistakes \nmade. Furthermore, to find out the effectiveness of the lecture activities designed, a questionnaire was \ndistributed to students who took courses taught by the lecturer. There were 34 students who were \nrespondents. From the common questions regarding online learning that students do, several things were \nfound. The most widely used media is WhatsApp which is 94.1% and after that uses Moodle with 64.7% \nstatement; some of the other media students mentioned were zoom, google classroom, and desmos. In \naccessing online lectures, as many as 94.1% of students stated that they used laptops, all students stated \nthat they also accessed online lectures using mobile phones. And in accessing online lectures, 11.4% of \nstudents stated that they experienced difficulties due to network constraints. In lectures, students are \ndivided into groups which usually consist of 2-5 students. In large groups sometimes consist of 6-8 \nstudents. Students also stated that after being divided into groups, the lecturer will visit each group. Some of the difficulties experienced by students, the first is difficulty in communicating, this is \ncharacterized by the presence of group friends who are passive or do not respond when group discussions \nare running either via Whatsapp or via zoom. RESULTS AND DISCUSSION For example, in one group there are three students A, B, and C, \nthen A will assess B and C, as well as students B and C. Through this kind of assessment, it will be seen \nhow much contribution each student has in each group. Although there are some cases where students \nare reported to lecturers for not making any contribution to the group. The effort that can be made by \nthe lecturer is to ask the student directly concerned about the reason for not making any contribution in \nthe group and this is a consideration for the lecturer to the members of the group concerned. Second, \nassessment in the form of frequency in classical discussions. At the beginning of learning, lecturers will \nprovide multiple-choice questions that are conceptual and tricky. This trap question is given so that \nstudents do not lean towards one of the correct answers. So that several groups of students are formed \nwho answer different questions. Then the activity carried out is that the lecturer asks one of the student's \nanswer representatives to give an idea, then other students who have different answers are welcome to \nrespond or comment on the answer. Activities like this assess the frequency of student participation in a \ngiven activity. Third, the assessment of the analysis of social networks. Social network analysis is a way \nof assessing activities by visualizing the interactions that occur, for example student A comments on \nstudent B, student B comments on student C, this interaction gets a link or network. If this is visualized \nto all students, a picture will be obtained in the form of webs that visualize the relationship. Through this Vol. 12, No. 02, December 2022 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… 67 visualization, you will see a circle that represents a student, the larger the circle, the student is the most \nactive student. The results of this analysis are also presented and explained to students which ones give \nthe most responses, receive responses and so on. This will give an indication that it is the student who \ngets the most responses, so that the topic or discussion given attracts the attention of the student. As for \nstudents who responded a lot, it was indicated that the student was active in discussion activities. RESULTS AND DISCUSSION Second, students experience difficulties in the internet \nnetwork which is sometimes constrained. Third, students sometimes find it more difficult to understand \nthe material being studied so that they have difficulty in finding solutions in groups. Some students also \nfeel that when studying offline, students can be more free to chat and joke and can coordinate in groups JMME Halaman 61-71 p-ISSN 2089-8878; e-ISSN 2715-8276 68 better. However, most students also stated that the advantage of online lectures is that online lectures are \nmore effective in terms of time and place. Students feel that online lectures become less tense and dare \nto express ideas in class. Students also state that they can learn new technologies through online lectures. In addition, online lectures are considered effective because they require students to be active, activities \nin online lectures are also considered to still make it easier for students to discuss, students can study in \ngroups or through other groups. The specific questions are based on the three indicators of collaboration capabilities used. The \nresults obtained show that all three indicators of collaboration ability are