scholarly journals Learnings from a Lesson Study in Using Discovery Learning in Teaching the Mean of Grouped Data

2021 ◽  
Vol 12 (3) ◽  
pp. 3847-3855
Author(s):  
Adrian U. Bugay Et.al
Keyword(s):  
21St Century ◽  
Lesson Study ◽  
Industrial Revolution ◽  
Focal Point ◽  
21St Century Learning ◽  
Discovery Learning ◽  
Grouped Data ◽  
Making Meaning ◽  
Group Data ◽  
The Mean

This paper probes, through a Lesson Study, how discovery learning and contextualized problems can be employed in teaching the mean of grouped data. The research lesson was implemented Grade 7 students of a national high school in Calamba City, Laguna, Philippines.  Through thematic analysis, three issues emerged from conducting the Lesson Study: (1) making meaning about the data in context fosters students’ mathematical understanding; (2) translating 21st century learning in the classroom with technical topics like the mean of group data can be done by shifting the focal point of the lesson on its importance and applications in life; and (3) identifying the critical points of a lesson is an indispensable process that teachers need to undergo in designing learning activities that promote 21st century learning and relevant to the demands of the Fourth Industrial Revolution. This study demonstrated how Lesson Study is an effective professional development intervention that allows teachers to view the learning process in a wider perspective, strengthen their skills in designing efficacious lessons, and bring forth change in their teaching practices via reflective stances on lessons.

scholarly journals LESSON STUDY FOR LEARNING COMMUNITY (LSLC): PENDAMPINGAN PENYUSUNAN CAPTURE DESIGN DAN LESSON DESIGN PADA GURU SD/MI DI PONPES DARUSSOLIHIN NW KALIJAGA

2021 ◽  
Vol 5 (1) ◽  
pp. 602
Author(s):  
Muhammad Syazali ◽  
Baiq Niswatul Khair ◽  
Hasnawati Hasnawati ◽  
Lalu Wira Zain Amrullah
Keyword(s):  
Critical Thinking ◽  
Learning Community ◽  
21St Century ◽  
Lesson Study ◽  
21St Century Learning ◽  
Lesson Design ◽  
Three Stages ◽  
The Right

ABSTRAKTuntutan pembelajaran abad 21 adalah kompetensi 4C - colaboration, communication, critical thinking, creativity. Fasilitas pembelajaran yang tepat untuk ini adalah LSLC. Sejauh ini guru di SD/MI Ponpes Darussholihin NW Kalijaga belum pernah mengikuti kegiatan LSLC. Pengabdian ini sebagai langkah awal untuk mendampingi guru dalam ber-LSLC. Adapun tahapan pertama dalam LSLC adalah plan yg di dalamnya memuat penyusunan lesson design dan chapter design. Target luaran yaitu guru-guru SD/MI di Ponpes Darussolihin NW Kalijaga mampu menyusun chapter design dan lesson design. Kegiatan ini menggunakan metode pendampingan dan dilaksanakan melalui tiga tahapan yaitu: (1) workshop LSLC secara daring, (2) presentasi dari tim terkait chapter design dan lesson design, dan (3) mendampingi peserta dalam kelompok untuk mengembangkan chapter design dan lesson design. Kegiatan ini berjalan dengan baik dan lancar. Workshop online terselenggara pada interval 12 – 14 Agustus 2021. Presentasi dari tim dan pendampingan kelompok dalam mengembangkan chapter design dan lesson design terlaksana pada tanggal 18 September 2021 di MI NW Kalijaga. Jumlah peserta yang hadir sebanyak 33 peserta dari beberapa SD/MI di bawah naungan Ponpes Darussolihin NW Kalijaga. Diakhir kegiatan pendampingan, hasil kolaborasi masing-masing kelompok guru telah berhasil menyusun chapter design dan lesson design dengan kualitas yang baik dan siap untuk dimplementasikan dalam pembelajaran. Kata kunci: chapter design; lesson design; pendamipingan LSLC; ponpes NW kalijaga. ABSTRACTThe demands of 21st century learning are 4C competencies - collaboration, communication, critical thinking, creativity. The right learning facility for this is LSLC. So far, teachers at SD/MI Ponpes Darussholihin NW Kalijaga have never participated in LSLC activities. This service is the first step to assist teachers in LSLC. The first stage in the LSLC is a plan which includes the preparation of lesson designs and chapter designs. The output target is that SD/MI teachers at Ponpes Darussolihin NW Kalijaga are able to compile chapter designs and lesson designs. This activity uses the mentoring method and is carried out in three stages, namely: (1) online LSLC workshops, (2) presentations from teams related to chapter design and lesson design, and (3) assisting participants in groups to develop chapter designs and lesson designs. This activity went well and smoothly. An online workshop will be held on August 12-14, 2021. Presentations from the team and group assistance in developing chapter design and lesson design will take place on September 18, 2021 at MI NW Kalijaga. The number of participants who attended was 33 participants from several SD/MI under the auspices of Ponpes Darussolihin NW Kalijaga. At the end of the mentoring activity, the results of the collaboration of each group of teachers have succeeded in compiling chapter designs and lesson designs with good quality and ready to be implemented in learning. Kata kunci: chapter design; lesson design; LSLC mentoring; ponpes NW kalijaga. 

