Do You Want Your Students to Be Job-Ready with 21st Century Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian Social Constructivism to Critical Thinking, Problem Solving and Siemens’ Digital Connectivism

The history of the age of problem solving is seen as a cipher that is actively used in social sciences as well as in science. Problems that can leave psychological and / or physical marks on people appear in life. It can vary depending on the importance and size. Individuals use various schemes to be affected by these scars with the least damage and to overcome the problems with fast and effective intervention methods. In this cryptic cipher passwords, it begins to occur during the cryptic period periods. In our schools, dealing with problem solving stages in verbal lessons as well as in numerical lessons enables them to solve the problems they will encounter throughout their lives. In addition, people who have gained the competence to solve similar problems on their own can also be independent. In this review, the definition of the concept of problem and problem -solving is made and the problem solving stages of various theorists are explained. Thinking as a thought (critical thinking) perspective and problem-solving approach as a final approach, including determining, analyzing and evaluating situations, ideas and information to formulate responses and solutions, taking their own importance in the 21st century skills. has been. The aim of the article is to help readers create their own solution diagrams by creating a perspective on problem solving and at the same time contributing to how to be a problem solver as a good thinker.

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Workshop Metode Pembelajaran Bahasa Inggris Tingkat SMK se Kabupaten Wonosobo

Surya Abdimas ◽

10.37729/abdimas.v4i1.470 ◽

2020 ◽

Vol 4 (1) ◽

pp. 13-18

Author(s):

Semi Sukarni ◽

Sudar Sudar ◽

Junaedi Setiyono ◽

Zulia Chasanah ◽

Juita Triyana

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Blended Learning ◽

21St Century ◽

21St Century Skills ◽

Problem Based Learning ◽

Creative Problem Solving ◽

Creative Problem

Di era abad 21 ini, pembelajaran bahasa Inggris semakin berkembang. Sekarang peran guru bukan satu- satunya namun ada guru sangat diperlukan untuk memanfaatkan sumber-sumber pembelajaran lain yang dapat memberikan pengalaman belajar kepada siswa. Dengan memaksimalkan peran guru dalam mengkombinasikan sumber-sumber belajar khususnya materi internet diharapkan siswa dapat menguasai 21st century skills yang meliputi critical thinking, collaboration, communication dan creative problem solving. Berangkat dari tujuan untuk meningkatkan skil siswa MGMP Bahasa Inggris SMK Kabupaten Wonosobo bekerja sama dengan tim pengabdian Purworejo mengadakan Workshop Metode Pembelajaran Bahasa Inggris Untuk SMK di Wonosobo. Kegiatan yang melibatkan 45 peserta yang meliputi guru bahasa Inggris dari SMK Negeri dan Swasta. Hasil dari kegiatan ini peserta workshop mendapatkan teknik-teknik dan metode dalam pengelolaan kelas yang meliputi penggunaan metode problem-based learning (PBL), Task-based learning, Inquiry-base learning dan Blended learning, dan sharing based practice pembeljaran speaking dengan game.

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Optimalisasi keterampilan pembelajaran abad 21 dalam proses pembelajaran pada Guru MTs Massaratul Mut’allimin Banten

TRANSFORMASI Jurnal Pengabdian Masyarakat ◽

10.20414/transformasi.v16i1.1963 ◽

2020 ◽

Vol 16 (1) ◽

pp. 63-72

Author(s):

