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 Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

2021 ◽  
Vol 6 (2) ◽  
pp. 277-285
Author(s):  
Sri Haryati ◽  
Eli Trisnowati ◽  
Siswanto Siswanto ◽  
Moch. Malik Al Firdaus
Keyword(s):  
21St Century ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Higher Order ◽  
Lesson Plans ◽  
Higher Order Thinking Skills ◽  
Years Of Teaching Experience

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.

Preparing Teachers to Integrate Technology Effectively

2011 ◽  
pp. 395-409 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Technology Use ◽  
Lesson Plan ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Lesson Plans ◽  
First Year ◽  
Future Trends ◽  
First Year Teachers ◽  
Higher Order Thinking Skills ◽  
Rich Instruction

Technology has the greatest impact on student learning outcomes when students complete technology-rich activities that also develop their higher-order thinking skills (HOTS). This chapter presents findings from a study that examined two lesson plans from 74 first-year teachers who were learning how to plan technology-rich instruction focused on students’ HOTS. Findings indicate that teachers’ lesson plans did not address students’ HOTS and rated low on the Level of Technology Integration (LOTI) scale. Further, teachers’ use of an indirect instruction lesson plan format that promoted student discovery was associated with higher levels of HOTS and technology use. Implications and future trends for both practice and research are also shared.

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 Building Stem Skills in Built Environment Education

10.29007/lt3p ◽  
2018 ◽  
Author(s):  
Patricia Mclaughlin ◽  
Belinda Kennedy ◽  
Anna Galluzzo ◽  
Matthew Donato
Keyword(s):  
Built Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Research Work ◽  
Thinking Skills ◽  
Complex Problem ◽  
Learning Opportunities ◽  
Skill Learning ◽  
Core Knowledge ◽  
Analytical Thinking

Australia is on the cusp of a range of global megatrends across technology, society, the economy, and the environment which are changing the world of work for future graduates beyond current recognition. Digitisation, technology and automation are requiring new skills at a rate of exponential change. Many of these skills have traditionally been classified as skills related to STEM disciplines. But future employability is now linked to the growing demand for 21st century STEM skills beyond existing traditional understandings of STEM. It will not only be STEM graduates who will need 21st century skills of discipline literacy, adaptive thinking, proficiency in coding and technology, utilising a design mindset, complex problem-solving and analytical thinking skills. All students, including built environment graduates, will need adaptive thinking about their worlds and exposure to 21st century STEM skills and understandings. This research work by members of the OLT funded STEM Ecosystem illustrates the development of STEM skill learning opportunities for built environment students. The learning opportunities discussed in this paper are archetypes of 21st century skills and featured engagement with diverse cohorts of students, practice-oriented learning, STEM literacy, adaptive thinking and discipline-based core knowledge. The results from 46 student interviews indicate the relevance of 21st century STEM skills for built environment students, and the increased skill set of built environment students involved. The results and outcomes of this research have the capacity to provide industry with built environment graduates who are not only technically skilled but future 21st century STEM work-enabled.

scholarly journals Studi Hasil Bimbingan Teknis Pengembangan Perangkat Pembelajaran Berbasis Keterampilan Abad-21 dalam Rangka Penerapan Program Merdeka Belajar

2020 ◽  
Vol 4 (2) ◽  
pp. 189
Author(s):  
Silvi Yulia Sari ◽  
Putri Dwi Sundari ◽  
Fadhila Ulfa Jhora ◽  
Hidayati Hidayati
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Independent Learning ◽  
Learning Material ◽  
Learning Program ◽  
Education Process ◽  
Descriptive Statistical Analysis

The education process in schools should be able to increase mastery of science and technology and provide training and science process skills that can improve the quality of human resources. Education is the main key to modernization and progress for a nation. In reality, 4C learning on 21st century skills has not been fulfilled properly. This needs to be addressed starting by developing a learning material such as lesson plans. The objective of assisting is to improve the competency of teachers in writing lesson plans. The target of the assisting activity was the teachers in SMPN 2 Baso, Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test. Data analysis techniques were descriptive statistical analysis and paired sample t-test. The result of this assisting is the implementation of assisting on the writing of lesson plan is effective to improve the 21st century skills and independent learning program in the school of teachers.

scholarly journals Pengembangan Model Blended Web Mobile Learning dengan Aplikasi MoLearn untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa SMA