scholarly journals Digital Literacy Competencies of Mechanical Engineering Vocational Education Teacher Candidates

2021 ◽  
Vol 12 (6) ◽  
pp. 2119-2124
Author(s):  
Setuju Et al.
Keyword(s):  
21St Century ◽  
Prospective Teachers ◽  
Digital Literacy ◽  
Quantitative Research ◽  
Mechanical Engineering ◽  
Industrial Revolution ◽  
21St Century Learning ◽  
Literacy Skills ◽  
Study Program ◽  
The Government

The era of the Industrial revolution 4.0 collaborates on cyber technology and automation technology. Rapid changes due to the 4.0 industrial revolution, require anticipatory steps by the government through increasing the quality of education. Preparing a great generation who has competencies as capital to anticipate the 4.0 industrial revolution, the 21st-century learning education. One of the competencies expected for 21st-century learning is digital literacy skills. Therefore, this study aims to determine the ability of prospective teachers prepared by the Mechanical Engineering Vocational Study Program, Sarjanawiyata University. The population of prospective teachers is students who have implemented teaching practices in schools in the 2019/2020 school year. Quantitative research with descriptive method approach. Data analysis with the percentage of students who use and integrate Information and Communication Technology (ICT) in learning during practical field experience (PPL). The results obtained conclude that digital literacy skills need to be improved, because students in their learning rarely (50%) use and integrate ICT in learning. Because with digital literacy skills students can design learning that facilitates students to think critically, creatively, and innovatively.

scholarly journals Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students

2019 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Tan Xin Yu ◽  
Wan Muna Ruzanna Wan Mohammad
Keyword(s):  
21St Century ◽  
Writing Skills ◽  
Structured Interview ◽  
21St Century Learning ◽  
Student Centered Learning ◽  
English Writing ◽  
Writing Skill ◽  
Before And After ◽  
Post Test ◽  
The Mean

21st Century Learning is a student-centered learning process that has been introduced in Malaysia since 2014. This study aims to integrate the 4C elements, which are collaboration, communication, creativity, and critical thinking in the interventions to improve English writing skill among 3K class students. Also, the study was conducted to determine how peer guidance can help 3K class students, who were weak in writing, to improve their English writing skills. The action research was carried out based on Kurt Lewin's Model. The research instruments involved were pre-test, post-test, and semi-structured interview. A total of 32 students sat for both pre-test and post-test before and after the interventions. A semi-structured interview consisting of five questions was conducted after the student completed the post-test. Descriptive statistics involving mean and percentage scores were used to analyze pre-test and post-test findings, while the interview findings were summarized. The results showed that there was an improvement in their English writing skills, where the mean score for the pre-test was 19.34, while the mean score for post-test was 22.66. The findings indicate that weaker students agreed that guidance of students who possess better writing skills helped them improve their English writing skills. The results of the pre-test and post-test showed that the intervention conducted has successfully helped 3K class students to improve their English writing skills.

scholarly journals Peningkatan kompetensi pedagogik guru melalui pelatihan perangkat pembelajaran abad-21 berbasis merdeka belajar di Kabupaten Pelalawan Riau

