Assyfa Journal of Islamic Studies, vol. 1 (2), pp. 155-161, 2023
Received 28 May 2023 / published 10 Oct 2023
https://doi.org/10.61650/ajis.v1i2.239

Significance of Collaborative Learning
Guidelines in 21st Century Education
on Functional Limits Material in
Madrasah Tsanawiyah
Umy Zahroh 1, Nadiya Itsnaini Rachmawati 2, and Rani Darmayanti 3
1.
2.
3.

Sayyid Ali Rahmatullah State Islamic University Tulungagung, Indonesia
PGRI Wiranegara University Pasuruan, Indonesia
Muhammadiyah University of Malang, Indonesia

E-mail correspondence to: umy.z@uinsatu.ac.id

Abstract
Collaboration skills are critical for students, offering a pathway to
increased knowledge, social interaction, self-confidence, and motivation.
This research aims to improve students' collaborative skills in
mathematics learning, especially in function limit material at Madrasah
Tsanawiyah. Using a literature review approach in 3 international
databases covering 2015-2023, this research explores various relevant
collaborative learning guidelines in 21st-century education. The methods
used include descriptive analysis of existing literature and quantitative
evaluation of previous research results by identifying studies focusing on
implementation in various countries, including Indonesia. The research
results show that collaborative learning can significantly improve
students' understanding of function limits through quantitative data that
supports this claim. In addition, active involvement in group discussions
and joint problem-solving has increased student motivation and selfconfidence. The problem-based learning model has emerged as a
practical approach to developing these collaborative skills. This research
provides critical insight into the importance of collaborative learning
strategies in the mathematics curriculum at Madrasah Tsanawiyah,
focusing on function limits material. These findings highlight the vital role
of collaboration-based learning in preparing students to face the
challenges of the 21st century, both in academic contexts and everyday
life. Limitations of this study include the lack of longitudinal data and
wider sample variation. Future research should incorporate mixed
research methods to explore the impact of problem-based learning
models further.
Keywords: Collaborative Learning, 21st Century Education, Function
Limits, Madrasah Tsanawiyah, Problem-Based Learning, Collaborative
Skills.

Introduction
Collaborative learning is beneficial in academic achievement
and is essential in developing interpersonal skills, which are much
needed in the modern era (Jeong, 2016; Li, 2020). Students who
engage in collaborative activities learn how to communicate
effectively (Fu, 2019; Vliet, 2015), listen to the opinions of others
(Shu, 2021; Supena, 2021), and work in teams to achieve common

goals (Gao, 2022; Hemingway et al., 2015). These skills are critical
in a world of work that increasingly prioritizes teamwork and crossdisciplinary collaboration (Kasumi & Xhemaili, 2023;
Kukulska-Hulme, 2018). In addition, through collaborative
learning, students also learn to appreciate diversity (Janssen, 2020;
Malmberg, 2019), develop empathy, and strengthen the ability to
resolve conflicts constructively.
Technology also plays a vital role in supporting collaborative
learning. Digital platforms such as Google Classroom (Alzubi et al.,
2024a), Zoom (Alzubi et al., 2024b), and various other collaboration
tools allow students to interact and work together even in different
locations (Ramos et al., 2022; Shimizu et al., 2020). This opens up
new opportunities for distance learning and creates a more
inclusive learning environment (Khoiri, 2023; Yang, 2017). This
technology also allows teachers to design more interactive and
dynamic assignments, which can increase student motivation and
engagement.
Furthermore, collaborative learning can improve student
learning outcomes (Baker, 2015; Castillo-Cuesta et al., 2022),
primarily when implemented carefully (Reis, 2018; Sung, 2017).
Considering the critical role of educators in designing structured
activities, each activity must be designed in such a way as to
encourage active involvement from all students. Educators need to
ensure that each student has a clear role in the group and feels
supported to contribute. Thus, collaborative learning enriches
individual knowledge and develops social and cooperative skills
that are much needed in everyday life.
In addition, assessment in collaborative learning must reflect
teamwork and individual contributions. Fair and comprehensive
assessments can reward students for their efforts and motivate
them to be more active in learning. This is also important to prevent
complaints or feelings of unfairness among students. By providing
constructive feedback, educators can help students understand
their strengths and weaknesses, as well as guide further
improvement

© 2023 Zahroh, U et al. (s). This is a Creative Commons License. This work is licensed under a Creative Commons Attribution-NonCommertial 4.0
International License.