2021 ◽  
Vol 2 (2) ◽  
pp. 63-72
Author(s):  
Bambang Hariadi ◽  
M. J. Dewiyani Sunarto ◽  
Tri Sagirani ◽  
Tan Amelia ◽  
Julianto Lemantara ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Learning ◽  
Design Research ◽  
System Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Students ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa SMA berbasis Higher Order Thinking Skill (HOTS) melalui pembudayaan belajar dengan pendekatan blended learning dengan menerapkan model Blended Web Mobile Learning (BWML) dan aplikasi MoLearn. Penelitian ini merupakan penelitian pengembangan yang mengacu pada Generic Design Research Model (GDRM) dari Plomp dan Nieveen. Untuk pengembangan aplikasi MoLearn metode System Development Life Cycle (SDLC) model waterfall digunakan dalam penelitian ini. Penelitian ini meibatkan 205 siswa sebagai subjek penelitiaan. Data penelitian dikumpulkan menggunakan instrument lembar validasi model, angket resposn siswa, dan tes HOTs siswa. Penelitian dianalisis secara deskriptif menggunakan persamaan reliabilitas dan n-gain. Hasil penelitian menunjukkan bahwa (1) model BWML dengan aplikasi MoLearn dinyatakan valid dan reliable berdasarkan tinjauan content dan isi, selain itu, berdasarkan hasil respon 205 siswa terhadap pembelajaran model BWML dengan aplikasi MoLearn, 83% siswa dinyatakan antusias mengikuti pembelajaran; dan (2) peningkatan HOTs siswa dinyatakan meningkat (rerata n-gain= 0,46) dengan kategori sedang. Hasil penelitian ini menyimpulkan bahwa model Blended Web Mobile Learning (BWML) dengan aplikasi MoLearn valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir tingkat tinggi siswa SMA. The Development of the Blended Web Mobile Learning Model with the MoLearn Application to Improve High School Students’ Higher Order Thinking Skills Abstract This study aims to improve the learning outcomes of high school students based on Higher Order Thinking Skills (HOTS) through the culture of learning with a blended learning approach by applying the Blended Web Mobile Learning (BWML) model and the MoLearn application. This research is a development research that refers to the Generic Design Research Model (GDRM) from Plomp and Nieveen. For the development of the MoLearn application, the Waterfall Model System Development Life Cycle (SDLC) method was used in this study. This study involved 205 students as research subjects. The research data were collected using a model validation sheet instrument, student response questionnaires, and student HOTs tests. The research was analyzed descriptively using the reliability equation and n-gain. The results showed that (1) the BWML model with the MoLearn application was declared valid and reliable based on the content and content review, in addition, based on the results of the responses of 205 students to the BWML model learning with the MoLearn application, 83% of the students were stated to be enthusiastic about participating in the learning; and (2) the increase in students' HOTs was stated to be increasing (mean n-gain = 0.46) in the medium category. The results of this study conclude that the Blended Web Mobile Learning (BWML) model with the MoLearn application is valid, practical, and effective for improving high school students’ higher order thinking skills.

scholarly journals Perangkat pembelajaran matematika bercirikan PBL untuk mengembangkan HOTS siswa SMA

2016 ◽  
Vol 3 (2) ◽  
pp. 189 ◽  
Author(s):  
Edi Susanto ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
Mathematics Teaching ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Senior High School ◽  
Higher Order Thinking Skills ◽  
Assessment Sheet

