Student collaboration skills post-implementation of the WE-ARe model

Abstract

Collaboration skills are fundamental to helping students face challenges in education and work. However, there is limited research on students’ collaboration skills, particularly using a specific model. This present study aims to analyze the influence of the Warm-up, Exploring, Argumentation, Resume (WE-ARe) model on students' collaboration skills. We employed a quasi-experimental design with a Pre-test and Post-test Group Design. The sample was Islamic High School of Eleventh Grade Natural Science Program-2, totalling 28 people. The data was obtained through questionnaires, observation, and interview questions with instruments validated by experts and empirical processes. The t-test results show that the WE-ARe learning model significantly influences students’ collaboration skills with a t-count of 47.753 (sig. 0.000). This finding indicates that the research hypothesis concerning differences in students' pre-test and post-test collaboration skills in the WE-ARe learning model was accepted, signifying that the WE-ARe learning model improves students’ collaboration skills. It can be concluded that the WE-ARe model influences students' collaboration skills. This finding implies that the WE-ARe model can be an alternative innovative model in accommodating students’ collaboration skills in learning.

Keywords

• collaboration skills
• learning model
• high school students
• we-are