scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DALAM MENDUKUNG KEMAMPUAN ABAD 21

2018 ◽  
Vol 3 (2) ◽  
pp. 123-138
Author(s):  
Isna Rafianti ◽  
Nurul Anriani ◽  
Khairida Iskandar
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Development Model ◽  
Research Approach ◽  
Field Observations ◽  
Development Research ◽  
Mathematics Lesson ◽  
Learning Tool ◽  
Three Stages ◽  
Creativity And Innovation

The abilities of the 21st century consist of critical thinking and problem solving, creativity and innovation, communication, and collaboration. To support the development of this capability, it is necessary to design a 21st century mathematics-based learning tool. Based on field observations, teachers have not been able to develop a learning tool that leads to this capability. This is due to the lack of knowledge of teachers in designing such learning. If a teacher understands and is able to design a mathematics lesson that leads to 21st century skills, then as a teacher they will be ready to apply it and, in the end 21st century skills for students will flourish. The research approach that will be used in this research is the development research with the aim of producing the product in the form of lesson plans, student worksheets and standard instruments that support the ability of the 21st century. The development model that will be used in this research is 4D development model which includes four stages: define, design, develop and disseminate. But developers only use three stages. The results show that based on the overall score that has been obtained from the testing process shows that the learning tool of mathematics is very good.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

scholarly journals EFL Teachers’ Strategies in Implementing the 21st Century Skills Applied in 2013 Curriculum

2021 ◽  
Vol 13 (2) ◽  
pp. 227
Author(s):  
Danul Aristiawan ◽  
Herman Herman
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Technology Literacy ◽  
Research Approach ◽  
Group Discussions ◽  
Additional Material ◽  
Efl Teachers ◽  
Time Allotment

Curriculum is a guide that has a very crucial role in the learning process. As a guide that determines success in achievement in learning, it is necessary to make improvements in the preparation of the curriculum, therefore curriculum 13 is designed for learning in the 21st century. The aim of this research is to investigate the strategies of EFL teachers in applying the 21st century skills embedded in the 2013 curriculum. This research uses a qualitative research approach. Research data were obtained through in-depth interviews, document analysis, and observation. The data analysis in this research used descriptive qualitative. The findings of this study indicate that: 1) Four English teachers at SMAN 1 Pringgarata usedasking questions, group discussions, debates, role play, inquiry-based learning, project-based learning, and social media to teach, students acquire using these strategies learning skills, literacy skills, and life skills such as critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, social, and leadership skills in which these skills are embedded in 2013 curriculum 2) The problems faced by teachers were different characters of students, lack of student motivation, mastery of teaching strategies was low, crowded class, limited teaching time allotment, and lack of learning resources. 3) In overcoming this problem, the teacher offers several solutions to become an independent teacher in search of additional material, approaching students who have low motivation in class, have manuals to make the management class better, and use games in teaching to make learning fun.

scholarly journals The New Palestinian Science and Math Curricula in Light of the 21st Century Skills: A Critical and Enlightening Study

2020 ◽  
Vol 44 (3) ◽  
pp. 268-293
Keyword(s):  
Content Analysis ◽  
Conceptual Framework ◽  
21St Century ◽  
21St Century Skills ◽  
Cultural Context ◽  
Information And Communications Technology ◽  
Technology Literacy ◽  
Policy Recommendations ◽  
Cultural Skills ◽  
Creativity And Innovation

The purpose of this study was to analyze the new Palestinian science and math curricula in light of the skills for the 21st Century to investigate the extent to which these curricula are able to prepare citizens who have a balanced degree of skills they need to live effectively in the 21st Century. The researchers developed a rubric and then used as a general framework for content analysis of the curricula. The rubric consisted of twelve main themes; creativity and innovation, critical thinking and problem solving, communication, collaboration, information literacy, media literacy, information and communications technology literacy, flexibility and adaptability, initiative and self-direction, cross-cultural skills, productivity and accountability, and leadership and responsibility. Findings of content analysis indicated that the existing curricula represent the skills for the 21st century poorly with low focus and insufficient attention on most skills that had been analyzed. In a second section, the paper offers a general conceptual framework with relevant models for reshaping the curricula with relevant authentic tasks that emerge from the Palestinian socio-cultural context in order to enable students to accommodate the 21st century skills, and provide school teachers with tangible mechanisms to enhance students’ skills for the 21st century. The paper concludes with a set of policy recommendations, and suggestions for further research about the relevance and effectiveness of this conceptual framework, and the improvement models in the new Palestinian curricula.

