HOTS-ORIENTED LEARNING LANGUAGE LEARNING, PROJECT-BASED IN THE 21ST CENTURY LEARNING CONTEXT

Changes in time that cannot be undone require changes in society and the system. The change in curriculum is also carried out because of an increasingly competitive future. Students of genertion Z who are born spoiled will be increasingly difficult to live, difficult, resolved, find alternatives, and compete in the global world if not prepared from the bench of education. This paper explains how students are prepared not only able to think alone, but are able to develop critical thinking skills through language improvement so that they are ready to face the world of work. Project-based learning stages with a focus on 21st century competency training. Through Indonesian language learning students can become students who have learning and innovation skills, career, and digital literacy. In addition, 21st century learning trains communicative, collaborative abilities, and the use of cellular technology. Students are also taught to be able to apply the knowledge gained, be able to do what can be used in their lives, and be able to find solutions not only for academic needs but also useful in their lives. Through language learning students are prepared to become individuals who not only have knowledge, but also skills that can be utilized in future life and careers. Besides being a person who has the traits that can be used to survive in the industrial era 4.0.

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Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Journal of Education and Learning ◽

10.5539/jel.v7n5p116 ◽

2018 ◽

Vol 7 (5) ◽

pp. 116

Author(s):

Dilek Cakici

Keyword(s):

Critical Thinking ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Language Teachers ◽

Metacognitive Awareness ◽

Learning Context ◽

Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

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METODE BOOK TALK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI EKSPRESIF VERBAL PADA ANAK USIA 3-4 TAHUN

Jurnal Pendidikan ◽

10.33830/jp.v20i2.943.2019 ◽

2019 ◽

Vol 20 (2) ◽

pp. 111

Author(s):

Niko Sudibjo ◽

Lia Ratna Sagita Tondok

Keyword(s):

Critical Thinking ◽

Action Research ◽

Data Collection ◽

21St Century ◽

Thinking Skills ◽

21St Century Learning ◽

Critical Thinking Skills ◽

Research Subjects ◽

Expressive Communication ◽

Book Talk

The 21st century learning trends carry several skills that need to be developed, one of which is critical thinking. The purpose of this study was to analyze the use of the Book Talk method in order to foster critical thinking skills and communicate verbally expressive students aged 3-4 years using Indonesian-themed animal books. This Classroom Action Research was conducted in the Nursery class of Rainbow Victory Plus Bekasi school with the number of research subjects as many as 14 students. Data collection was carried out in 3 cycles held in May 2018. The results of this study showed tha Book Talk method was able to increase critical thinking skills and verbal expressive communication of students. However, it was also found that Book Talk was not suitable for certain types of students. Pembelajaran abad ke-21 menuntut keterampilan berpikir kritis dan melakukan komunikasi efektif sebagai syarat keberhasilan. Kemampuan ini perlu dilatih dan diajarkan sejak usia dini. Tujuan penelitian ini adalah untuk menganalisis penggunaan metode Book Talk dalam rangka menumbuhkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa usia 3-4 tahun dengan menggunakan buku cerita berbahasa Indonesia bertema hewan. Penelitian Tindakan Kelas ini dilakukan di kelas Nursery Rainbow sekolah Victory Plus Bekasi dengan jumlah subjek penelitian 14 siswa. Pengambilan data dilakukan dalam 3 siklus yang dilakukan pada Mei 2018. Hasil penelitian ini menunjukan bahwa metode Book Talk dapat meningkatkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa. Meskipun demikian, ditemukan juga bahwa Book Talk kurang cocok untuk beberapa tipe siswa tertentu.

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METODE BOOK TALK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI EKSPRESIF VERBAL PADA ANAK USIA 3-4 TAHUN

Jurnal Pendidikan ◽

10.33830/jp.v20i2.251.2019 ◽

2019 ◽

Vol 20 (2) ◽

pp. 111-125

Author(s):

Niko Sudibjo ◽

Lia Ratna Sagita Tondok

Keyword(s):

Critical Thinking ◽

Action Research ◽

Data Collection ◽

21St Century ◽

Thinking Skills ◽

21St Century Learning ◽

Critical Thinking Skills ◽

Research Subjects ◽

Expressive Communication ◽

Book Talk

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Project Based Learning dengan Desain Flipped Classroom Tipe Peer Instruction Flipped untuk Meningkatkan Ketrampilan Berpikir Kritis Dan Literasi Sains

