Optimizing Collaboration and Communication Skills of Pre-Service Biology Teachers Based on Cognitive Styles through Scientific Paper Tasks

Year 2024, Volume: 11 Issue: 6, 262 - 279, 01.11.2024

Imas Cintamulya , Iin Murtini , Warli Warli

https://doi.org/10.17275/per.24.89.11.6

Abstract

Collaboration and communication have become essential skills in biology learning today. This research aims to describe pre-service biology teacher students' collaboration and communication skills based on reflective and impulsive cognitive styles through scientific paper tasks. This research is designated employing exploratory research using quantitative and qualitative paradigms. The subjects were five reflective and five impulsive students. This study used a familiar figure-matching test to assess cognitive style and an observation sheet to evaluate collaboration and communication skills. The results reveal that impulsive students with high collaboration skills are more than 50%, while reflective students with high collaboration skills are less than 50%. Reflective and impulsive students show distinct strengths in various indicators of communication skills. This research concludes that impulsive students' collaboration skills are superior to those of reflective students. Based on the communication skills indicators, impulsive and reflective students each have different advantages in communication skills. The results have implications for improving the quality of pre-service biology teacher graduates. Pre-service biology teacher students who can write scientific papers will have their 21st-century skills trained. The 21st-century skills trained in writing scientific papers include collaboration and communication, critical thinking, creativity, and digital and information literacy. These 21st-century skills are essential for individuals, including teachers, to face complex problems in the global era.

Keywords

collaboration skills, communication skills, impulsive, reflective, scientific paper

Ethical Statement

There are no ethical issues and no competing interests in this manuscript

Supporting Institution

University of PGRI Ronggolawe and University of Nusantara PGRI Kediri

Project Number

183/E5/PG.02.00.PL/2023 and 046/SP2H/PT/LL.7/2023, dated 19 June 2023.

Thanks

We thank The Ministry of Education, Culture, Research and Technology and the Directorate of Research, Technology, and Community Service (DRTPM) for providing a Regular Fundamental Research grant

