Technical Guidance 21st Century Learning Application to Improve the Pedagogic and Professional Competence of Elementary School Teacher

Abstract At this time the 21st century is known by all audiences as the era of knowledge which is used as a foundation in various aspects of the wheel of life with the characteristic of providing information anywhere and anytime and increasing the interaction of world citizens either directly or indirectly. Talking about 21st century skills, education today should not only be about knowledge of the subjects being taught but also lead to leadership, responsibility, problem solving, analytical thinking, adaptability, communication, initiative, self-direction, creativity, cross-cultural skills, and work. same. Through this PKM activity bridges teachers to have 21st century skills in the form of (1) Critical Thinking Skills; (2) Ability to Solve Problems; (3) Communication and Collaboration; (4) Creativity and Innovation; (5) Information, Communication, and Technology Media Literacy. Teachers as people who daily wrestle with the world of education and have direct contact with students in schools must be able to change their teaching style according to the needs of the 21st century.

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Optimizing K-14 Instruction to Infuse 21st Century Skills

MRS Proceedings ◽

10.1557/opl.2013.776 ◽

2013 ◽

Vol 1583 ◽

Author(s):

Deborah Day ◽

Cindy Guo ◽

Nicole Ferrari ◽

Heather Edgecumbe ◽

Christine Broadbridge

Keyword(s):

Critical Thinking ◽

21St Century ◽

Self Efficacy ◽

21St Century Skills ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Technological Fluency ◽

Subject Areas ◽

K 12 ◽

The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

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RESEARCH NOTEBOOKS Developing Students' Critical Thinking Skills in KAETSU ARIAKE Junior & Senior High School library

IASL Annual Conference Proceedings ◽

10.29173/iasl7225 ◽

2016 ◽

Author(s):

Shoko Sanada ◽

Hideo Yamada ◽

Aiko So ◽

Terumi Kuwata

Keyword(s):

Critical Thinking ◽

21St Century ◽

21St Century Skills ◽

School Library ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Program ◽

9Th Grade ◽

Revised Bloom's Taxonomy ◽

Library Skills

We, Kaetsu Ariake, regard 21st century skills as one of the most important factors for our students to acquire. Especially, critical thinking (CT) and its skills are indispensable. Thus, we offer special classes for the 7th, 8th, and 9th grade students to become better thinkers. Teachers from a variety of subjects teach the classes, which are held in our school library with the help of its librarian. The librarian teaches the students library skills, supports the teachers, and edits the Research Notebooks. The Research Notebooks are the key to managing the three-year course. We refer to the six-step learning program and Revised Bloom’s Taxonomy in order to develop the Research Notebooks. Using the Notebooks, the students can develop good insights and skills to do research. By making use of the library, getting the help of the librarian, and using the Research Notebooks, we promote 21st century skills throughout our school.

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Empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v6i2.11845 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Didimus Tanah Boleng ◽

Elsje Theodora Maasawet ◽

Krishna Purnawan Candra

Keyword(s):

Critical Thinking ◽

21St Century ◽

21St Century Skills ◽

Significant Interaction ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Main Effect ◽

Scientific Approach ◽

Quasi Experimental

In empowering students’ 21st century skills, the implementation of scientific approach-based models (SAbM) is recommended. This quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. The aim of the study was to determine the effect of SAbM on empowering students' critical thinking skills (CTS). The SAbM implemented were Problem-Based Learning (PBL), Guided Inquiry (GI), and PBL+GI combination. Furthermore, the students’ ethnics included were Javanese, Bugis, Kutai, Banjar, and Toraja. The purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in Samarinda). The instrument used to collect CTS data was questions test. The data were analyzed using two-way ANCOVA. The results showed that there was no significant interaction between ethnic and learning models on the students' CTS (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). In contrast, there was a significant effect of SAbM on students’ CTS (p = 0.0005) Through this study, SAbM need to be implemented continuously as it can optimize the empowerment of students’ 21st Century skills.

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An Introduction

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch001 ◽

2021 ◽

pp. 1-14

Author(s):

Verna Knight ◽

Sandra P.A. Robinson

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

21St Century ◽

Teacher Educators ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Global Context ◽

Effective Delivery ◽

Empowering Teachers ◽

Education Today

Teachers are an indispensable part of the debate on the development of critical thinking skills. Much research has centered on examining teachers' critical thinking skills, and on empowering teachers for more effective delivery of critical thinking in instruction (Perkins, 2014; Gardener, 2011; Duron et al, 2006; Abrami et al, 2008, Choy & Cheah, 2009). This chapter examines one of the key forces impacting the global context for critical thinking, teachers and teacher education today: an international mandate for critical thinking as a vital 21st century skill for the effective preparation of citizens and workers for life and work in today's society. The chapter begins with an exploration of the meaning and conceptualization of critical thinking. It then deliberates on how the international mandate for schools and teachers engenders a context for critical thinking in teacher education and considers the need for increased pedagogical support for educators. As a final point, the chapter points to some implications for classroom practitioners and teacher educators of delivering on the demands for critical and reflective workers in 21st century society.

