scholarly journals 4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

2021 ◽  
Vol 16 (4) ◽  
pp. 71
Author(s):  
Sariya Binsaleh ◽  
Muazzan Binsaleh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Ict Integration ◽  
Joint Research ◽  
Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

scholarly journals 21st Century Skills in Higher Education: Teaching and Learning at Ifugao State University, Philippines

2020 ◽  
Vol 10 (2) ◽  
pp. 72-81
Author(s):  
Nancy Ann Pawid Gonzales
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Significant Relationship ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Faculty Members ◽  
Use Of Technology ◽  
Significant Difference ◽  
Global Connections

The study ascertained the profile of students and faculty members and the level of their critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections skills, and use of technology as a tool for learning. It also determined the significant difference among the 21st century skills and the dimensions, profile and the respondents. It also determined if a significant relationship exists between the levels of the 21st century skills among students, faculty members, and administrators. Survey through a questionnaire was used to gather data. Stratified sampling technique was applied in determining the 539 students, 125 faculty members, and 35 administrator respondents in the study. Frequency count and percentage were employed to find out the profile of students, faculty members and administrators. Mean rating was used to determine their level of 21st century skills. Results revealed that most of the student respondents are females, enrolled in the education, information technology and agricultural technology programs. Majority of the faculty members and administrators are females, in their middle adulthood stage and taught for more than six years. Results further indicated that the students, faculty members and administrators had a very good level of 21st century skills. Significant differences were noted between the 21st century skills of students by courses/programs and campuses. Significant differences were also recognized among faculty members between their 21st century skills and age. There is no significant relationship between the level of 21st century skills of students, faculty members, and administrators. The findings imply that there is a need to adopt more programs and activities in order to improve the 21st century skills among the students and faculty members. This can be done by upgrading the information technology systems of the University. Strengthening and reactivating global and local connections is also deemed necessary. These can be realized by increasing student and faculty mobility, use of blended learning approach in both the graduate and undergraduate levels, international partnerships, and reaching out to the local communities through projects among others.

TEACHERS’ READINESS IN INSERTING THE 21ST CENTURY SKILLS FOR TEACHING ENGLISH AT PRIMARY SCHOOLS

2020 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Putu Rahmayanti ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Lesson Planning ◽  
English Teachers ◽  
Qualitative Description ◽  
Teaching English ◽  
Balanced Assessment

The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.

scholarly journals 21st Century Teaching and Learning: Student Teacher’s Perceptions and Challenges in Higher Education Institutions

2021 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Fitriati Fitriati ◽  
Satria Prayudi
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Data Analysis ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Higher Education Institutions ◽  
Dynamic Environment ◽  
Bridge Performance

As information technology rapidly changes workplaces and classrooms, the need for education has shifted from focusing on static skills to the ability to learn in a dynamic environment. Higher education institutions are looking for teaching practices to bridge performance gaps and meet the challenge of ensuring that students are prepared for careers after graduation. During this pandemic, more than 85% of jobs are computer-oriented, but a small percentage of students seek educated qualifications. The skills of the early twentieth century are essential to prepare students for these tasks. The purpose of this research is to determine a consensus on the composition of 21st century skills, measure the views of students and teachers, and determine the challenges students face in the learning process. This was a mix methods study. A perceptual survey accompanied by open-ended questions deepened analysis and understanding. The data was analyzed descriptively and open ended question responses were coded, categorized and analyzed using qualitative data analysis approach. The findings showed student’s the difficulties in developing 21st Century skills. 

Infusing 21st Century Skills in a Smart Learning Environment for Secondary Mathematics Classrooms

2019 ◽  
pp. 99-116
Author(s):  
Steve Carlisle Warner
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Learning Process ◽  
Real World ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Real World Problems

The main objective of this chapter is to demonstrate how an instructional model, 2T2C, was used to infuse 21st century skills in the teaching of secondary school mathematics using a smart learning environment (SLE). It was imperative that cooperative and collaborating learning methodologies were included in the teaching model to ensure peer/teacher interaction to enhance student communication, the infusion of high-order thinking skills to guarantee that students can solve real-world problems and think at higher cognitive levels, the introduction of self-efficacy sessions to ensure that all students have the confidence and self-esteem to believe and have the self-assurance to solve mathematical real-world problems and take responsibility for their own learning, and the infusion of technology as a resource in the teaching and learning process: hence, 2T2C (thinking, technology, communication, and confidence). The scenarios presented highlighted the need for communication, high-level cognitive objectives, multiple evaluation practices, and thinking as key to the learning process.

