Analyzing Students’ Collaborative Skills Through Self-Assessment In Renewable Energy Project

Abstract

This study aimed to examine high school students’ collaborative skills through self-assessment in a renewable energy project-based learning. A descriptive quantitative approach involved 75 students participating in a renewable energy project. The Collaboration Self-Assessment Tool (CSAT) was employed, comprising 11 Likert-scale items grouped into interpersonal and intrapersonal domains, along with three open-ended reflection questions. Data were analyzed using the Rasch model through Ministep version 5.10.1.0 to assess unidimensionality, item fit, reliability, item difficulty, and Wright Map distribution. The instrument satisfied unidimensionality criteria, with 39.3% variance explained by measures and 10.1% in the first contrast. Person reliability reached 0.76, item reliability was 0.90, and Cronbach’s Alpha indicated strong internal consistency at 0.81. Ten of the eleven items demonstrated good fit, with item difficulty ranging from –1.32 to +1.23 logits. Wright Map analysis showed that students’ abilities generally exceeded item difficulty, indicating the instrument was relatively easy for the tested group. Students performed better in intrapersonal skills (82.9%) than in interpersonal skills (77.5%). Based on total scores, 66.7% of students were categorized as having established collaboration skills, 28% were developing, and 5.3% were in the emerging category. Open-ended responses supported these findings, highlighting students’ self-awareness, willingness to improve, and concrete collaborative actions. Overall, the CSAT instrument proved to be a valid, reliable, and effective instrument for assessing collaborative skills in project-based learning on renewable energy.