scholarly journals Optimalisasi keterampilan pembelajaran abad 21 dalam proses pembelajaran pada Guru MTs Massaratul Mut’allimin Banten

2020 ◽  
Vol 16 (1) ◽  
pp. 63-72
Author(s):  
Beni Junedi ◽  
Isnaini Mahuda ◽  
Jaka Wijaya Kusuma
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
21St Century Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Learning Skill ◽  
21St Century Learning Skills

[Bahasa]: Keterampilan abad 21 terdiri dari keterampilan communication, collaboration, critical thinking and problem solving, serta creative and inovative. Keterampilan ini perlu di implementasikan guru dalam proses pembelajaran agar kualitas pembelajaran meningkat. Terbatasnya pengetahuan guru terhadap keterampilan pembelajaran abad 21 menjadi kendala pelaksanaan di dalam kelas. Oleh karena itu, perlu upaya pengenalan keterampilan pembelajaran abad 21 ini kepada guru agar dapat diimplementasikan dengan baik di kelas. Kegiatan pengabdian masyarakat ini dilaksanakan di MTs Massaratul Muta’allimin Banten dengan jumlah peserta sebanyak 8 guru. Kegiatan ini bertujuan untuk mengoptimalkan pemahaman guru terhadap keterampilan pembelajaran abad 21 dan cara mengimplementasi-kannya dalam proses pembelajaran. Pengabdian ini dilakukan dengan cara sosialisasi melalui penyampaian materi kemudian dilakukan evaluasi di akhir kegiatan yang terdiri dari tiga tahapan yaitu tahap awal, inti, dan akhir. Berdasarkan hasil angket di akhir kegiatan diperoleh data bahwa 78,13% guru memahami cara penyampaian materi, 78,13% guru dapat memahami materi dengan baik, 82,29% guru memberikan respon terhadap manfaat kegiatan, dan 81,25% guru dapat mengembangkan proses pembelajaran abad 21 di kelas. Dapat disimpulkan bahwa kegiatan pengabdian ini dapat mengoptimalkan pemahaman guru di MTs Massaratul Muta’llimin Banten terhadap keterampilan pembelajaran abad 21. Kata Kunci: keterampilan abad 21, communication, collaboration, critical thinking and problem solving, creative and inovative [English]: The 21st Century skills consist of communication, collaboration, critical thinking, and problem-solving skills, as well as creative and innovative. This skill needs to be implemented by the teachers in the learning process so that the quality of learning increases. The limitation of teachers’ knowledge of 21st-century learning skills is an obstacle for implementation in the classroom. Therefore, it is necessary to introduce this 21st-century learning skill to the teachers so that it can be implemented well in the classroom. This community service program was carried out at MTs Massaratul Muta'allimin Banten with eight teachers as the participants. It aims to optimize teachers' understanding of 21st-century learning skills and how to implement them in the learning process. This program was held by means of socialization through the delivery of material then an evaluation was administered at the end of the activity in three stages namely the initial, core, and final stages. The results of the questionnaire at the end of the activity show that 78.13% of teachers understand how to deliver the material, 78.13% of teachers can understand the material well, 82.29% of teachers respond to the benefits of the activity, and 81.25% of teachers can develop 21st-century based learning process in the classroom. It can be concluded that this program can optimize teachers’ understanding of 21st-century learning skills. Keywords: 21st century skills; communication, collaboration, critical thinking and problem solving, creative and innovative

scholarly journals Development of Blended Learning Management to Improve 21st Century Learning Skills of Students in Computer and Educational Technology Program at Nakhon Sawan Rajabhat University

2019 ◽  
Vol 9 (1) ◽  
pp. 551-553
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
Management Plan ◽  
21St Century Learning ◽  
Computer Education ◽  
Learning Skills ◽  
Teaching Management ◽  
Learning Skill ◽  
Computer Course ◽  
21St Century Learning Skills

The objectives of this research are to enhance the capability of blended learning model used in Methodology in Teaching Computer course to develop 21st century learning skills, to compare students’ 21st Century learning skill score before and after attending the course, which was for third-year students in Computer Education Department, and to study the students’ level of satisfaction in the blended learning course. The Addie Model was used in this research. In this study, 30 third-year Computer Education students in the first semester of the academic year 2019 were selected as samples using the purposive sampling method. The tools used in this research were teaching management plan stating models and methods for managing science learning areas, 21st Century learning skill assessment for students and satisfaction survey for students attending the blended learning course. The statistical tools used were average, standard deviation and t-Test. The research of this result revealed that blended learning process consist of three stages, which were 1) introduction 2) teaching and 3) conclusion. The result of expert evaluation showed that the teaching management plan which employed blended learning approach was highly suitable (𝒙̅= 4.70). After attending the Methodology in Teaching Computer course which employed blended learning, the students’ 21st Century learning skills improved significantly at the 0.05 level. The students’ satisfaction in the blended learning activities was high.

Use of Tablet Computers and Mobile Apps to Support 21st Century Learning Skills

2015 ◽  
pp. 392-406
Author(s):  
Michael Reichert ◽  
Chrystalla Mouza
Keyword(s):  
Mobile Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Mobile Apps ◽  
Individualized Instruction ◽  
21St Century Learning ◽  
School Experience ◽  
Tablet Computers ◽  
Learning Skills ◽  
21St Century Learning Skills

In this chapter, the authors provide examples that illustrate ways in which educators can use tablets and mobile apps to redesign school experience in order to support individualized instruction, development of 21st century skills, and anytime anyplace learning. These examples are generated from a two-year examination of a tablet initiative in a private all-boys school. Using insights from human-centered views of mobile learning, the authors highlight interactions among mobile apps, learners, and peers, while examining issues of pedagogy associated with the implementation of mobile learning. They conclude with implications for researchers, educators, and practitioners involved in the implementation of mobile initiatives.

Use of Tablet Computers and Mobile Apps to Support 21st Century Learning Skills

2015 ◽  
pp. 113-127
Author(s):  
Michael Reichert ◽  
Chrystalla Mouza
Keyword(s):  
Mobile Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Mobile Apps ◽  
Individualized Instruction ◽  
21St Century Learning ◽  
School Experience ◽  
Tablet Computers ◽  
Learning Skills ◽  
21St Century Learning Skills

In this chapter, the authors provide examples that illustrate ways in which educators can use tablets and mobile apps to redesign school experience in order to support individualized instruction, development of 21st century skills, and anytime anyplace learning. These examples are generated from a two-year examination of a tablet initiative in a private all-boys school. Using insights from human-centered views of mobile learning, the authors highlight interactions among mobile apps, learners, and peers, while examining issues of pedagogy associated with the implementation of mobile learning. They conclude with implications for researchers, educators, and practitioners involved in the implementation of mobile initiatives.

scholarly journals A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

2021 ◽  
Vol 6 (42) ◽  
pp. 83-93
Author(s):  
Byabazaire Yusuf ◽  
Mohammed Ahmed Taiye
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Focus Group ◽  
Learning Environment ◽  
21St Century ◽  
Cultural Sensitivity ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Problem Solving Skills

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

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