scholarly journals Problem-Based Learning Model for Teaching Writing: A Literature Review

2019 ◽  
Vol 7 (2) ◽  
pp. 32-36
Author(s):  
Nurul Aryanti ◽  
Welly Ardiansyah ◽  
Murwani Ujihanti
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
21St Century ◽  
Soft Skills ◽  
Problem Based Learning ◽  
Short Review ◽  
Learning Model ◽  
Teaching Writing ◽  
Hard Skills ◽  
Fields Of Study

Many researchers have claimed the success of the application of problem-based learning in many fields of study. This learning model is in line with the constructivist principles, in which students are in the centre of the learning process. Moreover, problem-based learning model provides the opportunity for students not only to develop their hard skills, but also soft skills. In addition, it also strives to help students become independent and self-regulated learners. This is one of the main advantages of applying the learning model. This article attempts to provide a short review of problem-based learning model in teaching writing. Furthermore, the discussion will also focus on the issue by looking at some explanation found in accounting for the needs of the learning model in the 21st century-language learning

Implementation of Guidance nuanced Learning Model at MAN 1 Bandar Lampung

2020 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Rifda El Fiah ◽  
Saiful Bahri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Formal Education ◽  
Rating Scale ◽  
Soft Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Expert Rating ◽  
Hard Skills ◽  
Process Implementation

This research was conducted based on the problems that often arise in formal education learning. This problem has an impact on learning achievement results obtained by students. This research was conducted at MAN 1 Bandar Lampung. The purpose of this study was to determine the feasibility of the instructional model nuanced guidance data collection techniques using expert rating scale and user rating scale. The results of this study indicate that the nuanced learning model meets the achievement of student learning outcomes in MAN 1 Bandar Lampung, by developing students' knowledge and skills in the form of soft skills and hard skills. Guidance nuanced learning model design consists of learning process planning standards, learning process implementation standards, learning process outcome standards, and learning process control standards. 

Soft Skills vs. Hard Skills in Tourism

2021 ◽  
pp. 41-72
Author(s):  
Andreia Antunes Moura ◽  
Maria do Rosário Campos Mira ◽  
Vânia Natércia Costa
Keyword(s):  
Qualitative Study ◽  
Literature Review ◽  
Semantic Similarity ◽  
Soft Skills ◽  
Tourism Industry ◽  
Job Interviews ◽  
Global Marketplace ◽  
Hard Skills ◽  
Analysis Technique ◽  
Over Time

This chapter presents a qualitative study, resulting from a systematic literature review using a text analysis technique through the NVivo software, version 10.0. This technique involves grouping words that reveal semantic similarity to each other and results indicate that considerations around soft and hard skills in tourism have been different over time. In short, it might be said that it is hard skills that lead people to job interviews, but it is soft skills that allow them to be recruited for employment. Hence, it is the combination of the two skill types that enables people to have a job in the tourism industry, manage a career, and contribute to the differentiation of tourism companies in the tourism global marketplace that tends to be increasingly competitive.

Librarian Skillsets in the 21st Century

2020 ◽  
pp. 41-58
Author(s):  
Josiline Phiri Chigwada
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Capacity Building ◽  
21St Century ◽  
Formal Education ◽  
Soft Skills ◽  
Web Content ◽  
Digital Era ◽  
Structured Literature Review ◽  
The Way

The chapter showcases the 21st century skills that are required by librarians. The digital era brought about a lot of changes in the way that librarians interact with their clients. Due to the changing needs of clients, librarians should ensure that they are well equipped to deliver the needed services. The objectives of the chapter are to identify the skills that librarians should possess in the 21st century, examine how librarians acquire those skills, and discuss the challenges that are faced when acquiring those skills. Structured literature review and web content analysis were used to get the LIS skills. It was discovered that librarians should possess professional, technical, and soft skills in order to remain relevant in the 21st century. The findings revealed that librarians can acquire skills through on the job trainings or formal education. The major challenge that is faced by librarians is the issue of lack of funds to support their capacity building endeavours.

scholarly journals EST for EMI: A Problem-Based Learning Approach to Domain-Specific Fluency

2015 ◽  
Vol 1 (1) ◽  
pp. 12-19
Author(s):  
Sharon Hannigan
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Creative Thinking ◽  
Expert Panel ◽  
Problem Based Learning ◽  
Medium Of Instruction ◽  
Learning Approach ◽  
Science Courses ◽  
Domain Specific ◽  
Visual Spatial

