scholarly journals ENGLISH TEACHERS’ EFFICACY IN USING PEDAGOGICAL TECHNIQUES TO PROMOTE HIGHER ORDER THINKING SKILLS

2019 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Muhammad Ansori
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Self Efficacy ◽  
English Teachers ◽  
21St Century Learning ◽  
School Level ◽  
Research Approach ◽  
Pedagogical Techniques ◽  
The Impact

The 21st-century learning demanded students not only to be academically competent but also to master some crucial soft skills needed in today’s challenging world. Promoting and implementing HOTS becomes crucial things to do in the learning process. This study aimed to find out English teachers’ efficacy in using interactive, critical thinking and meta-cognitive pedagogical techniques to promote HOTS in the learning process. This study employed a survey research method. The research approach used is descriptive quantitative. Five Likert-scale questionnaires are used as the instruments for collecting the data. The questionnaires are distributed through the online form to 15 in-service English teachers at the secondary high school level. Furthermore, the data were analysed using a quantitative descriptive data analysis technique. The results of this study indicated that English teachers have high self-efficacy in using interactive, critical thinking, and meta-cognitive pedagogical strategies to promote HOTS in the learning process. The result of this study provides a preliminary understanding about the English teachers’ self-efficacy level in using some meaningful pedagogical techniques to promote HOTS in this 21st-century learning. This understanding will lead to the impact of their implementation in a real teaching context. Exploring their practice in the real classroom context in implementing HOTS becomes a crucial issue for further study.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

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

21st CENTURY IN GERMAN LANGUAGE LEARNING : IMPLEMENTATION OF CYBERGOGY CONCEPT

2021 ◽  
Vol 7 (2) ◽  
pp. 122-135
Author(s):  
Eldaa Crystle Wenno
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Learning Process ◽  
Language Education ◽  
21St Century Learning ◽  
German Language ◽  
Learning Needs ◽  
Study Program ◽  
Descriptive Case Study ◽  
The Times

As a place for learning activities, educational institutions must adapt to the times to not be viewed as a threat in the current era of education 4.0. Along with 21st-century learning needs to foster students' creative, innovative and competitive attitudes by implementing technology as an auxiliary medium in the learning process to produce quality students. This research is a descriptive case study to explore the application of the cybergogy concept about facing the challenges of learning in the 21st-century, especially in lecturing German in the courses offered by students. The sample in this study were students in semesters II, IV, and VI of the German Language Education Study Program, with 35 students. The instruments used in this study were questionnaires, interviews, and document review. Data from questionnaires, discussions and document reviews were analyzed using descriptive statistics referring to the Milles and Huberman stages. The results showed that the concept of cybergogy had been applying 30% synchronously and 70% asynchronously. On average, 93-94% of students and lecturers have used technology-based media in the German language learning process because of the availability of teaching materials and supporting facilities for information and communication technology to face 21st-century learning.

scholarly journals The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Tania Nurmalita ◽  
Nono Hery Yoenanto ◽  
Duta Nurdibyanandaru
Keyword(s):  
High School ◽  
Student Engagement ◽  
Peer Support ◽  
Self Efficacy ◽  
Well Being ◽  
Senior High School ◽  
School Level ◽  
Subjective Well Being ◽  
High School Level ◽  
The Impact

An initial survey showed that school students at the Sekolah Menengah Atas Negeri (SMAN; State Senior High School) level in the Sidoarjo Regency of East Java Province, Indonesia, suffered low levels of student engagement (SE).  This research examined the impact of subjective well-being, peer support, and self-efficacy on the student engagement of the students in the Class 10 of four SMAN in the Sidoarjo Regency. 328 students were involved in this research, filling in a survey related to the four variables of the study.  The results of regression testing indicated that subjective well-being, peer support, and self-efficacy had significant influence on increases in student engagement (SE). The implication of this research was that the efforts by the school, parents, and other parties was related to attention being given, outside of improvement in the quality of the academic atmosphere. Psychological well-being, peer support, as well as increases in self-efficacy, may assist students to become actively involved in the learning process.   Survey awal menunjukkan siswa di tingkat Sekolah Menengah Atas (SMA) Kabupaten Sidoarjo memiliki student engagement (SE) yang rendah. Penelitian ini mengkaji dampak dari subjective well-being, peer support, dan efikasi diri terhadap student engagement (SE) pada siswa kelas X yang berasal dari empat Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Sidoarjo. 328 siswa terlibat dalam penelitian ini dengan mengisi survei terkait empat variabel studi. Hasil uji regresi menunjukkan bahwa subjective well-being, peer support, dan efikasi diri memberikan pengaruh signifikan terhadap peningkatan student engagement (SE). Implikasi penelitian ini adalah adanya upaya sekolah, orangtua, dan pihak lain terkait untuk memberikan perhatian di luar peningkatan kualitas atmosfir akademik. Kesejahteraan psikologik, dukungan sosial teman sebaya, maupun peningkatan efikasi diri dapat membantu siswa lebih terlibat aktif dalam proses pembelajaran.

