scholarly journals The Hypothetic Model of Integrated Production-Based Learning with the 21st Century Learning Skills in Mechanical Engineering

2019 ◽  
Vol 25 (1) ◽  
pp. 97-102
Author(s):  
Heri Yudiono ◽  
Pramono Pramono ◽  
Basyirun Basyirun
Keyword(s):  
Vocational Education ◽  
21St Century ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Model ◽  
21St Century Learning ◽  
Learning Skills ◽  
21St Century Learning Skills ◽  
Curriculum Specialists

Vocational education building and development must consider the needs of the industry and the demands of 21st-century skills graduates. For these two requirements, it is necessary to innovate the learning model to improve the students’ learning experience and graduates’ performance. This study aims to develop a production-based learning model that is integrated with 21st-century learning skills to improve skills in mechanical engineering. The study employed focus group discussion and experts’ judgment. This study involved the mechanical engineering lecturers, the head of laboratory at the mechanical engineering department, the head of the department of mechanical engineering, the head of mechanical engineering vocational education, the head of the mechanical laboratory at the vocational schools, mechanical engineering teachers, vocational technology education experts, and curriculum specialists. The results show that the utility, feasibility, propriety, and accuracy of the production-based learning model integrated with 21st-century learning skills met the expected criteria and could be used to improve mechanical engineering skills.

scholarly journals The Development of Reflective-Scientific Learning Model to Improve 21st Century Learning Skills In Historical Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 188
Author(s):  
Musa Pelu
Keyword(s):  
High School Students ◽  
21St Century ◽  
Learning Model ◽  
21St Century Learning ◽  
School Students ◽  
Learning Skills ◽  
Learning History ◽  
21St Century Learning Skills ◽  
Reflective Evaluation ◽  
Scientific Learning

<em>This research aims to develop the Reflective-scientific Learning Model to accommodate 21st-century learning skills in learning history. The ADDIE instructional design was used as the research method to develop the learning model. The research participants were 120 senior high school students. The Reflective-scientific Learning Model consists of five learning stages: historical engagement, critical-exploration, communicative-explanation, creative-elaboration, and reflective evaluation. The research results prove the feasibility and effectiveness of the developed learning model in improving students' 21<sup>st</sup>-century learning skills in the learning history process. It means that the developed learning model can accommodate the needs of the 21<sup>st</sup>-century learning skills and the learning history objectives. Based on this research, the authors highlight that the elaboration of the learning model can provide a space for synchronizing learning history objectives with other educational concepts from various disciplines. Thus, further research and development in the history education landscape should provide more opportunities for elaborating the learning models to amend the role and impact of learning history in the 21<sup>st</sup> century</em><em>.</em>

scholarly journals Early Childhood Degree Students as Digital Software Designers Based on 21st-Century Learning Skills

2020 ◽  
Vol 1529 ◽  
pp. 042047
Author(s):  
Rosmah Abd Ghani ◽  
Hazlina Awang Lah ◽  
Roshidah Mat ◽  
Mohd Nazri Abdul Rahman ◽  
Ismail Sulaiman ◽  
...  
Keyword(s):  
Early Childhood ◽  
21St Century ◽  
21St Century Learning ◽  
Learning Skills ◽  
Software Designers ◽  
21St Century Learning Skills

scholarly journals Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

2021 ◽  
Vol 16 (3) ◽  
pp. 1217-1230
Author(s):  
Muhammad Rais ◽  
Muhammad Yahya ◽  
Jamaluddin Jamaluddin ◽  
Purnamawati Purnamawati
Keyword(s):  
Learning Strategies ◽  
21St Century ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Product Diversification ◽  
Research Subjects ◽  
Learning Skills ◽  
21St Century Learning Skills

This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill.   Keywords: Project-based learning; problem-based learning; 21st-century learning skills.

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