scholarly journals Blended Humor and Mind Mapping in Improving 21st Century Skills

2020 ◽  
Vol 25 (1) ◽  
pp. 1
Author(s):  
Anastasia Dewi Anggraeni
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Professional Education ◽  
21St Century Skills ◽  
Learning Material ◽  
Discussion Forums ◽  
Education Department ◽  
Mind Mapping ◽  
Instructional Goals ◽  
Instructional Activities

Instructional communication that occurs in the classroom is expected to be pleasant communication for achieving instructional goals and improving 21st-century skills. 21st Century skills include communication, collaboration, critical thinking, and creativity. This study aims to enhance students’ 21st-century skills through the application of humor and mind mapping in classroom instructional activities. The object in this study was the 65 freshman in the Professional Education Department of Universitas Indraprasta PGRI. The method used in this research was descriptive qualitative. The results show that learning in the classroom becomes more fun and stress-free to understand through humor applied through humorous, motivating, and ice-breaking videos. Besides, there are communications between students through discussion forums and collaboration between them in the learning process. Other than that, student cognitive in critical thinking about the problems discussed in the learning material improves, as well as their creativity in organizing learning media digitally and non-digitally.

scholarly journals INTEGRASI KETERAMPILAN ABAD 21 DALAM MODUL SOCIOLINGUISTICS: KETERAMPILAN 4C (COLLABORATION, COMMUNICATION, CRITICAL THINKING, DAN CREATIVITY)

2019 ◽  
Vol 4 (2) ◽  
pp. 455-466
Author(s):  
Winda Winda Trisnawati ◽  
Arini Kumala Sari
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
English Education ◽  
Teaching Material ◽  
Education Department ◽  
Analysis Techniques ◽  
Student Questionnaire

Preparing 21st century students to be able to compete in the future, teachers around the world promote several skills to face the challenges of 21st century development. Students need 21st century skills which are known as 4C skills (critical thinking, collaboration, communication, and creativity). Integrating 21st century skills in the learning process effectively becomes very important. Teaching material as a source of learning is needed in this regard. One of the teaching materials is a module. The aim of this research is to develop an integrated Sociolinguistics module on 21st century skills that focus on 4C skills. It aims to find out the suitable of this module as teaching material for students in the English Education Department of STKIP Muhammadiyah Muara Bungo. This research method used research and development (R&D). The research procedure was divided into two, namely preparation and implementation. This research was conducted to students in the fifth semester of the academic year 2019/2020 English Education Department of STKIP Muhammadiyah Muara Bungo. Data collection techniques used questionnaire and observation sheets as instrument. This research data analysis technique used quantitative data analysis techniques and qualitative data analysis techniques. The results showed the recapitulation of assessment aspects from various experts, sociolinguistics lecturer, student questionnaire sheets, and observations sheet. The following are the percentages of the result module eligibility which includes: the results of the material expert validation was 61.3% (good category); the results of the validation of media experts was 75.8% (excellent category); module self-evaluation results by lecturers was 90% (excellent category); field trial observation sheet results was 78.9% (excellent category); and the results of the student questionnaire sheet was 76.3% (excellent category). So the sociolinguistics module which is integrated with 4C skills is appropriate to be used in the learning process.

scholarly journals Study of Assistance Development of Thematic Learning Material by Integrating New Literacy and Disaster Literacy on Science Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 120
Author(s):  
Asrizal Asrizal
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Industrial Revolution ◽  
Learning Material ◽  
Assistance Program ◽  
New Literacy ◽  
Average Value ◽  
Thematic Learning

