BRIEF RESEARCH REPORT article

Front. Educ.

Sec. Language, Culture and Diversity

Volume 10 - 2025 | doi: 10.3389/feduc.2025.1572715

This article is part of the Research TopicEnhancing Learning through Cognitive and Social Inclusion Practices in EducationView all 7 articles

Relational and Cognitive Dynamics in Collaborative Learning: Lessons from Pancasila Integration in Indonesia

Provisionally accepted
Asri  AsriAsri Asri*Badaruddin  BadaruddinBadaruddin BadaruddinMuhammad  IdrisMuhammad Idris
  • Institut Teknologi dan Bisnis Nobel Indonesia, Makassar, Indonesia

The final, formatted version of the article will be published soon.

This study explores how interaction quality in collaborative learning relates to student outcomes and satisfaction in Indonesian high schools, with a focus on cognitive, metacognitive, and relational group activities. Conducted with 117 students across 23 groups in Takalar, Indonesia, the research employed a newly developed and validated questionnaire tailored to capture the nuances of collaborative learning and the integration of Pancasila values. The results demonstrate that high-quality interactionespecially a positive group climate, active participation, and supportive communication-significantly correlates with improved learning outcomes and satisfaction. Furthermore, individual perspectivetaking skills were positively linked to interaction quality, while beliefs about learning showed no significant correlation. At the group level, a strong sense of community was associated with better collaboration and higher satisfaction. This study contributes uniquely by embedding Pancasila values, such as gotong royong (mutual cooperation) and social justice, into the assessment of collaborative learning in post-COVID educational settings. While the cross-sectional design and reliance on selfreports limit causal interpretation, the findings offer valuable insights for educators in designing inclusive and culturally grounded collaborative learning environments. The study highlights the importance of relational dimensions and cultural values in enhancing interaction quality and educational resilience in the digital era, especially in Southeast Asian educational contexts. These findings provide a meaningful basis for integrating national philosophical values into pedagogical frameworks that promote both academic and social-emotional development among students.

Keywords: Collaborative Learning, Pancasila values, High quality interaction, cognitive activity, Metacognitive activity, Relational activity

Received: 07 Feb 2025; Accepted: 09 May 2025.

Copyright: © 2025 Asri, Badaruddin and Idris. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Asri Asri, Institut Teknologi dan Bisnis Nobel Indonesia, Makassar, Indonesia

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