Strategies for Teaching Digital Collaborative Problem-Solving Skills with Attention to Adversity Quotient Aspects of Junior High School Students

Collaborative problem solving is an important skill that to develop in education, especially in the increasingly complex digital era. By utilizing collaborative technology, students can interact and collaborate without space and time constraints. This study aims to design a Collaborative Problem Solving-Adversity Quotient (CPS-AQ) model to teach digital collaborative problem solving skills by considering the adversity quotient aspects of junior high school students. This research method uses literature review research, with the following steps: i. Identification of topics and problems, ii. Literature search and collection, iii. Evaluation and selection of literature, iv. Analysis of literature, v. Synthesis of study results, and vi. Preparation of conclusions and implications. The result of this research is a CPS-AQ learning design with the steps: i. Share the perspective, ii. Define the issues, iii. Identify the interests, iv. Generate options, v. Develop a fair standard or objective criteria for deciding, and vi. Evaluate options and reach agreement. Conceptually, the CPS-AQ model can be used to train collaborative problem-solving skills digitally.