scholarly journals 21ST CENTURY LEARNING CHALLENGES AMONG NOVICE TEACHERS OF ISLAMIC EDUCATION IN MALAYSIA

2020 ◽  
Vol 5 (37) ◽  
pp. 206-220
Author(s):  
Tengku Sarina Aini Tengku Kasim ◽  
Nur Atikah Miasan ◽  
Yusmini Md. Yusoff
Keyword(s):  
Novice Teachers ◽  
21St Century ◽  
Rapid Development ◽  
Structured Interview ◽  
21St Century Learning ◽  
Islamic Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Face ◽  
Information And Communication

21st-century learning emphasizes student-centered learning and active learning that transforms the role of teachers into facilitators. Teachers act to help students solve problems given to them as a learning process. Therefore, teachers play an important role in determining the learning outcomes that can be achieved. However, previous studies have found that the implementation of 21st-century learning has contributed to various forms of challenges for teachers. Thus, this article discusses the results of a study that successfully identifies the form of challenges faced by novice teachers in implementing 21st-century learning. The study was conducted using qualitative design, in a semi-structured interview with 10 novice teachers of Islamic education secondary school. The findings of the study found that although they successfully applied the pedagogy of 21st Century learning, they had to face several forms of challenges. Two dominant forms of challenge emerge as themes to be discussed in this article. First, the challenges in choosing a learning approach and second; challenges to apply M-learning effectively. The findings of the study have implications for educators, especially novice teachers, to better understand and possess 21st-century skills more effectively in order to be able to provide a new generation that is competitive in the face of life, in line with the rapid development of Information and Communication Technology (ICT).

scholarly journals Resource Based Learning for Teaching and Learning English in Digital Environments

2016 ◽  
Vol 9 (2) ◽  
pp. 187
Author(s):  
Muhammad Nazil Iqdami
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Digital Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Environments ◽  
The Face ◽  
Information And Communication ◽  
Learning Sets

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

scholarly journals Resource Based Learning for Teaching and Learning English in Digital Environments

2016 ◽  
Vol 9 (2) ◽  
pp. 187
Author(s):  
Muhammad Nazil Iqdami
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Digital Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Environments ◽  
The Face ◽  
Information And Communication ◽  
Learning Sets

This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

scholarly journals Pengembangan Model Pembelajaran Meaningful Investigation Laboratory (MIL) untuk Meningkatkan Keterampilan Representasi Verbal, Grafik, dan Matematis (R-VGM) pada Pembelajaran Fisika SMA Di Jawa Timur

2020 ◽  
Vol 8 (2) ◽  
pp. 280-291
Author(s):  
I Ketut Mahardika ◽  
Sri Astutik ◽  
Alfido Fauzy Zakaria ◽  
Aris Doyan ◽  
Susilawati Susilawati
Keyword(s):  
21St Century ◽  
Learning Model ◽  
21St Century Learning ◽  
Learning Activities ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Physics Learning ◽  
Scientific Investigations ◽  
Physical Phenomena

The need for learning innovation is indispensable as a result of the development of the 21st century. In the 21st century learning there is a shift in student-centered learning from teacher-centered learning including physics learning. Physics learning requires innovation by not only doing learning activities in the classroom. Learning that is always done in class will make students become bored. Innovation of learning activities can be done in the laboratory as an appropriate alternative compared to conventional learning in the classroom. On the other hand in learning physics the skills that students must possess are skills in verbal, graphic and mathematical representations (R-VGM). Meaningful Investigation Laboratory (MIL) Learning Model is a 21st century learning innovation. The 21st century learning model has precondition, investigation, report, and reinforcement syntactic. In the first syntax, precondition, the R-VGM skill is developed from the opening question of physical phenomena. In the second syntax, namely investigation, R-VGM skills can be developed from scientific inquiry. In the third syntactic report, R-VGM skills can be developed from reporting the results of scientific investigations in and group discussions. In the fourth syntax, namely reinforcement, R-VGM skills can be developed from the matter of reinforcement. And in the fifth syntactic, reflection, R-VGM skills can be developed from the connection and reinforcement of the learning completed.

scholarly journals Characteristics and Learning Models of the 21st Century

2021 ◽  
Vol 4 (3) ◽  
pp. 8
Author(s):  
Riska Wulandari
Keyword(s):  
21St Century ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Learning Models ◽  
Learning Collaborative ◽  
Literature Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Creativity And Innovation

<p class="TableParagraph"><em>21st-century learning is oriented toward student-centered learning. 21st-century learning is learning that provides 21st-century skills to students, known as 4Cs which includes Critical thinking and problem-solving skills, Communication, Collaboration, and Creativity and innovation. This has become an important issue that needs to be considered, studied, and developed by teachers in learning activities as an effort to face the challenges and demands of 21st-century learning. Characteristics of 21st-century learning need to be recognized and the learning models applied in the learning process needs to lead to the demands of 21st-century learning. This article aims to provide insight into the characteristics and learning models of the 21st century. Data collection was carried out using the literature study method, which examining various relevant references. The characteristics of 21st-century learning are integrative, holistic, scientific, contextual, thematic, effective, collaborative, and student-centered. Meanwhile, 21st-century learning models include Discovery Learning, Cooperative Learning, Collaborative Learning, Contextual Learning, Problem Based Learning, and Project-Based Learning. </em></p>

scholarly journals Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Mind Map & Kooperatif Tipe Tgt terhadap Pemahaman Konsep Siswa

