EDUCATION STUDENTS’ ATTITUDES REGARDING 21ST CENTURY SKILLS

2019 ◽  
Author(s):  
Alona Forkosh Baruch ◽  
Rivka Gadot
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Education Students ◽  
Students Attitudes

scholarly journals Classroom Management: How Important is Authentic Assessment of 21st Century Skills in Biology Education Students?

2022 ◽  
Vol 8 (1) ◽  
pp. 188-194
Author(s):  
Anda Juanda
Keyword(s):  
Classroom Management ◽  
21St Century ◽  
21St Century Skills ◽  
Biology Education ◽  
Authentic Assessment ◽  
Survey Method ◽  
Education Students ◽  
Research Participants ◽  
Survey Results

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

scholarly journals Elementary students’ attitudes towards STEM and 21st-century skills

2021 ◽  
Vol 10 (3) ◽  
pp. 1080
Author(s):  
Riki Perdana ◽  
An-Nisa Apriani ◽  
Rino Richardo ◽  
Endi Rochaendi ◽  
Chahya Kusuma
Keyword(s):  
Elementary Students ◽  
21St Century ◽  
21St Century Skills ◽  
Student Attitudes ◽  
21St Century Learning ◽  
School Level ◽  
Gender And Education ◽  
Significant Difference ◽  
Science Domain ◽  
Students Attitudes

<span>Science, Technology/Engineering and Math (STEM) and 21st-century learning are very important to be applied to all students starting from their early age, including at the elementary school level. This study aimed to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes were described based on domain of STEM, 21st-century skills, gender, and student grade level. The respondent of this study was 130 elementary students who were obtained randomly from one of the elementary schools in Yogyakarta, Indonesia. The results showed that based on the science domain, the mean score of the students was 3.23 (moderate) while mathematics domain obtained was 3.21 (moderate); technology/engineering domain obtained was 3.68 (moderate) and 21st-century skill domain obtained was 3.65 (moderate). According to gender, there was a significant difference between the attitudes of male and female students towards STEM and 21st-century skills. However, there was no significant difference based on the grade of students. Based on these findings, it is suggested that teachers or policymakers should have comprehended the student attitudes before implemented the STEM-based learning and 21st-century skills. These findings can be used to create STEM and 21st-century learning.</span>

Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st- century skills

2021 ◽  
pp. 204275302110306
Author(s):  
Hanan Aifan
Keyword(s):  
Collaborative Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Female Students ◽  
Learning Approach ◽  
Attitudes Toward Learning ◽  
Industrial Age ◽  
Significant Difference ◽  
Students Attitudes

In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.

Pengembangan E-modul Berbasis Smartphone Pada Materi Integral Tak Tentu Berorientasi Keterampilan Abad Ke-21

2020 ◽  
Vol 3 (2) ◽  
pp. 222-233
Author(s):  
Veronika Fany Monica Yuniarti ◽  
Nurul Anriani ◽  
Cecep Anwar H. F. Santosa
Keyword(s):  
Research And Development ◽  
21St Century ◽  
Mathematics Teacher ◽  
21St Century Skills ◽  
Research Method ◽  
Effective Medium ◽  
Developmental Research ◽  
High Category ◽  
Research Show

Abstrak: Penelitian ini bertujuan untuk menghasilkan aplikasi e-modul berbasis smartphone pada materi integral tak tentu berorientasi keterampilan abad ke-21 yang valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dari Borg dan Gall yang dimodifikasi menjadi enam langkah. Hasil penelitian menyatakan bahwa hasil skor validasi ahli materi sebesar 4.2 termasuk kategori valid, ahli media diperoleh 3.8 termasuk kategori valid dan guru matematika diperoleh 3.7 termasuk kategori valid. Sedangkan hasil efektivitas diperoleh dari persentase ketuntasan 70% dengan kategori tinggi, dan n-gain sebesar 0,7682 termasuk kategori interpretasi tinggi. Lebih jauh, hasil praktis diperoleh 44.55 jumlah rata-rata skor pernyataan yang termasuk kategori sangat praktis dan 39.80 jumlah rata-rata skor pernyataan yang termasuk kategori praktis. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa pengembangan aplikasi e-modul berbasis smartphone merupakan media yang valid, praktis, dan efektif. Abstract: The research aims to produce a valid, practical, and effective smartphone-based e-module applications 21st-century skills-oriented integral material. The Research method was developmental research (R&D) according to Borg and Gall which was modified into six steps. The results of the research show that the validity of material experts score is 4.2 (valid category), media experts obtained is 3.8 (valid category) and the mathematics teacher score is 3.7 (valid category). While the effectiveness results obtained from the percentage of completeness of 70% with a high category and n-gain of 0.7682 including the high interpretation category. As well as the practical results obtained 44.55 the average number of statements in the very practical category and 39.80 the average number of statements in the practical category. Based on these results it can be concluded that the development of smartphone-based e-module applications is a valid, practical, and effective medium.

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