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• W3210135185 abstract "1st-century collaboration skills must be owned by students as a result of the transformation of their teachers, and the principal supervises teacher learning activities, to obtain data of the progress in which they are implemented. The realities that occur and the demands of future needs become the basis for determining the dimensions and indicators of collaboration skills. The purpose of this study was to obtain the results of the construction of dimensions and indicators of 21st-century collaboration skills, based on the perceptions of students, teachers, and principals. The research uses a mixed-method approach with a Sequential Explanatory model. The results of the research that all indicators are valid and are indicators that make up the dimensions of the collaborative model, and the construct of the collaborative model has sufficient validity. The dimensions are divided into 2 parts, namely (1) in the Very Good category (3,21-4,0) for the dimensions of work mechanism, the meaning of social relations, emotional attitude skills, social networking, having diversity competence (diversity); (2) Being in the Very Good category (2.41-3.20), for the dimensions: building knowledge, cognitive process skills, perspective-taking skills (point of view). Qualitative data from teachers shows that teachers are varied in applying various methods so that students can carry out collaborative activities. However, teachers are less successful in building students' ideas, directing students to processes and products in solving problems. The principal emphasize more on supervised work activities but lack in building diversity of information, cognitive process skills, perspective taking skills" @default.
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• W3210135185 date "2021-01-01" @default.
• W3210135185 modified "2023-09-24" @default.
• W3210135185 title "An Analysis Dimensions And Indicators Of The 21 St Century Collaboration Skills: Student, Teacher and Principal Perspectives" @default.
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