met. The first indicators are \ncooperation and interdependence to achieve common goals such as cooperation in groups; Discuss; \nactively contribute; and flexibility is met, this is shown from the percentage of students' ability to work \ntogether and express opinions in groups is 100%, but 8.8% of students stated that they did not work in \ngroups and felt that they could only work with a few groups. member. In decision making, all students \nstated that decisions are taken jointly and not unilaterally with a 100% percentage of answers. The second \nindicator is responsibility on the basis of learning and behavior of each such as being responsible for \nworking and working productively. All students stated offering to divide assignments into groups with \na 100% statement percentage, but 5.2% of students said they did not work on assigned assignments in \ngroups. However, most students work on assignments that have been shared in groups. In presenting \nideas in groups, most students stated that they conveyed the idea of completing the task, which was \n97.1%. The third indicator is the implementation of cohesive work activities such as being able to adapt, \ncommunicate well, and respect others. The fulfillment of these indicators is shown by the results of the \nquestionnaire which states that all students state that they accept every opinion submitted. RESULTS AND DISCUSSION All students \nalso stated that they could accept and appreciate the work of each group member. Most students also felt \nadaptable to group members although 5.9% of students stated they were unable to adapt. Based on the above results, it was found that distance learning can develop student collaboration \nskills. Distance learning activities should be designed by requiring cooperation from students, namely \n1) dividing students into groups either through direct instruction delivered or formed from the given \nanswer choices, 2) using media that supports students to provide responses, ideas, comments and so on. both in the form of video conference forums and LMS, 3) instructions for feedback activities, and 4) \nculture built in learning activities such as learning culture and mutual respect culture. It was also \nconveyed by students that they were divided into groups with members between 2-5 people for small \ngroups or 6-8 people for large groups, and in lectures adequate technology was used to support learning \nactivities such as using Whatsapp, Moodle, Google classes, and Desmos. Vol. 12, No. 02, December 2022 69 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… 69 The assessment of cooperation that can be carried out also depends on the activities or tasks given, \nnamely the assessment of contributions between colleagues, the assessment of the frequency of classical \ndiscussions, and the assessment of social network analysis. In assessing the contribution of peers, it can \nhelp lecturers to know that there are unbalanced student contributions. This is also conveyed by students, \nthat students experience some communication problems because there are group members who are \npassive or do not respond when discussing. The opinion of this student is in accordance with what is \nconveyed by the lecturer regarding peer assessment related to the contribution of his group of friends. Advantages and disadvantages of distance learning activities that require cooperation in learning \nactivities and assignments. The advantage of this activity is the efficiency of learning time. If learning \nactivities can run well, learning time will be more efficient than offline. the shortcomings experienced \nare aspects of supervision of the contributions of students in the group. According to the results of \nlecturer interviews and student questionnaires, it was found that signal problems are one of the most \nfrequently conveyed reasons and it is difficult to ascertain the truth. This causes the contribution of \nstudents to be uneven. RESULTS AND DISCUSSION It is also conveyed by students that they are experiencing internet network \ndifficulties. JMME Halaman 61-71 CONCLUSIONS AND SUGGESTIONS Based on the results and discussion above, it can be concluded that there are several things that \nneed to be considered in designing learning activities to teach student collaboration skills, namely 1) \ndividing students into groups either through instructions directly delivered or formed from the selection \nof answers given, 2) media that supports students to provide responses, ideas, comments and so on both \nin the form of video conference forums and so on. LMS, 3) instruction on feedback activities, and 4) \ncultures built into learning activities such as culture of learning and culture of mutual respect. These four \nthings are found to be able to help teach students