scholarly journals Teaching Writing and Twenty First Century Skills Using Guided Autonomous Learning Designs

2019 ◽  
Vol 2 (4) ◽  
pp. 495-505
Author(s):  
Abdul Ghofur ◽  
Kisyani Kisyani ◽  
Bambang Yulianto
Keyword(s):  
21St Century ◽  
Narrative Analysis ◽  
21St Century Skills ◽  
Lesson Plan ◽  
First Century ◽  
Autonomous Learning ◽  
Teaching Writing ◽  
Average Score ◽  
Conversational Analysis ◽  
Correlation Techniques

This article describe how to improve student’s skills in writing French and eight types of the  twenty first (21st)  century skills Using Guided Autonomous Learning designs. This research is intended to produce and use Guided Autonomous Learning Designs by integrating eight types of 21st century skills in teaching writing French. The designs developed consist of syllabus, learning model, textbook, learning media, and lesson plan. The research data is obtained from students, lecturers, experts, observers, and documents. Data sought are (1) process of developing  Guided Autonomous Learning designs by integrating eight types of  21st century skills and their quality based on their validity, practicality, and  effectiveness. The data was collected using observation techniques, expert validation, interviews, documents analysis, tests, and questionnaires. The data was analyzed quantitatively and qualitatively using content analytic techniques, conversational analysis, narrative analysis, percentage techniques, average techniques, and correlation techniques. The finding show that Guided Autonomous Learning designs by integrating eight types of 21st  century skills are very effective to improve student’s writing in French and eight types of  21st  century skills. The average score of the quality (validity, practicality, and effectiveness) of Guided Autonomous Learning designs by integrating eight types of  21st century skills is 3.51. Therefore, this research needs to be developed and implemented in other subjects by integrating other types of 21st century skills.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

scholarly journals Development of Thematic Skill Learning Based on the 21th Century Skill Model for Fourth Graders

2020 ◽  
Vol 3 (1) ◽  
pp. 47
Author(s):  
Tio Gustri Satria ◽  
Tri Juli Hajani
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Research ◽  
Lesson Plan ◽  
Fourth Graders ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Skill Learning ◽  
Higher Order Thinking Skills ◽  
Thematic Learning

Thematic learning using 21st Century skills is learning with higher-order thinking skills (HOTS). It is a series of stages of activities organized in such a way that students can master the competencies that must be achieved in thematic learning by actively participating. This research is educational research with a design research model that develops a product. The product developed in this study is a thematic lesson plan for grade IV elementary school. Thematic learning implementation plan based on 21st Century skills models with an overall validation yield of 92% (very valid). The thematic learning media is very practical with an average of 92.5%. The effectiveness of the use of thematic lesson plans can be known through the learning activities of students while learning by using this learning tool is very effective, and students' learning outcomes are above the school minimum completeness criteria. These observations illustrate that the use of thematic lesson plans based on 21st Century skills models have been effectively implemented.

scholarly journals Development of 21st Century Skills-Based Stereochemistry Learning Tools to Train Students' Argumentation Skills

2021 ◽  
Vol 7 (4) ◽  
pp. 822
Author(s):  
Farah Erika ◽  
Agung Rahmadani
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Research ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Learning Tools ◽  
Tropical Rain Forests ◽  
Stereochemical Structure ◽  
Educational Design ◽  
Educational Design Research

This study aims to describe the validity of 21st century skills-based stereochemistry learning tools to train students' argumentation skills. This research is an educational design research with reference to the design of the Wademan development research model. The research instrument used was a learning tools validation sheet consisting of several validation sheets, namely: syllabus validation sheet, lesson plan validation sheet, teaching material validation sheet, student worksheet validation sheet, and argumentation skills assessment instrument validation sheet. The research data obtained from the validation and review sheets were analyzed descriptively and qualitatively. The expert's assessment of validation for each aspect of the assessment has good and very good validity criteria. These results indicate that learning tools that integrate the nature and complexity of the stereochemical structure of natural compounds from tropical rain forests can be used in the stereochemistry learning process.

scholarly journals Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context

2021 ◽  
Vol 8 (1) ◽  
pp. 96-107
Author(s):  
Zulfiani Zulfiani ◽  
Iwan Permana Suwarna ◽  
Abdul Muin
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Assessment Instrument ◽  
First Century ◽  
Prototype Development ◽  
Competence Evaluation ◽  
Study Results ◽  
Paper And Pencil ◽  
And Mathematics ◽  
Competency Assessments

