scholarly journals Realising Holistic Creative Thinking through Seven Principles: A 21st Century Paradigm Leading to Sustainable Innovation

2022 ◽  
Vol 31 (4) ◽  
pp. 1
Author(s):  
Nishant Khandelwal ◽  
Anil Mehta
Keyword(s):  
21St Century ◽  
Creative Thinking ◽  
Seven Principles ◽  
Sustainable Innovation

scholarly journals Pembelajaran Berbasis Proyek Menggunakan Senam Transformasi dan Tetris Geogebra untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 657-666
Author(s):  
Muhammad Abror
Keyword(s):  
Data Analysis ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Significant Difference

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.

scholarly journals GENRE-BASED DIGITAL STORYTELLING IN THE 21st CENTURY EDUCATION: A STUDENTS’ PERCEPTION

2021 ◽  
Vol 20 (1) ◽  
pp. 39-45
Author(s):  
Nadia Tiara Antik Sari ◽  
Nahrowi Adjie ◽  
Gilang Rajasa ◽  
Nuur Wachid Abdul Madjid
Keyword(s):  
Elementary School ◽  
21St Century ◽  
Creative Thinking ◽  
Digital Storytelling ◽  
Public University ◽  
Narrative Text ◽  
Story Telling ◽  
West Java ◽  
21St Century Education ◽  
Digital Story

ABSTRACT The present study is aimed at investigating the perception of elementary school pre-service teachers regarding the genrebased digital story telling projects in their General English (GE) class. The benefits and challenges of digital storytelling projects have been studied by many researchers. However, perception of elementary school pre-service teachers of the issue is still rarely investigated. The data were collected from open and closed questionnaire to 47 elementary school pre-service teachers of a public university in West Java, Indonesia. In the second semester, they had a GE class (kelas Mata Kuliah Umum/MKU Bahasa Inggris). They were given two genre-based digital storytelling projects i.e. the digital descriptive and narrative text projects. The findings are further explained in relation to the 4Cs skill in 21st century education. It is found that genre-based digital storytelling projects improve the elementary school pre-service teachers’ communication, collaboration, creative thinking, and creativity skill. The pre-service teachers generally perceived the learning as meaningful, engaging, and enjoyable, supporting digital storytelling as a powerful media in the 21st century education.

scholarly journals The development of being a professional teacher in the 21st -century model based on the ethics of profession with Buddhism integration

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Chananporn Areekul
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Creative Thinking ◽  
Goodness Of Fit ◽  
Thinking Skills ◽  
Learning Activity ◽  
Century Model ◽  
Thinking Skill ◽  
Model Based ◽  
Professional Teacher

The purpose is to develop being a professional teacher in the 21st century model based on the ethics of profession with Buddhism integration. The data were collected from 265 teachers and 20 experts. The instruments were questionnaires and data were analysed by confirmatory factor analysis. The model consisted of (1) the instruction: the 21st century educational philosophy, the curriculum design skill, the educational innovation skill in the classroom, the learning activity management skill, the learning evaluation skill and the classroom action research skill; (2) the ethics of profession for: a person, profession, clients, co-professionals and society; (3) the thinking skills: analytical thinking skill, synthesis thinking skill, critical thinking skill, comparative thinking skill, problem-solving thinking skill and creative thinking skill; and (4) the Buddhist principles: Desana 2, Patisambhida 4, Pamana 4, Desanavidhi 4, Dhammadesaka-dhamma 5, Bahussutanga 5, Anupubbikatha 5 and Kalyanamitta-dhamma 7. The model’s goodness-of-fit indexes were satisfactory, right and coherent. Keywords: Buddhism, ethics, profession, teacher, the 21st century.

scholarly journals Usability of M-PA21 Module to Improve Teachers’ Metacognitive Regulation in Teaching and Application of 21st Century Basic Skills

2019 ◽  
Vol 14 (20) ◽  
pp. 87 ◽  
Author(s):  
Rashidah Karnain ◽  
Saemah Rahman ◽  
Shahlan Surat ◽  
M.T. Ali
Keyword(s):  
21St Century ◽  
Creative Thinking ◽  
Basic Skills ◽  
Skills Training ◽  
Document Analysis ◽  
Thinking Skills ◽  
Mean Value ◽  
Observation Data ◽  
Training Module ◽  
Metacognitive Regulation

