scholarly journals Meningkatkan Kompetensi Pendidik di Era Pembelajaran Abad 21 dengan Menjadi Guru Blogger

2019 ◽  
Vol 4 (1) ◽  
pp. 330-338
Author(s):  
Nurmida Catherine Sitompul ◽  
Rufi'i Rufi'i ◽  
Ibut Priono Leksono ◽  
Heri Wahyu Rejeki
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Creative Thinking ◽  
Problem Solver ◽  
Information Communication ◽  
Learning Skill ◽  
Almost All ◽  
Short Time ◽  
Communication And Technology ◽  
Time Information

Thoughtful Learning has formulated that in 21st Centuries, each students should have 4 C’s learning skill. The 4 C’s skill are critical thinking, creative thinking, communicating, and collaborating. These skills will help students becoming a problem solver.  Method of 4 C’s in the classroom needs materials more variaties, contextual, from many resources  and  differences formats of datas (word, spreadsheed, ppt, video, animation).  Materials for learning should be easy to acces in short time.  Information Communication and Technology (ICT) can facilitates all these conditions. Generally almost all schools in cities have computers  and internet acces but are used as information or school’s publication and do not use yet for learning. The purpose of this activity is to help teachers to create their own Blog to facilitating student’s learning.  The result showed that all teachers can create a Blog for their Subject.  The next activity is about how to integrating Blog into learning process.

THE WORK HARD ETHIC OF TEACHER (ETOS KERJA KERAS GURU) DALAM PEMBELAJARAN SEBAGAI PILAR PENDIDIKAN YANG BERKARAKTE

2013 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Sutarman Sutarman
Keyword(s):  
Learning Process ◽  
Learning Approach ◽  
Information Communication ◽  
Teaching Process ◽  
Teacher Needs ◽  
Strong Motivation ◽  
Communication And Technology

Teacher isn‘t one of all source of science in learning process. So, if the teacher needs survive in his or her contribution in the learning teaching process, they must do some innovations. Its means, the teacher  must have work hard ethic in doing to do the innovation, learning approach, chosing the metode and media. In order to make the learning teaching process run well, therefore the teacher is not only has mastered his or her competence but also has mastered the emotion quotion, spiritual quotion and has mastered the information, communication and technology. Beside that, the teacher who has work hard ethic,  is the teacher who has optimism. It means, in doing his task of the learning teaching process must have the strong motivation. So, the teacher will get the best achievement.

scholarly journals National followers in the students use of educational technologies instruction of interests

2021 ◽  
Vol 7 (3) ◽  
pp. 152-157
Author(s):  
Shomirzayev Shomirzayev
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Learning Process ◽  
Creative Thinking ◽  
Independent Learning ◽  
Educational Technologies

This article discusses how to use the craft of national crafts. More importantly, the role of the teacher in the learning process is determined by the fact that the learners are helped by independent learning. In addition to teaching the readers not only the knowledge they have, they also understand their role in teaching independent, creative thinking, critical thinking about their personality and knowledge, analyzing information, identifying what needs to be done, drawing conclusions, and teaching their own ideas. The main purpose of collaborative learning is to work on a common problem and focus on the problem.

scholarly journals Studi Literatur Pada Model Pembelajaran ICARE Terhadap Keterampilam Berpikir Kreatif Peserta Didik Pada Materi Momentum&Impuls

2020 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Ari Ranadhana
Keyword(s):  
Critical Thinking ◽  
Everyday Life ◽  
Learning Process ◽  
Creative Thinking ◽  
Daily Life ◽  
Learning Model ◽  
Concept Knowledge

One effort to improve the quality of the learning process by applying a learning model. Critical thinking can be interpreted as an effort to examine the truth of an information using the availability of evidence, logic, and awareness of bias. Lack of concept knowledge in students on the momentum material that is associated with daily life. There has been an increase in students by applying the ICARE learning model. Creative thinking is expected that students will be able to relate everyday life to the impulse momentum material with the problem to be solved

