Implementation of Online Collaborative Learning Model to Empower Social

Skills Reviewed from the Initial Ability of Muhammadiyah Elementary

School Students in Surabaya in the Era of Industrial Revolution 4.0

Abstract. The purpose of this article found out the implementation of the online collaborative learning
model to empower social skills based on the initial ability of students in the era of the industrial
revolution 4.0. This era is part of the need to form digital literacy through the development of science and
technology that occurs. The research method used experiments with a type of quasi experiment. Then the
Quasi experiment was done because not all influential variables can be strictly controlled. The research
subjects were Muhammadiyah elementary school students in Surabaya as many as 100 respondents with
treatment in the form of online collaborative learning models. Based on the calculation results, it was
found that the FCount value was 5.06 while the FTable value was 1.66 (5.06 > 1.66) so that the FCount value was
greater than the FTable value then Ho was rejected and Ha was accepted. While significance result as low
as 0.021, and Sig. < score of 0.05 then H 0 was rejected and H1 was accepted, it was concluded that there
was an influence of initial ability on students’ social skills. There was an influence on the
implementation of the collaborative learning online model on students’ social skills with sig scores.
0.004 < α 0.05 means that H0 is rejected and H1 is accepted. and on the analysis of students’ initial skills
on students’ social skills there was no influence with a sig score of 0.113 > α 0.05. Therefore, it can be
concluded that there was an influence on the implementation of the online collaborative learning model
on social skills, judging from the initial ability of Muhammadiyah Elementary School students in
Surabaya.
Keywords: Collaborative Online Model of Learning, Social Skills, Initial Abilities, Elementary School of
Muhammadiyah Surabaya.