2020 ◽  
Vol 2 ◽  
pp. 432-439
Author(s):  
Ahmal Ahmal ◽  
Supentri Supentri ◽  
Piki Setri Pernantah ◽  
Mirza Hardian
Keyword(s):  
21St Century ◽  
Industrial Revolution ◽  
21St Century Learning ◽  
Learning Goals ◽  
Learning Needs ◽  
Learning Tools ◽  
National Education ◽  
Service Activity ◽  
Student Center

Improving the quality of education and teaching is a must and absolutely for all elements of education in this country, not except for a teacher. Good teachers are teachers who understand and understand their responsibilities and obligations. The teacher is the key actor in the learning. Teachers must follow learning trends that are relevant to current conditions, namely 21st century learning. To develop 21st century learning based on “merdeka belajar”, teachers must carry out student-center learning. The learning tools developed must have the principles of efficiency, effectiveness, and be learner-oriented. This is done by considering the readiness, interest and learning needs of students in the classroom so that they can achieve maximum learning goals and national education goals. This community service activity is implemented using a workshop method for 3 (three) days with speakers by lecturers according to their fields of expertise and in collaboration with the FOGIPSI organization. This event seeks to provide understanding, guidance, and experience for teachers in Pelalawan Regency related to 21st century learning tools based on “merdeka belajar” that are relevant to the current era of the industrial revolution 4.0.

scholarly journals Analisis Kompetensi Guru Menghadapi Era Revolusi Industri 4.0

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Zulkifli Zulkifli
Keyword(s):  
21St Century ◽  
Industrial Revolution ◽  
New Technologies ◽  
Human Life ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Internet Technology ◽  
Way Of Life ◽  
Teacher Competency ◽  
The Internet Of Things

The industrial revolution 4.0 is characterized by cyber-physical systems, starting to touched the virtual of the  world, in the form of human, machine and data connectivity, all of are  which everywhere. This term is known as the Internet of Things (IoT). The 4.0 industrial revolution changed the way of life of various sectors of human life, one of them was education. One of the challenges in the field of education in the era of the industrial revolution 4.0 is the used of internet technology in learning which is part of 21st century learning. In 21st century learning, students are required to master their skills, knowledge, and abilities in the field of  technology. In order to relized it, a teacher's competency and creativity is needed to face these challenges. Teachers who mastering the  knowledge and ability to adapt in  new technologies and global challenges can influence the skills and knowledge of students. The inprovement of teacher competency in facing the challenges of learning in the era of the industrial revolution is to attended activity forums such as MGMP, scientific forums, training (training), Higher Order Thinking Skills (HOTS) that can hone the skills of a teacher.

scholarly journals HealthTEC Innovation Design - a proposal for a novel Master degree program based on Unmet Clinical Need, global Healthcare Challenges, and 21st century skills

2020 ◽  
Vol 6 (3) ◽  
pp. 599-603
Author(s):  
Michael Friebe
Keyword(s):  
Machine Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Data Analytics ◽  
Industrial Revolution ◽  
Data Gathering ◽  
Healthcare Systems ◽  
Disruptive Innovation ◽  
Incremental Innovation ◽  
Healthcare Provision

AbstractThe effectiveness, efficiency, availability, agility, and equality of global healthcare systems are in question. The COVID-19 pandemic have further highlighted some of these issues and also shown that healthcare provision is in many parts of the world paternalistic, nimble, and often governed too extensively by revenue and profit motivations. The 4th industrial revolution - the machine learning age - with data gathering, analysis, optimisation, and delivery changes has not yet reached Healthcare / Health provision. We are still treating patients when they are sick rather then to use advanced sensors, data analytics, machine learning, genetic information, and other exponential technologies to prevent people from becoming patients or to help and support a clinicians decision. We are trying to optimise and improve traditional medicine (incremental innovation) rather than to use technologies to find new medical and clinical approaches (disruptive innovation). Education of future stakeholders from the clinical and from the technology side has not been updated to Health 4.0 demands and the needed 21st century skills. This paper presents a novel proposal for a university and innovation lab based interdisciplinary Master education of HealthTEC innovation designers.

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