An English for Science and Technology (EST) course is offered as a potential bridge to English as a Medium of Instruction (EMI) in the sciences. Consisting of four modules, each organized around a “big problem” in science or technology, the course challenges students to collectively arrive at solutions through critical and creative thinking that ultimately finds expression in three modalities: verbal (e.g., expert panel discussions, debates) graphic (e.g., problem statements, action plans), and visual-spatial (e.g., graphs, models). It is suggested that Problem-Based Learning (PBL) approaches to language learning – especially ones propelled by critical thinking frameworks (e.g., SPRE) – not only ease the transition to science courses where English is the medium of instruction but promote the acquisition of general competencies thought vital to 21st century success.

scholarly journals Problem Based Learning (PBL) Learning Model Of Indonesian Learning Outcomes For Class II SD Students

2020 ◽  
Vol 3 (4) ◽  
pp. 562
Author(s):  
Nurul Istiqomah
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Problem Based Learning ◽  
Learning Model ◽  
Second Grade ◽  
Average Score ◽  
School Students ◽  
Average Value

<p><em>The aim is to improve learning outcomes of Indonesian language material listening to conversational texts related to culture, sorry. Problem based learning model for second grade elementary school students. This type of research is a class research group, the research subject of teachers and students. Sources of data used are: students, teachers, principals, notes/documents of observations, learning outcomes tests. Data collection techniques with observation (observation), documentation, and tests. The results of this study indicate an increase in Indonesian language learning outcomes. This can be seen from the average value of 76.9 in the first cycle, with a learning completeness percentage of 70% 16 students who completed their studies. Then there was an increase in the class average score of 82.2 in the second cycle, with a percentage of learning completeness 87%, students who finished learning asthma as many as 20 students. The conclusion is that the problem based learning model can improve learning outcomes of Indonesian language material. Listening to text conversations related to culture, apologize to second grade elementary school students.</em></p>

scholarly journals Analysis of Problem Based Learning Model with Mind Mapping to Increase 21st Century Skills

2020 ◽  
Vol 9 (3) ◽  
pp. 321-326
Author(s):  
Assa Prima Sekarini ◽  
Wiyanto Wiyanto ◽  
Ellianawati Ellianawati
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mixed Methods Research ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Student Collaboration

Education in the 21st Century is expected to produce human resources that have the ability to face the challenges in the development of science and technology so fast. 21st Century skills that need to be developed in students include critical thinking skills, creative thinking, collaboration, and communication. This research has purpose to determine the effectiveness of the model of Problem Based Learning (PBL) aided mind mapping to increase creative thinking skills and student collaboration. Type of research was mixed methods research design sequential exploratory. The sample of the research were 30 students of grade VIII D consisting of 16 male students and 14 female students. The analysis of the data in this research using qualitative and quantitative analysis techniques. The results showed that there is an increase in scores obtained by students in creative thinking and collaboration skills. The benefits of this research for educators are to provide effective learning model reference to be used in developing the creative thinking skills and student collaboration. Based on the result of the research, can be concluded that the PBL teaching model with mind mapping in motion and force effective to be applied in developing the creative thinking skills and student collaboration.  

scholarly journals Pengembangan Kurikulum dalam Pembelajaran Abad XXI

2019 ◽  
Vol 4 (2) ◽  
pp. 103-112
Author(s):  
Purwadhi Purwadhi
Keyword(s):  
Curriculum Development ◽  
21St Century ◽  
Soft Skills ◽  
Technical Skills ◽  
21St Century Learning ◽  
Soft Skill ◽  
Learning Framework ◽  
Hard Skills ◽  
Qualitative Approaches ◽  
Information And Communication

