scholarly journals Strengthening the Twenty-first Century Skills of University Students in Facing ASEAN Economic Community

2021 ◽  
Vol 13 (3) ◽  
pp. 1633-1642
Author(s):  
Mery Berlian ◽  
Rian Vebrianto ◽  
Alaniyah Syafaren
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Economic Community ◽  
High Productivity ◽  
Digital Era ◽  
Norms And Values ◽  
Significant Difference ◽  
Economic Politics ◽  
Study Programs ◽  
Asean Economic Community

This study aims to determine the strengthening of the 21st Century Skills of UPBJJ Pekanbaru and Pangkal Pinang students in dealing with the ASEAN economic community (MEA). The 21st Century Skills strengthening study was motivated by the low competition in economic politics in Indonesia. The study involved 379 students selected based on study programs at the Pekanbaru Open University and Pangkal Pinang. Data in the form of opinions and statements were collected using a questionnaire in the form of a questionnaire and essay. Data obtained were analyzed qualitatively and quantitatively. The results showed that UPBJJ Pekanbaru and Pangkal Pinang students were qualitatively ready to perform 21st-century skills, including digital era literacy, inventive thinking, memorable communication, high productivity, and spiritual norms and values. Based on quantitative data, there is no significant difference in strengthening the 21st Century Skills of UPBJJ Pekanbaru and Pangkal Pinang students.

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

scholarly journals A design-based (pre)recruitment approach for new professions: defining futureproof job profiles

2020 ◽  
Vol 20 (2) ◽  
pp. 84
Author(s):  
Ellen Sjoer ◽  
Petra Biemans
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Labor Market ◽  
21St Century ◽  
21St Century Skills ◽  
Research Project ◽  
Study Programs ◽  
Technological Developments

In a rapidly developing labor market, in which some parts of jobs disappear and new parts appear due to technological developments, companies are struggling with defining future-proof job qualifications and describing job profiles that fit the organization’s needs. This is even more applicable to smaller companies with new types of work because they often grow rapidly and cannot hire graduates from existing study programs. In this research project, we undertook in-depth, qualitative research into the five roles of a new profession: social media architect. It has become clear which 21st century skills and motivations are important per role and, above all, how they differ in subcategory and are interpreted by a full-service team in their working methods, in a labor market context, and in the talents of the professional themselves. In a workshop, these “skills” were supplemented through a design-based approach and visualized per team role in flexibly applicable recruitment cards. This research project serves as an example of how to co-create innovative job profiles for the changing labor market.

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

scholarly journals Wilcoxon Analysis to Compare the Open Unemployment Rate Before and After the Implementation of ASEAN Economic Community (EAC) In Indonesia

2019 ◽  
Vol 10 (1) ◽  
pp. 151-157
Author(s):  
Novalia Novalia ◽  
Nur’aeni Nur’aeni ◽  
Husna Purnama ◽  
Indriyani Indriyani
Keyword(s):  
Unemployment Rate ◽  
Economic Community ◽  
Job Seekers ◽  
Employment Opportunities ◽  
Significant Difference ◽  
Before And After ◽  
Asean Economic Community

The implementation of the EAC should be seen positively since it opens the opportunities for job seekers in Indonesia to have a career abroad. With varied employment opportunities, it is expected that the open unemployment rate in Indonesia will decline. The purpose of this study is to compare the level of open unemployment rate in Indonesia before and after the implementation of the ASEAN Economic Community (EAC) using Wilcoxon Analysis. This research is quantitative. Wilcoxon analysis is used to compare the open unemployment rate in Indonesia before and after the EAC is implemented. The result shows that there is no significant difference between the average open unemployment rate before and after the implementation of EAC.  

scholarly journals PSVI-8 Evaluation of National 4-H Hippology and Livestock Skillathon Contests

2019 ◽  
Vol 97 (Supplement_2) ◽  
pp. 238-239
Author(s):  
Savanna Tomoson ◽  
Rosemarie Nold ◽  
Katherine Bertolini
Keyword(s):  
High School ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
Skill Development ◽  
Likert Scale ◽  
Knowledge Gain ◽  
21St Century Skill ◽  
Signed Rank ◽  
Significant Difference

Abstract Youth enrolled in 4-H can participate in livestock skillathon and hippology contests to increase knowledge and leadership skills. Our objectives were to determine how contest involvement impacts youths’ content knowledge, 21st century skills, and plans following high school. Participants were selected from 2017 National 4-H Livestock Skillathon (LS) and 2018 Western National 4-H Roundup Hippology Contests (HP). Respondents (HP n = 17, LS n = 33) completed a survey consisting of binary and Likert scale questions to assess impact on post-high school plans, 21st century skill development and content knowledge gain. Two focus groups (HP n = 2, LS n = 5) were also asked 12 questions, with responses recorded by video and scribe, then transcribed and coded using axial codes. The HP contestants gained knowledge (signed rank t test; P < .05) in nutrition (gain of 1.6 on Likert scale of 1-5), visual judging (.9), equipment (.8), reproduction (1.3), and anatomy (1.3). The LS contestants gained knowledge in nutrition (.9), performance evaluation (.9), meat evaluation (1.4), equipment (1.2), breeds (1.2), quality assurance (1.0), and hay and wool judging (1.8). No significant difference (Wilcoxson rank sum test; P > .05) in development of 21st century skills between HP and LS was observed. Similarly, there was no significant difference between contests in knowledge gained in the common areas, nutrition, equipment, and breeds. For both contests, frequency of 4 and 5 responses on the Likert scale was >80% for teamwork, >60% for public speaking and leadership, and >70% for work ethic, responsibility, and ability to understand complex information. Focus group participants valued these contests for developing career and academic preparatory skills. Participation in 4-H Livestock Skillathon and Hippology contests resulted in significant knowledge increases in content areas. No difference was observed between contests on impact of 21st century skill development or youths’ career plans following high school.

