scholarly journals Telaah Kompetensi Guru di Era Digital dalam Memenuhi Tuntutan Pendidikan Abad Ke-21

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Siti Khodijah
Keyword(s):  
21St Century ◽  
Digital Technology ◽  
Core Competencies ◽  
Point Of View ◽  
Teacher Competence ◽  
The Core ◽  
Knowledge Based ◽  
Digital Era ◽  
Education Levels ◽  
Teacher Readiness

Abstaract., The 21st century is echoed as a century of knowledge-based society. Teachers as future human resource cadres are required to be total in carrying out their professional duties. Entering the era of digital technology revolution where experiencing various forms of change and shifting point of view, teacher competencies need to be questioned, first, are the core competencies of teachers outlined in competencies based on education levels and based on these subjects already representing the direction of education in the 21st century ?, second, how teacher readiness to welcome learning in this digital era? This literature review shows that teacher competence can be said to have represented the direction of education in the 21st century but still needs encouragement and stabilization of direction, while teacher readiness can be said to need further research for data accuracy.               Keyword: teacher, teacher competence, digital era, education, 21st century Abstrak., Abad ke-21 digaungkan sebagai abad masyarakat berbasis pengetahuan. Guru sebagai sosok pengkader sumber daya manusia masa depan dituntut untuk total dalam menajalankan tugas keprofesiannya. Memasuki era revolusi teknologi digital yang mana mengalami berbagai bentuk perubahan maupun pergeseran sudut pandang maka kompetensi guru perlu dipertanyakan, pertama, apakah kompetensi inti guru yang dijabarkan dalam kompetensi berdasarkan jenjang pendidikan dan berdasarkan mata pelajaran tersebut sudah mewakili arah pendidikan Abad ke-21?,kedua, bagaimana kesiapan guru dalam menyambut pembelajaran di era digital ini?. kajian literatur ini menunjukkan bahwa kompetensi guru dapat dikatakan sudah mewakili arah pendidikan Abad ke-21 namun tetap saja perlu dorongan dan pemantapan arah, sedangkan kesiapan guru dapat dikatakan perlu penelitian lebih lanjut untuk akurasi data. Kata kuci:guru, kompetensi guru, era digital, pendidikan, Abad ke-21

Managing Dilemmas Embodied in 21st Century Engineering

2012 ◽  
Author(s):  
Salman Ahmed ◽  
Minting Xiao ◽  
Jitesh H. Panchal ◽  
Janet K. Allen ◽  
Farrokh Mistree
Keyword(s):  
21St Century ◽  
Engineering Students ◽  
Policy Design ◽  
Core Competencies ◽  
Collaborative Group ◽  
Group Setting ◽  
The Core ◽  
Development Of Competencies ◽  
Personal Competencies ◽  
Core Characteristics

In this session we describe in four parts the pedagogy and out-comes of a course Designing for Open Innovation designed to empower 21st century engineering students to develop competencies associated with innovating in an inter-connected technologically flat world: 1. Competencies for Innovating in the 21st Century, [1]. 2. Developing Competencies In The 21st Century Engineer, [2]. 3. Identifying Dilemmas Embodied in 21st Century Engineering, [3]. 4. Managing Dilemmas Embodied in 21st Century Engineering - this paper. In the first paper we describe the core characteristics of the engineering in an interconnected world and identify the key competencies and meta-competencies that 21st century engineers will need to innovate and negotiate solutions to issues associated with the realization of systems. In the second paper, we describe our approach to fostering learning and the development of competencies by an individual in a group setting. We focus on empowering the students to learn how to learn as individuals in a geographically distanced, collaborative group setting. We assert that two of the core competencies required for success in the dynamically changing workplace are the competencies to first identify and then to manage dilemmas. In the third paper, we illustrate how students have gone about identifying dilemmas and in the fourth paper how they have attempted to manage dilemmas. In papers three and four students have briefly described the challenges that they faced and their takeaways in the form of team learning and individual learning. In this the last of four papers in this session, we focus on how students learned to manage dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems, namely, energy policy design. The example involves the identification of a bridging fuel that balances environmental, economic and socio-cultural concerns. The principal outcome is clearly not the result attained but a student’s ability to learn how to learn as illustrated through the development of personal competencies in a collaborative learning framework and environment.

scholarly journals China's economic policy towards Kenya in the second decade of the 21st century