Introduction
Today’s era of globalization, it is necessary to prepare everything related to Human
Resources (HR) plays a very important and strategic role, in order to face the challenges in the
development of science and technology that is increasingly advanced and sophisticated (Padarian
et al., 2019). The development of science and technology has brought us in an era with a society
that cannot develop without science, because every effort to improve the welfare of life requires
the help of science and technology (Bilbao et al., 2021). The development of science and
technology and the demands of globalization together have resulted in increasingly fierce
competition about the need for the provision of quality human resources, and everything related
to the quality of human resources cannot be separated from the world of education, and
education can be said to be a conscious effort to humanize humans (Lock & Redmond, 2021).
Education is essentially a process of socialization towards intellectual, social, moral
maturity, in accordance with his ability and dignity as a human being. Even education is believed
to be the key to the success of future competition (Elliott et al., 2019). Education must be able to
develop oneself as a complete individual, as a member of society, as a citizen of his nation.
Another word is able to know yourself, the surrounding community (Tseng et al., 2019). This
recognition process requires the development of cognitive, affective abilities including
imagination and inspiration (Moeller & Seehuus, 2019). Related to educational activities which
is a social process that cannot occur without interpersonal interaction (Salavera et al., 2019).
While learning cannot be separated from educational activities as a social process that occurs
when each person relates to the other and builds understanding and knowledge together
(Salavera et al., 2017).
During the pandemic like today learning is no longer done face-to-face as usual, but the
learning process is carried out online (Nadiyah & Faaizah, 2015). Online learning is starting to
become a trend in the digital era as it is today and can be used as an alternative to learning in
many situations, as happened around the world during the pandemic (Othman et al., 2013).
Indonesia is one of the countries affected by the Covid-19 pandemic (Nur'ainun & Novieastari,
2019). In the field of education, the government enacts a policy of learning from home with
internet facilities (online learning) or better known as distance learning to reduce the gathering of
time somewhere (Ryan et al., 2020). This is intended to stop the spread of the Covid-19 virus.
The implementation of physical and social distancing causes teaching and learning activities can
no longer be done in the classroom (Wang et al., 2020).
All educational institutions conduct online learning according to students' abilities
(Miguel et al., 2016). Online learning can be done using digital technologies such as WhatsApp,
google classroom, google meet, zoom meeting, Edmodo, sociology and others. The rapid
development of information and communication technology (ICT), coupled with pandemic
conditions that require home learning makes collaborative learning very possible today
(Rapchak, 2018). Collaboration is actually a human need, so humans as social creatures stand
certainly always in contact with others, working together and helping each other (Xie et al.,
2018). Collaboration is also a must in learning activities (Muñoz-Carril et al., 2021). In
traditional learning activities, collaboration usually occurs between students or teachers from the
same school or class (Xu et al., 2021). But with the availability of internet communication
networks, cooperation between schools, between regions, even across national borders is
possible (Kuzmina & Ivanova, 2018).
During the current pandemic, student pressure and burden increased due to changes in
learning systems, methods and models from face-to-face to online with all new adjustments and
various obstacles experienced such as quota and network problems (Pesu et al., 2018). Online
learning conducted for a long time at home alone causes boredom and saturation (Gaudreault et
al., 2021). The students who used to gather and group with friends at school lost their closeness
both physically and emotionally so that the sense of familiarity changed with loneliness (Din,
2020). This condition can aggravate the current conditions that affect academic achievement
(Bollimbala et al., 2020). In addition to quota and network constraints, online learning can give
rise to a sense of individualism due to the loss of a sense of community and belonging such as
when meeting in person (Heyder et al., 2020).
One method that is considered capable of contributing to the creation of social support in
learning is collaborative learning methods that can also be applied online (Morris et al., 2017).
Collaborative learning offers broad prospects for educators as it enables the use of various
patterns of interaction, discussion, exchange of opinions, peer assessment, building community
e-learning, encouraging the development of e-culture and preparing the future to work in the
professional field on the new pandemic (Morris et al., 2017; Pawattana et al., 2014; Sia et al.,
2021). Collaborative learning refers to shared learning that encourages learners to collaborate to
design something instead of simply absorbing the knowledge provided (Karatas et al., 2015;
Sanrattana et al., 2014).
In fact, with teaching methods commonly done online, critical thinking skills and social
interaction practices hardly occur. As a result, the goal of teaching and learning is not achieved
(Jewett & Kuhn, 2016; Sigalit et al., 2017). With one-way lecture methods, assignment via
classroom, email or WhatsApp results in the development of a sense of belonging in the group,
skills to appreciate opinions, understand oneself and others neglected during the process (Sia et
al., 2021). A sense of community, respect and involvement becomes neglected because of the
lack of personal approach between students. A good teaching and learning process is able to
create social support (Jewett & Kuhn, 2016; Panagiotopoulou, 2018). One method that is
considered capable of contributing to the inclusion of social support in learning is the online
collaborative learning method that is effectively implemented under current conditions (Sia et
al., 2021; Sigalit et al., 2017).
Online Collaborative Learning is an development of a collaborative learning model
supported by ICT devices (Nadiyah & Faaizah, 2015; Padarian et al., 2019). Collaborative
Learning (CL) model is a systematic and structured learning activity where students can work
with other students (Othman et al., 2013). The emergence of Collaborative Learning starts from
the concept of learning (Koszalka et al., 2021). Learning is a process of social interaction in
which students can build mutually accepted meanings and concepts (Hernández-Sellés et al.,
2019; Lock & Redmond, 2021). The Collaborative Learning model has five components, namely
positive interdependence, individual accountability, face-to-face interaction, social skills, and
group formation. The five components if applied in the implementation of learning activities,
students will be motivated, participated, and have a sense of responsibility when learning
activities take place so as to have a positive impact (Ryan et al., 2020; Wang et al., 2020).
Collaborative Learning online learning can improve students’ social interaction and can
be used as a means of improving students' social skills through group learning (Miguel et al.,
2016; Rapchak, 2018). So with Online Collaborative Learning can guarantee students have high
academic ability to be even better (Xie et al., 2018). This learning is a group learning activity
where each member in the group must contribute information, ideas, knowledge, and skills
possessed by each member in order to improve the understanding of all members in the group
(Covington et al., 2021; Gholami et al., 2021). Online Collaborative Learning can provide
opportunities to learn from each other, exchanging ideas with group members so as to affect
students' critical thinking skills and social skills in the group (Heyder et al., 2020).