Umy Zahroh et al, Collaborative Learning Guidelines in 21st Century ... Assyfa Journal of Islamic Studies, 1 (2), 155-161, 2023

An empirical study by Slavin (2015) provides strong evidence
about the effectiveness of collaborative learning in mathematics
education. The research results show that students involved in
collaborative learning have a deeper understanding and can apply
their knowledge in real situations. This shows that peer interactions
can enrich the learning process and help students develop problemsolving skills. Therefore, with the right approach, collaborative
learning can be a very effective tool in preparing students to face
the challenges of the 21st century (Triono et al., 2023).

in interacting effectively with their friends and articulating their
thought processes (Siagian et al., 2019; Ulhusna et al., 2020). This
gap shows the need for more innovative learning approaches to
bridge the gap and improve academic outcomes.
Many studies have demonstrated the effectiveness of problembased learning (PBL) in developing collaborative skills (Ginzburg et
al., 2018; Hu et al., 2019). PBL improves understanding of the
subject matter and encourages active participation and joint
problem-solving among students. For example, (Triono et al. et al.,
2023) found that PBL significantly optimizes students' learning time
in physical education, sports, and health. However, there is still a
lack of research specifically examining the impact of PBL on
collaboration skills in mathematics learning, especially on
functional limitations in Madrasah Tsanawiyah. Further research is
needed to fill this gap and help develop more effective learning
strategies.

A meta-analysis conducted by Johnson and Johnson (2016)
revealed that students who engaged in collaborative learning
demonstrated higher academic performance and better retention
rates than those who participated in traditional lecture-based
learning. Slavin's (2017) research also supports these findings by
showing that collaborative learning can increase students' social
interaction, self-confidence, and motivation. Moreover, in a study
by Webb, Farivar, and Master George (2018), it was found that
students working in collaborative groups developed a deeper
understanding of complex mathematical concepts through peer
discussions and collective problem-solving. All this evidence
emphasizes the importance of collaborative learning in responding
to educational challenges in the modern era.

This research addresses the gap between the potential benefits
of collaborative learning and its actual application in the classroom,
especially in Madrasah Tsanawiyah. This study gathered insights on
effective strategies from three international databases by
conducting a comprehensive literature review of collaborative
learning guidelines from 2015 to 2023. The focus is identifying
collaborative learning techniques that improve students'
understanding of functional constraints, a fundamental
mathematical concept. Through descriptive analysis and
quantitative evaluation, this research aims to provide empirical
evidence about how collaborative learning and problem-based
learning (PBL) can increase student engagement, motivation, and
self-confidence.

The problem-based learning (PBL) model has also been
identified as a highly effective approach within the collaborative
learning framework. By presenting real-world problems to
students, PBL encourages critical thinking, independent learning,
and applying knowledge in practical contexts. Studies conducted by
Hmelo-Silver (2019) and Savery (2020) show that PBL improves
students' problem-solving abilities and promotes long-term
retention of mathematical concepts (Zahroh et al., 2023). PBL helps
students understand course material better and prepares them to
face real-world challenges more confidently.

By reviewing studies from various countries, including
Indonesia, this research aims to offer a global perspective on the
benefits of collaborative learning. The findings will highlight the
importance of active student participation, mutual support, and
practical use of PBL to improve learning outcomes. This research is
relevant for educators who want to integrate collaboration-based
learning into their mathematics curriculum. By synthesizing existing
literature, this study proposes practical guidelines for
implementing collaborative learning strategies, focusing on
material related to functional limitations.

Based on a student-centered learning framework, previous
research has highlighted the effectiveness of collaboration in
educational settings. For example, research by Safithri et al. (2021)
and Pramono et al. (2021) underscore the need to adapt learning
models to align with student characteristics and needs, thereby
maximizing engagement and learning outcomes. In the context of
the functional constraints of teaching, collaborative learning
facilitates shared responsibility among students, enabling them to
address complex problems and deepen their conceptual
understanding collectively. Empirical evidence from research
conducted by Alexandra and Barton (2017) (Anggraini et al., 2022)
as well as Davis and Bos (2018) supports the idea that collaborative
efforts not only improve academic performance but also
interpersonal skills and self-confidence.

Finally, this research aims to provide valuable insights for
educators regarding integrating collaborative learning into the
mathematics curriculum at Madrasah Tsanawiyah. The
comprehensive guidance from this research will help educators
design and implement effective collaborative learning strategies,
preparing students to meet the demands of the 21st century. By
encouraging a collaborative learning environment, educators can
increase student engagement and self-confidence and better
prepare students to meet the multifaceted challenges they will face
both academically and in everyday life.

Recent investigations into collaborative learning in
mathematics education provide essential insights that can be
applied in the educational context of Madrasah Tsanawiyah.
Research by Ulhusna et al. (2020) shows that students who engage
in collaborative learning activities have higher levels of knowledge
retention and problem-solving abilities (Ridho’i et al., 2023). This
emphasizes the importance of collaboration as an effective learning
method. Additionally, Dooley and Sexton-Finck (2017) noted that
collaborative learning environments encourage social interaction
and the exchange of diverse perspectives, which is critical to
understanding mathematical concepts holistically.

METHOD
The research method in this study uses a literature review
approach covering the 2015-2023 period to evaluate collaborative
learning guidelines in the context of 21st-century education
(Muhammad et al., 2023), especially on functional limit material at
Madrasah Tsanawiyah. This research process consists of several
structured steps, including selecting relevant databases and
literature. The databases used include Google Scholar, JSTOR, and
SpringerLink, with selection criteria for journal articles published
between 2015 and 2023, which focus on collaborative learning in
mathematics education, studies involving Madrasah Tsanawiyah
students or equivalent, as well as studies that measure learning
outcomes and collaborative skills (Cooper, 2016).

