scholarly journals IMPLEMENTATION OF 21ST CENTURY LEARNING (PAK-21) IN TEACHING TARANNUM AL-QURAN

2020 ◽  
Vol 2 (7) ◽  
pp. 102-118
Author(s):  
Robiatul Adawiah Jamali ◽  
Tengku Sarina Aini Tengku Kasim
Keyword(s):  
21St Century ◽  
21St Century Learning ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Dynamic Learning ◽  
Education Development ◽  
Trainee Teachers ◽  
Qualitative Research Design ◽  
Teaching Aids

Al-Quran and Al-Sunnah are the main sources of reference in learning tarannum. The essence of these two sources can be understood through the agenda of the National Philosophy of Education (FPK), Philosophy of Islamic Education (FPI), and the Malaysian Education Development Plan (PPPM) 2013-2025. Recognizing the importance of changing learning and facilitating (PdPc) for the current generation, 21st-century learning initiatives have been launched by the Ministry of Education Malaysia (MOE) nationwide which outlines more dynamic learning features and meets current needs. Therefore, this article discusses the results of a study that focuses on the implementation of the teaching of tarannum al-Quran among trainee teachers of the Special Class for Reading and Memorizing Al-Quran (KKQ). The study was conducted using a qualitative research design by applying the method of triangulation, namely semi-structured interviews, observation of teaching sessions, and document analysis on six informants of trainee teachers of Bachelor of Islamic Education, specializing in Quranic Studies. In addition, the implementation of the teaching of tarannum al-Quran based on PAK 21 is also applied in PdPc sessions through a variety of teaching strategies and appropriate Teaching Aids (BBM). The findings of the study revealed that the informants successfully implemented the teaching of tarannum al-Quran based on the 21st century.

scholarly journals Tahap Keberkesanan Gamifikasi Global Halal Game (GHG) Dalam Kalangan Peserta Program Halal Eksekutif Profesional (Effectiveness Level of Gamification Global Halal Game (GHG) Among Professional Halal Training Programme Participants)

2020 ◽  
Vol 7 (3) ◽  
pp. 45-58
Author(s):  
Mohammad Najib Jaffar ◽  
Azman Ab Rahman ◽  
Mohamad Anwar Zakaria ◽  
Mursyid Junaidi Mohd Faisal Yeap ◽  
Muhammad Faiz Abd Shakor
Keyword(s):  
21St Century ◽  
Quantitative Method ◽  
Training Programme ◽  
21St Century Learning ◽  
Muslim Community ◽  
The Public ◽  
Teaching Aids ◽  
Innovation Product ◽  
Flexible Education

Gamification is a part of teaching aids based on flexible education relevant to the current 21st Century Learning. This study aimed at assessing the effectiveness of the Global Halal Game (GHG) in education. The use of quantitative method involved the distribution of questionnaires to 43 respondents who participated in the Professional Halal Training Programme – Certificate of Professional Halal Executive (PHEP) 2018. In general, this study found that the effectiveness level of GHG in education was good. The result of the study can also become a benchmark for the development of gamification-based innovation product, which can improve and enhance other innovation products in fields that are less emphasised. This can benefit the Muslim community, in particular, and the public, in general.

Concepts of quality in independent accreditation in Kyrgyzstan

2019 ◽  
Vol 9 (4) ◽  
pp. 453-463
Author(s):  
Chynarkul Ryskulova
Keyword(s):  
Higher Education ◽  
A Priori ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Content Type ◽  
Accreditation Standards ◽  
Qualitative Research Design ◽  
Quality Of Higher Education ◽  
Research Findings ◽  
New Policies

Purpose The purpose of this paper is to explore the concept, criteria and definitions of quality of higher education from the perspectives of the leadership of three new independent accreditation agencies in Kyrgyzstan. Design/methodology/approach The author employed interpretative qualitative research design. The data for this study were collected through semi-structured interviews with the leadership of three independent accreditation agencies and through review and the qualitative analyses of new policies on accreditation of higher education institutions, new accreditation standards and criteria. A priori codes by using categories were defined in advance and emergent codes based on data driven were used for data analyses. Findings The research findings support the author’s argument that the new independent accreditation processes will not assure quality because first, the agencies are not independent of the Ministry of Education and Science; second, the current standards do not provide evidence of quality; and third, the institutions do not have what in Europe is called a “quality culture” – ongoing, continuous efforts toward quality. Originality/value This is first scholarly work looking at independent accreditation process at its beginning stage. The results of an article can have influence on further development of accreditation system and improvement of accreditation standards.

