scholarly journals Development of the 21st Century Skills through Educational Video Clips

2020 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Maculeta E. Omiles ◽  
Judy B. Dumlao ◽  
Quola Karen C. Rubio ◽  
Eufrecina Jean D. R. Ramirez
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Life Science ◽  
State University ◽  
First Semester ◽  
Video Clips ◽  
School Year ◽  
Digital Competencies ◽  
Science Concepts ◽  
And Mathematics

This study investigated on how well the students can explain science concepts through movie scene clips as a summative assessment. It focused on the depth of the concepts learned in physics, chemistry, and earth and life science, and to the 21st century skills developed by the students while combining the scene clips and reviewing the concepts observed from the scenes.  Ninety seven students from three different schools in Luzon, Philippines during the first semester of school year 2017-2018 were selected to participate: grade 12 students under the Science, Technology, Engineering, and Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng Maynila, second year college students enrolled in General Chemistry from Bataan Peninsula State University and grade 11 students under the General Academic Strand  enrolled in Earth and Life Science from Isaac Lopez Integrated School in  Mandaluyong City. Students grouped in 4-5 members were required to choose a film and clip the scenes which have applications and violations of science concepts observed from the scenes. The outcomes were then presented in class. The result reveals a 3.1 mean in the students’ mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the concepts learned in each subject falls under the proficient category. The study has also found support in the development of the students’ 21st century skills, which are creativity, teamwork, communication, critical thinking, digital competencies, leadership, and planning.

scholarly journals What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

2021 ◽  
Vol 7 (1) ◽  
pp. 92
Author(s):  
Gülcan Mıhladız Turhan ◽  
Işıl Açık Demirci
Keyword(s):  
Mathematics Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Phenomenological Study ◽  
Service Science ◽  
21St Century Skill ◽  
And Mathematics ◽  
Knowledge Usage ◽  
Science And Mathematics Teachers

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

scholarly journals Analisis Aktivitas Peserta Didik dalam Pembelajaran Berbasis Scientific Approach di Sekolah Dasar sebagai Implementasi 21st Century Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 174
Author(s):  
Din Azwar Uswatun ◽  
Rohmat Widiyanto
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
School Students ◽  
Student Activities ◽  
Analysis Techniques ◽  
School Year ◽  
Scientific Approach

Penelitian ini bertujuan untuk mendeskripsikan aktivitas peserta didik setelah mengikuti proses pembelajaran dengan scientific approach. Metode penelitian ini dilakukan dengan menggunakan metode penelitian deskriptif analitik dengan pendekatan kualitatif. Objek penelitian ini adalah peserta didik sekolah dasar yang menjadi sasaran implementasi Kurikulum 2013 yang ada di lingkungan Dinas Pendidikan Kota Sukabumi. Teknik pengambilan sampel dengan menggunakan teknik sampling purposive. Waktu penelitian dilakukan pada semester genap tahun ajaran 2017/2018 (Januari 2018 s/d Juli 2018). Teknik pengumpulan data yang digunakan antara lain: wawancara dan observasi. Teknik analisis data menggunakan teknik analisis deskriptif. Hasil penelitian menunjukkan bahwa aktivitas belajar peserta didik dalam kegiatan mengamati (observing) mencapai 98,44%, menanya (questioning) mencapai 87,50%, mengumpulkan informasi/eksperimen (experimenting) mencapai 59,62%, mengasosiasikan/mengolah informasi (associating) mencapai 87,50%, dan mengkomunikasikan (communicating) mencapai 62,50%. Secara rata-rata keseluruhan aktivitas peserta didik dalam mengikuti proses pembelajaran di sekolah dasar dengan scientific approach tercapai 76,60% dengan kategori Baik. Oleh karena itu, aktivitas peserta didik harus lebih dikembangkan lagi dalam setiap tahapan scientific approach selama proses pembelajaran. Analysis of Student Activities in Learning Based on Scientific Approach in Primary School as Implementation 21st Century Skills Abstract The objective of this study is to explain the mapping of students activities after following the learning process with the scientific approach. The method of this study was descriptive analytic research methods with a qualitative approach. The object of this study was elementary school students who were the target of the 2013 curriculum implementation in the Sukabumi City Education Office. The sampling technique using purposive sampling technique. The time of the research was conducted in the even semester of 2017/2018 school year (January 2018 until July 2018). The data collection techniques used include: interviews and observations. The data analysis techniques using descriptive analysis techniques The results of this study showed that students' learning activities in observing activities reached 98.44%, questioning reached 87.50%, experimenting reached 59.62%, associating reached 87.50%, and communicating reached 62.50%. On average, the overall students activities in following the learning process in elementary schools with the scientific approach reached 76.60% with the Good category. Thus students activities must be further developed in each scientific approach during the learning process.

