Collaboration Problem Solving (CPS) Skills in the Trend of Educational Research; Research from 2015 to 2022 on the Selected Journals

. There has been an increasing number of studies and researchers on Collaboration Problem Solving (CPS) skills from year to year. Therefore, the research on article reviews has become so crucial because it helps the researchers to set their orientation. This research discusses a review of Collaboration Problem Solving (CPS) skills. However, there are still many articles that have not explored Collaboration Problem Solving


INTRODUCTION
Collaboration Problem Solving (CPS) is an essential skill in life in the 21 st century (Sukmawati & Permadani, 2021).This is because more advanced science and technology require humans to be more skilled and possess more abilities at individual and group levels.According to some findings (Graesser et al., 2018a;Graesser et al., 2018b), someone must have adaptive CPS skills to adapt to new tasks and environments, given the growing development of technological advances and supported by interdisciplinary research, workforce, and a wider community.They require proper planning and strategic formulations to solve problems and make group decisions (Sukmawati, I & Permadani, K.G., 2021).However, the success of a group depends heavily on its members.This is because the group needs members who help in conflict negotiations, play roles, communicate with the team, and direct the team during problem-solving (Salas et al., 2008).However, the CPS skills have not been actively and massively delivered at schools, so there is a poor quality of feedback between educators and students and among the students themselves.They are not also sufficiently informed by cognitive science and learning.

ABSTRACT.
There has been an increasing number of studies and researchers on Collaboration Problem Solving (CPS) skills from year to year.Therefore, the research on article reviews has become so crucial because it helps the researchers to set their orientation.This research discusses a review of Collaboration Problem Solving (CPS) skills.However, there are still many articles that have not explored Collaboration Problem Solving (CPS) in detail.That is why it is necessary to identify the development of the research on Collaboration Problem Solving (CPS) research.We analyze 51 published articles from 2015-2022 using an open-coding system.We use a search engine by entering one keyword or a combination of some existing keywords.The results indicate that there are still many things that previous researchers have not learned.The Use authors dominate the study with the main focus on understanding Collaboration Problem Solving (CPS).In terms of research participants, most of them are high school students.The research's findings indicate that there are still a lot of aspects of the collaboration problem solving (CPS) learning model in the educational world.that the researcher has not looked at.Despite an increase in relevant studies, there are still a very few of them.
Collaboration Problem Solving (CPS) skills are defined as a person's expertise or ability to work in a complementary team to solve specific problems and find the best solutions.Collaboration or cooperation refers to completing tasks by interacting with fellow group members in other parts of the world or solving problems with a computer-generated team (Stadler, Shubeck, Greiff, & Graesser, 2020).OECD (2019) explained that collaborative problem-solving skills mean the students' ability to solve problems in groups during learning through the delivery of ideas and efforts and the construction of knowledge and skills to solve existing problems.These skills train them during teamwork to discuss and construct the existing knowledge with the initial information they possess (Hannania et al., 2022).
The Program for International Student Assessment (PISA) included the CPS skills assessment in 2015.The results were reported in 2017 by the Organization for Economic Cooperation and Development (OECD, 2013(OECD, , 2017)).In the PISA assessment, more than 500,000 students around 15 years old from 70 countries contribute to the assessments of mathematics, science, reading, and others.The results show that only 8% of students achieve a high level of proficiency, while 29% score at the lowest level (OECD, 2019).
Based on the explanation above, this research focuses on tracing research journals about CPS skills in education.The search is conducted on the journals published from 2015 to 2022.Specifically, this research aims to discover the development of research on improving CPS skills in the educational field.This focuses on CPS skills in education because they have not been taught at school, even though they are vital in the 21st century.The research aims to discover the development of research related to CPS skills and to know the descriptions of further research.

Research Approach
The data integration method is chosen for research: merging or unifying various data from database sources.This research method uses several steps, such as searching for, collecting, and analyzing data.

Research Participants
This study uses published journals as a research subject.Journal search using the search engines Publish or Perish.The steps taken are entering the keywords collaborative problem solving, collaborative problem solving and educational research, and collaborative and outcome learning on search engines at Publish or Perish, 180 journals appear.Then, from these journals, they were selected using inclusion and exclusion techniques.Inclusion criteria are the characteristics that must be met by the sample to be used in research.Meanwhile, exclusion is a criterion based on the characteristics of the sample that cannot be taken and used in research.This selection process was adjusted to the field of study and the topic of discussion regarding collaboration problem solving (CPS) so that the final result was 51 international journals in the field of education.

Research Instruments
The instrument used in the study is a search engine in the form of Publish or Perish.The researcher gets a collection of journals by entering keywords into search engines.The reviewed journals have specific criteria, including (1) the journals are included in international and national journals, (2) they are included in the Education category, and (3) they are written in English.
The researcher enters the keyword Collaboration Problem Solving (CPS) into the search engine and then chooses the education category.The results are more specific and follow the research topics.