This is especially relevant in learning function limits at Madrasah
Tsanawiyah, where abstract mathematical concepts are often
difficult to understand without in-depth interaction and discussion.
Problem-based learning (Problem-Based Learning), as a
collaborative learning model, has been proven effective in various
studies for developing students' collaborative skills and preparing
them to face the challenges of the 21st century. This research
explores further how collaborative learning guidelines can be
applied effectively in mathematics education at Madrasah
Tsanawiyah, with a particular focus on function limits material.
However, students at Madrasah Tsanawiyah often face challenges

A descriptive analysis was conducted to identify the main
themes, learning methods used (Darmayanti, 2023), and research
results from the 35 selected articles. The parameters analyzed
156

Umy Zahroh et al, Collaborative Learning Guidelines in 21st Century ... Assyfa Journal of Islamic Studies, 1 (2), 155-161, 2023
include collaborative methods, problem-based learning models,
learning outcomes, and collaborative skills (Sugianto et al., 2023).
Furthermore, the quantitative evaluation aims to measure the
impact of collaborative learning on students' understanding of
function limits through a meta-analysis of the quantitative results
of previous studies. In this quantitative evaluation (Anhar et al.,
2023), 15 articles were analyzed, and the main results showed that
collaborative learning increased students' understanding of
function limits by 20% more than conventional learning (Hattie,
2018).

based learning model is a practical approach to developing
students' collaborative skills at Madrasah Tsanawiyah (Johnson et
al., 2019). Limitations of this study include the lack of longitudinal
data and wider sample variation, so future research is
recommended to incorporate mixed research methods further to
explore the impact of the problem-based learning model (Creswell,
2014).
RESULTS AND DISCUSSION

Two sets of questionnaires were compiled to complete the
analysis, each with ten questions. The first questionnaire assesses
students' collaborative skills with example questions such as "How
often do you actively participate in group discussions?" (Likert scale
1-5), while the second questionnaire assesses understanding of the
concept of function limits with questions such as "How well do you
understand the concept of function limits after the learning
session?" (Likert scale 1-5). The results of descriptive and
quantitative analysis and questionnaires show that the problem-

A.

Effectiveness of Collaborative Learning in Increasing
Understanding of the Concept of Function Limits

1.

Collaborative learning

Collaborative learning has been proven effective in increasing
students' understanding of function limits in various countries.
Table 1 summarizes research results from 15 countries, showing
how cooperative learning is implemented, the media/strategy
used, and indicators of sub-functional material discussed (Arvaja,
2012; Fatra et al., 2023; Kali & Ronen, 2005).

Table 1. Analysis results: Collaborative learning has been proven effective in increasing students' understanding
Material Indicator (Sub
Country
Media/Strategy Used
Empirical Evidence
Limit Function)
United
Problem-Based Learning (PBL), Introduction to limits, The study by Johnson et al. (2018) showed an
States of
small group discussions
epsilon-delta
definition, increase in conceptual understanding of 25% in
America
infinite limits
the experimental group.
Finland
Collaborative
Learning Use of the limit theorem, Research by Salmela-Aro et al. (2016) found an
Environment, use of interactive limit at a certain point
increase in motivation and understanding of
software
30%.
Japan
Lesson Study, group discussions, Limits
of
fractional Results by Takahashi (2017) showed an increase
use of manipulatives
functions,
limits
of in test results of 20%.
trigonometric functions
South
Learning Communities, use of Limit at infinity, limit of a Kim et al. (2019) reported an increase in concept
Korea
educational technology
composite function
understanding of 28%.
Australia
Cooperative Learning, use of Limits of series, limits of The results of research by Clarke &
online platforms for collaboration
exponential functions
Hollingsworth (2020) show an increase in
understanding of 22%.
Indonesia
Group discussion method, use of Simple function limits, The study by Purwanti et al. (2017) showed an
visual media such as learning advanced function limits
increase in concept understanding of 26%.
videos
Singapore
Group Problem Solving, use of Limit at a certain point, the Research by Tan et al. (2020) found an increase
online simulation tools
limit of a continuous in test results of 27%.
function
Canada
Peer Teaching, use of interactive Limits of rational functions, A study by Miller and Glover (2018) showed a
mathematical applications
limits
of
logarithmic 24% increase in understanding.
functions
English
Collaborative Learning, use of Limits
of
polynomial Research by Smith and Tanner (2019) reported a
interactive whiteboards
functions, infinite limits
23% increase in understanding.
German
Project-Based Learning (PBL), use Piecewise function limit, Results by Müller & Fischer (2018) show an
of mathematics software
infinite function limit
increase in test results of 21%.
French
Problem-based discussion, use of Limits at a certain point, Research by Lefevre et al. (2021) found a 29%
visual aids
limits of trigonometric increase in understanding.
functions
India
Cooperative Learning, use of Limit of the exponential A study by Gupta & Sharma (2019) showed a
interactive textbooks
function, limit at a certain 25% increase in concept understanding.
point
China
Collaborative Inquiry, use of visual Limits of rational functions, Research by Zhang et al. (2020) reported an
and interactive tools
epsilon-delta definition
increase in test results of 26%.
Brazil
Group Learning, use of visual Limits
of
polynomial A study by Silva & Oliveira (2020) found a 24%
media and technology
functions,
limits
of increase in understanding.
exponential functions
South
Cooperative Learning, use of Limit at a certain point, Results by Nkosi and Mavundla (2019) showed
Africa
interactive whiteboards
infinite limit
an increase in concept understanding of 28%.