The 4.0 industrial revolution requires humans to possess 21st century skills. Education should be able to prepare students to have 21st century skills to be successful in their life. In addition, the geographical condition of Indonesia is a disaster-prone region. For this reason, teaching should be able to develop student literacy to face the challenges of the industrial revolution 4.0 and the geographical condition of the Indonesian region. The thematic science teaching is relevant to 21st century skills, essential principles of 21st century learning, and the geographical condition of Indonesia. But the real conditions show that the integration of literacy in science teaching is still lacking and limited. A solution to solve this problem is the assistance program the development of thematic learning material by integrating new literacy and disaster literacy for science teachers in junior high school. The objective of the research is to investigate the results of the assistance program the development of thematic learning material. Participants of program assistance were 30 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest and questionnaire sheet. The data were analyzed by descriptive statistics analysis and wilcoxon signed rank test. Based on the results of data analysis can be stated that: 1). in the assistance program activities for the development of thematic science teaching material can be produced 26 teaching materials in the form of student worksheet by integrating new literacy and disaster literacy, 2). the average value of the practicality of using thematic science worksheet according to students in two junior high schools is 86.41 so that this average value can be classified into very good category, 3). the average value of participant responses to the implementation of the assistance program is 85.65 and this average value can be entered into very good category, and 4). the assistance program for developing learning material by integrating new literacy and disaster literacy is effective to improve knowledge of science teachers about data literacy, technological literacy, human literacy, and disaster literacy.

scholarly journals Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990017 ◽  
Author(s):  
Ester van Laar ◽  
Alexander J. A. M. van Deursen ◽  
Jan A. G. M. van Dijk ◽  
Jos de Haan
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
21St Century ◽  
Systematic Literature Review ◽  
21St Century Skills ◽  
Empirical Studies ◽  
Technical Information ◽  
Comprehensive Overview ◽  
Problem Solving Skills ◽  
Digital Skills

This study brings attention to the determinants of 21st-century skills and 21st-century digital skills. The following skills are investigated: technical, information, communication, collaboration, critical thinking, creativity, and problem-solving skills. To understand differences in the level of these skills among workers, we need to know the factors that determine an individual’s skill level. A systematic literature review was conducted to provide a comprehensive overview of empirical studies measuring skill determinants. The results show that there is strong need for research on determinants of communication and collaboration skills. In a digital context, determinants for creativity and critical thinking are hardly studied. Furthermore, the identified determinants of 21st-century skills studies are limited to personality and psychological determinants, neglecting, for example, social determinants such as social support. Although digital skills studies show more variety, they mostly cover demographic and socioeconomic determinants.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals Analysis of Teachers' Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms

2021 ◽  
Vol 10 (1) ◽  
pp. 92-102
Author(s):  
E. Haryani ◽  
W. W. Coben ◽  
B. A-S. Pleasants ◽  
M. K. Fetters
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Science Teachers ◽  
21St Century ◽  
Professional Education ◽  
Science Instruction ◽  
Cultural Knowledge ◽  
High School Science ◽  
Collaboration And Communication ◽  
Creativity And Innovation

The significance of learners acquiring the skills required in the 21st century, including communication skills, teamwork, ICT-related skills and socio-cultural knowledge, imagination, critical thinking, and problem-solving, has been extensively discussed. Integrating the 21st century into the curriculum requires teachers to have knowledge and resources to foster classroom practices. This qualitative study was designed to explore the resources that Indonesian science teachers use in supporting the implementation of the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication (4Cs) integrated science instruction. Data analyses include surveys, audio recordings of smalls and large group discussions, and group discussion artifacts of 28 Indonesia vocational high school science teachers to identify the type of resources that teachers have had access to support the integration of 4C into science instruction and the extent to which these resources promote the 4C integration into science instruction. The analysis indicates that teachers use multiple resources to help them prepare for 4C integration into teaching practices, including various professional development (PD) programs, various teacher collaborations, curriculum guidelines, and open resources. Teachers found that Teacher Professional Education (TPE) was the most favorable PD program, and curriculum guideline was the least effective for advancing 4C integration. Implications are discussed further.

scholarly journals EVALUATION OF THE PROBLEM-SOLVING APPROACH IN TERMS OF VARIOUS THEORIES

2021 ◽  
pp. 50-58
Author(s):  
Betül Çolpan Kuru
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Effective Intervention ◽  
Problem Solver ◽  
Final Approach ◽  
History Of ◽  
Definition Of

