A Social Interdependence-Based Cooperative Learning Model for Fostering Collaboration Skills in Pre-Service Teacher Education

Abstract

Background Collaboration skills are increasingly recognized as fundamental competencies for pre-service teachers, as contemporary educational practice requires teachers to work effectively with colleagues, learners, parents, and other stakeholders. However, many teacher education programs continue to rely on instructional approaches that provide limited opportunities for structured collaboration, resulting in uneven participation and insufficient development of collaborative competencies. Methods A Design-Based Research approach was employed through two iterative cycles of analysis, design, implementation, evaluation, and refinement in a Curriculum Development course at Adzkia University, Indonesia. A total of 230 pre-service teachers participated in the study. Quantitative data were collected using validated questionnaires and analyzed using Partial Least Squares Structural Equation Modeling. Qualitative data were gathered through classroom observations and reflective journals and analyzed using thematic analysis to complement the quantitative findings and support iterative model refinement. Results The measurement model demonstrated satisfactory reliability and validity across all constructs. Structural model analysis showed that the CLBIS model significantly improved Positive Interdependence (β = 0.687, p < 0.001), which subsequently enhanced Collaborative Engagement (β = 0.739, p < 0.001). Collaborative Engagement had a strong positive effect on Collaboration Skills (β = 0.816, p < 0.001). The model explained 65.9% of the variance in Collaboration Skills. Qualitative findings corroborated these results, revealing improvements in shared responsibility, active participation, communication, teamwork, collaborative problem-solving, and reflective learning. The iterative development process also produced a refined and validated instructional model that was feasible for implementation in teacher education. Conclusion The Social Interdependence-Based Cooperative Learning model provides a theoretically grounded and empirically validated instructional framework for fostering collaboration skills among pre-service teachers. The findings indicate that integrating structured positive interdependence, collaborative engagement, and reflective learning into teacher education can effectively strengthen collaboration competencies and support the preparation of future teachers for collaborative professional practice.