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

The Use of 3D Technologies to Support Computational Thinking in STEM Education

2020 ◽  
pp. 425-459
Author(s):  
Panagiotis Angelopoulos ◽  
Alexandros Balatsoukas ◽  
Adina Nistor
Keyword(s):  
Critical Thinking ◽  
3D Printing ◽  
Secondary School ◽  
21St Century ◽  
Three Dimensional ◽  
Computational Thinking ◽  
School Level ◽  
Technology Literacy ◽  
Thinking Skill ◽  
New Strategies

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

Using Gamification to Improve Literacy Skills

2022 ◽  
pp. 289-301
Author(s):  
Jamie Mahoney ◽  
Kristina M. Buttrey
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Learning By Doing ◽  
Literacy Skills ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Pencil And Paper ◽  
Delivery Style ◽  
Tools And Methods

Students in the 21st century are learning by doing and playing. Teachers need to incorporate technology into everyday tasks. Games assist students in the learning process. Once students have learned a task through the playing process, they will remember this much easier and longer than simply doing a worksheet. Research shows students enjoy interactive and engaging activities and will choose these types of activities over pencil and paper types of activities. Teachers must prepare students for the future which involves more critical thinking and technological types of skills. Traditional teaching methods and styles have underused technology tools and pedagogical methods. The 2020 Covid pandemic and remote learning delivery style assisted teachers in developing new tools and methods to reach and teach all students with various and diverse needs.

The Use of 3D Technologies to Support Computational Thinking in STEM Education

2022 ◽  
pp. 573-608
Author(s):  
Panagiotis Angelopoulos ◽  
Alexandros Balatsoukas ◽  
Adina Nistor
Keyword(s):  
Critical Thinking ◽  
3D Printing ◽  
Secondary School ◽  
21St Century ◽  
Three Dimensional ◽  
Computational Thinking ◽  
School Level ◽  
Technology Literacy ◽  
Thinking Skill ◽  
New Strategies

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

scholarly journals PENDIDIKAN ISLAM DALAM PERSPEKTIF KECERDASAN JAMAK (MULTIPLE INTELLIGENCES)

Instruksional ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 181
Author(s):  
Ansharullah Ansharullah
Keyword(s):  
High School ◽  
Multiple Intelligences ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Learning System ◽  
School Level ◽  
High School Level ◽  
Philosophical Approach ◽  
The Impact

AbstractThis research stems from a condition which was observed in Indonesian high school. In general  the schools do not implement the principles of multiple intelligences comprehensively. Conversely, it is still impressed that the  learning is still dominated by one intelligence based education,  that is IQ which is  cause and effect oriented eductional program. In line with that the learning is filled in the domain of cognition which is commonly oriented at the most basic level of mental development, in which the level of memorization activity is fulfilled the learning process. So that the complex intelligences of the learners’ do not develop optimally. This conditions produce that the  Indonesian educational products are not optimal. So to improve the quality of education, it is necessary to develop the implementation of learning system which based on the impact of the findings of neuroscience into education, including the development of multiple intelligences (multiple intelligences) in high school level. This research is a qualitative research seeing from philosophical approach and perspective. Along with that, the method used is descriptive, analysis and interpretive. Through philosophical approaches researcher tries to describe the essence of the eight intelligences and their applications in the learning process. With the method of description and interpretation, it is expected to be able to find an interpretation of the concept of multiple intelligences in accordance with socio-religious background of students’. Then by using the analysis method, the application of  these findings can be adjusted to the needs and potentials which is available at high school levelled education.

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