<![CDATA[Collaborative skills are an important 21st-century competency that elementary school teacher education (PGSD) students must possess, especially in curriculum development courses that require group analysis and curriculum design skills. This study aims to analyze the level of collaborative skills of PGSD students using a quantitative descriptive approach with the Weighted Mean Score (WMS) technique. The research subjects consisted of 55 students, while the instruments were developed based on five dimensions of collaboration according to Johnson and Johnson, namely effective communication, collaborative responsibility, promotive interaction, decision making, and collaborative presentation. The results showed that collaboration skills were in the good category (WMS = 3.54), but did not reach the ideal standard of 75%. The dimension of promotive interaction had the highest achievement (74%), while collaborative presentation was the lowest aspect (64%). These findings indicate the need to strengthen individual accountability and integrate group work results, especially at the final presentation stage. This study confirms that social interdependence-based cooperative learning has great potential to improve the collaboration skills of PGSD students.ABSTRAKKeterampilan kolaborasi merupakan kompetensi penting abad ke-21 yang harus dimiliki mahasiswa Pendidikan Guru Sekolah Dasar (PGSD), terutama dalam mata kuliah Pengembangan Kurikulum yang menuntut kemampuan analisis dan perancangan kurikulum secara kelompok. Penelitian ini bertujuan menganalisis tingkat keterampilan kolaborasi mahasiswa PGSD menggunakan pendekatan deskriptif kuantitatif dengan teknik Weighted Mean Score (WMS). Subjek penelitian terdiri dari 55 mahasiswa, sedangkan instrumen dikembangkan berdasarkan lima dimensi kolaborasi menurut Johnson dan Johnson, yaitu komunikasi efektif, tanggung jawab kolaboratif, interaksi promotif, pengambilan keputusan, dan presentasi kolaboratif. Hasil penelitian menunjukkan bahwa keterampilan kolaborasi berada pada kategori baik (WMS = 3,54), namun belum mencapai standar ideal 75%. Dimensi interaksi promotif memiliki capaian tertinggi (74%), sedangkan presentasi kolaboratif merupakan aspek terendah (64%). Temuan ini mengindikasikan perlunya penguatan akuntabilitas individual serta integrasi hasil kerja kelompok, khususnya pada tahap penyajian akhir. Penelitian ini menegaskan bahwa pembelajaran kooperatif berbasis interdependensi sosial memiliki potensi besar untuk meningkatkan keterampilan kolaborasi mahasiswa PGSD.]]>
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