scholarly journals Usability of M-PA21 Module to Improve Teachers’ Metacognitive Regulation in Teaching and Application of 21st Century Basic Skills

2019 ◽  
Vol 14 (20) ◽  
pp. 87 ◽  
Author(s):  
Rashidah Karnain ◽  
Saemah Rahman ◽  
Shahlan Surat ◽  
M.T. Ali
Keyword(s):  
21St Century ◽  
Creative Thinking ◽  
Basic Skills ◽  
Skills Training ◽  
Document Analysis ◽  
Thinking Skills ◽  
Mean Value ◽  
Observation Data ◽  
Training Module ◽  
Metacognitive Regulation

Teachers face the challenges in producing students with 21st-century basic skills encompassing communication, collaborative, critical and creative thinking, as well as values and ethical. The reasons are the teachers do not have enough knowledge and skills to implement student-centered teaching, applying 21st-century basic skills, and teachers’ thinking skills which are metacognition is at a low level. To overcome this problem, the Metacogni-tive Skills Training Module in the Teaching and Application of 21st Centu-ry Basic Skills (M-PA21) was developed. The training module needs to be evaluated for usability to see if it can solve the teachers’ existing problems. Therefore, the study aims to evaluate the usability of the M-PA21 module to improve the teachers’ metacognitive regulation in teaching. Evaluation of module usability was conducted through field test involving 16 respond-ents consisting of secondary school teachers. The data collection was done through module usability questionnaire, micro-teaching observation, and document analysis. The questionnaires of module usability were analyzed using SPSS version 24.0 by determining mean value, while observation data was analyzed thematic. Document analysis supports the evaluation of ques-tionnaires and observation findings. Overall, the findings show that the M-PA21 module can enhance teachers’ metacognitive regulation in the teach-ing and application of basic skills of the 21st century

scholarly journals Design and Development of Teachers' Metacognitive Skills Training Module in Teaching and Application of 21st Century Basic Skills

2018 ◽  
pp. 578-589
Keyword(s):  
21St Century ◽  
Basic Skills ◽  
Training Session ◽  
Skills Training ◽  
Theory Model ◽  
Metacognitive Skills ◽  
Training Module ◽  
Design And Development ◽  
Student Centered ◽  
Strongly Agree

Teachers were found to have no knowledge and skills in applying 21st century basic skills in student-centered teaching approach and the teachers’ metacognitive skills was at low level. Based on these problems, teachers development needs to be implemented by developing appropriate training module. Therefore, the design and development research is conducted to address existing problems. This study involves the development and evaluate the module validity. The development of module based on needs analysis, theory, model, and related literature review. Based on the need analysis, the constructivism learning theory, the 21st century skills model and metacognition theory are taken into account in drafting the module. The questionnaire of the module validity was develop based on a Likert scale of ten points: (0) strongly disagreed, until (10) strongly agree. The questionnaire was initiated before being submitted to six field experts. This study produced a module consisting of two parts: (A) Introduction, Theoretical Basis and Training Session Objectives, and (B) Procedures of 7 Training Sessions. The field experts find that this module has a good validity. This study suggests that the teachers’ metacognitive skills training module in the teaching and application of 21st century basic skills can be used in the context of actual training in the next phase.

scholarly journals Pembelajaran Berbasis Proyek Menggunakan Senam Transformasi dan Tetris Geogebra untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 657-666
Author(s):  
Muhammad Abror
Keyword(s):  
Data Analysis ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Significant Difference

The ability to think creatively is an important ability in mathematics to deal with the demands of the 21st century. One learning model that can improve students' mathematical creative thinking skills is Project Based Learning. This study aims to determine the improvement of students' mathematical creative thinking abilities through Project Based Learning using Transformation Gymnastics and Tetris GeoGebra. Research instruments used in this study is a test in the form of description, consisting of pretest and posttest that measures the ability of mathematical creative thinking including fluency, flexibility, originality, and elaboration. Data analysis includes tests of normality, homogeneity, and t-test using SPSS application assistance. The results showed that there was a significant increase in the value of students' creative thinking abilities, both in classrooms with Project Based Learning using Transformation Gymnastics and in classrooms with Project Based Learning using Tetris GeoGebra. There was no significant difference between the average posttest in the two classes. Thus, the two project tasks used in this Project Based Learning can be used in learning Transformation material.