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika bercirikan problem-based learning (PBL) yang valid, praktis, dan efektif untuk mengembangkan higher order thinking skills (HOTS) siswa SMA kelas X semester 2 berupa: rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang dilengkapi instrumen tes hasil belajar. Penelitian pengembangan ini menggunakan model pengembangan 4-D dari Thiagarajan dengan empat tahapan, yaitu: pendefinisian, perancangan, pengembangan, dan penyebaran. Uji coba dilaksanakan dalam tiga tahap, yaitu: uji coba ahli, uji coba terbatas, dan uji coba lapangan. Subjek uji coba dalam penelitian ini adalah guru dan siswa yang dipilih dari dua sekolah. Instrumen yang digunakan terdiri atas lembar validasi, penilaian guru, penilaian siswa, dan instrumen tes hasil belajar. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah memenuhi aspek validitas, kepraktisan, dan keefektifan.(1) Hasil validitas menunjukkan bahwa RPP dan LKS yang dikembangkan pada kategori valid dengan indeks Aiken pada RPP sebesar 0,69 dan LKS sebesar 0,70. (2) Hasil uji coba terbatas menunjukkan perangkat pembelajaran yang dikembangkan pada kategori praktis. (3) Hasil uji coba lapangan menunjukkan perangkat pembelajaran efektif ditinjau dari HOTS siswa dengan persentase ketuntasan secara klasikal subjek uji coba lebih dari 75%.Kata Kunci: pengembangan, perangkat pembelajaran matematika, problem-based learning, higher order thinking skills Mathematics teaching kits based on PBL to develop hots of senior high school students  AbstractThis research is aimed at developing mathematics teaching kit based on problem-based learning which is valid, practical, and effective to develop the higher order thinking of grade X students senior high school in their second semester, which consists of lesson plan and students’ worksheet with test instrument. The research development used the model adapted from 4-D model developed by Thiagarajan with employing steps: defining, planning, developing, and disseminating. The tryout is conducted three steps: expert validation, limited tryout, and field tryout. The tryout subjects were teachers and students from two schools. The instruments used in this research were validation sheet, teacher’s assessment sheet, student’s assessment sheet, and test. The result of the research shows that the developed mathematics teaching kitbased on problem-based learning has met the aspect of validity, practicality, and effectiveness. (1) The result of validation shows that the lesson plan and the students’ worksheet are chategorized as valid with the Aiken analysis showing the index for the lesson plan has achieved 0.69 and the 0.70 for the students’ worksheet. (2) teh result of limited tryout shows that the developed of mathematics teaching kit is practical. (3) the result of field tryout shows that the developed of mathematics teaching is effective interm students’s HOTS with percentage of clasisical mastery subjects reached 75%.Keywords: development, mathematics teaching kit, problem-based learning, higher order thinking skills

scholarly journals REFLECTIONS OF CREATIVITY IN THE 21ST CENTURY CLASSROOM

2021 ◽  
Vol 4 (1) ◽  
pp. 100-108
Author(s):  
Mutlu Soykurt
Keyword(s):  
Effective Teaching ◽  
21St Century ◽  
Teaching Strategies ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Innovative Teaching ◽  
Effective Learning ◽  
21St Century Classroom ◽  
The Way

Creativity has long been on the agenda of those innovative and inspirational teachers who have devoted themselves to doing their jobs more effectively. 21st century teachers are required to fit their skills, abilities and thinking skills into the latest improvements and changes in effective learning pedagogies and look for ways not only to make necessary adaptations in their curriculum, but also go beyond to stimulate learners to develop certain thinking skills to learn. This study mainly puts emphasis on innovative teaching strategies and some out-of-the-box ideas about the way teachers should convert their ideas to be effective in class to shed a new light on effective teaching. Keywords: creativity, EFL classes, creative activities, 21st century skills

scholarly journals Study of Assistance Development of Thematic Learning Material by Integrating New Literacy and Disaster Literacy on Science Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 120
Author(s):  
Asrizal Asrizal
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Industrial Revolution ◽  
Learning Material ◽  
Assistance Program ◽  
New Literacy ◽  
Average Value ◽  
Thematic Learning

The 4.0 industrial revolution requires humans to possess 21st century skills. Education should be able to prepare students to have 21st century skills to be successful in their life. In addition, the geographical condition of Indonesia is a disaster-prone region. For this reason, teaching should be able to develop student literacy to face the challenges of the industrial revolution 4.0 and the geographical condition of the Indonesian region. The thematic science teaching is relevant to 21st century skills, essential principles of 21st century learning, and the geographical condition of Indonesia. But the real conditions show that the integration of literacy in science teaching is still lacking and limited. A solution to solve this problem is the assistance program the development of thematic learning material by integrating new literacy and disaster literacy for science teachers in junior high school. The objective of the research is to investigate the results of the assistance program the development of thematic learning material. Participants of program assistance were 30 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest and questionnaire sheet. The data were analyzed by descriptive statistics analysis and wilcoxon signed rank test. Based on the results of data analysis can be stated that: 1). in the assistance program activities for the development of thematic science teaching material can be produced 26 teaching materials in the form of student worksheet by integrating new literacy and disaster literacy, 2). the average value of the practicality of using thematic science worksheet according to students in two junior high schools is 86.41 so that this average value can be classified into very good category, 3). the average value of participant responses to the implementation of the assistance program is 85.65 and this average value can be entered into very good category, and 4). the assistance program for developing learning material by integrating new literacy and disaster literacy is effective to improve knowledge of science teachers about data literacy, technological literacy, human literacy, and disaster literacy.

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