Beni Junedi ◽

Isnaini Mahuda ◽

Jaka Wijaya Kusuma

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

21St Century ◽

Learning Process ◽

21St Century Skills ◽

21St Century Learning ◽

Learning Skills ◽

Problem Solving Skills ◽

Learning Skill ◽

21St Century Learning Skills

[Bahasa]: Keterampilan abad 21 terdiri dari keterampilan communication, collaboration, critical thinking and problem solving, serta creative and inovative. Keterampilan ini perlu di implementasikan guru dalam proses pembelajaran agar kualitas pembelajaran meningkat. Terbatasnya pengetahuan guru terhadap keterampilan pembelajaran abad 21 menjadi kendala pelaksanaan di dalam kelas. Oleh karena itu, perlu upaya pengenalan keterampilan pembelajaran abad 21 ini kepada guru agar dapat diimplementasikan dengan baik di kelas. Kegiatan pengabdian masyarakat ini dilaksanakan di MTs Massaratul Muta’allimin Banten dengan jumlah peserta sebanyak 8 guru. Kegiatan ini bertujuan untuk mengoptimalkan pemahaman guru terhadap keterampilan pembelajaran abad 21 dan cara mengimplementasi-kannya dalam proses pembelajaran. Pengabdian ini dilakukan dengan cara sosialisasi melalui penyampaian materi kemudian dilakukan evaluasi di akhir kegiatan yang terdiri dari tiga tahapan yaitu tahap awal, inti, dan akhir. Berdasarkan hasil angket di akhir kegiatan diperoleh data bahwa 78,13% guru memahami cara penyampaian materi, 78,13% guru dapat memahami materi dengan baik, 82,29% guru memberikan respon terhadap manfaat kegiatan, dan 81,25% guru dapat mengembangkan proses pembelajaran abad 21 di kelas. Dapat disimpulkan bahwa kegiatan pengabdian ini dapat mengoptimalkan pemahaman guru di MTs Massaratul Muta’llimin Banten terhadap keterampilan pembelajaran abad 21. Kata Kunci: keterampilan abad 21, communication, collaboration, critical thinking and problem solving, creative and inovative [English]: The 21st Century skills consist of communication, collaboration, critical thinking, and problem-solving skills, as well as creative and innovative. This skill needs to be implemented by the teachers in the learning process so that the quality of learning increases. The limitation of teachers’ knowledge of 21st-century learning skills is an obstacle for implementation in the classroom. Therefore, it is necessary to introduce this 21st-century learning skill to the teachers so that it can be implemented well in the classroom. This community service program was carried out at MTs Massaratul Muta'allimin Banten with eight teachers as the participants. It aims to optimize teachers' understanding of 21st-century learning skills and how to implement them in the learning process. This program was held by means of socialization through the delivery of material then an evaluation was administered at the end of the activity in three stages namely the initial, core, and final stages. The results of the questionnaire at the end of the activity show that 78.13% of teachers understand how to deliver the material, 78.13% of teachers can understand the material well, 82.29% of teachers respond to the benefits of the activity, and 81.25% of teachers can develop 21st-century based learning process in the classroom. It can be concluded that this program can optimize teachers’ understanding of 21st-century learning skills. Keywords: 21st century skills; communication, collaboration, critical thinking and problem solving, creative and innovative

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Pembelajaran Sifat-Sifat Grafik Fungsi Eksponen dan Logaritma dengan Software Geogebra

Idealmathedu: Indonesian Digital Journal of Mathematics and Education ◽

10.53717/idealmathedu.v7i2.233 ◽

2020 ◽

Vol 7 (2) ◽

pp. 70-79

Author(s):

Rizka Azizatul Latifah

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

21St Century ◽

Mathematics Teaching ◽

21St Century Skills ◽

Teaching And Learning ◽

Graph Analysis ◽

Logarithmic Function ◽

Mathematics Teaching And Learning ◽

The Way

Mathematics teaching and learning is expected to raise 21st century skills called the 4C’s (critical thinking and problem solving, communication, collaboration, and creative and innovative). One of the activities to reach the mentioned skills is doing graph analysis. The characteristics of graph of exponential and logarithmic function is one of topics in which an analysis is needed. To analysis a graph, students need a right media. Geogebra is software that visualizes mathematics object including graphic function. This paper discusses the way how teach characteristics of graphs of exponential and logarithmic function using Geogebra.