scholarly journals STAKEHOLDER INVOLVEMENT IN TEACHING AND LEARNING

2018 ◽  
Author(s):  
Umaporn Supasitthimethee ◽  
Narongrit Waraporn ◽  
Kriengkrai Porkaew ◽  
Nipon Charoenkitkarn
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Stakeholder Involvement ◽  
Know How ◽  
Teaching Learning

 Abstract – To connect with the students of the 21st century, lecturers must understand their characteristics and know how to motivate them. Traditional approach, i.e., lecture-based approach, is usually not an effective approach in this century. At the School of Information Technology (SIT), we bring in stakeholders in education, such as alumni and professionals to help us in the teaching-learning process. It shows that stakeholder involvement in teaching and learning complements the traditional approach in education.

scholarly journals Pelatihan Penggunaan Fasilitas Google dalam Kegiatan Pembelajaran untuk Meningkatkan Kompetensi Pedagogik

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Syamsul Bahri ◽  
Merta Simbolon ◽  
Desy Kumala Sari ◽  
Abrahan Laurens Rettob
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Community Service ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Likert Scale ◽  
21St Century Learning ◽  
Learning Activities ◽  
Technology Applications

Abstract. The ability to use information technology is an important ability in 21st century learning. This Community Service Activities (PKM) aims to conduct training and describing the pedagogical competency profile of teachers in SMK Negeri 1 Sota in utilizing information technology to support teaching and learning activities. The method used was training, mentoring, and evaluating the results of activities. The instrument used to obtain data after the training was a Likert scale questionnaire consisting of 3 aspects and distributed into 30 statements. The three aspects measured are the ability to use various information technology applications, the ability to utilize online learning media, and the ability to use search engines and data collectors. The data obtained were analyzed quantitatively and the results were categorized based on ideal standard deviations. The results obtained in this activity were the ability of teachers in SMK 1 Sota in utilizing information technology to support the learning process is still low.Keywords: online learning media, pedagogical ability, google classroom, google formAbtrak. Kemampuan memanfaatkan teknologi informasi (TI) dalam pembelajaran merupakan kemampuan yang penting dalam pembelajaran abad 21. Kegiatan Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk memberikan pelatihan dan mendeskripsikan profil kompetensi pedagogik guru di SMK Negeri 1 Sota dalam memanfaatkan TI untuk mendukung kegiatan belajar mengajar. Metode yang digunakan dalam  kegiatan ini adalah pelatihan, pendampingan, serta evaluasi hasil kegiatan. Instrumen yang digunakan untuk memperoleh data setelah dilakukan pelatihan adalah angket dengan skala likert yang terdiri dari 3 aspek dan dijabarkan menjadi 30 pernyataan. Ketiga aspek yang diukur adalah kemampuan menggunakan berbagai aplikasi TI kemampuan dalam memanfaatkan media pembelajaran online, dan kemampuan dalam menggunakan mesin pencari dan pengumpul data. Data yang diperoleh dianalisis secara kuantitatif dan hasilnya dikategorikan berdasarkan simpangan baku ideal. Hasil yang diperoleh dalam kegiatan ini adalah kemampuan guru-guru di SMK Negeri 1 Sota dalam menfaatkan TI untuk mendukung proses pembelajaran masih kurang. Kata Kunci: media pembelajaran online, kemampuan pedagogik, google classroom, google form

scholarly journals The Effect of PBL and 21st Century Skills on Students’ Creativity and Competitiveness in Private Schools

2014 ◽  
Vol 2 (2) ◽  
pp. 89-114 ◽  
Author(s):  
Amina Talat ◽  
Hina Fakhar Chaudhry
Keyword(s):  
Private Education ◽  
Private Schools ◽  
21St Century ◽  
21St Century Skills ◽  
Personal Development ◽  
Positive Impact ◽  
Project Based Learning ◽  
Influential Factor ◽  
Primary Research ◽  
Education Business