scholarly journals PENGEMBANGAN MATERI AJAR BAHASA ARAB BERBASIS BIOLOGI UNTUK PERGURUAN TINGGI

2021 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Yelfi Dewi ◽  
Muhammad Husni Shidqi ◽  
Adam Mudinillah
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Instructional Material ◽  
Arabic Language ◽  
Research Approach ◽  
Development Research ◽  
Teaching Materials ◽  
Front End ◽  
Three Stages ◽  
Text Images

This study aims to produce valid, practical, and effective biology-based Arabic teaching materials for college students. The teaching materials are designed to support the Arabic language learning, especially for Biology Department, based on students’ needs and to increase their motivation in learning Arabic. This study used a development research approach with the Instructional Development Institute (IDI) model which consisted of three stages, namely front-end analysis, prototype, and assessment stage. The product was Arabic teaching materials with several characteristics. First, adjusting the content of teaching materials with topics in the field of biology. Second, the teaching materials are presented in a text, images that are relevant to the text, vocabulary, comprehending questions, relevant Qur'anic arguments, and sentence structures in a chart. Third, the language and content are adapted to the heterogeneous abilities of students. Based on  data analysis, it was found that the biology-based Arabic teaching materials were valid,  could increase students’ interest in learning Arabic, and made learning process become more effective. Therefore, this teaching materials could be used as an alternative  instructional material for Arabic learning in colleges.

21st Century Learning

2012 ◽  
pp. 782-799 ◽  
Author(s):  
Jesus H. Trespalacios ◽  
Barbara Chamberlin
Keyword(s):  
New Mexico ◽  
Problem Solving ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
State University ◽  
Game Development ◽  
New Mexico State University ◽  
Workforce Skills ◽  
Creativity And Innovation

Today’s students need more than just content knowledge to be able to work and excel in the 21st century workforce. Skills in problem solving, communication, collaboration, creativity, and innovation are essential for students to succeed. An increasing body of evidence suggests video games are powerful ways to give students these skills. This chapter includes a description of 21st century skills and provides information on generative gaming based on the generative learning theory, which requires students to generate their own learning based on their experiences in an individualized environment. It concludes with an example of a mathematics-based game development initiative at New Mexico State University that teaches content knowledge and fosters 21st century skills by enabling generative gaming.

scholarly journals Pengembangan Model Latihan Passing Sepakbola Berbasis Sasaran Teman

2020 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Dian Pujianto ◽  
Ari Sutisyana ◽  
Arwin Arwin ◽  
Yahya Eko Nopiyanto
Keyword(s):  
Data Analysis ◽  
Significant Influence ◽  
Training Model ◽  
T Test ◽  
Development Model ◽  
Research Approach ◽  
Development Research ◽  
Test Results ◽  
Significance Level ◽  
Analysis Technique

Abstract   The number of weaknesses in football matches, especially weaknesses in terms of passing a ball, is one of the keys to the failure of a team in a match. This research aims to develop a form of passing football practice. This study uses a development research approach with a sample of UNIB PJKR students. The data analysis technique used is the t-test with calculations through SPSS version 16. The t-test results showed that the coefficient of significance was 0,000, this coefficient was compared with the significance level of 0.05. Based on the comparison it turns out that the coefficient of significance is smaller than the significance level of 0.05, so it can be concluded that the passing training program has an effect on the ability of passing students. Based on the results of the hypothesis testing soccer passing training model has a significant influence on the ability of passing from students, so it can be concluded that this passing training model can be used for students or students who are just practicing football passing..   Keywords: Development, Model, Passing   Abstrak   Banyaknya kelemahan dalam pertandingan sepakbola terutama kelemahan dalam hal mengoper bola menjadi salah satu kunci kegegalan suatu tim dalam bertanding. Penelitian ini bertujuan mengembangkan bentuk latihan passing sepakbola. Penelitian ini menggunakan pendekatan penelitian pengembangan dengan sampel mahasiswa PJKR UNIB. Teknik analisis data yang digunakan menggunakan uj-t dengan perhitungan melalui SPSS versi 16. Hasil uji-t menunjukkan bahwa koefisien signifikasi sebesar 0,000, koefisien ini dibandingkan dengan taraf signifikasi 0,05. Berdasarkan perbandingan ternyata koefisien signifikasi hitung lebih kecil dari taraf signifikasi 0,05, sehingga dapat disimpulkan program latihan passing memberikan pengaruh terhadap kemampuan passing mahasiswa. Berdasarkan hasil uji hipotesis model latihan passing sepakbola telah memberikan pengaruh yang berarti terhadap kemampuan passing dari mahasiswa, sehingga dapat ditarik kesimpulan bahwa model latihan passing ini dapat digunakan kepada mahasiswa atau pelajar yang baru berlatih passing sepakbola.   Kata kunci: Pengembangan, Model, Passing