scholarly journals The development of being a professional teacher in the 21st -century model based on the ethics of profession with Buddhism integration

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Chananporn Areekul
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Creative Thinking ◽  
Goodness Of Fit ◽  
Thinking Skills ◽  
Learning Activity ◽  
Century Model ◽  
Thinking Skill ◽  
Model Based ◽  
Professional Teacher

The purpose is to develop being a professional teacher in the 21st century model based on the ethics of profession with Buddhism integration. The data were collected from 265 teachers and 20 experts. The instruments were questionnaires and data were analysed by confirmatory factor analysis. The model consisted of (1) the instruction: the 21st century educational philosophy, the curriculum design skill, the educational innovation skill in the classroom, the learning activity management skill, the learning evaluation skill and the classroom action research skill; (2) the ethics of profession for: a person, profession, clients, co-professionals and society; (3) the thinking skills: analytical thinking skill, synthesis thinking skill, critical thinking skill, comparative thinking skill, problem-solving thinking skill and creative thinking skill; and (4) the Buddhist principles: Desana 2, Patisambhida 4, Pamana 4, Desanavidhi 4, Dhammadesaka-dhamma 5, Bahussutanga 5, Anupubbikatha 5 and Kalyanamitta-dhamma 7. The model’s goodness-of-fit indexes were satisfactory, right and coherent. Keywords: Buddhism, ethics, profession, teacher, the 21st century.

scholarly journals STRATEGI BRAINSTORMING TERHADAP KETERAMPILAN BERPIKIR KREATIF

2020 ◽  
Vol 7 (4) ◽  
pp. 11
Author(s):  
Lena Susianti ◽  
Muhammad Anwar
Keyword(s):  
Significant Influence ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Mean Value ◽  
Reliability Test ◽  
Average Value ◽  
Electronic Engineering ◽  
Technical Drawing ◽  
Quasi Experimental ◽  
The Mean

This research was conducted to determine the effect of brainstorming strategies on students' creative thinking skills in workshop work subjects and technical drawing of class X students of Electronic Engineering at SMKN 1 Bukittinggi. The research design in this study is quasi-experimental. The instrument used was in the form of a matter of creative thinking skills tests that had been validated by an Expert, namely a lecturer majoring in Electronics Engineering. Validity test obtained the average value of validity of 0.85 which is in the valid category. Reliability test obtained Alpha Cronbach's value of 0.856 which is in the interpretation of the value of the pair very well. Because the questions are valid and reliable, the matter of creative thinking skills can be used. The results found the mean value in the experimental class (X TE1) 87.5 and the average value of the control class (X TE2) 74.0. After t-test, it was obtained that tcount> ttable so that Ha was accepted and Ho was rejected. It can be concluded that there is a significant influence on the application of brainstorming strategies to creative thinking skills.          Keywords: Creative Thinking Skills, Brainstorming Strategies, Validity, Reliability

scholarly journals The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 39-52
Author(s):  
Erni Munastiwi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaboration Skills ◽  
Collecting Techniques ◽  
The Difference ◽  
Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

scholarly journals Pengembangan Kemampuan Berpikir Kreatif Mahasiswa melalui Pembelajaran Berbasis Proyek pada Mata Kuliah Kimia Lingkungan di Masa Pandemic Covid 19

AS-SABIQUN ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 14-25
Author(s):  
Syarifa Wahidah Al-Idrus ◽  
Muti’ah Muti’ah ◽  
R. Rahmawati
Keyword(s):  
Environmental Pollution ◽  
Creative Thinking ◽  
Chemistry Education ◽  
Environmental Chemistry ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Observation Data ◽  
Study Program ◽  
Planning Stage ◽  
A Value

