Assessment for Learning Model in Competency Assessment of 21st Century Student Assisted by Google Classroom

The ability to think creatively is an important ability in mathematics to deal with the demands of the 21st century. One learning model that can improve students' mathematical creative thinking skills is Project Based Learning. This study aims to determine the improvement of students' mathematical creative thinking abilities through Project Based Learning using Transformation Gymnastics and Tetris GeoGebra. Research instruments used in this study is a test in the form of description, consisting of pretest and posttest that measures the ability of mathematical creative thinking including fluency, flexibility, originality, and elaboration. Data analysis includes tests of normality, homogeneity, and t-test using SPSS application assistance. The results showed that there was a significant increase in the value of students' creative thinking abilities, both in classrooms with Project Based Learning using Transformation Gymnastics and in classrooms with Project Based Learning using Tetris GeoGebra. There was no significant difference between the average posttest in the two classes. Thus, the two project tasks used in this Project Based Learning can be used in learning Transformation material.

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ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v1i6.1640 ◽

2019 ◽

Vol 1 (6) ◽

Author(s):

Ilmi Zajuli Ichsan

Keyword(s):

21St Century ◽

Natural Science ◽

Science Learning ◽

Higher Order Thinking ◽

Thinking Skills ◽

Learning Model ◽

Higher Order Thinking Skills ◽

Environmental Learning ◽

Is Research ◽

June July

Natural science and environmental learning in the 21st century require Higher order thinking skills (HOTS). The purpose of this study was to develop an ILMIZI learning model. The method used is research and development carried out in June-July 2019. The results of the study showed that the ILMIZI model syntax consists of 6 stages, start from Identify problem, Limitation problem, Make mind map, Interpret result, Analyze result, Interaction and evaluate. The six stages are the results of development which are expected to have an impact on the rise of HOTS. Validation results from various learning experts and teachers showed a score of 3.74 with a percentage of 93.50% and a very valid category which means that the ILMIZI model is suitable for use in natural science learning (biology, physics, chemistry) and environmental learning at all levels of education. The conclusion is that the ILMIZI learning model was suitable for learning and expected to have an impact on HOTS students

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MEMBANGUN KOMPETENSI ABAD 21 MELALUI METODE CONSTRUCTIVE CONTROVERSY PADA PEMBELAJARAN BAHASA INGGRIS

Tatar Pasundan : Jurnal Diklat Keagamaan ◽

10.38075/tp.v14i2.44 ◽

2020 ◽

Vol 14 (2) ◽

pp. 199-208

Author(s):

Leny Sri Wahyuni

Keyword(s):

Cooperative Learning ◽

21St Century ◽

Divergent Thinking ◽

Learning Model ◽

Second Grade ◽

Controversial Issues ◽

English Learning ◽

Model Application ◽

Constructive Controversy ◽

Descriptive Qualitative

This study aims to describe an image of cooperative learning model application through constructive controversy method in building 21st century competencies towards English learning. This study uses descriptive qualitative which took place at the second grade of SMKN 1 Talaga, Majalengka. Collecting data is done by using observation, interview, and documentation. The results illustrate that the ability to communicate, collaborate, think critically, and creatively in students can be built through controversial issues which make them challenged to discuss actively, intensively, and comprehensively. The use of 'gambits' in form of asking and giving opinions is quite effective to encourage students to analyze (communicate actively and effectively) related to the issues raised, collaborate intensively on various ideas to make decisions, and formulate solutions by constructing ideas from various results of divergent thinking. Keywords: 21st century competencies; English learning; cooperative learning model; constructive controversy method; controversy issues

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