Research Method
Research Type and Design
This research was a type of quasi experiment research. The research subjects were
students of Muhammadiyah Elementary School Surabaya with the provision of treatment in the
form of learning models. Researchers in this case do not allow to form a new class. Then with
the post-test pre-test control group approach with parallels used to compare between the
treatment group (intervention) and the control group (without intervention).

Population and SDM Research

The population was the fifth class in Muhammadiyah Elementary School in Surabaya for
the odd semester of the 2020/2021 school year. The population of this study is all students from
SDM 4 Surabaya, SDM 8 Surabaya, and SDM 18 Surabaya. Taking the subjects of the three
elementary schools on the grounds that all three have almost the same quality as almost the same
culture as well. While the samples were taken 6 classes, namely 3 classes of experimental groups
and 3 classes of control groups based on three human resources in Surabaya. Determination of
samples through cluster random sampling techniques with consideration because the number of
Muhammadiyah elementary and mi in Surabaya that total 28 schools with diverse characteristics.
There are 28 elementary schools / MI that had almost the same characteristics. Based on random
results through the lottery that had a homogenous nature, the selected class is 2 classes from each
of the three schools, namely SDM 4 Surabaya, SDM 8 Surabaya, and SDM 18 Surabaya.

Data Collection Techniques

Data collection was a search activity used in answering problems that arise in research by
recording all events, characteristics, information from various sources. In this research, the data
collection techniques that were used included as follows: 1) The test techniques in this study
were carried out to measure students' skills with essay questions conducted through pre-tests and
post-tests. 2) Observation was carried out by providing observation sheets in the form of
frameworks with the form of value scales or in the form of notes from the findings of research
results related to the effectiveness of the application of Model. 3) Questionnaires were carried
out through the provision of question list instruments that must be answered by respondents on
the Likert scale.