References

• Agustina, T. W., Sholikha, M., Mas’ud, A., & Pangsuma, N. S. (2022). Performance assessment to measure creativity through STREAM approach. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(2), 194–204. Retrieved from https://bitly.ws/XHwu
• Al Fatihah, A., Yennita, Y., & Futra, D. (2022). Students’ written communication skills in science learning. Journal of Innovation in Educational and Cultural Research, 3(4), 564–572. https://doi.org/10.46843/jiecr.v3i4.292
• Alsmadi, M., Tabieh, A. A. S., Alsaifi, R. M., & Al-Nawaiseh, S. J. (2023). The effect of the collaborative discussion strategy think-pair-share on developing students’ skills in solving engineering mathematical problems. European Journal of Educational Research, 12(2), 1123–1135. https://doi.org/10.12973/eu-jer.12.2.1123
• Andalia, N., Ridhwan, M., Roslina, R., Afni, N., & Burhanuddin, A. G. (2019). Implementation of inquiry method on students’ critical thinking ability in the concept of structure and function of plant networks. International Journal for Educational and Vocational Studies, 1(4), 373–378. https://doi.org/10.29103/ijevs.v1i4.1784
• Anderson, R. C., Guerreiro, M., & Smith, J. (2016). Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy. Journal of Multidisciplinary Evaluation, 12(27), 44–57. https://doi.org/10.56645/jmde.v12i27.449
• Asha, L., Hamengkubuwono, H., Ruly Morganna, R., Warsah, I., & Alfarabi, A. (2022). Teacher collaborative metacognitive feedback as the application of teacher leadership concept to scaffold educational management students’ metacognition. European Journal of Educational Research, 11(2), 981–993. https://doi.org/10.12973/eu-jer.11.2.981
• Aslan, A. (2021). Problem-based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education, 171, Article 104237. https://doi.org/10.1016/j.compedu.2021.104237
• Bagheri Masoudzade, A., & Fatehi Rad, N. (2021). Cognitive styles and sub-skills: a study on the relationship between reflectivity/impulsivity dimension and vocabulary/grammar development among EFL learners. Curriculum Research, 2(4), 1–10. Retrieved from https://bitly.ws/XHIL
• Bandono, A., Mukhlis, M., Susilo, A. K., Prabowo, A. R., & Maksum, A. (2023). Collaborative learning in higher education in the fourth industrial revolution: A systematic literature review and future research. International Journal of Learning, Teaching and Educational Research, 22(10), 209–230. https://doi.org/https://doi.org/10.26803/ijlter.22.10.12
• Baran, M., Baran, M., Karakoyun, F., & Maskan, A. (2021). The influence of project-based STEM (PjbL-STEM) applications on the development of 21st century skills. Journal of Turkish Science Education, 18(4), 798–815. Retrieved from https://bitly.cx/Q6Ro
• Cahyono, B., Kartono, Waluyo, B., & Mulyono. (2019). Analysis critical thinking skills in solving problems algebra in terms of cognitive style and gender. Journal of Physics: Conference Series, 1321, Article 022115. IOP Publishing. https://doi.org/10.1088/1742-6596/1321/2/022115
• Chen, C. (2021). A study on the relationship between reflective-impulsive cognitive styles and oral proficiency of efl learners. Theory and Practice in Language Studies, 11(7), 836–841. https://doi.org/10.17507/tpls.1107.10
• Cheval, B., Sarrazin, P., Isoard-Gautheur, S., Radel, R., & Friese, M. (2016). How impulsivity shapes the interplay of impulsive and reflective processes involved in objective physical activity. Personality and Individual Differences, 96, 132–137. https://doi.org/10.1016/j.paid.2016.02.067
• Cintamulya, I, Warli, W., & Mawartiningsih, L. (2019). Critical thinking ability after project-based learning: a comparative study on students who have different cognitive styles. Journal of Physics: Conference Series, 1422, Article 12039. IOP Publishing. https://doi.org/10.1088/1742-6596/1422/1/012039
• Dafrita, I. E., & Nawawi, N. (2022). The influence of inquiry models with a STEM approach on critical thinking ability in low-level plant structure courses. Edunesia: Jurnal Ilmiah Pendidikan, 3(3), 240–251. https://doi.org/10.51276/edu.v3i3.273
• de Casterlé, B. D., Gastmans, C., Bryon, E., & Denier, Y. (2012). QUAGOL: A guide for qualitative data analysis. International Journal of Nursing Studies, 49(3), 360–371. https://doi.org/10.1016/j.ijnurstu.2011.09.012
