Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Abstract

This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

Learning Biology Through the Ethnoscience-PBL Model: Efforts to Improve Students' Scientific Thinking Skills

“…This social construction theory emphasizes that human intelligence comes from society, environment and culture. The theory of cognitive socio-cultural also asserts that individual cognitive acquisition occurs first through interpersonal (interaction with the social environment) intrapersonal (internalization that occurs within oneself) (Malik & Ubaidillah, 2021).…”

Application of Inquiry Collaborative Constructivism Model in Biology Learning Respiratory System to Improve Students' Critical Thinking Skills

“…In this context, students are expected to be able to relate it in everyday life so that students are proficient in dealing with problems or phenomena in real life that require students to think. Students can form knowledge through interactions that occur during collaborative practicum activities (Malik, & Ubaidillah, 2021). Critical thinking skills can be developed through investigation activities in science laboratories .…”

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

“…The high result of argumentation skills in virtual laboratory activities is because virtual laboratories are considered easier to use and can also be efficient time (Potkonjak et al, 2016). In addition, previous research revealed that using a virtual laboratory can make students more quickly find evidence to meet evidence in argumentation skills (Malik & Ubaidillah, 2021;Putra et al, 2021). Other previous studies also revealed that using a real laboratory will take more time than using a virtual laboratory, so when students do backing, it will be easier to do virtual laboratory activities than real laboratory activities (Roviati et al, 2017).…”