This research aims to develop students' creative thinking skills. This study used a classroom research method with a one-shot case study design. The sample in this study were students of environmental chemistry at the Chemistry Education Study Program, FKIP UNRAM. Observation data will be obtained based on observation sheets to describe student activities and creativity from the beginning of the project to the end of the project. The project that is given focuses on environmental pollution material. The results of this study indicate that students are very active in the project-based learning process. Students' creative thinking skills in designing simple experiments about environmental pollution are in a good and very good position. The generating stage with a value of 90 (very good), the planning stage with a value of 88 (very good), the producing / producing stage is very good (88), the checking stage 80 is good, and the critiquing stage with a value (Good).

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

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.  

scholarly journals Kemampuan Berpikir Siswa dalam Menyelesaikan Soal HOTs pada Materi Pola dan Barisan Bilangan

2020 ◽  
Vol 4 (2) ◽  
pp. 173
Author(s):  
J. Junaidi ◽  
Yenita Roza ◽  
M. Maimunah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Higher Order Thinking Skills ◽  
Thinking Ability

Pada abad 21 diperlukan keterampilan berpikir tingkat tinggi (HOTs) yang mencakup kemampuan berpikir kritis dan berpikir kreatif. Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan interpretasi, analisis, inferensi, kelancaran dan orisinalitas siswa dalam menyelesaikan soal pola dan barisan bilangan. Metode yang digunakan dalam penelitian adalah deskriptif kualitatif dan subjek sebanyak 40 siswa yang terdiri 19 siswa SMPN 5 Bantan dan 21 Siswa MTS Al-Huda. Instrumen yang digunakan berupa (1) tes tertulis yang berorientasikan HOTs dan (2) pedoman wawancara.  Hasil tes menunjukkan rata-rata HOTs siswa SMPN 5 Bantan (49,34) dan MTS Al-Huda (45,12) berkategori cukup.  Skor tiap indikator HOTs untuk siswa SMPN 5 Bantan diketahui bahwa interpretasi= 48,68, analisis= 40,13, inferensi= 64,47, kelancaran= 52,68 dan orisinalitas= 40,79 sedangkan untuk siswa MTs Al-Huda adalah interpretasi= 61,18, analisis= 40,79, inferensi= 53,57, kelancaran= 38,16 dan orisinalitas= 45,24. Berdasarkan hasil wawancara juga diketahui bahwa rendahnya HOTs siswa dikarenakan siswa tidak terbiasa dalam menyelesaikan soal HOTs serta tidak tersedianya soal-soal HOTs yang secara khusus mengukur HOTs di sekolah, sehingga diharapkan adanya penelitian lebih lanjut mengenai soal-soal HOTs.Students' Thinking Ability in Solving HOTs Questions on Material Patterns and Rows of NumbersAbstractIn the 21st century, higher order thinking skills (HOTs) are needed which include critical thinking skills and creative thinking. The purpose of this study is to describe the students’ ability of interpretation, analysis, inference, fluency and originality in solving questions about patterns and rows of numbers. The method used in this research is descriptive qualitative and as many as 40 students consisting of 19 students of SMPN 5 Bantan and 21 students of Al-Huda MTS. The instrument used in the form of (1) written tests oriented to HOTs and (2) interview guidelines. The test results showed the average level of SMPN 5 Bantan students’ HOTs (49.34) and MTS Al-Huda (45.12) was categorized as sufficient. The score of each indicator of HOTs for SMPN 5 Bantan students is known that interpretation= 48.68, analysis= 40.13, inference= 64.47, fluency= 52.68 and originality= 40.79 while for MTs Al-Huda students are interpretation= 61.18, analysis= 40.79, inference= 53.57, fluency= 38.16 and originality= 45.24. Based on the interview results it is also known that the low level of students’ HOTs is because students are not accustomed to solving HOTs questions and the unavailability of HOTs questions that specifically measure HOTs in schools, so it is hoped that further research on questions of HOTs.

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