VOLUNTEERS OF ICT TO PROVIDE CITIZEN PARTICIPATION INTO SOCIETY IN INDONESIA

2017 ◽  
Vol 3 (2) ◽  
pp. 92-98 ◽  
Author(s):  
Aulia Nur Kasiwi
Keyword(s):  
Citizen Participation ◽  
Rural Society ◽  
Secondary Data ◽  
Information Communication ◽  
Know How ◽  
Almost All ◽  
The Village ◽  
Communication And Technology ◽  
Significant Effort

Purpose:The aims of this research study to analyze as volunteers can be effective to give an education to society and how this initiation can be productive for all elements that contribute which is for theministry of communications and information. ICT Volunteers is an organization for asocial society that based on efforts to develop knowledge, skill/ social science in information communication and technology for all members and society.Methodology:The method of this research is aqualitative description to get to know what happens with the situation on the job as a volunteersm. The technique for analyzing data in this research used secondary data and also literature review to know how this initiation can be useful for all especially for society(Burnham, 2004).Implications:This study focuses on the implementation of policies that have been set by Kemenkominfo in the form of ICT Volunteers. Thus a significant effort for every society both at the village and city level because with it the equitable distribution of education and infrastructure will be fulfilled, considering that Indonesia is an archipelagic country and full of diversity.Findings:The conclusion of this research is this initiation give the activity for improve the society which are capacity building, education, partnership and publikasi.Nowadays, this activity can be lead almost all provice have the voluntersm ICT for societybecause is itimportant for us, for government and also for society to bring new transformation resolution with ICT.Volunteersm of ICT focused on rural society for giving some tech to society.Novelty: This study is first of its kind in analyzing the role of volunteers in givingcitizen participation and education to the Indonesian society. 

scholarly journals A Check on Planning Access for Blended Learning

2019 ◽  
Vol 8 (2S8) ◽  
pp. 1338-1345
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Higher Learning ◽  
Educational Goals ◽  
Information Communication ◽  
Ict Tools ◽  
Learning Institutions ◽  
Communication And Technology ◽  
Actual Life ◽  
The Ideal

Higher learning institutions favor implementing blended learning to achieve their educational goals and learning objectives. The purpose of this review is to analyze the ideal blended learning model and the recommendations for planning future blended learning activities. Nine articles published from 2013 to 2018 which provided the frameworks or models and future suggestions were appraised. This review revealed that blended learning is not about using Information, Communication, and Technology (ICT) tools anymore but how the learning process is being blended to deliver effectiveness in learning. The review also discovered that in future blended learning design has to include collaboration among educators and how is the learning process can be applied to actual life. The culture of an educational organization is also an important focus.

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 The CAMBRIA case: Learning through experience

2017 ◽  
Author(s):  
Juan Esteban Escalante ◽  
Sara Aguilar-Barrientos
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Electric Vehicle ◽  
Undergraduate Students ◽  
Learning Process ◽  
Creative Thinking ◽  
Proposed Model ◽  
Teaching Learning ◽  
Learning Through Experience ◽  
Pedagogical Changes

Experiential learning contributes to the development of thought-related abilities, such as critical thinking and creative thinking. This article evinces the contribution of this theoretical and conceptual proposal through a specific experience with the CAMBRIA project, a solar electric vehicle built at Universidad EAFIT, that potentiated aspects related to multidisciplinary work amongst undergraduate students and, in turn, brought about pedagogical changes at the Institution. CAMBRIA opened a panorama for exploring new alternatives in the teaching-learning process and, through participation in non-simulated activities, led to the restatement of certain core aspects of the University’s educational activities. An analysis of this topic also leads to the formulation of a learning and competency acquisition model. Finally, project results and conclusions are presented, which include elements derived from the proposed model and testimonies from some of the participating students, who were interviewed in depth.

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