scholarly journals Pembelajaran Tematik Integratif Pemanasan Global berbasis Lingkungan Hidup dengan Model POE2WE

2020 ◽  
Author(s):  
Risma Widyasari ◽  
Nana
Keyword(s):  
Global Warming ◽  
Character Education ◽  
21St Century ◽  
University Education ◽  
Educational Model ◽  
Theoretical Concepts ◽  
Literature Reading ◽  
The Times ◽  
Reading Activities ◽  
Thematic Learning

Scientific This study aims to develop integrative thematic learning about global warming based on the environment by using the POE2WE Model, in PPK Competency (Strengthening Character Education), and 21st Century Competence. The research method used is the literacy method (literature review). That is, researchers take data through literature reading activities that are relevant to the context needed. The POE2WE model (Prediction, Observation, Explanation, Elaboration, Write, Evaluation) is the development of an educational model found by Dr. Nana, M.Pd. in his dissertation while taking his doctorate at Sebelas Maret University. Education with this model provides a stimulus for students to identify a problem by first estimating a given problem. In the next stage students will conduct experiments or observations, explain the results of observations, and connect theoretical concepts with daily life. After that, students can write conclusions and evaluate themselves as the final stages of this learning model. This integrative thematic learning of global warming based on the environment also collaborates between physics and environmental education in accordance with one of the 21st century competencies, namely collaborative or collaboration as an answer to the demands of the times.

scholarly journals PENGGUNAAN MODEL POE2WE DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN SIKAP ILMIAH DAN HASIL BELAJAR

2020 ◽  
Author(s):  
Galih Ramadhan ◽  
Nana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Student Learning Outcomes ◽  
University Education ◽  
Educational Model ◽  
Theoretical Concepts ◽  
Literature Reading ◽  
Reading Activities ◽  
Scientific Attitudes

AbstractThis study aims to improve scientific attitudes and student learning outcomes using the POE2WE Model. The research method used is the method of literacy (literature review). That is, researchers take data through literature reading activities that are relevant to the context needed. The POE2WE model (Prediction, Observation, Explanation, Elaboration, Write, Evaluation) is the development of an educational model found by Dr. Nana, M.Pd. in his dissertation while taking his doctorate at Sebelas Maret University. Education with this model provides a stimulus for students to identify a problem by first estimating a given problem. In the next stage students will conduct experiments or observations, explain the results of observations, and connect theoretical concepts with daily life. After that, students can write conclusions and evaluate themselves as the final stages of this learning model. The results showed that the use of the POE2WE model can improve scientific attitudes and student learning outcomes, because with this model students are able to provide stimulus to students in identifying problems

scholarly journals PERAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM IMPLEMENTASI KURIKULUM 2013

2014 ◽  
pp. 493-504
Author(s):  
Oos M. Anwas Oos M. Anwas
Keyword(s):  
Character Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Innovative Teaching ◽  
Innovative Learning ◽  
Information And Communication ◽  
21St Century Learners ◽  
The Right ◽  
Thematic Learning

