Application of Couple Card Media With Make A Match Learning Model in Improving Students' Collaboration Skills at

The skill of working together is essential for students in the 21st century. However, many students still lack adequate collaboration skills, necessitating a learning method supported by educational media to enhance these skills. This classroom action research seeks to enhance students' collaboration skill at SMA Negeri 9 Surabaya through the use of Couple Card’s media with Make a Match learning learning model. The research involves two steps consisting of four stages: there are plan, implementation, observation, and reflection. The subjects of the study are 34 students from class X-9 at SMA Negeri 9 Surabaya. The Data collection techniques are include observation and interviews, with data analyzed descriptively and presented in tables and charts. The results show that the use of Couple Card media with the Make a Match learning model in the second cycle significantly improved students' collaboration skills. Additionally, students were actively engaged and showed interest in the learning process. Overall, this study demonstrates that the use of Couple Card media is effective in enhancing students' collaboration skills.


Introduction
The rapid development of education today has led to more advanced learners who are required to master various skills (Jayadi, 2020).This is because the 21st century is based on science and technology, thus individuals are expected to excel and compete in mastering different skills (Ramdani, 2019).One of the most crucial skills at present is the ability to collaborate (Indrawan, 2021).In this era of globalization, collaboration among individuals is essential in various fields.The skill to work with others has become highly important (Apriono, 2013).The ability to collaborate enables learners to work in teams, build good interpersonal relationships, and achieve common goals.This skill is undoubtedly part of the learners' repertoire in interacting or socializing with others (Lelasari, 2017).It guides students in enhancing their social and personal abilities (Dewi, 2020).Therefore, educators need to pay special attention to collaboration skills, especially in the learning context, so that it becomes a habit for students in their daily and academic lives (Nurwahidah, 2021).
Although collaboration skills are among the essential skills, the reality is that few learners in Indonesia are able to master them well (Wahyu Hartina & Permana, 2022).One of the contributing factors is the insufficient attention and portion given to the development of collaboration skills in school learning activities, resulting in low lifelong learning among learners (Taher, 2023).Many educators still use teacher-centered methods and conventional teaching materials, which do not optimally train learners' collaboration skills (Octaviana, 2022).Therefore, a way to improve learners' collaboration skills is through education, and the role of educators is crucial in determining the success of learners (Wardani, 2021).Educators must integrate all learning tools with 21st-century skills and teach learners about the ability to adapt and collaborate with groups (Muthmainnah, 2023;Putri, 2022).In response to this, every school environment needs to integrate collaboration skills into the learning process, both in urban and rural schools, to equip learners with relevant 21st-century skills.
SMA Negeri 9 Surabaya, known as SMA Komplek, is one of the exemplary schools in the center of Surabaya.Based on previous observations in class X-9, learning, particularly in the Indonesian language subject, has not yet optimized students' collaboration skills.Educators still use conventional, teacher-centered methods dominated by lectures.During Indonesian language lessons, students in class X-9 tend to be silent or passive and more often talk to their seatmates.This results in a lack of enthusiasm and attention towards learning.Therefore, efforts are needed to motivate students and make the class more active by enhancing collaboration skills using engaging learning media during Indonesian language lessons.By developing these skills, students will learn to care for each other, appreciate their peers, cooperate, share, be tolerant, and be responsible, which are important to apply in learning.
The use of Couple Card learning media has a significant impact on fostering students' enthusiasm to be more active in learning (Artini, 2019).This media actively involves all students in learning activities (Zulfahnur & Maryam, 2020).Additionally, Couple Card can motivate and attract students' interest in the lessons (Oktaviani & Fitri, 2020).According to Wahyuni & Hainur (2019), Couple Card is a group learning technique that uses question and answer cards as a discussion medium.Its creation and use are very easy, and it encourages students to actively collaborate in groups (Bhawanayani, 2018).
Applying the make and match learning model, students will learn the material or topic by finding matching pairs of cards (Harefa, 2020).The level of student engagement in the learning process is evident as they must find the corresponding answer card pairs (Hidayati & Sri, 2018).Using Couple Card media with the make and match approach can effectively enhance students' collaboration skills and support engaging and enjoyable learning.This learning media can also improve students' social skills, especially in terms of collaboration, interaction, and quick thinking through the card matching game (Ikbal, 2021).
Many previous studies have investigated the use of Couple Card media, particularly in Indonesia.However, research exploring students' collaboration skills through this media remains limited.Most studies have focused more on improving students' academic performance and motivation.Therefore, this study aims to enhance the collaboration skills of class X-9 students at SMA Negeri 9 Surabaya using Couple Card media through the Make a Match learning model.The findings from this research are expected to provide guidance to teachers in designing Indonesian language learning in