In an environment of slow economic growth where many businesses have failed, one sector that has done exceedingly well is the private education business. This study examines the effect of project-based learning (PBL) and 21st century skills on students’ creativity and competitiveness in private schools in Lahore. Today, enhancing 21st century skills to make students more competitive in an external environment is key to education systems around the world. The PBL framework also supports children’s social and personal development. We have used primary research methods to survey teachers at a range of private schools. The results show that 21st century skills embedded in the PBL framework have a positive impact on students’ creativity and competitiveness. Social development influences creativity and competitiveness the most while personal development is the least influential factor.

scholarly journals THE PRESENCE OF COLLABORATION SKILL IN ELT CLASS

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Hakim Sudinpreeda ◽  
Mutohhar Mutohhar ◽  
Agung Dwi Nurcahyo ◽  
Fajar Kartika
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
English Education ◽  
Real Life ◽  
Effective Instruction ◽  
Education Department ◽  
Freshman Students ◽  
And Control

One of the skills that must be possessed in the 21st century is collaboration skill. It requires teachers to present or provide it in the learning process, so that later students are expected to be able to implement it in their real life. The study reported in this paper aims to describe the implementation of collaboration skill in the process of teaching and learning. The data collected by means of close-ended questionnaires and guided interview that were administered to 125 freshman students of the English Education Department of Universitas Muria Kudus. The result shows that 84% of the students said that the teacher has implemented the collaboration skill, however from 84%, only 48% is categorized as instructionally effective. It is suggested that the teachers should manage some instructions and control how the instructions are executed. Keywords: 21st century skills, collaboration skill, effective instruction.

scholarly journals Penguatan Karakter Kebangsaan dan Kompetensi Pedagogik Berorientasi Pada Keterampilan Abad 21

MADRASAH ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Puji Rahayu ◽  
Turmudi Turmudi ◽  
Agus Muharram ◽  
Mamad Kasmad ◽  
Nuur Wachid Abdul Majid
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Project Based Learning ◽  
National Character ◽  
Case Study Approach ◽  
Analysis Techniques ◽  
Study Approach ◽  
The World ◽  
Collection Data

<em>This research aims to reveal how the national character and pedagogic competence have oriented to 21st Century Skills for Students at Universitas Pendidikan Indonesia. This research used to qualitative that using case study approach. This research took place at UPI Campus Purwakarta. Informants at this time are: (1) leadership; (2) lecturers; and (3) students. Data analysis techniques using interactive models Miles and Huberman, namely: data collection, data condensation, display data, and concusion: drawing / verifying. The results of this research is the process of strengthening national character and mastery of pedagogic potential for PGSD UPI Students Purwakarta Campus is in accordance with the needs of 21st century skills. The learning process includes: (1) Project Based Learning; (2) Religious Tutorials; (3) Extracurricular Field Practices; and (4) Video Projects themed Local Wisdom. Through this method, they can help them to work in the world and be able to utilize pedagogic's teachers</em>

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN IPA BERBASIS POWERPOINT INTERAKTIF UNTUK SISWA KELAS V SEKOLAH DASAR NEGERI GONDOLAYU

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Fida Amalia Buana Putri ◽  
Shanta Rezkita
Keyword(s):  
Information Technology ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Average Score ◽  
Design Validation ◽  
Validation Score ◽  
Research Procedure ◽  
The Media

Based on the necessary with the teacher, it is concluded that teachers need information technology (IT) based on learning media in the teaching and learning process. The main purpose of this study is to know about the research procedure, to know about the quality of the media that developed, and the expert's respond. This study is a Research and Development (R&D). The on  procedure of the procedure uses 9 steps, including 1)Potentials and problems, 2)Data collection, 3)Product design, 4)Design validation, 5)Design revision, 6)Product try-out, 7)Product revision, 8)Application try-out, 9)Product revision until the desired products interactive powerpoint learning media are complete. The result of the study showed that the media were appropriate to be implemented. This showed from media experts of the validation result that average score 3,34 with a very good category. Material expert student's that average score 3,40 with very good category and from linguists expert result that average score 3,22 with the good category. Next, the average validation score of the teacher is 3,62 with a very good category and peers of the validation result that average score 3,44 with a very good category. The last response of the students in applications try-out responses that average score 92,75 with a very good category. 

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