diterima: 11 Januari 2013; dikembalikan untuk direvisi: 28 Januari 2013; disetujui: 25 Februari 2013.Abstrak: Perubahan Kurikulum 2013 dilakukan sebagai jawaban atas kebutuhan dan tuntutan zaman di abad 21. Kurikulum ini memiliki karakteristik tersendiri. Tulisan ini bertujuan untuk mengidentifikasi tuntutan perubahan guru dalam inovasi pembelajaran sesuai tuntutan kurikulum, dan mengidentifikasi berbagai peran TIK dalam mensukseskan implemetasi Kurikulum 2013. Hasil kajian diketahui bahwa kurikulum 2013 menuntut guru melakukan inovasi pembelajaran terutama dalam hal: pembelajaran tematik terintegrasi, pendekatan proses, menanamkan pendidikan karakter yang terintegrasi dalam setiap mata pelajaran, melatih atau membiasakan berpikir kritis, inovatif, pendekatan scientific, menghargai pendapat dan perbedaan, teloransi, membangun kemandirian, menanamkan kemampuan berkomunikasi, pemanfaatan media massa yang benar, evaluasi yang menyeimbangkan proses dan hasil, dan lainnya. Peran TIK dalam implementasi kurikulum 2013, antara lain: memberikan berbagai contoh nyata model dan inovasi pembelajaran sesuai Kurikulum 2013, menciptakan lingkungan belajar yang kondusif terutama aspek sikap dan keterampilan, sebagai wahana diskusi dan sharing pengalaman antar guru dalam implementasi kurikulum 2013, sebagai wahana membangun kreativitas peserta didik, dan merupakan sumber belajar yang sesuai tuntutan kebutuhan peserta didik di abad 21.Kata Kunci: kurikulum 2013, teknologi informasi dan komunikasi, media pembelajaran, kompetensi peserta didik abad 21.Abstract: Curriculum 2013 is made as a response to the need and demand of the 21st century. This curriculum has its own characteristics. This paper aimed to identify the demands of change in teacher’s innovative teaching and learning that are appropriate to the curriculum and to identify the role of ICT in the success o Curriculum 2013 implementation. The results of the study noted that the curriculum 2013 required teachers to proceed innovate learning, especially in terms of integral thematic learning, process approach, infusing character education is in every subject, practice or habit of critical thinking, innovation, scientific approach, respecting opinion and difference, tolerance, building independency, instilling the ability to communicate, using the right mass media, evaluation that balancing the process and results, and more. The roles of ICT in curriculum 2013 implementation are: providing tangible examples of appropriate models and innovative learning, creating a conducive learning  environment, especially in aspects of attitudes and skills as a vehicle for discussion and sharing of experiences among teachers in curriculum 2013 implementation, and as a vehicle to build learners’ creativity and a learning resource that suitable for fulfilling the need of 21st century learners. Keywords: curriculum 2013, information and communication technology, media, competency of 21st century learners.

About the Nature of Global Warming Decrease at the Beginning of 21st Century

2018 ◽  
Vol 482 (3) ◽  
pp. 315-318
Author(s):  
E. Volodin ◽  
◽  
A. Gritsun ◽  
Keyword(s):  
Global Warming ◽  
21St Century

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 Importance of Coding Education and Robotic Applications For Achieving 21st-Century Skills in North Cyprus

2017 ◽  
Vol 12 (01) ◽  
pp. 130 ◽  
Author(s):  
Sezer Kanbul ◽  
Huseyin Uzunboylu
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Academic Research ◽  
University Education ◽  
Present Condition ◽  
Current Case ◽  
North Cyprus ◽  
Integrated Or ◽  
To Receive ◽  
Robotic Applications

It is seen that coding education and robotic applications are integrated or being integrated into education system for students at early ages all around the world. Aim of this study is to reveal the importance of coding education and robotic applications for achieving 21st century skills in North Cyprus. This study is a descriptive study based on literature review. The obtained data were evaluated by the researcher to reveal the current case with a descriptive approach. It is really important for students to receive education on coding and robotics applications in order to be able to acquire 21st century skills, develop, produce and achieve “Informatics Island” vision of North Cyprus. In this research, it is seen that importance given to coding education and robotic applications in North Cyprus is insufficient. It is also revealed that there are effective robotic studies as a result of institutional efforts by universities. However, there is no attempt to integrate coding education into primary, secondary and university education programs and there is a little number of academic research related with coding education and robotic applications. It is expected that this study will be a guide for academicians who would like to conduct research in this field, provide information about the present condition and set an example.

Paleoanalogues of global warming in the 21st century

2011 ◽  
Vol 438 (1) ◽  
pp. 681-685 ◽  
Author(s):  
A. A. Velichko ◽  
O. K. Borisova
Keyword(s):  
Global Warming ◽  
21St Century

Nature of the Decrease in Global Warming at the Beginning of the 21st Century

2018 ◽  
Vol 482 (1) ◽  
pp. 1221-1224 ◽  
Author(s):  
E. M. Volodin ◽  
A. S. Gritsun
Keyword(s):  
Global Warming ◽  
21St Century
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