Data Collection
Data collection in this study by entering the keyword Collaboration Problem Solving (CPS) into a search engine and then choosing an education category.Entering the keywords collaborative problem-solving educational research and joint and outcome learning on search engines at Publish or Perish, 180 journals appear.Then, from these journals, they were selected using inclusion and exclusion techniques.Inclusion criteria are the characteristics that must be met by the sample to be used in research.Meanwhile, exclusion is a criterion based on the characteristics of the sample that cannot be taken and used in research (Notoatmodjo, 2010).This selection process was adjusted to the field of study and the topic of discussion regarding collaboration problem solving (CPS) so that the final result was 51 international journals in the field of education.

Data Analysis
The analyzed journals are categorized based on the year of publication, research subject, country of origin, CPS moderator variable, and learning model.This is to facilitate the researcher in the discussion session.

Results
This is the review of 51 education articles selected by the researcher.The researcher limited the articles published in 2015-2022.The focus is on the year of publication, research subjects, country of origin, CPS moderator variable, and learning model.Figure 2 shows the distribution of the number of articles published by year.The number of journals sometimes goes up and down.From 2015 to 2022, there has been a change in the number of publications related to CPS skills articles in the educational field.During the year, there is an increase and decrease in the number of publications.The most published articles were in 2017 and 2020 (10).
Meanwhile, the least was in 2016, with only three published articles.There are several repositories for these articles around the world.This study identified a geographical distribution of articles from 22 nations across many continents.Figure 3 offers additional information.Figure 4 presents the distribution of research subjects.Most research on CPS skills from 2015 to 2018 was conducted at schools, and only a few were in universities.Next, from 2019 to 2022, more studies on CPS skills will be carried out in the universities.The analysis of the distribution of research participants in Figure 4 predicts that there will be more research on college students because the CPS skills train many social and cognitive skills needed by the students before they come to the professional world after they graduate.

Discussion
In the 2015 PISA CPS assessment, there were 12 CPS skills assessed based on data from OECD (2017), including (1) finding perspectives and abilities of team members, (2) building representation and negotiating together the meaning of the problem; (3) communicating with team members about actions that will be or are being taken; (4) monitoring and improving mutual understanding; (5) finding the type of collaborative interaction needed to solve common problems with goals; (6) identifying and describing the tasks to be completed; (7) establishing a plan; (8) monitoring the results of actions and evaluating success in solving problems; (9) understanding individual roles to solve problems; (10) describing team roles and organization; (11) following the rules of engagement, and; (12) monitoring, providing feedback, and adapting team organization and roles.Lin et al., (2022) explained there are nine stages of the CPS teaching method, including (1) Teachers and students build their readiness to engage in collaborative group work; (2) teachers and students form establish heterogeneous work groups, and are involved in the discussion process; (3) the group is involved in the initial process to define the problem they will work on; (4) each group defines what roles are needed to complete the design plan and then assigns them; (5) the group engages in iterative major CPS processes; (6) the group begins to complete their solutions or projects; (7) teachers and students are involved in activities to help them reflect and synthesize their experiences; (8) teachers and students assess their products and processes if they are appropriate; (9) teachers and students develop an activity to close the learning event.Task progress 13. Vujovic, M., et al, 2020 Distance between student 14.Vujovic, M., et al, 2020 Range of motion 15.Vujovic, M., et al, 2020 Participation range 16. a. Li, C. H., et al, 2021b. Yang, H., et al, 2022 Transition patterns of collaborative problem-solving behavior 17.Pöysä-Tarhonen, J., et al, 2021 Shared attention behavior towards behavior 18. Rofik, A., et al. 2022 Project competency 19.Lee, S., Kim, B., & Kim, S. 2022 Learning experience 20.

CONCLUSION
The research findings show there are still many things the researcher has not examined about the Collaboration Problem Solving (CPS) learning model in the educational world.Even though there has been an increasing number of related studies, the quantity is still very low.The most searches were in 2017 and 2020 (10 articles).Researchers from the USA still dominate the studies regarding the Collaboration Problem Solving (CPS) model.In terms of participants, they are mostly high school students.The studied variables are mostly learning outcomes and problem-solving skills.Thus, many other variables have not been implemented in the research activities.The learning models used by some researchers are STEM and Collaborative Problem Solving & Collaborative Project-Based Learning.The impact of this research is finding out how cooperative problem-solving abilities evolve in the educational environment.So that different types of benefits and drawbacks of this skill might be discovered, more research on collaborative problem-solving is still required.The next generation of researchers can still learn much about this subject and produce many new ideas.For instance, utilizing the Collaboration Problem Solving (CPS) learning model, research may be done on how to improve communication, critical thinking, and creative thinking skills.

Figure 1 .
Figure 1.Result of Journal Search Figure 2 displays the distribution of articles discussing collaborative problem-solving throughout 2015 and 2022.

Figure 2 .
Figure 2. Distribution of the Number of Journals by Year of Publication

Figure 3 .
Figure 3. Distributions of Researcher Origin Countries

Figure 4 .
Figure 4. Descriptions of the Types of Participants in the CPS Study

Table 1 .
Matrix of CPS Skills in PISA 2015

Table 2 .
Research Focus

Name and Year Models and approaches discussions
(5)h simulations and their colleagues; (2) developing a communicative framework;(3) collaborating learning models to improve CPS skills; (4) exploring patterns of behavior towards collaborative problem-solving processes, and;(5)exploring prior knowledge of CPS skills.