AbstractThe development of competency assessments that measure 21st century competencies is critical for improving the quality of education. The purpose of this research is to describe a framework and prototype for assessing Math and Science or Math-Sci competency skills in the twenty-first century. The method of development research employed in this study is based on the Akker framework, which entails preliminary research, prototyping, design, and development in a paper and pencil test format. The equipment of the investigation included observation sheets, questionnaires, and tests. This study results in a conceptual framework for the instrument and a verified prototype of the Math-Sci competence evaluation. The Math-Sci competence evaluation is conceptualized around thematic, interdisciplinary questions that integrate three (three) subjects, namely Science (Biology-Physics) and Mathematics, in an Islamic context. Math-Sci, using the ladder analogy (monodisciplinary, interdisciplinary 1, and interdisciplinary 2) to rank students' competency, relates to the thought process of Bloom's taxonomy, the context, and the complexity of the topic. The instrument created was deemed valid and practicable based on the results of expert validation. The development of the Math-Sci competence assessment instrument was the first step toward strengthening assessment for learning and assisting in the improvement of learning through the presentation of integrated contextual problems. AbstrakPengembangan asesmen kompetensi yang membekalkan kecakapan abad 21 sangat urgent untuk memperbaiki proses pembelajaran di sekolah. Tulisan ini bertujuan mendeskripsikan framework dan prototype asesmen kompetensi Math-Sci untuk mengukur keterampilan abad 21. Metode penelitian pengembangan yang digunakan dalam penelitian ini mengacu pada framework Akker yang meliputi penelitian pendahuluan, prototipe yang meliputi desain, dan pengembangan dalam format paper and pencil test. Instrumen penelitian berupa lembar observasi, angket, dan tes. Hasil penelitian diperoleh kerangka konseptual instrumen dan prototipe asesmen kompetensi Math-Sci yang telah divalidasi melalui expert judgment. Kerangka konseptual asesmen kompetensi Math-Sci berupa soal-soal tematik, interdisipliner yang memadukan 3 (tiga) disiplin ilmu yakni IPA (Biologi-Fisika) dan Matematika pada konteks keIslaman. Math-Sci dengan analogi titian anak tangga (monodisiplin, interdisiplin 1, dan  interdisiplin 2) yang mengukur kompetensi peserta didik secara hierarki mengacu pada proses berpikir taksonomi Bloom, konteks dan kompleksitas masalah. Hasil validasi pakar diperoleh instrumen soal yang dikembangkan valid dan layak. Pengembangan instrumen asesmen kompetensi Math-Sci merupakan langkah awal upaya menguatkan asesmen for learning, membantu memperbaiki pembelajaran, bersifat inovatif dengan menghadirkan permasalahan kontekstual integratif.  How to Cite: Zulfiani, Suwarna, I.P., Suwarna, Muin, A. (2021). Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context. TARBIYA: Journal of Education in Muslim Society, 8(1), 96-107. doi:10.15408/tjems.v8i1.22120.

scholarly journals Investigating 21st Century Skills Level among Youth

2021 ◽  
Vol 1 (2) ◽  
pp. 99-107
Author(s):  
Jijo Varghese ◽  
Mohamedunni Alias Musthafa
Keyword(s):  
College Students ◽  
21St Century ◽  
21St Century Skills ◽  
Demographic Variables ◽  
First Century ◽  
Survey Method ◽  
Significant Difference ◽  
Males And Females ◽  
High Level ◽  
Descriptive Survey

Twenty-first century skills are a set of capabilities and competencies that students need to cultivate and develop to succeed in the age of information and technology. The success and growth of today's youth in the labour market and the knowledge economy depend on the level of 21st century skills they possess. Hence the key objective of this study was to answer the questions: to what extent do the youth possess 21st century skills? Is there a difference between levels of 21st century skills on account of various demographic variables? The researchers used the descriptive survey method and selected 160 college students randomly from various higher education institutions of Kerala, the southern part of India, for the study. The significant findings of this study revealed that 15.6% have a Low level, 68.1% have an Average level, 16.3% have a high level of 21st-century skills. No significant difference exists between males and females and stream of subjects of college students with respect to the level of 21st century skills, but there is a substantial difference between the youth who belong to the urban and rural locality.

scholarly journals Peningkatan Kemampuan Mengajar Berbasis Keterampilan Abad 21 Melalui Supervisi Akademik Metode Pemodelan Teman Sejawat Bagi Guru SD Gugus I Kecamatan Rappocini Kota Makassar