scholarly journals Implementasi pembelajaran abad 21 dalam kurikulum 2013

2019 ◽  
Vol 12 (1) ◽  
pp. 14-23
Author(s):  
Yusuf Andrian ◽  
Rusman Rusman
Keyword(s):  
High School ◽  
21St Century ◽  
Subject Matter ◽  
Policy Making ◽  
21St Century Learning ◽  
School Development ◽  
Ministry Of Education ◽  
The Real ◽  
Assessment Of Learning ◽  
The Subject

Abstrak: Penelitian ini merupakan penelitian deskripsi yang dilakukan pada 39 SMA Rujukan yang ada di Provinsi DKI Jakarta. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran abad 21 dalam Kurikulum 2013 pada mata pelajaran Fisika di SMA Rujukan Provinsi DKI Jakarta. Fokus penelitian diarahkan pada empat sub variabel yaitu; (1) perencanaan pembelajaran; (2) pelaksanaan pembelajaran; (3) penilaian pembelajaran; dan (4) pengawasan pembelajaran. Responden yang dilibatkan dalam penelitian adalah guru mata pelajaran Fisika. Pada penelitian ini digunakan angket untuk mengumpulkan data dan menggunakan skala Likert dengan skor 1 sampai 4. Selanjutnya, data tersebut diolah dengan menggunakan teknis analisis deskriptif persentase. Hasil dari penelitian ini diharapkan dapat menjadi masukan bagi Kementerian Pendidikan dan Kebudayaan, khususnya bagi Direktorat Pembinaan SMA, mengenai kondisi riil di lapangan berkaitan dengan implementasi Kurikulum 2013 SMA sehingga dapat dijadikan bahan pertimbangan dalam pengambilan kebijakan selanjutnya. Kata Kunci: Pembelajaran Abad 21, Kurikulum 2013, Fisika, SMA Rujukan Abstract: This research is a description research conducted from 39 SMA Rujukan in Province of DKI Jakarta. This study aims to describe the implementation of 21st century learning in Curriculum 2013 in the subject matter of physics at SMA Rujukanin Province of DKI Jakarta. The focus research is directed to four sub variables namely; (1) planning of learning; (2) implementing of learning; (3) assessment of learning; & (4) monitoring of learning. Respondents in this research are teacher of Physics subject. This study used questionnaires to collect data and use Likert scale with a score of 1 to 4. Furthermore, the data is processed by using technical analysis descriptive percentage. The results of this study are expected to be an input or recommendation for the Ministry of Education and Culture, especially for the Directorate of High School Development, regarding with the real conditions in the school related to the implementation of Curriculum 2013 so it can be taken into consideration for the next policy making. Keywords: 21st Century Learning, Curriculum 2013, Physics, SMA Rujukan

scholarly journals Issues and Challenges in 21st-century Learning of Special Education (Hearing Impaired) in Islamic Education

2021 ◽  
Vol 6 (9) ◽  
pp. 477-486
Author(s):  
Norlela Ali ◽  
Tengku Sarina Aini Tengku Kasim ◽  
Nor Raudah Siren
Keyword(s):  
Special Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Strong Support ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Hearing Impaired ◽  
Islamic Education ◽  
Teacher Professionalism ◽  
National Education

This study was conducted to identify the challenges of Islamic education teachers in the implementation of the 21st-century learning for the teaching and learning of Islamic education special education hearing impaired. This study is a library review that uses a variety of key reference sources such as books, journals, seminar presentations, conference papers, and various sources from the internet such as websites, as well as official portals that contain information related to the study. All reference sources are analyzed to obtain the facts and detailed information on the topics discussed. The results of the discussion show that there are several challenges identified in implementing learning and facilitation based on the 21st-century learning for Islamic education for hearing-impaired students. Among them are aspects of teacher professionalism, communication skills of teachers and students, application of high-level thinking skills, and teaching facilities. To face the challenges in implementing the 21st-century learning, teachers are advised to constantly improve their knowledge and skills in various fields, especially in the field of Islamic education and special education, in addition to mastering pedagogical skills and educational technology. High commitment from teachers and strong support from the administrators is very necessary in realizing the 21st-century learning, further able to boost the excellence of special education students with hearing-impaired in fulfilling the aspirations of national education.