collaborative abilities as measured by three indicators, \nnamely, 1) cooperation and interdependence to achieve common goals such as cooperation in groups, \ndiscussion, active contribution, and flexibility, 2) being responsible for the basis of learning and behavior \nof each such as being responsible for work and working productively, and 3) the implementation of a \ncohesive work activity as can adapt, communicate well, and value others. In addition, the assessment \nthat can be done depends on the activity or task given, some assessments that can be given are the \nassessment of contributions between peers, an assessment in the form of frequency in classical \ndiscussions, and an assessment of social network analysis. The effectiveness of learning activities to teach student collaboration skills can be seen from the \nadvantages and disadvantages shown. The advantage of this learning activity is that the time and place JMME Halaman 61-71 70 p-ISSN 2089-8878; e-ISSN 2715-8276 of learning becomes more efficient. The disadvantage of this activity is the lack of supervision aspects \nthat lecturers can carry out regarding the correctness of the reasons for network constraints. ACKNOWLEDGMENTS The researcher would like to thank all parties who helped carry out research activities. This \ngratitude is addressed to the research subject who volunteered to be the subject of this study, Dr. M. Andy Rudhito, S.Pd who has provided guidance in conducting this research and Sanata Dharma \nUniversity who has contributed to the researcher. Zubaidah, S. (2018). Mengenal 4C: Learning and Innovation Skills untuk Menghadapi Era Revolusi 4.0. \n2nd Science Education National Conference, 13(April), 1–18. JMME Halaman 61-71 REFERENCES Abidin, Z., Hudaya, A., & Anjani, D. (2020). Efektivitas Pembelajaran Jarak Jauh Pada Masa Pandemi \nCovid-19. Research \nand \nDevelopment \nJournal \nof \nEducation, \n1(1), \n131. https://doi.org/10.30998/rdje.v1i1.7659 Fauziah, F. (2021). Implementasi Pembelajaran Kolaboratif Menggunakan Breakout Room Zoom \nMeeting Pada Pembelajaran Jarak Jauh. Edutech : Jurnal Inovasi Pendidikan Berbantuan \nTeknologi, 1. https://doi.org/https://doi.org/10.51878/edutech.v1i3.683 Hidayat, A. K., Yulianti, D., & Herpratiwi. (2021). Penggunaan Google Sites Dalam Membangun \nKolaborasi Pada Materi Korosi Ditinjau Dari Kemandirian Belajar Siswa. Jurnal Edukasi \nMatematika Dan Sains), 9(2), 440–451. https://doi.org/10.25273/jems.v9i2.10997 Mariamah, S., Bachtiar, M. Y., Pgpaud, P. P. G., & Makassar, U. N. (n.d.). Penerapan Project Based \nLearning Untuk Meningkatkan Kemampuan Kolaborasi Anak Usia Dini. 125–130. Nurhayati, D. I., Yulianti, D., & Mindyarto, B. N. (2019). Bahan Ajar Berbasis Problem Based Learning \npada Materi Gerak Lurus untuk Meningkatkan Kemampuan Komunikasi dan Kolaborasi Siswa. Unnes Physics Education Journal, 8(2), 218. Purwadi, I. M. A. (2020). Pengaruh Pemberian Umpan Balik Dari Teman Sejawat Terhadap \nKemampuan Kemampuan Berpikir Kritis Dan Komunikasi Matematis Siswa Smp Laboratorium \nUndiksha \nSingaraja. Jurnal \nPendidikan \nMatematika \nUndiksha, \n11(1), \n63–72. https://ejournal.undiksha.ac.id/index.php/JJPM/article/view/24382 Roekel, D. Van. (2010). Preparing 21st Century Students for a Global Society: An Educator’s Guide to \nthe \n“Four \nCs.” \nNational \nEducation \nAssociation. https://www.nea.org/professional-\nexcellence/student-engagement/tools-tips/being-21st-century-educator Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and Learning at a Distance (Sixth Edition). Information Age Publishing, Inc. Simonson, M., Smaldino, S., & Zvacek, S. (2019). Teaching and Learning at a Distance: Foundations of \nDistance Education (7th ed.). Information Age Publishing. Vol. 12, No. 02, December 2022 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… \n71 Dewi Isabella Palma and Eliana Putri, Analysis of Learning… 71 Sunardi, Kurniati, D., Sugiarti, T., Yudianto, E., & Nurmaharani, R. (2017). Pengembangan Indikator \n4c’s Yang Selaras Dengan Kurikulum 2013 Pada Mata Pelajaran Matematika Sma/Ma Kelas X \nSemester 1. Jurnal Ilmiah AdMathEdu, 7. Thompson, L., & Ku, H.-Y. (2006). A Case Study Of Online Collaborative Learning. Quarterly Review \nof Distance Education, 7(4). Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016). Transformasi Pendidikan Abad 21 Sebagai Tuntutan \nPengembangan Sumber Daya Manusia di era Global. Jurnal Pendidikan, 1, 263–278. Yuangga, K. D., & Sunarsi, D. (2020). Pengembangan Media Dan Strategi Pembelajaran Untuk \nMengatasi Permasalahan Pembelajaran Jarak Jauh Di Pandemi Covid- 19. Jurnal Guru Kita, 4(3), \n51–58. Zubaidah, S. (2018). Mengenal 4C: Learning and Innovation Skills untuk Menghadapi Era Revolusi 4.0. 2nd Science Education National Conference, 13(April), 1–18. JMME Halaman 61-71"