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN VIDEO ANIMASI PADA TEMA 9 SUBTEMA 2 SISWA KELAS V SDIT AL MADINAH DUMAI

2021 ◽  
Vol 8 (2) ◽  
pp. 180-192
Author(s):  
Meyshi Ziya Dwi Putri ◽  
Febrina Dafit
Keyword(s):  
Research Method ◽  
Development Stage ◽  
Media Analysis ◽  
Development Model ◽  
Design Stage ◽  
Development Research ◽  
Learning Materials ◽  
Class V ◽  
Analysis Phase ◽  
Three Stages

The purpose of this research is to develop animated video learning media on theme 9 sub-theme 2 class V, make it easier for teachers to deliver learning materials. This research method uses development research with ADDIE development model. This research was conducted in three stages: 1) the analysis phase consisted of curriculum analysis, teacher and student analysis, and media analysis; 2) the design stage, namely the design of animated video learning media using the kinemaster application; 3) the development stage, namely producing learning media that have been designed at the design stage. In addition to media production, the researcher also developed a research instrument, namely a validation sheet. The results of this study indicate that the animated video learning media meets the very feasible criteria, in learning 1 the results are 94,85%, in learning 2, the results are 95% and in learning 3, the results are 95%. Abstrak Tujuan pelitian ini yaitu untuk mengembangan media pembelajaran video animasi pada tema 9 subtema 2 kelas V, mempermudah guru dalam menyampaikan materi pembelajaran. Metode penelitian ini menggunakan penelitian pengembangan dengan model pengembangan ADDIE. Penelitian ini dilakukan dengan tiga tahapan yaitu 1) tahap analisis terdiri dari analisi kurikulum, analisis guru dan siswa, dan analisis media; 2)tahap desain yaitu rancangan media pembelajaran video animasi dengan menggunakan aplikasi kinemaster; 3) tahap pengembangan yaitu memproduksi media pembelajaran yang telah dirancang pada tahap desain. Selain produksi media, peneliti juga menyusun instrumen penelitian yaitu lembar validasi. Hasil penelitian ini menunjukkan bahwa media pembelajaran video animasi memenuhi kriteria sangat layak, pada pembelajaran 1 memperoleh hasil 94,85%, pembelajaran 2 memperoleh hasil 95% dan pembelajaran 3 memperoleh hasil 95%. Kata Kunci:Media pembelajaran, video animasi, tema 9

scholarly journals The development of a textbook using Dick and Carey Instructional Model and Carey model to improve fluently speaking skill  (Development and experimental study on the students of Sains Al-Quran University (UNSIQ) in Central Java Indonesia): تطوير كتاب تعليمي للغة العربية بنمط ديك وكاري ونمط كاري لتنمية طلاقة الكلام (دراسة تطويرية وتجريبية على الطلاب في جامعة علوم القرآن - جاوى الوسطى إندونيسيا)

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Asep Sunarko, Abdulbasit, Faozi Latif
Keyword(s):  
Development Model ◽  
Teaching Material ◽  
Instructional Model ◽  
Development Research ◽  
Design Expert ◽  
Central Java ◽  
Speaking Skill ◽  
Three Stages ◽  
Last Stage ◽  
Is Development

The aims of this research are the results of the developing textbooks with a Dick, Carey and Carey Development model, and to know the effectiveness of the textbook in terms of improving the fluency and the correct pronunciation’s students in speaking Arabic orally. This research is development research which is using a qualitative and a quantitative approach. The development procedures in this research are divided into three stages: teaching material designing, validation of expert (the contents and the design expert), and field test is the last stage. The result of this research is (1) that the textbook with dick, carey and carey Development model (2) the textbook with Dick, Carey and Carey Development model is effective to accelerate the fluency of students. It can be seen from the T-test that is bigger than the standard of value which is 10.12 >1, 72. For that, depending on the calculation of the last result, the aforementioned hypothesis is acceptable or effective.

scholarly journals PENDEKATAN NEUROSAINS MENINGKATKAN KETRAMPILAN BERPIKIR TINGKAT TINGGI SISWA PENDIDIKAN DASAR DI ABAD 21

2020 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Rahmi Rivalina
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
High Order ◽  
Early Age ◽  
Learning Competencies ◽  
And Function ◽  
Creativity And Innovation ◽  
High Order Thinking