ABSTRAKSI: Artikel ini – dengan menggunakan pendekatan dan metode kualitatif serta kajian pustaka – mau menganalisis dua hal pokok, yaitu: Pengembangan Kurikulum; dan Pembelajaran Abad XXI. Pengembangan kurikulum merupakan bagian yang sangat esensial dalam keseluruhan kegiatan pendidikan. Pengembangan kurikulum, baik pada tingkat makro maupun mikro, mencakup kegiatan menyeluruh yang meliputi: perencanaan, pelaksanaan, dan evaluasi; serta menyangkut pengembangan komponen penting dalam kurikulum, yaitu komponen tujuan, bahan, kegiatan, dan evaluasi. Pengembangan kurikuum secara makro menyangkut pengembangan program pendidikan secara umum dan menyeluruh dalam konteks suatu lembaga/institusi; sedangkan secara mikro menyangkut pengembangan kurikulum yang sifatnya lebih terbatas, seperti pengembangan kurikulum pada level bidang studi atau mata kuliah. Kerangka pembelajaran abad XXI adalah satu gagasan yang diadaptasi dalam pengembangan Kurikulum 2013 pada umumnya, dan pembelajaran saintifik pada khususnya. Ada sejumlah keterampilan yang perlu dikuasai oleh peserta didik pada abad XXI, yakni: “soft skill and hard skill” atau keterampilan teknis. “Soft skill” yang perlu dikembangkan adalah kreativitas dan inovasi, berpikir kritis, seperti literasi informasi, literasi media, dan literasi ICT (Teknologi Informasi dan Komunikasi). KATA KUNCI: Pengembangan Kurikulum; Pembelajaran Abad XXI; Kurikulum 2013; Keterampilan Teknis. ABSTRACT: “Curriculum Development in the 21st Century Learning”. This article – using qualitative approaches and methods as well as literature review – wants to analyze two main points, namely: Curriculum Development; and the 21st Century Learning. Curriculum development is a very essential part of all educational activities. Curriculum development, at both the macro and micro levels, has been encompassing comprehensive activities including: planning, implementation, and evaluation; and involves also the development of important components in the curriculum that are components of objectives, materials, activities, and evaluations. Macro curriculum development involves the development of a general and comprehensive education program in the context of an institution; whereas in micro terms, it involves the development of curricula that are more limited in nature such as curriculum development at the level of field of study or course. The 21st century learning framework is an idea that was adapted in 2013 Curriculum development in general, and scientific learning in particular. There are a number of skills that need to be mastered by 21st century students, namely: soft skills and hard skills or technical skills. Soft skills that need to be developed are creativity and innovation, critical thinking, such as information literacy, media literacy, and ICT (Information and Communication Technology) literacy.KEY WORD: Development Curriculum; 21st Century Learning; 2013 Curriculum; Technical Skills. About the Author: Dr. Purwadhi adalah Dosen Senior dan sekarang menjabat sebagai Rektor Universitas BSI (Bina Sarana Informatika), Jalan Terusan Sekolah No.1-2 Antapani, Cicaheum, Kiaracondong, Bandung 40282, Jawa Barat, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: [email protected] Citation: Purwadhi. (2019). “Pengembangan Kurikulum dalam Pembelajaran Abad XXI” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(2), September, pp.103-112. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (July 27, 2019); Revised (August 25, 2019); and Published (September 30, 2019).

scholarly journals Problem Based Learning on Newton's Law: Can It Improve Student Creativity?

2021 ◽  
Vol 9 (4) ◽  
pp. 528-539
Author(s):  
Nurlaili Wisda Agustin* ◽  
Sarwanto Sarwanto ◽  
Agus Supriyanto
Keyword(s):  
Experimental Method ◽  
Learning Strategies ◽  
Soft Skills ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Science Students ◽  
Newton's Law ◽  
Newton’S Law ◽  
Tenth Grade

Creativity is important in facing a challenging future life. Therefore, current learning is focused on not only values but also soft skills such as student creativity. Few teachers provide opportunities for students to develop their creativity in the classroom. This creativity can be developed and trained through various learning strategies. Probem-based learning was chosen in this study as a means to increase students' creativity through two learning methods, experiment and demonstration.  This study seeks to determine the effect of experimental and demonstration methods with problem-based learning model on student creativity on Newton's law material.  The subjects included 72 tenth-grade science students in Surakarta, Central Java.  They were selected using the purposed random sampling technique where out of 8 tenth-grade science students in SMA Al Islam, Surakarta, 2 classes that met the research category were selected.  This experimental study collected the data using pretest and posttest for cognitive data and questionnaire using a Likert scale for student creativity data. Data were analyzed descriptively through independent sample t-test. The results showed that both methods through problem-based learning model had a significant effect on the level of student creativity. From the characteristics of the methods and the number of students in the high creativity category, experimental method is superior to be applied. It is implied that teachers can use the experimental method with problem-based learning model in Newton's law to develop student creativity soft skills.

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