2021 ◽  
Vol 19 (1) ◽  
pp. 5-24
Author(s):  
Łukasz Jureńczyk ◽  
Keyword(s):  
Economic Policy ◽  
21St Century ◽  
Research Problem ◽  
Economic Security ◽  
Point Of View ◽  
Historical Background ◽  
Economic Relations ◽  
Republic Of China ◽  
Analysis And Evaluation ◽  
The Core

The aim of the paper is to present the results of the analysis and evaluation of the economic policy of the People's Republic of China towards Kenya in the second decade of the 21st century. The introduction discusses the basic methodological assumptions of the paper. The first section of the paper synthetically outlines the historical background of economic relations between Kenya and the PRC, and the second section presents a field-specific literature review. The third section of the paper presents Kenya as one of China's economic partners in Africa. The main section of the paper analyses investments and development projects implemented in Kenya by Chinese companies. The core research problem concerns the question whether China's economic policy towards Kenya is beneficial from the point of view of the economic development of the countries involved? The main thesis assumes that this policy increases the development opportunities of all the states. However, it is unsustainable and carries serious risks, especially for Kenya's economic security.

scholarly journals THE ANALYSIS OF THE USE OF DIGITAL TECHNOLOGY LEARNING MEDIA IN ELEMENTARY SCHOOLS OF CILEUNYI DISTRICT

2020 ◽  
Vol 4 (4) ◽  
pp. 663
Author(s):  
Eryca Pratiwi ◽  
Kristi Pratiwi ◽  
Marlina Sari ◽  
Salma Namiroh
Keyword(s):  
Elementary Schools ◽  
Qualitative Study ◽  
21St Century ◽  
Learning Process ◽  
Digital Technology ◽  
Technological Progress ◽  
Technology Learning ◽  
Digital Era

This study aims to analyze the use of digital technology learning media in elementary schools in the Cileunyi District. Digital technology is one proof of the development of technological progress in the 21st century. These technological advancements have influenced several fields, one of which is education. In this digital era, technology is involved in the field of education, especially in the learning process. Digital technology is now used as a learning medium. The use of digital technology as a learning medium means that the teacher has balanced knowledge with the technological advancements that occur. The research was conducted with a qualitative study by distributing questionnaires to 17 elementary schools in the district of Cileunyi. From the findings, it was known that all teachers have used digital technology as a medium of learning in elementary schools with different usage scales. The use of digital technology as a learning medium had an impact on teachers and the learning process undertaken. There were teachers who felt learning to be effective and innovative, yet there were still difficulties in using digital technology and felt the use of digital technology in elementary schools was less effective.

scholarly journals Tantangan Pembelajaran Musik Pada Era Digital

2019 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Murni Eva Marlina Rumapea
Keyword(s):  
Digital Technology ◽  
Research Method ◽  
Qualitative Method ◽  
Social Situation ◽  
Teacher Competence ◽  
Music Learning ◽  
Digital Era ◽  
The Social ◽  
Descriptive Approach ◽  
To Receive

The digital age is an era that makes it easier for people to receive and send information. Various digital technology systems are increasingly developing in one area of education or learning. The purpose of music learning is applied and internalized as learning that encourages students to be creative and express according to their development. To live this digital era both students, teachers and school institutions will face challenges. Challenges can be seen from the students, teachers, and school institutions. In students, such as the lack of students' interest in music, and teachers of learning music not from a background in music, as well as school infrastructure does not fulfill music learning. To face this challenge, the school held a learning revolution and teacher competence. The use of this research method is a qualitative method with a descriptive approach. With the reason that the writer observes, and constructs the social situation about music learning, the obstacles faced, and solutions to face obstacles so that it is more clear and meaningful.

scholarly journals A Research on key Vision Technologies of Red Revolution site in Gannan Soviet area based on UE4 Virtual engine platform

2020 ◽  
Vol 189 ◽  
pp. 03001
Author(s):  
Zhiqiang Wang ◽  
Dandan Li ◽  
Tingting Fan
Keyword(s):  
Digital Technology ◽  
Three Dimensional ◽  
Field Investigation ◽  
Point Of View ◽  
Cultural Value ◽  
The Core ◽  
Data Measurement ◽  
Visualization Technology ◽  
Virtual Platform ◽  
Object Of Study