Data Analysis Techniques

The data description was carried out by univariant descriptive data analysis including
deviation standards, variances, averages, and graphs. The description of the data for the bound
variables, namely social efficacy that was reviewed from the student's initial ability to be carried
out based on the data of the results of the pretest and posttest implementation. For free variables
use the Collaborative Learning Online Model. The prerequisite test of analysis on variance
analysis refers to the analysis of the following. Normality tests were used to test samples to find
out if the data was distributed normally. In this research, the data used was tested normality using
the Kolmogorov Smirnov method with the help of SPSS software, while the data to be tested for
normality was as follows. 1) Data on social skills of students of conventional learning model
groups. 2) Social skills data student group OCL Model. 3) Data on the social skills of students of
the initial ability group. And 3) Data on the social skills of OCL Model group students with
initial abilities.
Hypothesis testing in testing the effect of OCL model variables and initial ability on
critical thinking skills and social skills using a two-track ANOVA consisting of multivariate
tests, tests of between subjects’ effects, and graphs of interactions between free variables to
bound variables. One technique in multivariate analysis is Analysis of Variance (ANOVA).
Analysis of Variance is a statistical technique used to test the significance of the average
difference between groups simultaneously for variables bound by two or more. The multivariate
test is the testing of the influence of free variables with bound variables is the ability to think
critically and social skills.
To strengthen the test results assumptions of normality and homogeneity of bound
variables, a multivariate test is carried out using Pillai's Trace. Testing to determine the influence
of free variables on each bound variable and their interactions is carried out a test of effects
between subjects (Test of Between-Subject Effect). Manual calculation, used the formula of
multiple correlation coefficient. If the test results with effects between subjects are accepted,
then follow-up testing (post-hoc test) needs to be done. This test is to determine significant
differences from the average group according to their free variables. Furthermore, a comparison
test was conducted between estimated averages using the least significant difference (LSD)
approach. Statistical analysis for descriptive analysis, assumption test and hypothesis testing are
used SPSS-v.2.0 for Windows.
Research Result
 Research result on the implementation of the online collaborative learning model to
empower social skills was reviewed from the initial ability of Muhammadiyah Elementary
School students in Surabaya in the era of the industrial revolution 4.0 pointed to the
implementation of effective learning through the observation sheet used. In the first meeting
using Online Collaborative Learning obtained an average score of each activity 4 conducted at
the meeting to 1, 2, and 3. The activity of such implementation falls into the category of very
good. Preliminary activities, with perceptions carried out provide encouragement in student
learning with the aim of learning on the orientation of the problem to be discussed. Activities
carried out by teachers as facilitators facilitate students interactively and improve their social
skills.
In the learning process, the teacher ensures that students are ready to follow the learning
with motivation in arousing the interest of the students who will be studied. The implementation
of this learning activity got a score of 4 with an excellent category. The next stage with
collaborative investigation, presenting, and collaborative investigation of teachers divides
students into groups, then divides the Learner Worksheet (LKPD) while explaining the
procedures and the teacher is always proactive in facilitating students as the subject of learners in
each group. The activity presents, teachers provide opportunities for groups to represent the
findings obtained during their respective discussions. The core activities at each meeting have a
4-point with excellent categories and end with the cover as a step of evaluation and reflection.
The evaluation step was carried out by the teacher that guided students to review the
diversity of the material and reflect on the learning that has been done as one of the rewards for
students who ask, argue or argue, and end the learning process. At each meeting, all activities
through evaluation activities have an average score of 4 with excellent categories. Overall, the
implementation of the Collaborative Learning Online Model to train critical thinking skills of
Muhammadiyah Elementary School students in Surabaya City on the material that is carried out
very well. This implementation observes directly the learning process through the collaborative
learning online model.
The results obtained data that included research data obtained from 100 students at
Muhammadiyah elementary school in Surabaya with cultural culture from each of these schools
as research subjects, consisting of SD Muhammadiyah 4 Surabaya, SD Muhammadiyah 8
Surabaya, and SD Muhammadiyah 18 Surabaya, with non-probability sampling techniques.  The
opposite of probability sampling technique. Through this technique sampling by not providing
equal opportunities or opportunities for each element or member of the population that is
sampled.
Table 1. Respondents’ Characteristic

Gender Sum Percentage

Man 67 0.67
Woman 33 0.33
Total 100 100%
 Respondents selected as many as 100 students consisting of 3 Muhammadiyah
Elementary Schools in Surabaya with gender characteristics there are men 65% while women
35%. Therefore, of the 100 student respondents, they were treated using the Online Collaborative
learning model. From the description of the average independent variable and variable with a
score of 0.49. The Ttable value obtained compared to the value of Ttable with a score of 5.06 while
Ttable with a score of 1.66 so that the Tcount was greater than Ttable, then Ho is rejected, so it can be
concluded that the independent variable had an effect on the dependent variable (online
collaborative learning model). There was an influence on social skills judging from the initial
ability). Then the initial ability can be explained in the diagram below.

