Assessment of 21st Century Skills

2022 ◽  
pp. 202-221
Author(s):  
Garima Basnal
Keyword(s):  
Action Research ◽  
21St Century ◽  
21St Century Skills ◽  
Student Understanding ◽  
Line Graphs ◽  
Student Work ◽  
Verbal Descriptions ◽  
Story Writing ◽  
Data Plotting

This chapter describes an action research in which creative story writing was used to assess student understanding of graph construction. Students were encouraged to write stories involving motion and visually depict verbal descriptions of stories in the form of tables and line graphs. Student work revealed several misconceptions held by students vis-à-vis writing motion-based stories, tabulation of data, plotting of graphs, and establishing congruence between stories and graphs. This study suggests several feedback measures that can be used by teachers to rectify these misconceptions.

scholarly journals Peningkatan Kemampuan Mengajar Berbasis Keterampilan Abad 21 Melalui Supervisi Akademik Metode Pemodelan Teman Sejawat Bagi Guru SD Gugus I Kecamatan Rappocini Kota Makassar

2021 ◽  
Vol 5 (1) ◽  
pp. 105
Author(s):  
Tamrin Tamrin
Keyword(s):  
Action Research ◽  
21St Century ◽  
21St Century Skills ◽  
Lesson Plans ◽  
Average Score ◽  
Teaching Skills ◽  
Research Subjects ◽  
Average Ability ◽  
Peer Modeling ◽  
Modeling Methods

The main objective of this research is to improve the skills-based teaching skills of the 21st century through academic supervision of peer modeling methods for teachers of SD Gugus I, Rappocini District, Makassar City. In accordance with the objectives, in this school action research, 24 research subjects were selected who were intervened in the academic supervision of peer modeling methods in the form of action research. Based on the results of the data analysis above, it can be understood that both the ability to design lesson plans and the ability to carry out 21st-century skills-based learning activities from pre, cycle I, to cycle II have increased, namely the average score in making pre-cycle lesson plans is 2.171, cycle I increase to 3.02, and the second cycle 3,734. Whereas the ability to implement 21st-century skills-based learning the average score in the pre-cycle was 2.84, the first cycle increased to 3.30, and the second cycle was 3.53. If you look at the predetermined criteria, the average ability to design RPP is categorized as good. Likewise, the ability to carry out 21st-century skills-based learning is also categorized as good. Based on these data, it can be concluded that the teaching ability of 21st-century skills-based teachers in Cluster I, Rappocini District, Makassar City, especially for 24 people, has increased after the application of peer modeling-based academic supervision.

UPAYA MENINGKATKAN KETERAMPILAN ABAD 21 DENGAN MODEL INQUIRY LEVELS DALAM PEMBELAJARAN IPA

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Linlin Herlina
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Communication Skills ◽  
21St Century ◽  
21St Century Skills ◽  
Science Learning ◽  
Action Observation ◽  
Action Planning ◽  
Learning Model ◽  
Learning Cycle

This study aim to describe 21st Century skills improvement through the Demand Level Learning Model. The formulation of the problem in this study is: can the Demand Level Learning Model improve 21st century skills? The Classroom Action Research (CAR) was conducted in two cycles. Each learning cycle consists of four sides, namely: (a) action planning; (b) action implementation (c) action observation; and (d) reflection. The subjects of this study were students of class VII C of SMP 7 Banjarsari, Ciamis Regency with a total of 22 students. Data analysis was performed during the study from the beginning to the end of the study. Based on the results of research and discussion, it can be concluded that there is an improvement in 21st century skills, namely critical thinking, communication skills (oral and written), leadership abilities, collaboration, adaptability, productivity and accountability capabilities, and the ability to access, analyze, and synthesize information.Keywords: 21st Century Skills, Inquiry Levels Model, Science Learning

Pengembangan E-modul Berbasis Smartphone Pada Materi Integral Tak Tentu Berorientasi Keterampilan Abad Ke-21

2020 ◽  
Vol 3 (2) ◽  
pp. 222-233
Author(s):  
Veronika Fany Monica Yuniarti ◽  
Nurul Anriani ◽  
Cecep Anwar H. F. Santosa
Keyword(s):  
Research And Development ◽  
21St Century ◽  
Mathematics Teacher ◽  
21St Century Skills ◽  
Research Method ◽  
Effective Medium ◽  
Developmental Research ◽  
High Category ◽  
Research Show

Abstrak: Penelitian ini bertujuan untuk menghasilkan aplikasi e-modul berbasis smartphone pada materi integral tak tentu berorientasi keterampilan abad ke-21 yang valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dari Borg dan Gall yang dimodifikasi menjadi enam langkah. Hasil penelitian menyatakan bahwa hasil skor validasi ahli materi sebesar 4.2 termasuk kategori valid, ahli media diperoleh 3.8 termasuk kategori valid dan guru matematika diperoleh 3.7 termasuk kategori valid. Sedangkan hasil efektivitas diperoleh dari persentase ketuntasan 70% dengan kategori tinggi, dan n-gain sebesar 0,7682 termasuk kategori interpretasi tinggi. Lebih jauh, hasil praktis diperoleh 44.55 jumlah rata-rata skor pernyataan yang termasuk kategori sangat praktis dan 39.80 jumlah rata-rata skor pernyataan yang termasuk kategori praktis. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa pengembangan aplikasi e-modul berbasis smartphone merupakan media yang valid, praktis, dan efektif. Abstract: The research aims to produce a valid, practical, and effective smartphone-based e-module applications 21st-century skills-oriented integral material. The Research method was developmental research (R&D) according to Borg and Gall which was modified into six steps. The results of the research show that the validity of material experts score is 4.2 (valid category), media experts obtained is 3.8 (valid category) and the mathematics teacher score is 3.7 (valid category). While the effectiveness results obtained from the percentage of completeness of 70% with a high category and n-gain of 0.7682 including the high interpretation category. As well as the practical results obtained 44.55 the average number of statements in the very practical category and 39.80 the average number of statements in the practical category. Based on these results it can be concluded that the development of smartphone-based e-module applications is a valid, practical, and effective medium.

21st Century Skills of ICT Professionals

2020 ◽  
Author(s):  
Antonova Albena ◽  
Stefanova Eliza ◽  
Nikolova Nikolina ◽  
Mihnev Pencho ◽  
Bontchev Boyan
Keyword(s):  
21St Century ◽  
21St Century Skills

scholarly journals 4Cs Analysis of 21st Century Skills-Based School Areas

2021 ◽  
Vol 1764 (1) ◽  
pp. 012142
Author(s):  
Ahmad Khoiri ◽  
Evalina ◽  
Nur Komariah ◽  
Rahayu Tri Utami ◽  
Vip Paramarta ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills
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