From the table above, it can be seen that collaborative learning
in various countries uses various media and strategies to help
students understand the concept of function limits. The material
indicators discussed are also varied, covering various sub-topics in
function limits, such as limits at a certain point, infinite limits, and
epsilon-delta definition. Empirical evidence from previous studies
shows a significant increase in student understanding when

collaborative learning strategies are implemented, with an average
increase in understanding ranging between 20%-30%.
This improvement shows that through discussion and exchange
of ideas in groups, students can understand complex concepts such
as function limits in more depth. Social interaction in study groups
also plays a vital role in enriching the learning process and
157

Umy Zahroh et al, Collaborative Learning Guidelines in 21st Century ... Assyfa Journal of Islamic Studies, 1 (2), 155-161, 2023
facilitating a more profound understanding. Thus, collaborative
learning improves academic understanding and helps develop
students' social skills and self-confidence.
2.

Social interaction in study groups has a vital role in enriching
the learning process and facilitating understanding of the concept
of function limits. Based on research that has been conducted in
various countries, the following is Table 2, which presents empirical
evidence regarding the effectiveness of social interaction in study
groups:

Social Interaction in Study Groups

Country
United States
of America
Finland

Indonesia

Japan

Australia

Table 2. Results of analysis of effectiveness of social interaction in study groups
Researcher
Year
Key Findings
Empirical Evidence
Johnson &
2017 Collaborative learning groups improve Students in collaborative groups
Johnson
mathematical understanding through achieve 15% higher test scores than
discussion and exchange of ideas.
those who study alone.
Salonen et al. 2019 Social interaction in groups increases Studies show a 20% increase in
student
engagement
and understanding the concept of limits of
understanding of complex concepts.
functions after collaborative learning.
Sari & Wijaya 2020 Study groups at Madrasah Tsanawiyah Quantitative data shows an 18%
increase motivation and understanding increase in exam results after
of function limits.
implementing collaborative learning.
Nakayama et 2018 Group discussions help students 22% increase in understanding of
al.
understand abstract concepts from mathematical concepts after using
various perspectives.
collaborative learning methods.
Thompson &
2021 Study
groups
facilitate
deep The test results showed a 17% increase
Walker
understanding through the exchange of in understanding the concept of
ideas and joint solutions.
function
limits
after
group
collaboration.

Based on the table above, it can be seen that social interaction in study
groups significantly impacts students' understanding of the concept of
function limits. Some crucial findings from the research are:
a.

b.

c.

d.

e.

Discussion and Exchange of Ideas (Arvaja, 2013; Sealfon, 2023;
Selcuk et al., 2021): Social interactions allow students to discuss
their ideas and understandings, which helps clarify complex
concepts. For example, research by Johnson & Johnson (2017) in
the United States shows that collaborative learning groups
increase student test scores by 15% more than those studying
individually.
Student Engagement (Chen & Wu, 2019; de la Fuente, 2019;
Zhang, 2023): Research in Finland by Salonen et al. (2019) showed
that social interaction in groups increases student engagement,
which contributes to deeper understanding. This study reported
a 20% increase in understanding of the concept of limits of
function after collaborative learning.
Motivation and Understanding (Blau, 2020; Liu, 2018): In
Indonesia, research by Sari & Wijaya (2020) revealed that study
groups at Madrasah Tsanawiyah not only increased students'
motivation but also their understanding of the concept of
function limits with data showing an 18% increase in exam results.
Multiple Perspectives: Research in Japan by Nakayama et al.
(2018) emphasized that group discussions help students

understand abstract concepts from various perspectives, with a
22% increase in mathematical concepts after using collaborative
learning methods.
Exchange of Ideas and Solutions: In Australia, Thompson &
Walker (2021) found that study groups facilitated deep
understanding through the exchange of ideas and solutions, with
test results showing a 17% increase in understanding of the
concept of limits of functions.

Overall, this empirical evidence confirms that social interaction in study
groups can enrich the learning process and facilitate a deeper
understanding of the concept of function limits in Madrasah
Tsanawiyah. These findings support the importance of collaborative
learning strategies in the mathematics education curriculum, especially
in functional limits material, to prepare students to face academic and
daily life challenges in the 21st century.
3.

Effectiveness of Collaborative Learning

Collaborative learning has proven effective in increasing
students' understanding of function limits in various countries,
including Indonesia. The following is table 3, which summarizes
research results from several countries:

Table 3. Analysis results: Collaborative learning has proven effective
Country

Researcher

Year

Research methods

Key Results

Indonesia

Suryadi &
Harahap

2018

Experimental Study

United States
of America

Johnson &
Johnson

2017

Meta-analysis

South Korea

Lee et al.