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v5i2.8214 ◽

2021 ◽

Vol 5 (2) ◽

Author(s):

Wilyati Agustina Bangun ◽

Siti Naphiah

Keyword(s):

Critical Thinking ◽

21St Century ◽

Scientific Literacy ◽

Flipped Classroom ◽

Biology Education ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Peer Instruction ◽

Education Students

The 21st century is an era of globalization in which humans are required to have 21st century skills including critical thinking skills and scientific literacy in order to solve problems and make the right decisions. Both skills must be prepared including biology education students. A number of research reports have shown low levels of both skills in biology students. The solution that can overcome these problems is to apply learning in accordance with the demands of the 21st century, student-centered, collaboration. This study aims to analyze the effect of Project Based Learning with the Peer Instruction Flipped Type Flipped Classroom design on critical thinking skills and scientific literacy. The research subjects were Biology Education students of IKIP Budi Utomo Malang, which consisted of two classes, namely class A which implemented project based learning with the design of the Flipped Classroom, Peer Instruction Flipped, Experiment and Class B, which applied the Flipped Classroom with the Peer Instruction Flipped Type. The research instrument was in the form of pretest-posttest questions, critical thinking skills, and scientific literacy. Data analysis of the total value of each strategy using paired t-test. The results showed that the Flipped Classroom Peer Instruction Flipped Type in improving thinking skills and scientific literacy.

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DEVELOPING COMMUNICATIVE COMPETENCE BY IMPLEMENTING PROJECT BASED-LEARNING IN ESP CLASSES

10.36078/987654373 ◽

2019 ◽

pp. 145-153

Keyword(s):

Language Learning ◽

Communicative Competence ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Professional Communication ◽

Project Work ◽

Approaches To Teaching ◽

Communicative Skills ◽

Speaking Skills

Higher education plays an important role in developing communicative skills of ESP learners. ESP is oriented towards mastering the skills for professional communication. However, most of the students find themselves incompetent in the course of their work. The article discusses the benefits of using a project work to history students to improve their speaking skills as well as professional communication. The topicality of the article is determined by the fact that the projects proposed have not been actively introduced into curriculum designed for history students. The article is aimed at analyzing the problems the teachers face in teaching process. It proposes six methods for teachers as practical advice that can be used effectively to master students’ speaking skills at the end of the project. The results show that implementing project is very effective in improving speaking, critical thinking skills, creativity, and how to manage the time. The purpose of the article is to encourage ESP students to learn English through introducing new approaches to teaching. The author indicates that applying project work to language learning raises the academic achievement in which students explore the real world challenges.

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PENERAPAN PROJECT-BASED LEARNING DENGAN STANDAR PROJECT MANAGEMENT BODY OF KNOWLEDGE

Infotech: Journal of Technology Information ◽

10.37365/jti.v5i2.66 ◽

2020 ◽

Vol 5 (2) ◽

pp. 65-70

Author(s):

Ainun Jariyah

Keyword(s):

Project Management ◽

21St Century ◽

Real Life ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Tertiary Institutions ◽

Body Of Knowledge ◽

The Republic

The Republic of Indonesia has completed competency standards for tertiary institutions which will be approved and developed in the 21st century. The problem in this research is the use of monotonous student lecture methods that are less active in the learning process. This causes students to be passive, bored, lazy, and less enthusiastic in learning. An appropriate learning model is needed to enhance the expected learning where one of them is Project Based Learning (PBL). The purpose of this study is for students to understand the problem and develop critical thinking skills. PBL has been widely adopted and used in various fields because the learning model not only gives students knowledge, but also directs students to facilitate their understanding in real life relationships. Data collection methods are used to complete the library by updating and using two types of sources. The Project Based Learning learning model by studying the Project Management Agency (PMBOK) can improve learning outcomes, increase student activity, skills, knowledge, and abilities in accordance with 21st century challenges.

