Assessing Online Collaborative Problem-Solving Performance of Educational Program Students based on the Net Promoter Score Survey Muhamad Arif Mahdiannur (a), Rooselyna Ekawati (a*), Mukhtamilatus Sa^diyah (a)
a) Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
Abstract
Collaborative problem solving (CPS) is vital for knowledge workers in modern workplaces and industries. CPS is a major focus in the skills taught from school to higher education level today. On the other hand, disruption due to the COVID-19 pandemic has also led to efforts to continue practicing CPS in an online learning environment to this day. The purpose of this research is focused on exploring and assessing the performance of online CPS skills of prospective teachers based on their learning experiences. The emphasis on exploring students^ personal learning experiences is expected to provide greater insight into the online CPS effectiveness in the learning process. This survey researches one group by applying the Net Promoter Score (NPS) scale. Fifty-eight students in the mathematics educational program were involved in this research. This research focused on four indicators of online CPS, namely communication, contribution, coordination, and problem solving. The results showed that in general, more students were in the passives category (72.41%) compared to the number of students in the promoters and detractors^ categories. The majority of students in the promoter category were from rural and sub-urban areas. Students who are in the passives and detractors^ categories mostly come from urban areas. The biggest challenge for students is in the activity of contribution and coordination among members in the team. The VSMPR results of the correlation between contribution and coordination were also the lowest, followed by coordination and communication, and coordination and problem solving. The results of this research show a level of reliability that exceeds the Cronbach^s alpha and McDonald^s omega criteria. Based on the results of this research, it is necessary to design an online CPS learning model and environment for the initial teacher education level to reduce the passives and detractors^ category.
Keywords: Collaborative problem solving- Online learning- Future teacher- Teacher education- Net promoter score