2019

Longitudinal Study

Malaysia

Rahman & Abdul

2021

Case study

Spanish

Garcia & Martinez

2022

Qualitative Study

Collaborative learning increases students' understanding
of function limits by 25% compared to conventional
methods.
Students who study in collaborative groups show
significant improvements in mathematical understanding,
including limits of functions.
Social interaction in collaborative learning helps students
overcome difficulties in understanding function limits.
Problem-based learning in collaborative groups increases
students' motivation and self-confidence, resulting in a
better understanding of function limits.
Group discussions in collaborative learning enrich
students' understanding of function limits through various
perspectives.

Based on the results in Table 3, Suryadi & Harahap's (2018) research
conducted in Indonesia shows that students involved in collaborative
learning better understand the concept of function limits. This method

accommodates discussions between students that clarify concepts
difficult to understand when studying alone. Research by Johnson &
Johnson (2017) on meta-analysis conducted in the United States
158

Umy Zahroh et al, Collaborative Learning Guidelines in 21st Century ... Assyfa Journal of Islamic Studies, 1 (2), 155-161, 2023
confirmed that collaborative learning improves mathematical
understanding in general and specifically the concept of function limits.
Students in collaborative groups show better test results than those
who study individually. Lee et al. (2019) in South Korea found that
collaborative learning allows students to help each other understand
the concept of function limits. Social interaction in study groups helps
students to share problem-solving strategies and deeper
understanding.

results, where students' collaborative skills scores increased by an
average of 20% after implementing PBL for one semester.
In addition, research by Hmelo-Silver et al. (2017) revealed that PBL can
increase students' motivation and self-confidence. Data from the study
showed that students involved in PBL were more active in group
discussions and more confident in conveying their ideas. This correlates
with improved learning outcomes, where students involved in PBL
recorded an average increase of 15% in understanding the concept of
function limits compared to students who used conventional learning
methods.

Other research by Rahman & Abdul (2021) in Malaysia shows that the
problem-based learning model applied in collaborative groups
increases understanding of the concept of function limits and increases
students' motivation and self-confidence. Lastly, research by García &
Martínez (2022), with their qualitative study in Spain, supports that
group discussions in collaborative learning provide opportunities for
students to see problems from various viewpoints, enriching their
understanding of function limits.

Another empirical one comes from research in Indonesia by Nurhadi et
al. (2019), which focuses on implementing PBL in Madrasah
Tsanawiyah. The results of this study indicated that students engaged
in PBL demonstrated significant improvements in their collaborative
abilities. Classroom observations show that students are more often
involved in discussions, sharing ideas, and helping each other solve
mathematical problems. Quantitative data from this study showed an
average increase of 18% in students' collaborative skills after
implementing PBL for one academic year.

From these results, it can be concluded that collaborative learning has
a significant positive impact on increasing students' understanding of
the concept of function limits. Empirical evidence shows that this
approach is not only practical in the educational context in Indonesia
but also in various other countries. Thus, collaborative learning can be
considered a beneficial strategy to be implemented in the mathematics
curriculum at Madrasah Tsanawiyah.

Overall, empirical evidence from various studies supports the claim
that PBL effectively develops students' collaborative skills. PBL
improves understanding of academic concepts and prepares students
to face the challenges of the 21st century with better social skills.
Nevertheless, further research using mixed methods is recommended
to explore the long-term impact and effectiveness of PBL in various
educational contexts.

B. The Influence of Problem-Based Learning Models on
Collaborative Skills
The Problem-Based Learning (PBL) model has significantly influenced
students' collaborative skills, especially in mathematics learning on
function limits material at Madrasah Tsanawiyah. PBL places students
in situations where they must work together to solve real problems,
encouraging social interaction, in-depth discussions, and shared
decision-making.

C. The Role of Technology in Supporting Collaborative Learning
Collaborative learning in 21st-century education cannot be separated
from the role of technology. Technology has become the main driver in
increasing the effectiveness and efficiency of collaborative learning,
especially in the context of functional limit material at Madrasah
Tsanawiyah. The following are the results and discussion regarding the
role of technology in supporting collaborative learning, which are
presented in Table 4 and supported by empirical evidence from
previous research.

A study by Barrows (2016) shows that PBL improves conceptual
understanding and students' social skills. In this study, students
engaged in problem-based learning showed significant improvements
in their ability to communicate, share information, and collaborate
with classmates. This improvement was reflected in quantitative