• Dewi, C. C. A., Erna, M., Haris, I., & Kundera, I. N. (2021). The effect of contextual collaborative learning based ethnoscience to increase student’s scientific literacy ability. Journal of Turkish Science Education, 18(3), 525–541. Retrieved from https://bitly.cx/7jN6
• Ecarnot, F., Seronde, M.-F., Chopard, R., Schiele, F., & Meneveau, N. (2015). Writing a scientific article: A step-by-step guide for beginners. European Geriatric Medicine, 6(6), 573–579. https://doi.org/10.1016/j.eurger.2015.08.005
• Eshuis, E. H., Ter Vrugte, J., Anjewierden, A., Bollen, L., Sikken, J., & De Jong, T. (2019). Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection. International Journal of Computer-Supported Collaborative Learning, 14, 53–76. https://doi.org/10.1007/s11412-019-09296-0
• Fajaryati, N., Budiyono, Akhyar, M., & Wiranto. (2020). The employability skills needed to face the demands of work in the future: Systematic literature reviews. Open Engineering, 10(1), 595–603. https://doi.org/10.1515/eng-2020-0072
• Fitriyani, H., Setyawan, F., Hendroanto, A., & Istihapsari, V. (2021). Describing student’s mathematical power: Do cognitive styles make any difference. Bulletin of Applied Mathematics and Mathematics Education, 1(1), 39–46. https://doi.org/10.12928/bamme.v1i1.3856
• Gertrude, K. (2015). Maximizing the effects of collaborative learning through ICT. Procedia-Social and Behavioral Sciences, 176, 1005–1011. https://doi.org/10.1016/j.sbspro.2015.01.571
• Hidayanto, E., Permadi, H., & Lestari, W. I. (2022). Thinking process of reflective impulsive cognitive style’s student to solving the mathematics problems. AIP Conference Proceedings, 2633, Article 030039. AIP Publishing. https://doi.org/10.1063/5.0102188
• Hidayat, R. Y., Hendayana, S., Supriatna, A., & Setiaji, B. (2020). Identification of student’s collaborative skills through learning sharing and jumping task on the topic of redox reactions. Journal of Physics: Conference Series, 1521, Article 42056. IOP Publishing. https://doi.org/10.1088/1742-6596/1521/4/042056
• Hidayati, A. N., & Kurniasari, I. (2021). Students’ mathematical connection processes in problem posing based on reflective-impulsive cognitive style. Jurnal Ilmiah Pendidikan Matematika Volume, 10(3), 458–469. https://doi.org/10.26740/mathedunesa.v10n3.p458-469
• Kustiani, H., Zaini, M., & Mulyadi, M. (2020). Critical thinking skills of high school students in biology learning on the concept of structure and function of plant tissues. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 2(1), 20–25. https://doi.org/10.20527/bino.v2i1.7888
• Lupión-Cobos, T., Girón-Gambero, J., & García-Ruiz, C. (2022). Building STEM inquiry-based teaching proposal through collaborations between schools and research centres: students’ and teachers’ perceptions. European Journal of Educational Research, 11(2), 899–915. https://doi.org/10.12973/eu-jer.11.2.899
• Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9–20. https://doi.org/10.17509/jsder.v2i1.12266
• Mandikonza, C. (2022). Collaborative learning experiences and development of capabilities among first-year pre-service teachers learning Cell Biology concepts. Social Sciences & Humanities Open, 5, Article 100254. https://doi.org/10.1016/j.ssaho.2022.100254
• Masfingatin, T., & Suprapto, E. (2020). Student’s statistical literacy skills based on the reflective and impulsive cognitive styles. Al-Jabar: Jurnal Pendidikan Matematika, 11(2), 273–286. https://doi.org/10.24042/ajpm.v11i2.6902
• Michalska, P., & Zając-Lamparska, L. (2015). Measurement of cognitive style reflection-impulsivity in the adulthood-results of own study. Polskie Forum Psychologiczne, 20(4), 573–588. Retrieved from https://bitly.ws/XIoD
• Muhibbuddin, M., Safrida, S., & Hasanuddin, H. (2018). Plant anatomy learning on based practices through the inquiry strategy: Efforts to equip the ability of the science process and skills of the use of microscope equipment student of biology education. IJAEDU-International E-Journal of Advances in Education, 4(11), 168–174. https://doi.org//10.18768/ijaedu.455618
