scholarly journals 21st century learning, technology and the professional

2018 ◽  
Vol 13 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Colin Larchem ◽  
Keyword(s):  
21St Century ◽  
21St Century Learning ◽  
Learning Technology

Self-Regulated Learning: A Literature Review for 21st Century Learning Technology

2017 ◽  
Vol 23 (2) ◽  
pp. 912-915 ◽  
Author(s):  
Shafizza Binti Sahdan ◽  
Noor Atikah Binti Zainal Abidin
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Learning ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning

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 Tahap Keberkesanan Gamifikasi Global Halal Game (GHG) Dalam Kalangan Peserta Program Halal Eksekutif Profesional (Effectiveness Level of Gamification Global Halal Game (GHG) Among Professional Halal Training Programme Participants)

2020 ◽  
Vol 7 (3) ◽  
pp. 45-58
Author(s):  
Mohammad Najib Jaffar ◽  
Azman Ab Rahman ◽  
Mohamad Anwar Zakaria ◽  
Mursyid Junaidi Mohd Faisal Yeap ◽  
Muhammad Faiz Abd Shakor
Keyword(s):  
21St Century ◽  
Quantitative Method ◽  
Training Programme ◽  
21St Century Learning ◽  
Muslim Community ◽  
The Public ◽  
Teaching Aids ◽  
Innovation Product ◽  
Flexible Education

Gamification is a part of teaching aids based on flexible education relevant to the current 21st Century Learning. This study aimed at assessing the effectiveness of the Global Halal Game (GHG) in education. The use of quantitative method involved the distribution of questionnaires to 43 respondents who participated in the Professional Halal Training Programme – Certificate of Professional Halal Executive (PHEP) 2018. In general, this study found that the effectiveness level of GHG in education was good. The result of the study can also become a benchmark for the development of gamification-based innovation product, which can improve and enhance other innovation products in fields that are less emphasised. This can benefit the Muslim community, in particular, and the public, in general.

scholarly journals PERAN KO KURIKULER DAN EKSTRAKURIKULER TERHADAP UPAYA PENCAPAIAN KURIKULUM 2013

2019 ◽  
Vol 8 (2) ◽  
pp. 251-270
Author(s):  
Lutviyana Hidayah
Keyword(s):  
Character Education ◽  
Extracurricular Activities ◽  
21St Century ◽  
Positive Impact ◽  
Educational Institution ◽  
21St Century Learning ◽  
Learning Objectives ◽  
Guidance Programs ◽  
Library Research ◽  
School Guidance

This article aims to describe the role and concepts of co-curricular and extracurricular activities so that it is useful for achieving the goals of the 2013 curriculum. This 2013 curriculum has three important objectives, namely Strengthening Character Education, Strengthening Literacy Culture, and 21st Century Learning. This type of research is library research, research sources are found in the literature and sources, or the latest findings regarding the Curricular and Extracurricular activities as well as the 2013 Curriculum. The results of this research are that co-curricular and extracurricular activities play a major role in achieving the three aspects of learning contained in the curriculum 2013, namely cognitive, affective and psychomotor aspects. These three aspects are very helpful in achieving the 2013 curriculum agenda, which consists of character strengthening, literacy culture and 21st century learning. Character strengthening can be achieved through religious extracurricular activities, Hisbul Wathan and BTQ, Kultum, work assignments, and intensive post-school guidance. Literacy culture can be achieved by reading guidance programs both reading the Al-Qur'an or spelling, one verse a day program. 21st century learning is pursued by extracurricular activities, namely tambourine activities, calligraphy and so on. The expected positive impact of this article is the dissemination of information about the urgency of co-curricular and extracurricular activities in an educational institution to achieve learning objectives in the 2013 curriculum.

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