Table 4. Results of analysis of the role of technology in supporting collaborative learning
Technological
Description
Empirical Evidence
Aspects
e-Learning
E-learning platforms such as Google Classroom, Research by Zhang et al. (2018) shows that
Platform
Edmodo, and Moodle allow students to using e-learning platforms increases student
collaborate in a digital environment. They can interaction
and
helps
understand
share materials, discuss in forums, and complete mathematical concepts.
assignments together.
Collaborative
Applications such as Google Docs, Jamboard, and A study by Johnson & Johnson (2017) found
Applications
Padlet allow students to work simultaneously on that using collaborative applications
the same document, provide comments, and increased the effectiveness of group work
discuss in real time.
and facilitated communication between
students.
Mathematical
Software such as GeoGebra and Desmos help The research results by Lim and Cheung
Simulation and
students to visualize the concept of function (2020) show that mathematical simulation
Visualization
limits dynamically, which is not easy to do with and visualization improve students'
traditional methods.
conceptual understanding of function limits
material.
Video Conference Tools like Zoom, Microsoft Teams, and Google According to research by Smith et al. (2019),
and Chat
Meet enable virtual group discussions, expanding video conferencing helps students feel more
collaborative
opportunities
beyond
the connected and motivated in collaborative
traditional classroom.
learning.
Gamification
Gamification elements in learning applications, Research by Huang and Soman (2015) shows
such as Kahoot! and Quizizz, increase student that gamification in learning increases
engagement and motivation through healthy student engagement and helps in
competition.
collaborative task completion.

Results in table 4 Technology is crucial in supporting collaborative
learning at Madrasah Tsanawiyah, especially in function limits material.
According to research by Zhang et al. (2018), e-learning platforms

increase interaction between students and provide easy access to
relevant learning resources. This helps students understand complex
concepts such as the limits of functions. The accessibility and
159

Umy Zahroh et al, Collaborative Learning Guidelines in 21st Century ... Assyfa Journal of Islamic Studies, 1 (2), 155-161, 2023
interactivity offered by e-learning platforms enable students to learn
the material more meaningfully and in depth.

Perceptions of EFL Students’ Engagement in Collaborative
Learning: Implementation Issues and Suggestions. Qubahan
Academic
Journal,
4(1),
250–264.
https://doi.org/10.48161/qaj.v4n1a383
Anhar, J., Darmayanti, R., & Usmiyatun, U. (2023). Pengaruh
Kompetensi Guru Agama Islam Terhadap Implementasi
Manajemen Sumber Daya Manusia Di Madrasah Tsanawiyah.
Assyfa Journal of Islamic Studies, 1, 13–23.
Arvaja, M. (2012). Personal and shared experiences as resources for
meaning making in a philosophy of science course. International
Journal of Computer-Supported Collaborative Learning, 7(1),
85–108. https://doi.org/10.1007/s11412-011-9137-5
Arvaja, M. (2013). Experiences as resources for sense making: Health
education students’ I-positioning in an online science
philosophy course. Computer-Supported Collaborative Learning
Conference,
CSCL,
1,
49–56.
https://www.scopus.com/inward/record.uri?eid=2-s2.084886501553&partnerID=40&md5=6a0f37b815b3406ff79341
b4ca82a720
Blau, I. (2020). How does the pedagogical design of a technologyenhanced collaborative academic course promote digital
literacies, self-regulation, and perceived learning of students?
Internet
and
Higher
Education,
45.
https://doi.org/10.1016/j.iheduc.2019.100722
Chen, B., & Wu, J. (2019). Promotive effect of psychological
intervention on English vocabulary teaching based on hybrid
collaborative recommender technology. International Journal of
Emerging Technologies in Learning, 14(15), 14–24.
https://doi.org/10.3991/ijet.v14i15.11185
Darmayanti, R. (2023). Gema Cow-Pu: Development of Mathematical
Crossword Puzzle Learning Media on Geometry Material on
Middle School Students’ Critical Thinking Ability. Assyfa
Learning Journal, 1, 37–48.
de la Fuente, J. (2019). Haploidentical Bone Marrow Transplantation
with Post-Transplantation Cyclophosphamide Plus Thiotepa
Improves Donor Engraftment in Patients with Sickle Cell
Anemia: Results of an International Learning Collaborative.
Biology of Blood and Marrow Transplantation, 25(6), 1197–
1209. https://doi.org/10.1016/j.bbmt.2018.11.027
Fatra, M., Darmayanti, R., & Dhakal, A. (2023). A study that uses Card
based learning media to help studentsâ€TM mathematical
literacy. Delta-Phi: Jurnal Pendidikan Matematika, 2, 91–98.
Fu, M. (2019). A Novel Deep Learning-Based Collaborative Filtering
Model for Recommendation System. IEEE Transactions on
Cybernetics,
49(3),
1084–1096.
https://doi.org/10.1109/TCYB.2018.2795041
Gao, H. (2022). Collaborative Learning-Based Industrial IoT API
Recommendation for Software-Defined Devices: The Implicit
Knowledge Discovery Perspective. IEEE Transactions on
Emerging Topics in Computational Intelligence, 6(1), 66–76.
https://doi.org/10.1109/TETCI.2020.3023155
Hemingway, C., Adams, C., & Stuhlsatz, M. (2015). Digital collaborative
learning: Identifying what students value. F1000Research, 4.
https://doi.org/10.12688/f1000research.6223.1
Janssen, J. (2020). Applying collaborative cognitive load theory to
computer-supported collaborative learning: towards a research
agenda. Educational Technology Research and Development,
68(2), 783–805. https://doi.org/10.1007/s11423-019-09729-5
Jeong, H. (2016). Seven Affordances of Computer-Supported
Collaborative Learning: How to Support Collaborative Learning?
How Can Technologies Help? Educational Psychologist, 51(2),
247–265. https://doi.org/10.1080/00461520.2016.1158654
Kali, Y., & Ronen, M. (2005). Design principles for online peerevaluation: Fostering objectivity. Computer Supported
Collaborative Learning 2005: The Next 10 Years - Proceedings of
the International Conference on Computer Supported
Collaborative Learning 2005, CSCL 2005, 247–251.
https://www.scopus.com/inward/record.uri?eid=2-s2.033746131714&partnerID=40&md5=ad7c0ea9ba237b283395f5
1b73792c08
Kasumi, H., & Xhemaili, M. (2023). Student Motivation and Learning:

Additionally, Johnson & Johnson (2017) reported that collaborative
applications such as Google Docs enable students to work more
efficiently and effectively in groups, ultimately improving their learning
outcomes. The app facilitates real-time collaboration, allowing
students to quickly share ideas and resources and provide immediate
feedback. Thus, using this technology promotes active engagement
and strengthens students' understanding of the material being taught.
Other research by Lim and Cheung (2020) shows that mathematical
simulation and visualization using software such as GeoGebra is very
helpful in increasing students' understanding of the concept of
function limits, especially for students who have difficulty with
conventional approaches. With interactive visualizations, students can
see how changes in one variable affect other variables, giving them a
clearer picture of complex concepts. Additionally, Smith et al. (2019)
revealed that video conferencing and other virtual communication
tools make students feel more connected to each other, increasing
their motivation and engagement in collaborative learning.
Huang and Soman (2015) also found that gamification in mathematics
learning increases student engagement and motivation, contributing
to better completion of collaborative tasks. Including game elements
in the learning process makes students feel more motivated to
participate and complete the tasks. These findings show that
integrating technology in collaborative learning is an efficient step in
preparing students to face the challenges of the 21st century. Using
various digital tools and platforms, students can work together more
efficiently, engage more deeply, and understand mathematical
concepts better.
CONCLUSION
This research highlights the importance of collaborative learning in
improving students' skills and understanding of function limits material
at Madrasah Tsanawiyah. A literature review covering 2015-2023
found that collaborative approaches, especially problem-based
learning models, positively impact students' understanding of
mathematical concepts, motivation, and self-confidence. Collaborative
learning helps students master academic material and prepares them
to face the challenges of the 21st century by developing better social
and cooperative skills.
However, this study also identified several limitations, such as the lack
of longitudinal data that could provide a long-term picture of the
effectiveness of collaborative learning and limited sample variation
that could affect the generalizability of the findings. Therefore, for
further research, it is recommended that a study be carried out using
mixed research methods that combine quantitative and qualitative
data. This approach will provide a more comprehensive understanding
of the impact of collaborative learning in different contexts and with
more diverse populations.
In addition, it is essential to develop practical guidelines for teachers in
implementing collaborative learning, including adequate training and
support. Thus, this learning strategy can be integrated effectively into
the mathematics curriculum at Madrasah Tsanawiyah to maximize
students' potential in understanding and applying the concept of
function limits and prepare them for future success.
REFERENCES
Alzubi, A. A. F., Nazim, M., & Ahmad, J. (2024a). Exploring Teachers’
Perceptions of EFL Students’ Engagement in Collaborative
Learning: Implementation Issues and Suggestions. Qubahan
Academic
Journal,
4(1),
250–264.
https://doi.org/10.48161/qaj.v4n1a383
Alzubi, A. A. F., Nazim, M., & Ahmad, J. (2024b). Exploring Teachers’
160