• Muhtarom, Sugiyanti, Utami, R., & Indriyana, K. (2018). Metacognitive ability of male students: difference impulsive-reflective cognitive style. Journal of Physics: Conference Series, 983, Article 12118. IOP Publishing. https://doi.org/10.1088/1742-6596/983/1/012118
• Muryani, U., & Cintamulya, I. (2018). Analysis of critical thinking of students with reflective and impulsive cognitive style in biology learning through problem based learning learning model. Biogenesis (Jurnal Pendidikan Sains Dan Biologi), 14(2), 67–72. Retrieved from https://bitly.cx/7vT
• Muthmainnah, N., Subarinah, S., Amrullah, A., & Arjudin, A. (2022). Analysis of student mathematical investigations ability on transformation geometry in terms of cognitive style. Jurnal Pijar Mipa, 17(5), 666–673. https://doi.org/10.29303/jpm.v17i5.3391
• Nadya, N. L., Ismail, G., Guntur, M., & Fransori, A. (2022). The use of collaborative strategies to improve students’ writing ability and self-efficacy: a mixed method study. The Use of Collaborative Strategies to Improve Students’ Writing Ability and Self-Efficacy: A Mixed Method Study, 12(1), 265–280. https://doi.org/10.12973/eu-jer.12.1.265
• Noviyenty, L. (2022). English speaking lecturers’ performances of communication strategies and their efforts to improve students’ communicative competence. Europan Journal of Educational Research, 11(2), 1047–1062. https://doi.org/10.12973/eu-jer.11.2.1047
• Nuraeni, E., & Rahmat, A. (2019). Impact of quantitative literacy on student reasoning in plant anatomy course. Journal of Physics: Conference Series, 1157, Article 22101. IOP Publishing. https://doi.org/10.1088/1742-6596/1157/2/022101
• Othman, S., Steen, M., & Fleet, J. (2020). A sequential explanatory mixed methods study design: An example of how to integrate data in a midwifery research project. Journal of Nursing Education and Practice, 11, 75–89. https://doi.org/10.5430/jnep.v11n2p75
• Özden, B., & Yenice, N. (2022). The relationship between scientific inquiry and communication skills with beliefs about the nature of science of pre-service science teachers’. Participatory Educational Research, 9(1), 192–213. https://doi.org/https://doi.org/10.17275/per.22.11.9.1
• Pisano, A., Crawford, A., Huffman, H., Graham, B., & Kelp, N. (2021). Development and validation of a universal science writing rubric that is applicable to diverse genres of science writing. Journal of Microbiology & Biology Education, 22(3), e00189-21. https://doi.org/10.1128/jmbe.00189-21
• Rahayu, S. D., & Dwiastuti, S. (2020). Analysis of students’ critical thinking skills in secondary schools on plants’ structure and functions material. 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019), 1060–1065. Atlantis Press. https://doi.org/10.2991/assehr.k.200129.131
• Ramdani, D., & Susilo, H. (2022). The effectiveness of collaborative learning on critical thinking, creative thinking, and metacognitive skill ability: meta-analysis on biological learning. European Journal of Educational Research, 11(3), 1607–1628. https://doi.org/10.12973/eu-jer.11.3.1607
• Razmjoo, S. A., & Mirzaei, R. (2009). On the relationship between dimensions of reflectivity/impulsivity as cognitive styles, language proficiency and GPAs among the Iranian EFL University Learners. Iranian Journal of Language Studies, 3(1), 105–124. Retrieved from https://bitly.ws/XNBi
• Reising, D. L., Carr, D. E., Gindling, S., Barnes, R., Garletts, D., & Ozdogan, Z. (2017). An analysis of interprofessional communication and teamwork skill acquisition in simulation. Journal of Interprofessional Education & Practice, 8, 80–85. https://doi.org/10.1016/j.xjep.2017.07.001
• Rivet, E. B., Edwards, C., Bedros, N., Haynes, S., Anderson, A., McDonough, E., … Lange, P. (2022). From chaos to creativity: Designing collaborative communication training for the delivery of bad news. Surgery, 172(5), 1323–1329. https://doi.org/10.1016/j.surg.2022.06.010
• Rosiani, E., Parmin, P., & Taufiq, M. (2020). Cooperative learning model of group investigation type on students’ critical thinking skill and scientific communication skills. Unnes Science Education Journal, 9(1), 48–58. https://doi.org/10.15294/usej.v9i1.36880