scholarly journals Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context

2021 ◽  
Vol 8 (1) ◽  
pp. 96-107
Author(s):  
Zulfiani Zulfiani ◽  
Iwan Permana Suwarna ◽  
Abdul Muin
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Assessment Instrument ◽  
First Century ◽  
Prototype Development ◽  
Competence Evaluation ◽  
Study Results ◽  
Paper And Pencil ◽  
And Mathematics ◽  
Competency Assessments

AbstractThe development of competency assessments that measure 21st century competencies is critical for improving the quality of education. The purpose of this research is to describe a framework and prototype for assessing Math and Science or Math-Sci competency skills in the twenty-first century. The method of development research employed in this study is based on the Akker framework, which entails preliminary research, prototyping, design, and development in a paper and pencil test format. The equipment of the investigation included observation sheets, questionnaires, and tests. This study results in a conceptual framework for the instrument and a verified prototype of the Math-Sci competence evaluation. The Math-Sci competence evaluation is conceptualized around thematic, interdisciplinary questions that integrate three (three) subjects, namely Science (Biology-Physics) and Mathematics, in an Islamic context. Math-Sci, using the ladder analogy (monodisciplinary, interdisciplinary 1, and interdisciplinary 2) to rank students' competency, relates to the thought process of Bloom's taxonomy, the context, and the complexity of the topic. The instrument created was deemed valid and practicable based on the results of expert validation. The development of the Math-Sci competence assessment instrument was the first step toward strengthening assessment for learning and assisting in the improvement of learning through the presentation of integrated contextual problems. AbstrakPengembangan asesmen kompetensi yang membekalkan kecakapan abad 21 sangat urgent untuk memperbaiki proses pembelajaran di sekolah. Tulisan ini bertujuan mendeskripsikan framework dan prototype asesmen kompetensi Math-Sci untuk mengukur keterampilan abad 21. Metode penelitian pengembangan yang digunakan dalam penelitian ini mengacu pada framework Akker yang meliputi penelitian pendahuluan, prototipe yang meliputi desain, dan pengembangan dalam format paper and pencil test. Instrumen penelitian berupa lembar observasi, angket, dan tes. Hasil penelitian diperoleh kerangka konseptual instrumen dan prototipe asesmen kompetensi Math-Sci yang telah divalidasi melalui expert judgment. Kerangka konseptual asesmen kompetensi Math-Sci berupa soal-soal tematik, interdisipliner yang memadukan 3 (tiga) disiplin ilmu yakni IPA (Biologi-Fisika) dan Matematika pada konteks keIslaman. Math-Sci dengan analogi titian anak tangga (monodisiplin, interdisiplin 1, dan  interdisiplin 2) yang mengukur kompetensi peserta didik secara hierarki mengacu pada proses berpikir taksonomi Bloom, konteks dan kompleksitas masalah. Hasil validasi pakar diperoleh instrumen soal yang dikembangkan valid dan layak. Pengembangan instrumen asesmen kompetensi Math-Sci merupakan langkah awal upaya menguatkan asesmen for learning, membantu memperbaiki pembelajaran, bersifat inovatif dengan menghadirkan permasalahan kontekstual integratif.  How to Cite: Zulfiani, Suwarna, I.P., Suwarna, Muin, A. (2021). Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context. TARBIYA: Journal of Education in Muslim Society, 8(1), 96-107. doi:10.15408/tjems.v8i1.22120.