Figure 1. Student Initial Ability

The student’s initial ability describes the student's readiness in receiving the lessons to be
delivered by the teacher. The initial ability of the student is important to be known by the
teacher before starting learning, because thus it can be known that whether the student has had or
knowledge that was a prerequisite for following the learning, and the extent to which the student
had known what material can be presented. Thus, from these two things, teachers can design
learning better. From the diagram above, it was illustrated by the data that obtained through
research with the highest tail amounting to 49%, a medium tail amounting to 25%, and the
lowest tail numbered 7%.
Research with independent variable online collaborative learning models while dependent
variable empowers social skills based on students' initial abilities, through research using quasi
experiment research methods. Data obtained through research was carried out descriptive data
processing and inferential data management to determine the significance of the influence of
independent variables on independent variables. Through ANOVA analysis with the help of
SPSS application version 26 in explaining each of the following variables.
Table 2. Tests of Between-Subjects Effects
Variable consists of Online Collaborative Learning, Social Skills, Initial Abilities
Type III
Sum of Mean
Source Squares Df Square F Itself.
Corrected Model 2736.654 a
73 37.488 5.505 .012
Intercept 433048.906 1 433048.906 63594.595 .000
 Explanation. Beginning 613.900 19 32.311 4.745 .021
Online Collaborative L 1363.628 24 56.818 8.344 .004
Previous explanation * 446.725 29 15.404 2.262 .133
Collaborative
Error 47.667 7 6.810
Total 683226.000 81
Corrected Total 2784.321 80
a. R Squared = ,983 (Adjusted R Squared = ,804)

Based on the results of the calculation, it is obtained that 1). Obtained an F count value of
5.06 while the Ftable value is 1.66 (5.06 > 1.66) so that the F count value is greater than the Ftable
value then Ho was rejected and Ha was accepted. While significance results as low as 0.021,
and Sig. < 0.05 then H0was rejected and H1 was accepted, it was concluded that there is an initial
capacity influence on students’ social skills. There was an influence on the implementation of the
collaborative learning online model on students’ social skills with sig scores. 0.004 < α 0.05
means that H0 is rejected and H1 is accepted. 3) In the analysis of students' initial skills on
students’ social skills there is no influence with a sig score of 0.113 > α 0.05. Therefore, it can be
concluded that there was an influence on the implementation of the online collaborative learning
model on social skills, judging from the initial ability of Muhammadiyah Elementary School
students in Surabaya.

Discussion
The results proved that there was a significant difference between classes that were given
the online collaborative learning model and those that were not given. This conclusion was
obtained from decision making based on sig values. < 0.05 then H 0 was rejected and H1 was
accepted, then there was an influence on the implementation of the collaborative learning online
model on social skills judging from the students' initial abilities. This result was explained that
the form of the learning process was equipped with instructions and stages that clearly became
its own advantages in completing social skills reviewed from the student's initial ability
(Bollimbala et al., 2020; Din, 2020). The instructional direction here would lead students
independently to be able to learn interactive and fun learning materials in situation and
conditions that occurred in the pandemic era (Pawattana et al., 2014; Sanrattana et al., 2014).
The online collaborative learning model implemented at elementary schools
Muhammadiyah in Surabaya was one of the learning models oriented to the constructivism
perspective. This learning model established members of small groups of equal standing in
collaborating to achieve common goals, to perform common tasks, and to evaluate the same
results (Hernández-Sellés et al., 2019; Ryan et al., 2020). Online collaborative learning is
basically characterized by a large amount of interdependence between students in groups so that
they can build an autonomous person and are good at articulating learning thoughts and can
achieve meaningful and meaningful learning shown by improving students' social skills and
understanding of learning materials (Wang et al., 2020).
Meaningful learning can be achieved if students can carry out assumptions in online
collaborative learning (Miguel et al., 2016). This learning model is carried out with an online or
online system by maximizing the participation of individuals in the group both in the process of
fulfilling learning tasks and in the discussion process so that each individual has an optimal
contribution to his group (Rapchak, 2018; Xie et al., 2018). This optimal contribution process
can be achieved through the implementation of the concepts of thinking, saying, and doing good
so that each individual in his group always thinks positively and will strive to the maximum to
achieve student learning success (Xu et al., 2021). The model is completed with two types of
learning in groups, namely intra-team and inter-team that support student collaboration in the
learning process according to the learning stage (Covington et al., 2021; Kuzmina & Ivanova,
2018).
The implementation of online collaborative learning in research can improve students’
social skills with sig scores. 0.004 < 0.05 meant H0 was rejected and H1 was accepted. Social
skills themselves can be defined as the ability to create harmonious social relationships and
satisfy various parties, in the form of adjustments to the social environment and skills to solve
social problems (Salavera et al., 2019). Social skills cover the ability to control self, adaptation,
tolerance, communicate, participate in people's lives (Salavera et al., 2017). This skill when
associated with students becomes very important to be increased in the learning process,
because, this social skill becomes one of the characters of learners to be able to interact with
others or their environment (Morris et al., 2017; Panagiotopoulou, 2018).
If students do not have social skills, they will certainly not be able to carry themselves in
their environment. Conversely, if students have high social skills will certainly be able to
cooperate with others (Pawattana et al., 2014; Sanrattana et al., 2014). In addition, students who
have high social skills will also have a sense of empathy for others and can find a way out or
solutions to the problems faced, especially in the learning process (Jewett & Kuhn, 2016; Karatas
et al., 2015). On the other hand, the implementation of online collaborative learning also has to
do with the initial skills of students with the results of research that has been analyzed that the
results of significance as low as 0.021, and sig. < 0.05 then H 0 is rejected and H1 is accepted, so
there was an influence of initial ability on students' social skills. Due to the initial ability as the
determining factor in the success of learning (Hong et al., 2021; Karnieli-Miller et al., 2021).
The student's initial ability is an ability that has been possessed by students before
participating in the learning to be given (Heyder et al., 2020; Nur'ainun & Novieastari, 2019).
This initial ability describes the readiness of students in receiving lessons to be delivered by
teachers (Bollimbala et al., 2020; Din, 2020). Students’ initial abilities are important for teachers
to know before starting with their learning, because then it can be known whether students
already have knowledge that is a prerequisite for following learning to the extent to which
students know what material to be presented (Gaudreault et al., 2021; Pesu et al., 2018). Since
the student success in learning depends on the readiness of the child. The readiness of this
student is of two kinds, his mental development is ready and his prerequisite knowledge is
already possessed (Salavera et al., 2017).

