Assessing Digital Collaborative Skills among Pre-Service Elementary Teachers: Initial Instrument Evidence and Demographic Differences

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Digital collaboration skills are an important competence for prospective elementary school teachers as 21st-century learning demands the ability to use technology to work on a team, to communicate and share responsibilities, and to reflect on the learning process. This study aims to analyze evidence of the instrument initial validity, reliability, collaborative skill profile, and score differences based on the demographic characteristics of pre-service elementary teachers after participating in digital-based collaborative learning. The research uses a post-implementation evaluative quantitative approach sourced from a digital collaborative learning research design in the fourth-semester of elementary school teacher education study program at the State University of Malang. The sample consisted of two classes, totalling 60 students, selected purposively. The learning process was carried out for two months by utilizing Sipejar LMS and Google Workspace for discussion, document sharing, project completion, and group reflection. Data were collected through a collaborative skills questionnaire comprising five indicators, namely positive interdependence, individual and group accountability, promotive interactions, interpersonal skills and conflict management, and group evaluation and reflection. Data analysis included corrected item-total correlation, Cronbach's Alpha, descriptive statistics, and differential tests based on gender, regional origin, and age. The results showed that all items had a corrected item-total correlation ≥0.30; The reliability of the indicator is in the very good category (α=0.82-0.88), and the total reliability reaches α=0.96. The collaborative skills score was in the high category across all indicators (M=4.26-4.33). The differential test found no significant differences based on gender, regional origin, or age (p>0.05). These findings indicate that digital-based collaborative learning is related to a high and relatively even collaborative skill profile in pre-service elementary teachers. These findings confirm that digital-based collaborative learning potentially build strong collaborative skills in pre-service elementary teachers.

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Related topics: Technology-Enhanced Education Studies · Online Learning Methods and Innovations · Education and Communication Studies