Examining Students' Collaborative Skills in an Artificial Intelligence-Assisted Think-Pair-Share Cooperative Learning Model

Aditya Sita Dewi; Novaria Jannah; Ika Putri Rahayu; Annas Solihin; Hafiz Bin Idrus

doi:10.26740/jrpd.v12n1.p91-106

Authors

Aditya Sita Dewi Nahdlatul Ulama University of Sidoarjo
Novaria Jannah Nahdlatul Ulama University of Sidoarjo
Ika Putri Rahayu Nahdlatul Ulama University of Sidoarjo
Annas Solihin State University of Surabaya
Hafiz Bin Idrus University of Malaya

DOI:

https://doi.org/10.26740/jrpd.v12n1.p91-106

Keywords:

Artifical Intelligence, Think-Pair-Share, cooperative learning, collaborative skills, primary education

Abstract

Collaborative skills are central to primary education, and limited research has examined whether artificial intelligence (AI) support embedded in Think-Pair-Share (TPS) cooperative learning relates to these skills in primary school integrated natural and social science learning, so this study aimed to examine whether and how an AI-assisted TPS model is implemented and how it relates to students' collaborative skills. A quantitative approach with a causal-associative orientation was applied, using questionnaires, observation sheets completed by two observers, and documentation to capture teachers' and students' responses, teacher implementation, and six indicators of collaborative skills. Expert validation of the response questionnaires reached 94%, observation of teacher implementation reached 92.5% across the think, pair, and share stages, the mutual respect indicator reached 96%, and teachers and students reported positive responses. These descriptive findings indicate that the model was implemented in line with its syntax and was accompanied by high observed collaborative behavior, although the absence of a comparison group means that the findings require testing in experimental studies.

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