Method
This study applies the Classroom Action Research method using the research design proposed by Kemmis and McTaggart.The research is conducted in two cycles, starting with the stages of planning, implementation, observation, and reflection.The research flow is presented in Figure 1 as follows: Source: (Wulandari, 2017) The research was conducted in May 2023 using the Indonesian language subject, focusing on biographical texts.The subjects of the research were 32 students from class X-9 at SMA Negeri 9 Surabaya, consisting of 12 male and 20 female students.This class was chosen based on observations and document analysis that showed a low level of collaboration within the class.Therefore, classroom action research was deemed important to enhance students' collaboration skills.One of the steps taken was utilizing Couple Card media with the Make a Match approach.During the implementation of this learning model, students were divided into two large groups, each consisting of 16 students with diverse characteristics.The educator provided explanations about the material concepts and directions to the students.While the students worked on matching the question and answer cards, the educator observed and assessed their collaboration skills.After the first cycle was completed, the teacher conducted a reflection using the group work results as evaluation material for the next cycle.The object of this research is the students' collaboration skills in group work.Below is a table of collaboration indicators and observed aspects.(Retnosari, 2015) The results of collaboration skills are then calculated using the following formula: The processed and obtained data results will then be analyzed using descriptive analysis techniques, which will be presented in the form of images and tables.Descriptive analysis in the form of tables will be used to depict the comparison between cycle 1 and cycle 2 of the use of Couple Card media in terms of percentages.Subsequently, descriptive analysis in the form of images will be used to illustrate the percentage for each indicator in both cycles.