2021 ◽  
Vol 5 (1) ◽  
pp. 105
Author(s):  
Tamrin Tamrin
Keyword(s):  
Action Research ◽  
21St Century ◽  
21St Century Skills ◽  
Lesson Plans ◽  
Average Score ◽  
Teaching Skills ◽  
Research Subjects ◽  
Average Ability ◽  
Peer Modeling ◽  
Modeling Methods

The main objective of this research is to improve the skills-based teaching skills of the 21st century through academic supervision of peer modeling methods for teachers of SD Gugus I, Rappocini District, Makassar City. In accordance with the objectives, in this school action research, 24 research subjects were selected who were intervened in the academic supervision of peer modeling methods in the form of action research. Based on the results of the data analysis above, it can be understood that both the ability to design lesson plans and the ability to carry out 21st-century skills-based learning activities from pre, cycle I, to cycle II have increased, namely the average score in making pre-cycle lesson plans is 2.171, cycle I increase to 3.02, and the second cycle 3,734. Whereas the ability to implement 21st-century skills-based learning the average score in the pre-cycle was 2.84, the first cycle increased to 3.30, and the second cycle was 3.53. If you look at the predetermined criteria, the average ability to design RPP is categorized as good. Likewise, the ability to carry out 21st-century skills-based learning is also categorized as good. Based on these data, it can be concluded that the teaching ability of 21st-century skills-based teachers in Cluster I, Rappocini District, Makassar City, especially for 24 people, has increased after the application of peer modeling-based academic supervision.

scholarly journals Teachers' Readiness in Inserting the 21st Century Skills in the Lesson Plan in Teaching English

2020 ◽  
Vol 53 (2) ◽  
pp. 168
Author(s):  
Ni Luh Ratih Luciana
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Lesson Plan ◽  
Document Analysis ◽  
English Teachers ◽  
City Area ◽  
Quantitative Results ◽  
Media And Technology ◽  
The City

The 21st-century learning outcomes are essential to be achieved by the students nowadays. A lesson plan is one of the mediums used to insert the skills of the 21st century, which needed to be improved by the students. This study examined English teachers’ readiness in inserting the 21st-century skills in planning the lesson in the city area and suburb area of Badung Regency. This study belonged to a case study and was conducted using a sequential embedded mixed-method, in which mixed the quantitative results with qualitative results to get more valid data. A questionnaire consisted of 17 items used to know the readiness of English teachers, combined with the results on document analysis. Based on the results of the investigation, it showed inconsistent answers of English teachers in the city area and suburb area based on the results on questionnaire and document analysis. English teachers perceived they were ready to insert the 21st-century skills but, based on results on document analysis, it showed English teachers mostly added learning and innovation skills and information, media, and technology skills in the lesson plan. It is suggested English teachers should be more ready by looking up at the standardization of the 21st-century education then combined it with attending seminars on related topics about the implementation of the 21st-century skills.

scholarly journals TEACHERS’ PERFORMANCE IN ONLINE LEARNING DURING COVID-19 OUTBREAK: AN ANALYSIS BASED ON 21st CENTURY PROFICIENCY

2021 ◽  
Vol 5 (2) ◽  
pp. 197
Author(s):  
Daeng Ayub Natuna ◽  
Muhammad Jaya Adi Putra ◽  
Azhar Azhar
Keyword(s):  
Online Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Quantitative Research ◽  
Survey Design ◽  
Main Tool ◽  
Mean Value ◽  
Average Score ◽  
High Category ◽  
Proficiency Level

The pandemic phenomenon has forced the world of education to change the work pattern of services from conventional to online-based education and learning services. This study aimed to describe and analyze the level of teachers’ 21st century proficiency and its effect on teachers’ performance in online learning due to Covic-19. This research was conducted at the Alkautsar Integrated Islamic Education Foundation School, with a population of 90 teachers and a sample of 68 teachers. This is a descriptive quantitative research conducted by a survey design. The main tool for data collection is a questionnaire. Data were analyzed using descriptive statistics by calculating the mean value of teachers' 21st century competence and teachers’ performance in online learning due to Covic-19. Inferential statistical analysis was also carried out to find the magnitude of the relationship and influence between variables. The results showed that the average score of level of teachers’ performance in online learning was 3.56 in the high category. The 21st century proficiency level of teachers with a mean value of 3.72 was also in the high category. It was also found that there is a significant relationship between 21st century proficiency variables and teachers’ performance in online learning of 0.809. The effect of 21st century skills on teachers’ performance in online learning was 65.50%. The conclusion is that the better the 21st century skills of teachers, the better the teacher's performance in online learning due to Covid-19. 

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