The Role of Teachers in Facilitating 21st Century Learning Skills for Development of Creative Insight among Learners in Inclusive Classroom Settings

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.

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

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v25i1.23328 ◽

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.

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