• Rozencwajg, P., & Corroyer, D. (2010). Cognitive processes in the reflective-impulsive cognitive style. The Journal of Genetic Psychology, 166(4), 451–463. https://doi.org/10.3200/GNTP.166.4.451-466
• Rukmini, D., & Saputri, L. (2017). The authentic assessment to measure students’ English productive skills based on 2013 curriculum. Indonesian Journal of Applied Linguistics, 7(2), 263–273. https://doi.org/10.17509/ijal.v7i2.8128
• Safitri, R., Sholihat, N., & Purwanto, H. (2022). Students’ critical thinking skills in learning science at subject structure and function of plant networks using the project-based learning model in class VIII MTs Muhammadiyah 02 Pekanbaru. Biosfer: Jurnal Tadris Biologi, 13(2), 191–198. https://doi.org/10.24042/biosfer.v13i2.13871
• Sagala, Y. D. A., & Simanjuntak, M. P. (2019). Implementation of project-based learning (PjBL) in collaboration skills and communication skills of students. Advances in Social Science, Education, and Humanities Research, 384, 608–612. Atlantis Press. https://doi.org/10.2991/aisteel-19.2019.138
• Sánchez, L., & Sunesson, M. (2023). Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance. Journal of Second Language Writing, 60, Article 100986. https://doi.org//10.1016/j.jslw.2023.100986
• Saputra, R., & Marfuah, L. (2022). Designing authentic assessment for writing skills at the tenth grade of SMAN Unggul Dharmasraya. Eltin Journal: Journal of English Language Teaching in Indonesia, 10(1), 65–79. https://doi.org/10.22460/eltin.v10i1.p65-79
• Seçer, Z., Celikoz, N., Koçyigit, S., Seçer, F., & Kayili, G. (2010). Social skills and problem behaviours of children with different cognitive styles who attend preschool education. Australian Journal of Guidance and Counselling, 20(1), 91. https://doi.org/10.1016/j.sbspro.2009.01.273
• Simuth, J., & Sarmany-Schuller, I. (2014). Cognitive style variable in e-learning. Procedia-Social and Behavioral Sciences, 116, 1464–1467. https://doi.org/10.1016/j.sbspro.2014.01.417
• Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.
• Sriarunrasmee, J., Techataweewan, W., & Mebusaya, R. P. (2015). Blended learning supporting self-directed learning and communication skills of Srinakharinwirot University’s first-year students. Procedia-Social and Behavioral Sciences, 197, 1564–1569. https://doi.org/10.1016/j.sbspro.2015.07.111
• Suprapto, P. K. (2019). The influence of concept maps and visuospatial representations to students achievement and creativity on plant anatomy courses. Journal of Physics: Conference Series, 1360, 12031. IOP Publishing. https://doi.org/10.1088/1742-6596/1360/1/012031
• Susiyawati, E., & Treagust, D. F. (2021). Students’ visual literacy: a study from plant anatomy learning. Journal of Physics: Conference Series, 1747, 12021. IOP Publishing. https://doi.org/10.1088/1742-6596/1747/1/012021
• Warli. (2010). The creativity Profile of Students with Reflective Cognitive Style and Students with Impulsive and Reflective Cognitive Style in Solving Geometric Problems, Unpublished Doctoral Dissertation. Universitas Negeri Surabaya.
• Winaryati, E., & Munsarif, M. (2021). An analysis dimensions and indicators of the 21 st century collaboration skills: student, teacher and principal perspectives. Proceeding of The Progressive and Fun Education International Conference, 3, 145–160. Retrieved from https://bitly.ws/URqc
• Yadav, V., Arif, N., Kováč, J., Singh, V. P., Tripathi, D. K., Chauhan, D. K., & Vaculík, M. (2021). Structural modifications of plant organs and tissues by metals and metalloids in the environment: A review. Plant Physiology and Biochemistry, 159, 100–112. https://doi.org/10.1016/j.plaphy.2020.11.047
• Yuniasari, A. (2019). Advances in language and literary studies the impact of cognitive (reflectivity/ impulsivity ) on tertiary EFL learners ’ syntactic complexity in descriptive writing. Advances in Language and Literary Studies, 10(1), 86–90. https://doi.org/10.7575/aiac.alls.v.10n.1p.86
• Zulfa, A. R., & Rosyidah, Z. (2020). Analysis of communication skills of junior high school students on classification of living things topic. INSECTA: Integrative Science Education and Teaching Activity Journal, 1(1), 78–92. https://doi.org/10.21154/insecta.v1i1.2078