Teachers face the challenges in producing students with 21st-century basic skills encompassing communication, collaborative, critical and creative thinking, as well as values and ethical. The reasons are the teachers do not have enough knowledge and skills to implement student-centered teaching, applying 21st-century basic skills, and teachers’ thinking skills which are metacognition is at a low level. To overcome this problem, the Metacogni-tive Skills Training Module in the Teaching and Application of 21st Centu-ry Basic Skills (M-PA21) was developed. The training module needs to be evaluated for usability to see if it can solve the teachers’ existing problems. Therefore, the study aims to evaluate the usability of the M-PA21 module to improve the teachers’ metacognitive regulation in teaching. Evaluation of module usability was conducted through field test involving 16 respond-ents consisting of secondary school teachers. The data collection was done through module usability questionnaire, micro-teaching observation, and document analysis. The questionnaires of module usability were analyzed using SPSS version 24.0 by determining mean value, while observation data was analyzed thematic. Document analysis supports the evaluation of ques-tionnaires and observation findings. Overall, the findings show that the M-PA21 module can enhance teachers’ metacognitive regulation in the teach-ing and application of basic skills of the 21st century

Application of the TRIZ Method for Development and Evaluation of Innovations in Glass Processing for the 21st Century

2008 ◽  
Vol 39-40 ◽  
pp. 523-528
Author(s):  
Pavel Jirman ◽  
Ivo Matoušek
Keyword(s):  
21St Century ◽  
Creative Thinking ◽  
Cold Working ◽  
Expert Knowledge ◽  
Real Life ◽  
Glass Production ◽  
Glass Processing ◽  
Set Up ◽  
High Level ◽  
Further Development

Improving technology and materials in glass production for the 21st century supposes implementation of high-level innovations. These innovations are necessary not to be only developed, produced and set up but also their qualities and perspectives need to be evaluated so that the ratio of their application is increased. The application ratio of developed innovations lies among 1-3% at present. All stages of glass processing like melting, forming or cold working have mostly limitations of its own further development which are necessary to be detected so that further possibility of innovation can be predicted. At present it is not sufficient to have only theoretic and expert knowledge of the field and IT applications but it is necessary to know the methods of creative thinking for achievement and application of required innovation. Understanding of the system of creative thinking makes possible to better and faster adapt to real life practice which changes very fast. TRIZ (Theory of Inventive Problem Solving) is a powerful method of creative technical thinking which originated by studying patents and by generalization of successful process solving. The method TRIZ makes possible to find a correct formulation of a task out of unclearly described situation as well as to solve the newly re-formulated task by using unique strong instruments of the TRIZ method [1]. Application of the TRIZ method is supported by a unique SW designed for collection of information, analyses, synthesis of solutions and verification of the found solutions. Practical examples of using the TRIZ method will be presented in the contribution on chosen glass technologies.

scholarly journals EST for EMI: A Problem-Based Learning Approach to Domain-Specific Fluency

2015 ◽  
Vol 1 (1) ◽  
pp. 12-19
Author(s):  
Sharon Hannigan
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Creative Thinking ◽  
Expert Panel ◽  
Problem Based Learning ◽  
Medium Of Instruction ◽  
Learning Approach ◽  
Science Courses ◽  
Domain Specific ◽  
Visual Spatial

An English for Science and Technology (EST) course is offered as a potential bridge to English as a Medium of Instruction (EMI) in the sciences. Consisting of four modules, each organized around a “big problem” in science or technology, the course challenges students to collectively arrive at solutions through critical and creative thinking that ultimately finds expression in three modalities: verbal (e.g., expert panel discussions, debates) graphic (e.g., problem statements, action plans), and visual-spatial (e.g., graphs, models). It is suggested that Problem-Based Learning (PBL) approaches to language learning – especially ones propelled by critical thinking frameworks (e.g., SPRE) – not only ease the transition to science courses where English is the medium of instruction but promote the acquisition of general competencies thought vital to 21st century success.

scholarly journals The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 39-52
Author(s):  
Erni Munastiwi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaboration Skills ◽  
Collecting Techniques ◽  
The Difference ◽  
Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

scholarly journals Developing strategic plans for an aligned approach to 21st century skills integration

2021 ◽  
Author(s):  
Claire Scoular ◽  
Ian Teo
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Strategic Plan ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Education Systems ◽  
Knowledge Based ◽  
The Pacific ◽  
Innovation And Technology

This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.

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