Discussion
Collaboration skills are essential abilities for interacting or socializing that should be present in students in the 21st century.There are five aspects of collaboration skills: positive interdependence, direct interaction, individual responsibility, communication skills, and teamwork.During the observation of learning activities and completing worksheets during the research, there was a difference in the enthusiasm of students compared to conventional learning.Based on the implementation of actions during two cycles in class X-9, the data showed an improvement in students' collaboration skills.This improvement was observed when the Couple Card learning media was used.This research limited its focus on enhancing students' collaboration skills as a result of using the Couple Card learning media.The results of this study indicate that the Couple Card learning media can be used effectively and have a significant impact on improving students' collaboration skills.The following is a comparison of the results of using the Couple Card media between cycle 1 and cycle 2 presented in table format.According to the data in the table, the percentage of the results of using the Couple Card learning media in cycle 1 is 63.23%, which falls into the high category, while in cycle 2 it is 90.88%, or rounded up to 91% with the category being very high.From this data, it is evident that there was an increase in the percentage by 28.55% from cycle 1 to cycle 2.Based on these percentage results, it can be concluded that the use of the Couple Card learning media was successful in cycle 2 and further cycles are not necessary.Data processing was conducted by applying the established formula, which involved summing up all the processed scores of the students and then dividing the total by the number of students to produce the data as listed in the table.
In addition to being reinforced by table analysis, the improvement in collaboration skills reflected by the changes in the overall ability level, according to the calculation of the increase in collaboration skills in each indicator, as seen in Figure 2  From the analysis of the percentage of collaboration skills criteria in Figure 2 above, it is evident that each indicator shows improvement.In the first indicator regarding positive interdependence, the percentage in cycle 1 is 64.1%, while in cycle 2, it increased to 93.2%.
The second indicator about face-to-face interaction also showed an increase from 61.1% in cycle 1 to 90.2% in cycle 2. Furthermore, in the third indicator concerning communication skills, there was an increase from 62.6% in cycle 1 to 91.7% in cycle 2.The fourth indicator related to individual accountability and responsibility also experienced an increase, with a percentage of 58.9% in cycle 1 increasing to 90.2% in cycle 2.Although the fourth indicator had the lowest percentage compared to other indicators, there was still an increase in cycle 2.In the last indicator regarding teamwork skills, the percentage was the highest compared to other indicators.The percentage of this indicator increased from 72.7% to 95.5% in cycle 2.Thus, it can be concluded that the use of the Couple Card learning media with the Mix and Match method is one of the efficient methods for developing students' collaboration skills in the learning process.
These findings align with previous research conducted by Artini (2019) regarding the impact of the Make a Match learning model using the Couple Card media.The study showed that students' overall learning motivation and academic achievement were higher in classes implementing the Make a Match learning model.Another study conducted by Hidayat (2018) evaluated the implementation of the Couple Card Teams Tournament learning model in class X IPA 2 SMA and found that students showed high levels of activity in all aspects of learning.The use of the Couple Card learning media in teaching can increase students' active participation, as seen in the discussion process to find answers to Couple Card questions (Rahmi, 2018).The Couple Card learning media facilitates cooperation among students in groups, helps train accuracy in finding appropriate questions and answers, and ultimately encourages the class to become more dynamic.
Based on observations of learning activities, classes that implemented traditional teaching methods showed students with low levels of learning motivation.They tended to be less motivated and felt tired during the learning process, less focused on teacher explanations, and more interested in interacting with classmates.However, classes using the Couple Card learning media exhibited high levels of participation and a fun learning atmosphere due to the game-based learning approach.One of the main advantages of using the Couple Card media is its ability to stimulate active student engagement and facilitate understanding of concepts they do not yet understand in a more creative way (Ramadhani, 2019).Innovations in the use of this media are expected to increase students' enthusiasm and participation levels during the teaching-learning process and contribute to improving their knowledge mastery (Dwiyapani et al., 2023).
The utilization of the Couple Card media also provides encouragement in the form of incentive systems such as points and rewards for groups that successfully complete card pairs quickly and correctly.This explicitly motivates groups to achieve this goal.Giving rewards in the form of applause, praise, and prizes to successful groups will motivate students to collaborate effectively with their groups.With high spirits from every student, the desired learning goals will be easier to achieve.Effective implementation of the Couple Card media can enhance students' collaboration skills by creating a stimulating and enjoyable learning environment.

Conclusion
Based on the presentation of the results from the conducted classroom action research, it can be concluded that there is a difference in collaboration skills between conventional learning and learning using the Couple Card media.This study confirms that the utilization of this media can lead to improvements in students' collaboration skills at the high school level.The research results indicate that students are able to collaborate effectively within the framework of groups.These skills will be crucial for them to face complex and diverse challenges in the future.However, this research encountered several challenges in implementation.One of them is the time constraint associated with the implementation of learning activities, as the use of Couple Card media requires a considerable amount of time.Therefore, it is important for teachers to efficiently manage time to ensure smooth learning processes.Furthermore, overall, the findings of this research provide important recommendations for educators to consider the use of Couple Card media in enhancing students' collaboration skills at the high school level.It is hoped that these findings can serve as a basis for further research in developing and refining innovative and interactive learning media.

Table 1
Criteria for Collaboration Skills Abilities

Table 4
Comparison of the Results of Using the Couple Card Media in Cycle 1 and Cycle 2 Stages