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PENGEMBANGAN MEDIA BRIGHT BARCODE BOX STORAGE BERBASIS DIGITAL LITERACY ACCELERATION SKILLS IN THE KNOWLEDGE AGE UNTUK MENINGKATKAN KETERAMPILAN BELAJAR ABAD 21

WAHANA ◽

10.36456/wahana.v72i1.2408 ◽

2020 ◽

Vol 72 (1) ◽

pp. 29-42

Author(s):

Feri Tirtoni

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

21St Century ◽

Digital Literacy ◽

21St Century Skills ◽

Knowledge Age ◽

Game Board ◽

Creativity And Innovation

Abstrak : Latar belakang dan Urgensi dalam penelitian ini adalah sejalan dengan perkembangan isu-isu pendidikan yang telah memasuki Era Literacy Acceleration In The Knowledge Age yang mewajibkan peserta didik wajib menguasai Keterampilan Belajar Abad 21(The 21st Century Skills). Untuk itu peneliti melakukan pengembangan desain media yang inovatif yaitu “(B3-S) Bright Barcode Box Storage Berbasis Digital Literacy Acceleration Skills In The Knowledge Age “Media yang dapat meningkatkan kemampuan skill literasi digital sejalan dengan tuntutan pendidikan di Era Pembelajaran Abad 21 (The 21st Century Skills) pada siswa kelas III SD pada saat proses pembelajaran. Adapun system Penggunaan media yang dikembangkan tersebut bersubstansi pada penguasaan keterampilan belajar Abad 21 dimana akan membekali siswa dengan pengalaman belajar yang kreatif inovatif dan menyenangkan dalam suasanan belajar melalui optimalisasi 4 jenis keterampilan sekaligus yaitu Communication, Collaboration, Critical Thinking and Problem Solving, Creativity and Innovation (C. Asri Budiningsih ,2010 : 46), dimana dalam penggunaan media (B3-S) Bright Barcode Box Storage siswa diberikan kesempatan menggunakan kemampuannya untuk mengutarakan ide-ide dari siswa pada saat melakukan aktifitas literacy melalui problem solving melalui fitur tools berupa game board advance berteknologi barcode system, serta barcode flash card baik itu pada saat berdiskusi dengan teman-temannya maupun ketika siswa menyelesaikan soal yang berisi problem solving secara mandiri pada mata pelajaran tematik tersebut.

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Keselarasan Landasan Filosofis Buku Ajar ‘Bahasa Inggris’ Dengan Landasan Filosofis Pada Kurikulum 2013

WACANA AKADEMIKA Majalah Ilmiah Kependidikan ◽

10.30738/wa.v4i1.6360 ◽

2020 ◽

Vol 4 (1) ◽

pp. 64

Author(s):

Saptin Dwi Setyo Hastuti

Keyword(s):

Content Analysis ◽

Critical Thinking ◽

Problem Solving ◽

Curriculum Development ◽

21St Century ◽

21St Century Skills ◽

Teaching And Learning ◽

Character Development ◽

Social Reconstruction ◽

Creativity And Innovation

Philosophy is one of three aspects of curriculum development. It is used for determining the purposes and the process of teaching and learning. Considering this issue, textbooks must represent the ideas of the curriculum. It has to be developed in harmony with the curriculum’s philosophic foundation. It is to realize the purposes of teaching and learning which are emphasized on students’ critical thinking and character development. This study is aimed to reveal the philosophic foundation of Bahasa Inggris XI and its compatibility with curriculum 2013. This study was inferential content analysis. The object of this study was Bahasa Inggris XI textbook. There were two kinds of unit data, i.e. physical and referential units. The sample of this study were five main chapters and three enrichment chapters. The inferences were conducted by utilizing the linguistic and communication construct analysis. It was conducted after recording and categorizing the data. The inferences were analyzed by applying attributions analysis. There were 11 conclusions made from the analysis. Regarding the results, there were six philosophic foundations in the Bahasa Inggris textbook. They were existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. There were also six philosophic foundations in curriculum 2013. They were essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. Both Bahasa Inggris textbook and curriculum 2013 focused on developing students’ character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.

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PENGEMBANGAN KETERAMPILAN ABAD 21 DALAM PEMBELAJARAN FISIKA DI SEKOLAH MENENGAH ATAS MENGGUNAKAN MODEL CREATIVE PROBLEM SOLVING

10.31219/osf.io/6vwhd ◽

2020 ◽

Author(s):

Lili Nurfatin Nabilah ◽

Nana

Keyword(s):