2019 ◽  
Vol 4 (2) ◽  
pp. 69-78
Author(s):  
Maria Paulin Saridewi
Keyword(s):  
Conceptual Understanding ◽  
21St Century ◽  
Teaching Method ◽  
Inquiry Learning ◽  
Learning Model ◽  
21St Century Learning ◽  
Guided Inquiry ◽  
Seventh Grade ◽  
Student Centered ◽  
Student Centered Learning

21st-century learning emphasizes the concept of student-centered learning, so that learning is more meaningful for students, because students are required not only to do the task but also to understand important concepts. However, the problem now faced is the still low understanding of students' concepts. One reason is the teacher teaching method that is still conventional. The learning model that is considered to improve students' conceptual understanding is guided inquiry with mind map and cooperative type TGT. The purpose of this study is to see the effect of guided inquiry learning model with a mind map and cooperative type TGT on understanding students' concepts. The subjects in this study were seventh-grade students of SMPK St. Yoseph Noelbaki. The data of the research results were analyzed by analysis of one-way variance and descriptive. The results showed that there was an effect of the implementation of a guided inquiry learning model with mind map and cooperative TGT type on students' conceptual understanding, with a probability value (sig.) Of 0.01 smaller than the alpha value of 0.05.

scholarly journals Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students

2019 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Tan Xin Yu ◽  
Wan Muna Ruzanna Wan Mohammad
Keyword(s):  
21St Century ◽  
Writing Skills ◽  
Structured Interview ◽  
21St Century Learning ◽  
Student Centered Learning ◽  
English Writing ◽  
Writing Skill ◽  
Before And After ◽  
Post Test ◽  
The Mean

21st Century Learning is a student-centered learning process that has been introduced in Malaysia since 2014. This study aims to integrate the 4C elements, which are collaboration, communication, creativity, and critical thinking in the interventions to improve English writing skill among 3K class students. Also, the study was conducted to determine how peer guidance can help 3K class students, who were weak in writing, to improve their English writing skills. The action research was carried out based on Kurt Lewin's Model. The research instruments involved were pre-test, post-test, and semi-structured interview. A total of 32 students sat for both pre-test and post-test before and after the interventions. A semi-structured interview consisting of five questions was conducted after the student completed the post-test. Descriptive statistics involving mean and percentage scores were used to analyze pre-test and post-test findings, while the interview findings were summarized. The results showed that there was an improvement in their English writing skills, where the mean score for the pre-test was 19.34, while the mean score for post-test was 22.66. The findings indicate that weaker students agreed that guidance of students who possess better writing skills helped them improve their English writing skills. The results of the pre-test and post-test showed that the intervention conducted has successfully helped 3K class students to improve their English writing skills.

scholarly journals e-Materials Application Presentation Using Gagne Learning Theory for “Introduction to C++ Computer Programming”

2021 ◽  
Vol 15 ◽  
pp. 202-207
Author(s):  
Mohd Nor Hajar Hasrol Jono ◽  
Rahayu Hasanordin ◽  
Mohamad Ibrahim ◽  
Nor Azilah Mohd Asarani ◽  
Azlan Abdul Aziz
Keyword(s):  
Information And Communication Technologies ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Rapid Development ◽  
Communication Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Information And Communication ◽  
E Learning

The need to integrate multimedia in the process of teaching and learning at all levels of education is becoming more vital. Multimedia based on e-learning is seen as an effective alternative in teaching and learning process. This method is able to create a student-centered learning where students are encouraged of being independence; study at their own pace and at their own place. Nevertheless, the rapid development of information and communication technologies (ICT) in today's world has necessitate a new trend in the presentation of information in the form of Flash Video, which is more easy to understand and accessible instantly to users. The research is undertaken by introducing an e-based multimedia content by maintaining the concept of Gagne Learning Theory. An e-material entitled "Introduction to Computer Programming C++" has been developed containing learning activities that allow users to interact simultaneously with the material. The material is expected to be an effective teaching aid to entice students in the subject of programming.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

21st Century Learning Opportunities for SME Success

E-Marketing ◽  
2012 ◽  
pp. 781-802
Author(s):  
Kathleen P. King ◽  
John J Foley
Keyword(s):  
Adult Development ◽  
21St Century ◽  
Imperfect Information ◽  
Technological Development ◽  
Rapid Development ◽  
Rapid Change ◽  
21St Century Learning ◽  
Business Systems ◽  
Web Based ◽  
Medium Enterprise

This chapter informs SME (small and medium enterprise) owners, developers, consultants, and academics with the reasons, means, and possibilities afforded by 21st century technology in helping SMEs to improve their operational efficiencies and discover more effective marketing strategies for their products and services. With the rapid development and broad-based integration of web-based technologies across domains of communication, marketing, e-Commerce, and training, SMEs can benefit greatly by using these inexpensive tools to their advantage. SMEs typically underutilize opportunities to enhance their efficiencies by using more complex e-Business systems, and in so doing under develop the talents of their workforce for innovation and success. This underutilization is not just because of ignorance of technological capabilities, but also from a lack of exposure to leadership and HR development training. Knowing the need to learn must be a strong foundation before technological development can ensue. This chapter provides a synthesis of research and literature across several related, but seldomly connected fields - including, organizational theory, leadership, adult development and learning, 21st century learning, distance learning and human resource management. In developing this chapter, the authors are attempting to communicate the need for SMEs to both develop leadership and technological program developments to implement the changes needed to compete in a marketplace that reflects rapid change and imperfect information.

Sign in / Sign up

Export Citation Format

Share Document