The history of the age of problem solving is seen as a cipher that is actively used in social sciences as well as in science. Problems that can leave psychological and / or physical marks on people appear in life. It can vary depending on the importance and size. Individuals use various schemes to be affected by these scars with the least damage and to overcome the problems with fast and effective intervention methods. In this cryptic cipher passwords, it begins to occur during the cryptic period periods. In our schools, dealing with problem solving stages in verbal lessons as well as in numerical lessons enables them to solve the problems they will encounter throughout their lives. In addition, people who have gained the competence to solve similar problems on their own can also be independent. In this review, the definition of the concept of problem and problem -solving is made and the problem solving stages of various theorists are explained. Thinking as a thought (critical thinking) perspective and problem-solving approach as a final approach, including determining, analyzing and evaluating situations, ideas and information to formulate responses and solutions, taking their own importance in the 21st century skills. has been. The aim of the article is to help readers create their own solution diagrams by creating a perspective on problem solving and at the same time contributing to how to be a problem solver as a good thinker.

scholarly journals RESEARCH NOTEBOOKS Developing Students' Critical Thinking Skills in KAETSU ARIAKE Junior & Senior High School library

2016 ◽  
Author(s):  
Shoko Sanada ◽  
Hideo Yamada ◽  
Aiko So ◽  
Terumi Kuwata
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
School Library ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Program ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Library Skills

We, Kaetsu Ariake, regard 21st century skills as one of the most important factors for our students to acquire. Especially, critical thinking (CT) and its skills are indispensable. Thus, we offer special classes for the 7th, 8th, and 9th grade students to become better thinkers. Teachers from a variety of subjects teach the classes, which are held in our school library with the help of its librarian. The librarian teaches the students library skills, supports the teachers, and edits the Research Notebooks. The Research Notebooks are the key to managing the three-year course. We refer to the six-step learning program and Revised Bloom’s Taxonomy in order to develop the Research Notebooks. Using the Notebooks, the students can develop good insights and skills to do research. By making use of the library, getting the help of the librarian, and using the Research Notebooks, we promote 21st century skills throughout our school.

scholarly journals Empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Didimus Tanah Boleng ◽  
Elsje Theodora Maasawet ◽  
Krishna Purnawan Candra
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
Significant Interaction ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Main Effect ◽  
Scientific Approach ◽  
Quasi Experimental

In empowering students’ 21st century skills, the implementation of scientific approach-based models (SAbM) is recommended. This quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. The aim of the study was to determine the effect of SAbM on empowering students' critical thinking skills (CTS). The SAbM implemented were Problem-Based Learning (PBL), Guided Inquiry (GI), and PBL+GI combination. Furthermore, the students’ ethnics included were Javanese, Bugis, Kutai, Banjar, and Toraja. The purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in Samarinda). The instrument used to collect CTS data was questions test. The data were analyzed using two-way ANCOVA. The results showed that there was no significant interaction between ethnic and learning models on the students' CTS (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). In contrast, there was a significant effect of SAbM on students’ CTS (p = 0.0005) Through this study, SAbM need to be implemented continuously as it can optimize the empowerment of students’ 21st Century skills.

scholarly journals Teaching the 21st Century Skills (4Cs) in English Literacy Activities in SMKN 1 Singaraja in Academic Year 2019/2020

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
I Putu Ratama ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
21St Century Skills ◽  
Reading Program ◽  
Literacy Program ◽  
Literacy Activities ◽  
English Literacy ◽  
Reading Response ◽  
Collaboration And Communication

Literacy program has been echoed by the Minister of education and culture since 2015. Teaching other skills in the implementation of literacy activities are crucial to prepare the students to compete in working field, especially in Vocational School. This study aimed to investigate (1) the kinds of English literacy activities implemented in SMKN 1 Singaraja, (2) how to teach the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja which consisted of preparation, steps and assessment of the 4Cs skills, (3) Teachers’ challenges while teaching the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja. The design of this research was descriptive qualitative. The setting of this research was SMKN 1 Singaraja and the subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that (1) there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. (2) In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught.  In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills (3) In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.

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