Critical Thinking ◽

High Schools ◽

Problem Solving ◽

Human Resources ◽

21St Century ◽

21St Century Skills ◽

Learning Model ◽

Creative Problem Solving ◽

Learning Success ◽

Creative Problem

Abstract: The purpose of this paper is to describe the development of 21st century skills in learning physics in high schools using creative problem solving models. This writing is motivated by the demands of the 21st century that education should be able to produce human resources capable of mastering 21st century skills including, critical thinking, communicative, creative and collaborative. The development of 21st century skills can be done by all disciplines, one of them is in learning physics. To develop 21st century skills in learning physics, educators can use creative problem solving models. The method used in this paper is to study literature by studying some literature to be analyzed and made conclusions. The results of this paper conclude that the creative problem solving learning model can be a solution in improving 21st century skills and motivating students to be more active and motivated in their learning success. The creative problem solving model is applied to students in high schools with several steps including clarifying the problem, expressing opinions, evaluating and selecting and implementing.

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A FLIPPED LEARNING ENVIRONMENT: A DISRUPTIVE APPROACH FOR TRADITIONAL CLASSROOMS?

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.642008 ◽

2021 ◽

Vol 6 (42) ◽

pp. 83-93

Author(s):

Byabazaire Yusuf ◽

Mohammed Ahmed Taiye

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Focus Group ◽

Learning Environment ◽

21St Century ◽

Cultural Sensitivity ◽

21St Century Skills ◽

Flipped Classroom ◽

Flipped Learning ◽

Problem Solving Skills

The primary purpose of this study was to examine whether a flipped learning environment was a disruption to the traditional instructional approach, particularly in consideration of the 21st-century skills that students must acquire before graduation. A flipped classroom is one in which students are introduced to content at home or outside classroom via technology, and practice working through it at school. A qualitative research design was employed to conduct the study through a focus group approach. Nine in-service teachers, who were participants in a flipped classroom pilot program in Malaysia, served on the focus groups. Data were collected through asynchronous virtual focus group discussions. The scissor-and-sort approach was employed in the data analysis process. Findings from the study indicated teachers believed that a flipped learning environment maximized student learning potential, allowed for collaborative learning, created an engaging learning environment and promoted higher order critical thinking and problem solving skills, all suitable for encouraging and practicing 21st century skills in the classroom. Therefore, this study showed that the flipped classroom approach disrupts the traditional learning environment in a positive manner and avails opportunities to equip students with the relevant skills of problem-solving, critical thinking, collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learning environment.

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AN INVESTIGATION OF 21ST CENTURY SKILLS OF HIGH SCHOOL STUDENTS IN TERMS OF SOME DEMOGRAPHIC VARIABLES

Ulakbilge Dergisi ◽

10.7816/ulakbilge-08-51-02 ◽

2020 ◽

Vol 8 (51) ◽

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Problem Solving ◽

21St Century ◽

21St Century Skills ◽

Thinking Skills ◽

Critical Thinking Skills ◽

School Students ◽

Information And Technology

21st century skills are considered as the skills that people need in a changing world such as creativity and innovation, critical thinking, problem solving, communication and cooperation. This study aims to examine 21st century skills of high school students in terms of some variables and to investigate the relationship between students’ academic achievement and 21st century skills. The present study, based on survey model, was a descriptive research. The research was carried out with 323 high school students from different levels and schools in Istanbul. “Multidimensional 21st Century Skills Scale” with 5 sub-dimensions including Problem Solving and Critical Thinking Skills, Information and Technology Literacy Skills, , Social Responsibility and Leadership Skills, Entrepreneurship and Innovation Skills and Career Awareness and “Personal Information Form” were used as data collection tools in the research. The academic success of students was evaluated through the grade point average of the 2019-2020 fall semester. The analysis of the data was carried out quantitatively to evaluate each sub-dimension and all of the scale. According to the results of the research, while the multidimensional 21st century skills of the students measured throughout the scale do not differ significantly according to the gender variable, there is a significant difference in problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills sub-dimensions. While the skills of students’ problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills differ significantly according to their class levels, there is no difference in social responsibility and leadership skills and career awareness sub-dimensions according to the class level variable. Another result obtained in the research is that there is a positive relationship between students’ 21st century skills and academic achievements. As a suggestion, different factors affecting students’ 21st century skills development can be examined. Keywords: 21st Century Skills, High School Students, Academic Achievement, Survey Model

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