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PENERAPAN PROJECT-BASED LEARNING DENGAN STANDAR PROJECT MANAGEMENT BODY OF KNOWLEDGE

Infotech: Journal of Technology Information ◽

10.37365/it.v5i2.66 ◽

2020 ◽

Vol 5 (2) ◽

pp. 13-18

Author(s):

Ainun Jariyah

Keyword(s):

Project Management ◽

21St Century ◽

Real Life ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Tertiary Institutions ◽

Body Of Knowledge ◽

The Republic

In English : The Republic of Indonesia has completed competency standards for tertiary institutions which will be approved and developed in the 21st century. The problem in this research is the use of monotonous student lecture methods that are less active in the learning process. This causes students to be passive, bored, lazy, and less enthusiastic in learning. An appropriate learning model is needed to enhance the expected learning where one of them is Project Based Learning (PBL). The purpose of this study is for students to understand the problem and develop critical thinking skills. PBL has been widely adopted and used in various fields because the learning model not only gives students knowledge, but also directs students to facilitate their understanding in real life relationships. Data collection methods are used to complete the library by updating and using two types of sources. The Project Based Learning learning model by studying the Project Management Agency (PMBOK) can improve learning outcomes, increase student activity, skills, knowledge, and abilities in accordance with 21st century challenges. In Indonesian : Republik Indonesia telah menyiapkan standar kompetensi untuk lulusan universitas untuk bertujuan melengkapi lulusan mereka dengan serangkaian keterampilan dan pengetahuan untuk bersaing di abad ke-21. Permasalahan pada penelitian ini adalah penggunaan metode ceramah yang monoton kurang merangsang keaktifan siswa dalam proses pembelajaran. Hal tersebut menyebabkan peserta didik menjadi pasif, bosan, malas, dan kurang bersemangat dalam belajar. Model pembelajaran yang tepat diperlukan untuk meningkatkan berbagai keterampilan yang diharapkan di mana salah satunya adalah Pembelajaran Berbasis Proyek (PBL). Tujuan dari penelitian ini agar siswa dapat mempelajari konsep pemecahan masalah dan mengembangkan kemampuan berpikir kritis. PBL telah banyak diadopsi dan digunakan dalam berbagai bidang karena model pembelajaran tidak hanya memberikan siswa pengetahuan, tetapi juga mengarahkan siswa untuk menerapkan pemahaman mereka dalam konteks kehidupan nyata. Metode pengumpulan data yang digunakan ialah tinjauan pustaka dengan melakukan serangkaian tahapan dan menggunakan dua jenis sumber. Hasil model pembelajaran Project Based Learning dengan pendekatan Project Management Body Of Knowledge () dapat meningkatkan hasil belajar, meningkatkan keaktifan siswa, keterampilan, pengetahuan, dan kemampuan yang sesuai dengan tantangan abad 21.

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Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽

10.26643/think-india.v22i2.8749 ◽

2019 ◽

Vol 22 (2) ◽

pp. 455-457

Author(s):

Y.L MARREDDY

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Literature ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Language Teachers ◽

Teaching Literature ◽

Universal Language ◽

Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

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Project Based Learning Model Based on Simple Teaching Tools and Critical Thinking Skills

Kasuari Physics Education Journal (KPEJ) ◽

10.30862/kpej.v1i1.728 ◽

2018 ◽

Vol 1 (1) ◽

pp. 12 ◽

Cited By ~ 1

Author(s):

Sri Wahyu Widyaningsih ◽

Irfan Yusuf

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Laboratory School ◽

Teaching Tools ◽

Model Based ◽

Language Writing ◽

School Laboratory ◽

Research Type

<em>This study aims to determine the application of PjBL model based on simple props and critical thinking skills of students in the School Laboratory course. This research uses research type Pre-Experimental Design with sample of all students of semester II which programmed Laboratory School on even semester 2016/2017 in </em><em>Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Papua. The results showed that the props designed by students 74.0% ± SD 4.2 or are in a good category. Assessment of practical worksheet covers the aspect of format, content, language/writing, and benefits/functions obtained 80.3% ± SD 7.4 or are in the very good category. Critical thinking skills of the students during the learning that is 66.7% ± SD 4.9 or are in a good category. Therefore the application of PjBL learning based on simple props can be used to develop critical thinking skills.</em>

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Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

Education Sciences ◽

10.3390/educsci11020046 ◽

2021 ◽

Vol 11 (2) ◽

pp. 46

Author(s):

Maki K. Habib ◽

Fusaomi Nagata ◽

Keigo Watanabe

Keyword(s):

Critical Thinking ◽

Experiential Learning ◽

Learning Process ◽

Laboratory Experiments ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning Approaches ◽

Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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