The demands of 21st learning is to enable students use High Order Thinking Skills (HOTS) through    problem solving and critical thinking, communication and collaboration, and creativity and innovation. In its implementation, the teachers are the first persons to earlier master the concept of HOTS supported by understanding Neuroscience. The problem discussed in this review is why the teachers need to implement the neuroscience approach in learning their student and  how the teacher's strategy implements it   so   students  are able to achieve the 21st learning. The objective of this review is to describe: (1) the importance of teachers to comprehend the neuroscience approach in learning, and (2) the strategy of teachers in implementing the neuroscience approach   to achieve the 21st learning.The method used in writing this article is reviewing various documents, both in the form of laws and regulations, the results of research and development as well as studies,   various scientific works that are presented in print/written and networking. The result of the review is that to achieve 21st Century skills and competencies, ideally teachers must understand neuroscience,     such as brain development and function ranging from the early age to adults and student intelligence types, and teacher methods of teaching students. The conclusion of this study states that the achievement of 21st century skills and learning competencies is carried out using the Neuroscience approach as one of the solutions. AbstrakTuntutan pembelajaran abad 21 mengharuskan siswa untuk menggunakan keterampilan berpikir tingkat tinggi (High Order Thinking Skills/HOTS) melalui pemecahan masalah dan berpikir kritis, komunikasi dan kolaborasi, dan kreativitas dan inovasi. Untuk mengimplementasikannya guru terlebih dahulu harus memahami konsep HOTS dibantu dengan pemahaman Ilmu Neurosains. Masalah yang dibahas dalam kajian ini   mengapa guru perlu menerapkan pendekatan neurosains di dalam membelajarkan peserta didiknya dan bagaimana strategi guru menerapkannya sehingga siswa dapat mencapai pembelajaran abad 21. Tujuan penelitian ini adalah untuk  mendeskripsikan: (1) pentingnya guru memahami pendekatan neurosains dalam pembelajaran, dan (2) strategi  guru  menerapkan pendekatan neurosains  untuk  mencapai pembelajaran  abad ke-21. Metode penelitian yang digunakan di dalam penulisan artikel ini adalah mengkaji berbagai dokumen, baik yang berupa perangkat peraturan perundang-undangan, hasil-hasil penelitian dan pengembangan serta kajian, maupun berbagai karya ilmiah yang disajikan secara cetak/tertulis dan jejaring. Untuk memperkaya tulisan ini, penulis juga melakukan wawancara secara terbatas. Hasil kajian mengungkapkan bahwa untuk mencapai kompetensi keterampilan dan kecakapan abad 21,   idealnya guru harus memahami   ilmu neurosains   seperti perkembangan dan fungsi otak mulai dari balita sampai dewasa dan  tipe kecerdasan siswa, dan metode guru membelajarkan  siswa. Kesimpulan kajian ini menyatakan pencapaian kompetensi keterampilan dan kecakapan pembelajaran abad 21 dilakukan dengan pendekatan Neurosains sebagai salah satu solusi.

scholarly journals The Use of “Scratch and Challenge Board” as an Alternative Assessment Tool to Enhance University Students’ Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 85
Author(s):  
Tajularipin Sulaiman ◽  
Suzieleez Syrene Abdul Rahim ◽  
KaiYan Wong ◽  
Wan Marzuki Wan Jaafar
Keyword(s):  
Focus Group ◽  
Learning Environment ◽  
University Students ◽  
21St Century ◽  
21St Century Skills ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Research Approach

Abstract: In the teaching and learning process, assessment can be applied in various ways.  In order to ensure the quality of education, assessment should be performed as a platform to support student learning. The role of assessment also ensures that students’ learning outcomes meet the needs of the 21st century skills. “Scratch & Challenge Board” (SCB) can be used to support the 21st century teaching and learning environment through focus group discussions. Therefore, the aim of this study was to explore the perspectives of university students on the use of “Scratch & Challenge Board” as an alternative assessment tool in enhancing students’ skills. This study applied the qualitative research approach. Data were collected through focus group interviews and related documents such as students’ assignments. A total of 10 focus group were obtained, with 3-4 students in each group, and each discussion was moderated by an experienced moderator. Collected data were analysed using constant comparative data analysis methods to obtain the themes. Four (4) themes emerged in this study: (i) alternative assessment encourages active participation in learning, (ii) integrating technologies in assessment tools, (iii) relevant with 21st century skills, and (iv) improvement in learning environment. In conclusion, the “Scratch and Challenge Board” is an assessment tool that not only supports face-to-face teaching and learning, but can also be integrated with technological devices and social media platforms. The “Scratch and Challenge Board” also enhances students’ 21st century skills   Keywords: Assessment tool, Alternative assessment, Group discussion, Teaching innovation

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