scholarly journals CHALLENGES FACING TEACHERS OF ARABIC LANGUAGE (A2 PROGRAM) IN COMOROS SECONDARY SCHOOLS IN DEVELOPING 21ST CENTURY LEARNING SKILLS FOR ARABIC LANGUAGE STUDENTS

2019 ◽  
Vol 5 (15) ◽  
pp. 1659-1670
Author(s):  
İsmaiel HASSANEİN AHMED ◽  
Said Omar ANTOİNE NİDHOİMİ ◽  
Kamal Jamil BADRASAWİ ◽  
Arifin MAMAT
Keyword(s):  
Secondary Teachers ◽  
21St Century ◽  
Modern Society ◽  
Arabic Language ◽  
21St Century Learning ◽  
Point Of View ◽  
Learning Skills ◽  
Teaching Aids ◽  
21St Century Learning Skills ◽  
Language Students

This qualitative study aimed to diagnose the challenges facing teachers of the (A2) program for the Arabic language in developing 21st century learning skills among students of the Arabic language in Comoros high schools. The 21st century imposes an interest in acquiring students the skills that can help them solve their learning problems, prepare for work and live in this 21st century, the ability to innovate, innovate and collaborate in their practices rather than compete, and to be able to adapt to the rapid technological change and development of a modern society. This research dealt with semi-organized personal interviews from six teachers for this program in one of the islands, and the researcher interviewed them one by one. The content of the interviews was analyzed, and the topics were extracted. This research is divided into two sections. The first section deals with the effects that impede the application of 21st century learning skills among Arabic language students from the teachers' point of view. Administratively, there is a problem in the curriculum and teaching methods, weak response of students towards learning the Arabic language, while the second section deals with the suggestions of teachers on how to develop the application of skills among students of the Arabic language from the perspective of teachers which are: Raising interest in Arabic (2) Providing modern teaching aids (3) Raising students' desire towards learning Arabic. Keywords: Challenges, Secondary Teachers, (A2) Program, Learning Skills, Comoros. Keywords Challenges, Secondary Teachers, (A2) Program, Learning Skills, Comoros

scholarly journals The Implementation Of Critical Thinking In 21ST Century Learning For Islamic Education

2020 ◽  
Vol 6 (1) ◽  
pp. 81-94
Author(s):  
Zulvia Trinova ◽  
Dinasril Amir ◽  
Pitri Andayani
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Field Research ◽  
21St Century Learning ◽  
Islamic Education ◽  
Qualitative Descriptive

The purpose of this study is to find out how to apply critical thinking in 21st century learning in Islamic Education at SMPN 5 Gunung Talang, Solok. This research is a field research with qualitative descriptive methods. Based on research on the application of critical thinking in 21st Century learning in Islamic Education. The application of critical thinking is seen from the ability of students when thinking critically, students are more active and eager to ask questions, discuss in solving a problem or finding solutions to those problems

scholarly journals Analisis Kesesuaian Perangkat Pelaksanaan Pembelajaran dengan Tuntutan Pembelajaran Abad 21

2021 ◽  
Vol 5 (3) ◽  
pp. 233-241
Author(s):  
Mukarramah Mukarramah* ◽  
Abdul Gani ◽  
Sri Winarni
Keyword(s):  
Character Education ◽  
21St Century ◽  
21St Century Learning ◽  
Lesson Plans ◽  
Learning Activities ◽  
Ministry Of Education ◽  
Mutual Cooperation ◽  
Data Presentation ◽  
Qualitative Descriptive ◽  
Banda Aceh

RPP is one of the things that determine the success of the learning process carried out by the teacher. This study aims to describe the suitability of the RPP material for the periodic system of elements with the demands of 21st century learning. This study uses a qualitative approach with a descriptive type of research. The data in this study are the RPP components contained in the PPG RPP which are downloaded on the Ministry of Education and Culture RI teacher sharing website and the chemistry teacher RPP at several schools in Banda Aceh. Data collection is done by using documentation technique, while data analysis is done by qualitative descriptive technique which includes data reduction, data presentation, and drawing conclusions. The results showed that the PPG lesson plans contained on the teacher sharing website and the lesson plans developed by teachers at several schools in Banda Aceh were in accordance with the demands of 21st century learning. All lesson plans had integrated the elements required in 21st century learning, namely strengthening character education (PPK), Literacy, HOTS, and 4C (communication, collaboration, creativity, critical thinking). The elements of KDP that have been integrated into the RPP include religious values, independence, mutual cooperation, nationalism, and integrity. Next, the elements of literacy that are integrated are basic literacy, media literacy, technological literacy, and visual literacy. Furthermore, the HOTS element in lesson plans is shown by the use of operational verbs to analyze, evaluate, and compare several components of lesson plans, such as GPA and learning objectives. Then, the 4C component in the lesson plans has been demonstrated through learning activities in the form of discussions, presentations, and group assignments. Thus, it can be concluded that the lesson plans designed by teachers are in accordance with the demands of 21st century learning