21st Century Learning

2012 ◽  
pp. 782-799 ◽  
Author(s):  
Jesus H. Trespalacios ◽  
Barbara Chamberlin
Keyword(s):  
New Mexico ◽  
Problem Solving ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
State University ◽  
Game Development ◽  
New Mexico State University ◽  
Workforce Skills ◽  
Creativity And Innovation

Today’s students need more than just content knowledge to be able to work and excel in the 21st century workforce. Skills in problem solving, communication, collaboration, creativity, and innovation are essential for students to succeed. An increasing body of evidence suggests video games are powerful ways to give students these skills. This chapter includes a description of 21st century skills and provides information on generative gaming based on the generative learning theory, which requires students to generate their own learning based on their experiences in an individualized environment. It concludes with an example of a mathematics-based game development initiative at New Mexico State University that teaches content knowledge and fosters 21st century skills by enabling generative gaming.

scholarly journals Science, Technology, Engineering, and Mathematics (STEM) as A Learning Approach to Improve 21st Century Skills: A Review

2020 ◽  
Vol 16 (07) ◽  
pp. 95
Author(s):  
Suci Fajrina ◽  
Lufri Lufri ◽  
Yuni Ahda
Keyword(s):  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Interdisciplinary Approach ◽  
Learning Approach ◽  
Comprehensive Review ◽  
Science Technology ◽  
Global Companies ◽  
And Mathematics ◽  
The Relationship

<p class="0abstract">Science, Technology, Engineering, and Mathematics (STEM) is an interdisciplinary approach where academic concept coupled with a lesson or problems that exist in the real world so that students can apply science, technology, engineering, and mathematics in a context that makes the relationship between the school, community, work, and global companies that will emerge the ability to compete in the 21st-century integration of STEM in the classroom Form comprise of three, including integrated content, supporting an integrated content, or integrated context, STEM in its application aims to develop thinking, reasoning, teamwork, investigation, and 21st-century skills that can be used by students in all areas in their life, 21st-century skills to learn and innovate include critical thinking, creativity, communication, and collaboration known as the "Four Cs". This paper provides a comprehensive review of STEM as a learning approach to improve their skills, especially the skills of the 21st century "Four Cs" of the students. Skills "Four Cs" becomes one key to success is to be competitive in entering the era of information and knowledge.</p>

Promoting 21st-Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ

2012 ◽  
Vol 74 (7) ◽  
pp. 485-489 ◽  
Author(s):  
Nonye M. Alozie ◽  
David J. Grueber ◽  
Mary O. Dereski
Keyword(s):  
Dna Extraction ◽  
21St Century ◽  
21St Century Skills ◽  
Wheat Germ ◽  
Graphic Organizers ◽  
Science Classroom ◽  
Inquiry Based Learning ◽  
And Mathematics ◽  
Laboratory Experiences ◽  
Century Science

How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform “cookbook” activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA extraction of wheat germ to integrate cooperative group strategies, graphic organizers, and classroom discussions. Teachers found these strategies helpful as they worked to adapt instruction that prepared students with the knowledge and skills necessary to succeed in 21st-century Science, Technology, Engineering, and Mathematics (STEM) careers.

scholarly journals The Transformation from STEM to STREAM Education at Engineering and Technology Institutions of Higher Education