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Analysis of Problem Based Learning Model with Mind Mapping to Increase 21st Century Skills

Journal of Innovative Science Education ◽

10.15294/jise.v9i1.36843 ◽

2020 ◽

Vol 9 (3) ◽

pp. 321-326

Author(s):

Assa Prima Sekarini ◽

Wiyanto Wiyanto ◽

Ellianawati Ellianawati

Keyword(s):

21St Century ◽

21St Century Skills ◽

Mixed Methods Research ◽

Creative Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Mind Mapping ◽

Student Collaboration

Education in the 21st Century is expected to produce human resources that have the ability to face the challenges in the development of science and technology so fast. 21st Century skills that need to be developed in students include critical thinking skills, creative thinking, collaboration, and communication. This research has purpose to determine the effectiveness of the model of Problem Based Learning (PBL) aided mind mapping to increase creative thinking skills and student collaboration. Type of research was mixed methods research design sequential exploratory. The sample of the research were 30 students of grade VIII D consisting of 16 male students and 14 female students. The analysis of the data in this research using qualitative and quantitative analysis techniques. The results showed that there is an increase in scores obtained by students in creative thinking and collaboration skills. The benefits of this research for educators are to provide effective learning model reference to be used in developing the creative thinking skills and student collaboration. Based on the result of the research, can be concluded that the PBL teaching model with mind mapping in motion and force effective to be applied in developing the creative thinking skills and student collaboration.

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Asse

10.31237/osf.io/mrvpt ◽

2019 ◽

Author(s):

Yulisa Nurdini

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

21St Century ◽

21St Century Skills ◽

Thinking Skills ◽

Assessment For Learning ◽

Critical Thinking Skills ◽

Control Group ◽

Written Feedback ◽

Design Assessment

Development of 21st century skills becomes essential life skills in supporting individuals to adapt well to 21st century life. One of the 21st century skills that needs is critical thinking skills. Development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to do research on the application of assessment for learning to improve students critical thinking skills. This study uses quasy experiment method with the pretest posttest control group design. Assessment for learning through written feedback is applied to experimental class, while the control class is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The results showed that the application of assessment for learning through written feedback can improve students critical thinking skills. This is indicated by the experimental class average N-gain value is 0.82 in Pteridophyta and 0,87 in Bryophyta subchapter.

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An Introduction

Handbook of Research on Critical Thinking and Teacher Education Pedagogy - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7829-1.ch001 ◽

2019 ◽

pp. 1-14

Author(s):

Verna Knight ◽

Sandra P.A. Robinson

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

21St Century ◽

Teacher Educators ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Global Context ◽

Effective Delivery ◽

Empowering Teachers ◽

Education Today

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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.

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Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.19.11.13 ◽

2020 ◽

Vol 19 (11) ◽

pp. 223-241

Author(s):

Maria C. S Kawedhar ◽

Sri Mulyani ◽

Sulistyo Saputro ◽

Sri Yamtinah

Keyword(s):

Critical Thinking ◽

21St Century ◽

21St Century Skills ◽

Quantitative Data ◽

Formal Education ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Shadow Education ◽

Supplementary Education ◽

Chemistry Learning

Private tutoring, also known as shadow education (SE), is significant in the view of Indonesian society. It attains public reliance on children’s success at school. Although SE seems to be promising to elevate students’ achievements in school, this still needs to be proven. With the development of 21st-century skills, can SE make itself worthy of being a part of proper supplementary education? This research aims to reveal how relevant SE is to develop students’ 21st-century skills, especially critical thinking (CT) skills. This study involved 193 students from 3 different ranks of schools in Surakarta, Indonesia. This mixed methods explanatory research used a computerized testlet instrument to obtain quantitative data about students’ CT skills in Chemistry. Open-ended questionnaires and open-ended interviews were used to obtain qualitative data about students’ tendencies in their SE. Interviews were also performed to hear SE tutors’ voices about the SE field in which they worked. The quantitative data were analyzed using Rasch modeling to reveal the interaction between the items and students’ CT skills. The modeling results showed that SE still seems less significant in responding to the community’s wishes about their children’s success at school, especially as related to CT skills. However, the results also showed that SE can aid those with moderate cognitive ability. Furthermore, the qualitative results are worth considering by those who will take or build SE in future. Thus, SE can be a proper supplement for formal education.

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KETERAMPILAN BERPIKIR KRITIS MAHASISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN KETERAMPILAN ABAD 21

Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika ◽

10.35316/alifmatika.2020.v2i1.37-58 ◽

2020 ◽

Vol 2 (1) ◽

pp. 37-58

Author(s):

Muzayyanatun Munawwarah ◽

Nurul Laili ◽

Mohammad Tohir

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

21St Century ◽

21St Century Skills ◽

Mathematical Problem ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Test Results ◽

Study Program ◽

Post Test

Descriptive analysis methode of research describes about increasing subject in the level of critical thinking skills of students in solving mathematics based on 21st-century skills. The subjects research were 28 students of Mathematics Education Study Program at Ibrahimy University of Situbondo. Data collection is done by providing pre-test and study documentation to students. The test is given to collect data related to students' critical thinking skills. Then learning is done based on 21st-century skills. Furthermore, students are given a post-test solving mathematical problem. Data were collected through observations, test results and interview data tested for their validity by triangulation. The data analysis technique used is qualitative descriptive data analysis. The results of this study indicate that: (1) the results of the achievement of indicators of critical thinking of students based on critical thinking stages formulated by Facione, overall the subject of an increase of 7.53%; (2) there was the same highest increase in the achievement of the indicator thinking Facione stage, namely at the Analyze stage (A) for high, medium, and low category subjects respectively, 77.78%, 80%, and 44.44%. However, there are still two stages of critical thinking that still need attention for further research, namely at the List (L) and Self-Correct (S) stages classified as still needing special attention in implementing 21st-century skills in learning activities; (3) the level of critical thinking skills of students based on the critical thinking stages formulated by Facione was in the category of "not critical" for the pre-test results and was in the category of "sufficient critical" for the post-test results.

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