scholarly journals Tahap Perancangan Pengajaran Menerusi Pengintergrasian Kemahiran Berfikir Aras Tinggi (KBAT) di Dalam Mata Pelajaran Pendidikan Islam Sekolah Rendah Malaysia

2020 ◽  
Vol 4 (1) ◽  
pp. 84-105
Author(s):  
Mohd Syaubari Othman ◽  
Ahmad Yunus Kassim
Keyword(s):  
Teaching Practice ◽  
Study Finding ◽  
Thinking Skills ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Education Development ◽  
Teaching Plan ◽  
Implementation Planning ◽  
Data Collection Instrument ◽  
High Level

Kajian ini bertujuan untuk menyelidik perancangan pengajaran guru Pendidikan Islam sekolah rendah menerusi pengintegrasian Kemahiran Berfikir Aras Tinggi (KBAT). Kajian ini melibatkan guru-guru Pendidikan Islam di Malaysia. Komponen berfikir aras tinggi seperti kemahiran banding beza, kemahiran menyusun urutan, kemahiran membuat ramalan, kemahiran membuat definisi dan kemahiran mencipta analogi yang di lihat dalam tiga komponen utama perancangan pengajaran guru iaitu perancangan pendokumentasian, perancangan dari segi komitmen guru dan perancangan pelaksanaan dipilih sebagai kerangka konseptual kajian. Kajian ini menggunakan analisis deskriptif menerusi instrumen soal selidik. Kesemua instrumen pengutipan data ini dibina oleh pengkaji dengan pengubahsuaian daripada instrument KBAT Kementerian Pendidikan Malaysia dan pakar yang terlibat serta kandungannya disahkan oleh panel rujukan pakar. Tahap nilai kebolehpercayaan alpha Cronbach yang diperoleh adalah tinggi iaitu 0.82173. Seramai 402 orang guru pendidikan Islam dipilih secara rawak mudah untuk menjawab instrumen soal selidik. Data kajian di analisis secara deskriptif menggunakan frenkuensi dan min serta sisihan piawai. Secara keseluruhannya, hasil kajian mendapati amalan perancangan pengajaran di dalam mengintergrasikan Kemahiran Berfikir Aras Tinggi (KBAT) adalah sederhana tinggi (min = 3.84) berdasarkan perancangan komitmen (min = 3.95), perancangan pendokumentasian (min = 3.93) dan perancangan pelaksanaan (min = 3.65). Implikasi dan cadangan yang dikemukakan dapat memberi gambaran yang bermanfaat kepada kementerian, sekolah, guru dan masyarakat bagi mempertingkatkan tahap amalan pengajaran guru Pendidikan Islam berdasarkan Kemahiran Berfikir Aras Tinggi (KBAT) seperti yang dihasratkan menerusi Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025.   The purpose of this study is to examine the teaching plan of primary school Islamic teachers through the integration of Higher Order Thinking Skills (HOTS). The study involved teachers of Islamic education in Malaysia. High-level thinking components such as differentiating skills, ordering skills, predictive skills, defining skills and creating anology which are seen in three main components of teacher teaching plan i.e documentation, teachers’ commitment and implementation were selected as conceptual framework for the study. This study employed descriptive method to analyse the collected data. Data collection instrument for the study was a modified version of   HOTS instrument of the Ministry of Education Malaysia. Views and feedbacks from the experts were sought for them to certify the content and constructs of the instrument. The internal consistency of the instrument is good as the value of Cronbach's alpha is high (0.82173). A total of 402 Islamic education teachers were randomly selected to answer the questionnaires. The collected data were then analysed descriptively using frequency, percentages and mean. In overall, the study found that the practice of teaching plan in integrating HOTS is at moderately high level with the overall mean of 3.84 based on commitments planning mean of 3.95, documentation planning mean of 3.93 and implementation planning mean of 3.65. This study finding could provide useful insights to ministries, schools, teachers and communities in enhancing the level of teachers’ teaching practice based on HOTS as envisaged in the 2013-2025 Education Development Plan.

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