Conclusion
The results of the research can be concluded that the implementation of the Online
Collaborative Learning model to empower social skills was reviewed from the initial ability of
Muhammadiyah Elementary School students in the era of the industrial revolution 4.0 pointed to
100 students consisting of 3 Muhammadiyah Elementary Schools Surabaya with gender
characteristics there were men 65% while women 35%. It showed that the description of the
average independent variable and variable with a score of 0.49. Then score Ttable obtained
compared to the value of Ttable with a score of 5.06 and T table with a score of 1.66 so that it can be
concluded that Tcount is greater than Ttable (Ttable > Ttable) then Ho was rejected, so that it can be
concluded that Ttable (Tcount > Ttable) then Ho was rejected, so that it can be concluded that there
was an independent variable influence (Online Collaborative model) on dependent variables
(social skills are reviewed from the initial ability).
Based on the results of the calculation, it was obtained that 1). Obtained an T count value of
5.06 while the Ttable value was 1.66 (5.06 > 1.66) so that the T count value greater than the T table
value then H0 was rejected and H1 is accepted. While significance results as low as 0.021, and
Sig. < score of 0.05 then H0 was rejected and H1 is accepted, it was concluded that there was an
influence on the initial capacity on students’ social skills. There was an influence on the
implementation of the collaborative learning online model on students’ social skills with sig
scores. 0.004 < α 0.05 means H0 was rejected and H1 is accepted. 3) In the analysis of students’
initial skills on students' social skills there was no influence with a sig score of 0.113 > α 0.05.
Therefore, it can be concluded that there is an influence on the implementation of the online
collaborative learning model on social skills, judging from the initial ability of Muhammadiyah
Elementary School students in Surabaya.

COMPETING INTERESTS DISCLAIMER:

Authors have declared that no competing interests exist. The products used for this
research are commonly and predominantly use products in our area of research and country.
There is absolutely no conflict of interest between the authors and producers of the products
because we do not intend to use these products as an avenue for any litigation but for the
advancement of knowledge. Also, the research was not funded by the producing company rather
it was funded by personal efforts of the authors.

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