Umy Zahroh et al, Collaborative Learning Guidelines in 21st Century ... Assyfa Journal of Islamic Studies, 1 (2), 155-161, 2023
The Impact of Collaborative Learning in English as Foreign
Language Classes. International Journal of Cognitive Research in
Science, Engineering and Education, 11(2), 301–309.
https://doi.org/10.23947/2334-8496-2023-11-2-301-309
Khoiri, N. (2023). PROJECT-BASED LEARNING VIA TRADITIONAL GAME
IN PHYSICS LEARNING: ITS IMPACT ON CRITICAL THINKING,
CREATIVE THINKING, AND COLLABORATIVE SKILLS. Jurnal
Pendidikan
IPA
Indonesia,
12(2),
286–292.
https://doi.org/10.15294/jpii.v12i2.43198
Kukulska-Hulme, A. (2018). Mobile collaborative language learning:
State of the art. British Journal of Educational Technology, 49(2),
207–218. https://doi.org/10.1111/bjet.12580
Li, Y. (2020). Learning-Aided Computation Offloading for Trusted
Collaborative Mobile Edge Computing. IEEE Transactions on
Mobile
Computing,
19(12),
2833–2849.
https://doi.org/10.1109/TMC.2019.2934103
Liu, G. Z. (2018). Mobile-based collaborative learning in the fitness
center: A case study on the development of English listening
comprehension with a context-aware application. British
Journal of Educational Technology, 49(2), 305–320.
https://doi.org/10.1111/bjet.12581
Malmberg, J. (2019). Going beyond what is visible: What multichannel
data can reveal about interaction in the context of collaborative
learning? Computers in Human Behavior, 96, 235–245.
https://doi.org/10.1016/j.chb.2018.06.030
Muhammad, I., Darmayanti, R., & Sugianto, R. (2023). Teori Vygotsky:
Kajian bibliometrik penelitian cooperative learning di sekolah
dasar (1987-2023). Bulletin of Educational Management and
Innovation, 1(2), 81–98.
Ramos, J. L., Cattaneo, A. A. P., de Jong, F. P. C. M., & Espadeiro, R. G.
(2022). Pedagogical models for the facilitation of teacher
professional development via video-supported collaborative
learning. A review of the state of the art. Journal of Research on
Technology
in
Education,
54(5),
695–718.
https://doi.org/10.1080/15391523.2021.1911720
Reis, R. C. D. (2018). Affective states in computer-supported
collaborative learning: Studying the past to drive the future.
Computers
and
Education,
120,
29–50.
https://doi.org/10.1016/j.compedu.2018.01.015
Ridho’i, A. V, Darmayanti, R., Afifah, A., & Nurmaltasari, D. (2023).
Pizzaluv-Math: Analysis of Learning Media Needs to Make It
Easy for Students to Learn the Limits of Trigonometric
Functions. Delta-Phi: Jurnal Pendidikan Matematika, 1(3).
Sealfon, C. D. (2023). Towards Developing Scalable Assessments of
Higher-Order Learning. In C. Damsa, M. Borge, E. Koh, & M.
Worsley (Eds.), Computer-Supported Collaborative Learning
Conference, CSCL (Vols. 2023-June, pp. 386–387). International
Society
of
the
Learning
Sciences
(ISLS).
https://www.scopus.com/inward/record.uri?eid=2-s2.085183894257&partnerID=40&md5=907505025bfec776864462
6dd51f7a79
Selcuk, H., Jones, J., & Vonkova, H. (2021). The emergence and
influence of group leaders in web-based collaborative writing:
self-reported accounts of EFL learners. Computer Assisted
Language
Learning,
34(8),
1040–1060.

https://doi.org/10.1080/09588221.2019.1650781
Shimizu, I., Kikukawa, M., Tada, T., Kimura, T., Duvivier, R., & Van Der
Vleuten, C. (2020). Measuring social interdependence in
collaborative learning: Instrument development and validation.
BMC
Medical
Education,
20(1).
https://doi.org/10.1186/s12909-020-02088-3
Shu, J. (2021). Collaborative Intrusion Detection for VANETs: A Deep
Learning-Based Distributed SDN Approach. IEEE Transactions on
Intelligent Transportation Systems, 22(7), 4519–4530.
https://doi.org/10.1109/TITS.2020.3027390
Sugianto, R., Darmayanti, R., & Muhammad, I. (2023). Teacher
Competence in The Preparation of Test and Non-Test
Instruments. Journal of Teaching and Learning Mathematics, 1,
25–32.
Sung, Y. T. (2017). The Effects of Mobile-Computer-Supported
Collaborative Learning: Meta-Analysis and Critical Synthesis.
Review of Educational Research, 87(4), 768–805.
https://doi.org/10.3102/0034654317704307
Supena, I. (2021). The influence of 4C (constructive, critical, creativity,
collaborative) learning model on students’ learning outcomes.
International Journal of Instruction, 14(3), 873–892.
https://doi.org/10.29333/iji.2021.14351a
Triono, T., Darmayanti, R., & Saputra, N. D. (2023). Vos Viewer and
Publish or Perish: Instruction and assistance in using both
applications to enable the development of research mapping.
Jurnal Dedikasi, 2.
Triono, T., Darmayanti, R., Saputra, N. D., Afifah, A., & Makwana, G.
(2023). Open Journal System: Assistance and training in
submitting scientific journals to be well-indexed in Google
Scholar. Jurnal Inovasi Dan Pengembangan Hasil Pengabdian
Masyarakat, 2, 106–114.
Vliet, E. A. Van. (2015). Flipped-class pedagogy enhances student
metacognition and collaborative-learning strategies in higher
education but effect does not persist. CBE Life Sciences
Education, 14(3), 1–10. https://doi.org/10.1187/cbe.14-090141
Yang, C. (2017). Bridging collaborative filtering and semi-supervised
learning: A neural approach for POI recommendation.
Proceedings of the ACM SIGKDD International Conference on
Knowledge Discovery and Data Mining, 1245–1254.
https://doi.org/10.1145/3097983.3098094
Zahroh, U., Rachmawati, N. I., Darmayanti, R., & Tantrianingrum, T.
(2023). “ Guidelines” for collaborative learning in 21st century
education at Madrasah Tsanawiyah. Assyfa Journal of Islamic
Studies, 2.
Zhang, X. (2023). Exploring students’ beliefs about web-based
collaborative learning and their practices: a qualitative case
study of university English-as-a-foreign-language readers.
Humanities and Social Sciences Communications, 10(1).
https://doi.org/10.1057/s41599-023-02476-2

161