PENGEMBANGAN METODE DIORAMA KISAH BERBANTUAN DIMENSI ATRIBUT DENGAN PENDEKATAN EBP (EXPLORATION, BRAINSTORMING, PERFORMANCE) DALAM PEMBELAJARAN PKN

2019 ◽  
Vol 1 (2) ◽  
pp. 19-29
Author(s):  
Septiana Agustin
Keyword(s):  
21St Century ◽  
Research Method ◽  
21St Century Learning ◽  
Descriptive Data ◽  
Learning Skills ◽  
Effective Learning ◽  
Scientific Approach ◽  
21St Century Learning Skills ◽  
Qualitative Descriptive

The Story Diorama is one of lesson method. It consist of many stories or events that memorized by students. Attribute Dimension is a set of equipment used by students in practicing lessons using the Story Diorama method. This study aims to measure the effectiveness of the diorama method with the help of attribute dimensions developed using the EBP (Exploration, Brainstorming, Performance) approach. The research method used in this study is qualitative descriptive. Data collected from observations, pre-tests, and post-tests. The results is the form of a Story Diorama method assisted by Attribute Dimensions developed with the EBP approach. The EBP approach syntax based on the results of the Scientific Approach analysis in 2013 Curriculum and 21st Century Learning Skills. The application of learning using the Diorama of Story method assisted by Attribute Dimensions proved effective and useful for students' knowledge and experience. Because, the essence of effective learning for students is to experience it for real.

scholarly journals Early Childhood Degree Students as Digital Software Designers Based on 21st-Century Learning Skills

2020 ◽  
Vol 1529 ◽  
pp. 042047
Author(s):  
Rosmah Abd Ghani ◽  
Hazlina Awang Lah ◽  
Roshidah Mat ◽  
Mohd Nazri Abdul Rahman ◽  
Ismail Sulaiman ◽  
...  
Keyword(s):  
Early Childhood ◽  
21St Century ◽  
21St Century Learning ◽  
Learning Skills ◽  
Software Designers ◽  
21St Century Learning Skills

scholarly journals Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

2021 ◽  
Vol 16 (3) ◽  
pp. 1217-1230
Author(s):  
Muhammad Rais ◽  
Muhammad Yahya ◽  
Jamaluddin Jamaluddin ◽  
Purnamawati Purnamawati
Keyword(s):  
Learning Strategies ◽  
21St Century ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Product Diversification ◽  
Research Subjects ◽  
Learning Skills ◽  
21St Century Learning Skills

This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill.   Keywords: Project-based learning; problem-based learning; 21st-century learning skills.

scholarly journals The Hypothetic Model of Integrated Production-Based Learning with the 21st Century Learning Skills in Mechanical Engineering

2019 ◽  
Vol 25 (1) ◽  
pp. 97-102
Author(s):  
Heri Yudiono ◽  
Pramono Pramono ◽  
Basyirun Basyirun
Keyword(s):  
Vocational Education ◽  
21St Century ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Model ◽  
21St Century Learning ◽  
Learning Skills ◽  
21St Century Learning Skills ◽  
Curriculum Specialists

Vocational education building and development must consider the needs of the industry and the demands of 21st-century skills graduates. For these two requirements, it is necessary to innovate the learning model to improve the students’ learning experience and graduates’ performance. This study aims to develop a production-based learning model that is integrated with 21st-century learning skills to improve skills in mechanical engineering. The study employed focus group discussion and experts’ judgment. This study involved the mechanical engineering lecturers, the head of laboratory at the mechanical engineering department, the head of the department of mechanical engineering, the head of mechanical engineering vocational education, the head of the mechanical laboratory at the vocational schools, mechanical engineering teachers, vocational technology education experts, and curriculum specialists. The results show that the utility, feasibility, propriety, and accuracy of the production-based learning model integrated with 21st-century learning skills met the expected criteria and could be used to improve mechanical engineering skills.

scholarly journals Enhancing 21st Century Learning Skills Via Digital Storytelling: Voices of Malaysian Teachers and Undergraduates

2014 ◽  
Vol 118 ◽  
pp. 489-494 ◽  
Author(s):  
Siew Ming Thang ◽  
Lee Yit Sim ◽  
Najihah Mahmud ◽  
Luck Kee Lin ◽  
Noraza Ahmad Zabidi ◽  
...  
Keyword(s):  
21St Century ◽  
Digital Storytelling ◽  
21St Century Learning ◽  
Learning Skills ◽  
21St Century Learning Skills
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