The Red Revolution site in Gannan Soviet area is an important cultural heritage of China, which is represented by Yeping and Shazhouba in Ruijin City, and has important spiritual and cultural value. The red revolution site in Gannan Soviet area is taken as the object of study from the point of view of protection and inheritance. And the visualization technology is studied under the platform of UE4 virtual engine combined with three-dimensional digital technology. In addition, the core technologies such as the model making of 3D Max software, the material construction of UE4 virtual platform and the interface interaction realization of UE4 virtual platform in the visualization technology of red revolution site in Gannan Soviet area are studied. They are all studied by means of field investigation, data measurement and quantitative experiments. At the same time, this paper points out the ways, methods and strategies of realization from the level of visualization technology, and its object characteristic is to combine the revolutionary site with the paper. This also provides a technical guarantee for the development of Red Revolution sites and other similar visualization projects in Gannan Soviet area.

scholarly journals Teacher readiness in accommodating the TPACK framework to meet teacher competence the 21st Century

2020 ◽  
Vol 1511 ◽  
pp. 012041
Author(s):  
Sarwa ◽  
Aman Simaremare ◽  
Novi Indah Hasibuan ◽  
Mintoro Priyadi
Keyword(s):  
21St Century ◽  
Teacher Competence ◽  
Teacher Readiness

Identifying Dilemmas Embodied in 21st Century Engineering

2012 ◽  
Author(s):  
Christon Bertus ◽  
Amirhossein Khosrojerdi ◽  
Jitesh H. Panchal ◽  
Janet K. Allen ◽  
Farrokh Mistree
Keyword(s):  
21St Century ◽  
Engineering Students ◽  
Policy Design ◽  
Core Competencies ◽  
Collaborative Group ◽  
Group Setting ◽  
Acceptable Solution ◽  
The Core ◽  
Development Of Competencies ◽  
Personal Competencies

The pedagogy and outcomes of a course Designing for Open Innovation designed to empower 21st century engineering students to develop competencies associated with innovating in an inter-connected technologically flat world are described in four parts: 1. Competencies for Innovating in the 21st Century, [1]. 2. Developing Competencies in the 21st Century Engineer, [2]. 3. Identifying Dilemmas Embodied in 21st Century Engineering - this paper. 4. Managing Dilemmas Embodied in 21st Century Engineering, [3]. In the first paper we describe the core characteristics of the engineering in an interconnected world and identify the key competencies and meta-competencies that 21st century engineers will need to innovate and negotiate solutions to issues associated with the realization of systems. In the second paper, we describe our approach to fostering learning and the development of competencies by an individual in a group setting. We focus on empowering the students to learn how to learn as individuals in a geographically distanced, collaborative group setting. We assert that two of the core competencies required for success in the dynamically changing workplace are the competencies to first identify and then to manage dilemmas. In this paper, we illustrate how students have gone about identifying dilemmas and in the fourth paper how they have attempted to manage dilemmas. In papers three and four students briefly describe the challenges that they faced and their takeaways in the form of team learning and individual learning. We suggest that dilemmas associated with innovation cannot be solved they can only be managed. We assert that 20th century problem solving paradigms are ineffective for addressing 21st century dilemmas in which there are multiple and diverse stakeholders who are called on to find an acceptable solution to the competing interests such as profit, environment and socio-cultural. In this paper, we focus on how the students learned to identify dilemmas associated with the realization of complex, sustainable, socio-techno-eco systems, namely, energy policy design. The principal outcome is clearly not the result attained but a student’s ability to learn how to learn as illustrated through the development of personal competencies of two students (Bertus and Khosrojerdi) in a collaborative learning framework and environment.

TAXONOMY OF HRM POLICIES OF KNOWLEDGE-BASED FIRMS: A RESOURCE-BASED EXPLANATION

1999 ◽  
Vol 03 (04) ◽  
pp. 379-395 ◽  
Author(s):  
SOO-HOON LEE
Keyword(s):  
21St Century ◽  
Explicit Knowledge ◽  
Training And Development ◽  
Resource Based View ◽  
Knowledge Assets ◽  
The Core ◽  
Knowledge Based ◽  
Knowledge Requirements ◽  
Knowledge Intensive ◽  
Core Capabilities

This paper argues that as firms compete in an increasingly knowledge-intensive environment in the 21st century, they will need to structure their HR processes and practices to support their internal knowledge assets. Using a resource-based view of the firm, this paper categorises HR policies into a framework that is based on the knowledge requirements and dimensions of the core capabilities of the firm. This framework explains how outsourcing, training and development, teambuilding, and research and development initiatives are mapped for different firms that have different knowledge, skills and ability, as well as tacit and explicit knowledge requirements.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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