2021 ◽  
Vol 124 ◽  
pp. 07003
Author(s):  
Ho Thi Thao Nguyen ◽  
Subarna Sivapalan ◽  
Pham Hung Hiep
Keyword(s):  
Higher Education ◽  
21St Century ◽  
21St Century Skills ◽  
Academic Programs ◽  
Institutions Of Higher Education ◽  
Engineering And Technology Education ◽  
Science Technology ◽  
Engineering And Technology ◽  
Rapid Changes ◽  
And Mathematics

The scope of STEM based academic programs such as engineering and technology education should be widened to include Science, Technology, Reading, Engineering, Arts and Mathematics (STREAM) to enable future STEM graduates to be able to respond to the rapid changes of IR 4.0 and be ready for STEM based professions of the 21st century. A STREAM based curriculum for STEM focused programs will promote 21st century skills including collaboration, communication, creativity and critical thinking. STREAM has been gaining much popularity globally, given its ability to provide opportunities for learners to develop 21st century skills and the 4Cs necessary to strive in the future workplace. In this paper, we provide a succinct review of current debates surrounding this issue, drawing upon examples from across the globe, in Malaysia and Vietnam.

scholarly journals Model Quantum Teaching Tipe Tandur Terhadap Keterampilan Kolaborasi Mahasiswa

2020 ◽  
Vol 4 (2) ◽  
pp. 219-230
Author(s):  
Dini Maielfi* ◽  
Sisri Wahyuni
Keyword(s):  
21St Century ◽  
Basic Science ◽  
21St Century Skills ◽  
Control Group ◽  
Teaching Model ◽  
Student Collaboration ◽  
Collaboration Skills ◽  
Quasi Experimental ◽  
Science Concepts ◽  
Teaching Learning

One type of 21st-century skills that needs to be developed is collaboration skills. There were many problems found in the observation. They were student collaboration skills that were lacking in the ability to discuss well, agree with each other; carry out roles, responsibilities and work productively in groups; and there needs to be mutual respect in the lecture process. Efforts to apply and familiarize 21st-century skills, especially in collaboration skills, this research uses the Tandur type of quantum teaching-learning model. The purpose of this study was to see the effect of the Tandur type of quantum teaching model on the collaboration skills of STKIP Adzkia students in learning basic science concepts. The type of research used is quasi-experimental research. This research was given different treatment to the two sample classes. This research design is classified as a randomized control group-only design. The results showed that the data were not normally distributed and homogeneous, so the Mann Whitney test was carried out and the probability value was 0.05 with an asymsig value (2 tails) of 0.475, so H0 was accepted. This research concludes that there is no significant effect of the quantum teaching model of the Tandur type on the collaboration skills of STKIP Adzkia students in learning basic science concepts.

scholarly journals Modelling Experiences And Its Factors In General Mathematics: The Case Of Grade 11 Students

2020 ◽  
Vol 3 (2) ◽  
pp. 25
Author(s):  
Leomarich F Casinillo ◽  
Emily L Casinillo
Keyword(s):  
Learning Experience ◽  
Real Life ◽  
Simple Random Sampling ◽  
State University ◽  
Religious Activities ◽  
First Semester ◽  
School Year ◽  
Learning Mathematics ◽  
Stem Students ◽  
Grade 11

Student’s experiences in learning plays an essential role in producing quality academic achievement. This study aimed to develop multiple regression models on the students’ experiences in learning mathematics in regards to its influencing factors. A simple random sampling of 112 grade 11 students in the first semester of school year 2018-2019 from Visayas State University were used as the respondents of this study. Result of the study reveals that grade 11 students’ learning experience in general mathematics is challenging and logical. However, it is found out that it is satisfying and rewarding since it develops their critical thinking and decision making in real life. The number of hours in studying and studying with internet positively influence the students’ learning experience in mathematics. It is also revealed that STEM students are more fond learning mathematics compare to non-STEM students. Furthermore, result also shows that a conducive learning environment and religious activities in the campus helps the students to have a peaceful and positive learning experience.

Sign in / Sign up

Export Citation Format

Share Document