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 Elementary students’ attitudes towards STEM and 21st-century skills

2021 ◽  
Vol 10 (3) ◽  
pp. 1080
Author(s):  
Riki Perdana ◽  
An-Nisa Apriani ◽  
Rino Richardo ◽  
Endi Rochaendi ◽  
Chahya Kusuma
Keyword(s):  
Elementary Students ◽  
21St Century ◽  
21St Century Skills ◽  
Student Attitudes ◽  
21St Century Learning ◽  
School Level ◽  
Gender And Education ◽  
Significant Difference ◽  
Science Domain ◽  
Students Attitudes

<span>Science, Technology/Engineering and Math (STEM) and 21st-century learning are very important to be applied to all students starting from their early age, including at the elementary school level. This study aimed to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes were described based on domain of STEM, 21st-century skills, gender, and student grade level. The respondent of this study was 130 elementary students who were obtained randomly from one of the elementary schools in Yogyakarta, Indonesia. The results showed that based on the science domain, the mean score of the students was 3.23 (moderate) while mathematics domain obtained was 3.21 (moderate); technology/engineering domain obtained was 3.68 (moderate) and 21st-century skill domain obtained was 3.65 (moderate). According to gender, there was a significant difference between the attitudes of male and female students towards STEM and 21st-century skills. However, there was no significant difference based on the grade of students. Based on these findings, it is suggested that teachers or policymakers should have comprehended the student attitudes before implemented the STEM-based learning and 21st-century skills. These findings can be used to create STEM and 21st-century learning.</span>

scholarly journals 21st Century Skills in Higher Education: Teaching and Learning at Ifugao State University, Philippines

2020 ◽  
Vol 10 (2) ◽  
pp. 72-81
Author(s):  
Nancy Ann Pawid Gonzales
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Significant Relationship ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Faculty Members ◽  
Use Of Technology ◽  
Significant Difference ◽  
Global Connections

The study ascertained the profile of students and faculty members and the level of their critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections skills, and use of technology as a tool for learning. It also determined the significant difference among the 21st century skills and the dimensions, profile and the respondents. It also determined if a significant relationship exists between the levels of the 21st century skills among students, faculty members, and administrators. Survey through a questionnaire was used to gather data. Stratified sampling technique was applied in determining the 539 students, 125 faculty members, and 35 administrator respondents in the study. Frequency count and percentage were employed to find out the profile of students, faculty members and administrators. Mean rating was used to determine their level of 21st century skills. Results revealed that most of the student respondents are females, enrolled in the education, information technology and agricultural technology programs. Majority of the faculty members and administrators are females, in their middle adulthood stage and taught for more than six years. Results further indicated that the students, faculty members and administrators had a very good level of 21st century skills. Significant differences were noted between the 21st century skills of students by courses/programs and campuses. Significant differences were also recognized among faculty members between their 21st century skills and age. There is no significant relationship between the level of 21st century skills of students, faculty members, and administrators. The findings imply that there is a need to adopt more programs and activities in order to improve the 21st century skills among the students and faculty members. This can be done by upgrading the information technology systems of the University. Strengthening and reactivating global and local connections is also deemed necessary. These can be realized by increasing student and faculty mobility, use of blended learning approach in both the graduate and undergraduate levels, international partnerships, and reaching out to the local communities through projects among others.

Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st- century skills

2021 ◽  
pp. 204275302110306
Author(s):  
Hanan Aifan
Keyword(s):  
Collaborative Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Female Students ◽  
Learning Approach ◽  
Attitudes Toward Learning ◽  
Industrial Age ◽  
Significant Difference ◽  
Students Attitudes

In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.

scholarly journals PENGEMBANGAN PROGRAM PENDIDIKAN DI SD ISLAM INTERNASIONAL AL-ABIDIN SURAKARTA DALAM MENGHADAPI MEA

2016 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Tsabita Fiki Amalia ◽  
Ika Candra Sayekti
Keyword(s):  
Elementary School ◽  
Human Resources ◽  
Economic Community ◽  
Citizen Education ◽  
Foreign Companies ◽  
Study Programs ◽  
Qualitative Descriptive ◽  
Asean Economic Community ◽  
Quality In Education

ASEAN Economic Community (AEC) ia an integratied system of the countries in Southeast Asia that enable and facilitate the free trade system. Since 2015 the AEC has been officially started, and many foreign companies has been opened in Indonesia. However, the quality of Human Resources (HR) in Indonesia is lacking to confront AEC’s system. It can be seen from the number of unemployed people in Indonesia and Indonesian citizen education level is still low. This shows a lack of quality in education. Departing from this problem, the authors conducted research at the international elementary school, SDII Al Abidin Surakarta. This school has excellent programs that can be developed and replicated in order to improve the quality of Human Resources (HR) since elementary school. This research aims to study programs that are run in order to deal with AEC. This research was conducted with a qualitative descriptive method by collecting data through interviews, observation, and documentation. The results showed some excellent programs that are owned by SDII Al Abidin Surakarta which can be used as a weapon to face the ASEAN Economic Community (AEC). The programs are international curriculum, three varians grade programs, and extracurricular.

Sign in / Sign up

Export Citation Format

Share Document