Comprehensive community development
programs in a university provide
the opportunity to bring awareness to diversity, inclusion, and equity
in students’ research projects. Unfortunately, the Indonesian
higher education system is not yet fully inclusive of all of these
issues. Students competed in a Student Creativity Program (PKM) project
with faculty mentorship. Mentoring activities took place online through
Microsoft Teams. At the end of the PKM and mentoring activities, students
wrote personal reflections related to the project and mentoring process.
We found that students’ reflections centered on issues of diversity,
inclusivity, and empowerment. The inclusivity component influenced
students to develop a proposal related to clean water access to address
a problem faced by people in a low-cost municipal area maintained
by the local government. The mentorship ultimately produced meaningful
learning through science-based research, while distance learning platforms
contributed to student empowerment.
Interactive online learning requires students’ cooperation. Online cooperative learning focuses on learning activities on group cohesiveness to achieve the highest cognitive level. Students can improve their teamwork skills, problem-solving skills, social skills, self-confidence, academic success, and metacognition levels through online cooperative learning activities. The Online Cooperative Learning Attitude Scales (OCLAS) scale is a tool to measure students’ attitudes towards online cooperative learning. Education in Indonesia uses Indonesian as the language of instruction. Therefore, the adaptation of measurement tools such as OCLAS into the Indonesian language is crucial. This study aimed to adapt OCLAS into Indonesian by translating the original OCLAS into the Indonesian language and determining the instrument’s validity and reliability. The OCLAS has three main components: positive interdependence, individual accountability, and group processing for equal individual contribution. The original version contained 17 statements with responses using a Likert scale of five and seven points. We validated the OCLAS using the item-correlation method. The reliability was measured using the Cronbach’s Alpha method, which is useful for measuring internal consistency. The original OCLAS was translated into the Indonesian Language. A language center in a prominent university performed the verification of forward and backward translation of the Indonesian OCLAS. The Indonesian-OCLA was distributed to 59 students at a private university from the pharmacy and non-pharmacy study programs and 275 high school students. The validation results showed seven invalid items for pharmacy students, five invalid items for non-pharmacy students, and six invalid items for high school students. The Indonesian-OCLAS has Cronbach’s Alpha reliability with a value of 0.711 for pharmacy students, 0.791 for non-pharmaceutical students, and 0.702 for high school students. This study showed that ten out of 17 statements had good validity, and they were reliable. Therefore, we recommended the usage of the Indonesian-OCLAS toward high school and college students.
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