Active Learning Through Student-Centered Activity in the Instruction of Islamic Education Teachers as An Implementation of The 21st Century Learning: A Case Study

21st-century learning emphasizes student-centered learning and active learning that transforms the role of teachers into facilitators. Teachers act to help students solve problems given to them as a learning process. Therefore, teachers play an important role in determining the learning outcomes that can be achieved. However, previous studies have found that the implementation of 21st-century learning has contributed to various forms of challenges for teachers. Thus, this article discusses the results of a study that successfully identifies the form of challenges faced by novice teachers in implementing 21st-century learning. The study was conducted using qualitative design, in a semi-structured interview with 10 novice teachers of Islamic education secondary school. The findings of the study found that although they successfully applied the pedagogy of 21st Century learning, they had to face several forms of challenges. Two dominant forms of challenge emerge as themes to be discussed in this article. First, the challenges in choosing a learning approach and second; challenges to apply M-learning effectively. The findings of the study have implications for educators, especially novice teachers, to better understand and possess 21st-century skills more effectively in order to be able to provide a new generation that is competitive in the face of life, in line with the rapid development of Information and Communication Technology (ICT).

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Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽

10.22456/1679-1916.110285 ◽

2021 ◽

Vol 18 (2) ◽

pp. 450-459

Author(s):

Deivid Eive dos S. Silva ◽

Aline De Oliveira Sousa ◽

Marcela R. Oliveira ◽

Marialina Corrêa Sobrinho ◽

Eduardo Todt ◽

...

Keyword(s):

21St Century ◽

21St Century Skills ◽

Mobile Robotics ◽

Project Based Learning ◽

Self Assessment ◽

Student Centered ◽

Student Centered Learning ◽

Grounded Theory Method ◽

Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

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Needs analysis of teachers and students in the development of integrated science students books for curriculum 2013 integrated with 21st century learning process : case study in SMPN 1 solok

Journal of Physics Conference Series ◽

10.1088/1742-6596/1317/1/012168 ◽

2019 ◽

Vol 1317 ◽

pp. 012168

Author(s):

S A Kasuma ◽

R Ratnawulan ◽

G Gusnedi

Keyword(s):

21St Century ◽

Learning Process ◽

21St Century Learning ◽

Needs Analysis ◽

Science Students ◽

Integrated Science ◽

Teachers And Students

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Pengembangan Model Pembelajaran Meaningful Investigation Laboratory (MIL) untuk Meningkatkan Keterampilan Representasi Verbal, Grafik, dan Matematis (R-VGM) pada Pembelajaran Fisika SMA Di Jawa Timur

Jurnal Pendidikan Sains Indonesia ◽

10.24815/jpsi.v8i2.17386 ◽

2020 ◽

Vol 8 (2) ◽

pp. 280-291

Author(s):

I Ketut Mahardika ◽

Sri Astutik ◽

Alfido Fauzy Zakaria ◽

Aris Doyan ◽

Susilawati Susilawati

Keyword(s):

21St Century ◽

Learning Model ◽

21St Century Learning ◽

Learning Activities ◽

Group Discussions ◽

Student Centered ◽

Student Centered Learning ◽

Physics Learning ◽

Scientific Investigations ◽

Physical Phenomena

The need for learning innovation is indispensable as a result of the development of the 21st century. In the 21st century learning there is a shift in student-centered learning from teacher-centered learning including physics learning. Physics learning requires innovation by not only doing learning activities in the classroom. Learning that is always done in class will make students become bored. Innovation of learning activities can be done in the laboratory as an appropriate alternative compared to conventional learning in the classroom. On the other hand in learning physics the skills that students must possess are skills in verbal, graphic and mathematical representations (R-VGM). Meaningful Investigation Laboratory (MIL) Learning Model is a 21st century learning innovation. The 21st century learning model has precondition, investigation, report, and reinforcement syntactic. In the first syntax, precondition, the R-VGM skill is developed from the opening question of physical phenomena. In the second syntax, namely investigation, R-VGM skills can be developed from scientific inquiry. In the third syntactic report, R-VGM skills can be developed from reporting the results of scientific investigations in and group discussions. In the fourth syntax, namely reinforcement, R-VGM skills can be developed from the matter of reinforcement. And in the fifth syntactic, reflection, R-VGM skills can be developed from the connection and reinforcement of the learning completed.

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Issues and Challenges in 21st-century Learning of Special Education (Hearing Impaired) in Islamic Education

Malaysian Journal of Social Sciences and Humanities (MJSSH) ◽

10.47405/mjssh.v6i9.1019 ◽

2021 ◽

Vol 6 (9) ◽

pp. 477-486

Author(s):

Norlela Ali ◽

Tengku Sarina Aini Tengku Kasim ◽

Nor Raudah Siren

Keyword(s):

Special Education ◽

21St Century ◽

Teaching And Learning ◽

Strong Support ◽

Thinking Skills ◽

21St Century Learning ◽

Hearing Impaired ◽

Islamic Education ◽

Teacher Professionalism ◽

National Education

This study was conducted to identify the challenges of Islamic education teachers in the implementation of the 21st-century learning for the teaching and learning of Islamic education special education hearing impaired. This study is a library review that uses a variety of key reference sources such as books, journals, seminar presentations, conference papers, and various sources from the internet such as websites, as well as official portals that contain information related to the study. All reference sources are analyzed to obtain the facts and detailed information on the topics discussed. The results of the discussion show that there are several challenges identified in implementing learning and facilitation based on the 21st-century learning for Islamic education for hearing-impaired students. Among them are aspects of teacher professionalism, communication skills of teachers and students, application of high-level thinking skills, and teaching facilities. To face the challenges in implementing the 21st-century learning, teachers are advised to constantly improve their knowledge and skills in various fields, especially in the field of Islamic education and special education, in addition to mastering pedagogical skills and educational technology. High commitment from teachers and strong support from the administrators is very necessary in realizing the 21st-century learning, further able to boost the excellence of special education students with hearing-impaired in fulfilling the aspirations of national education.

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The Implementation Of Critical Thinking In 21ST Century Learning For Islamic Education

FITRAH Jurnal Kajian Ilmu-ilmu Keislaman ◽

10.24952/fitrah.v6i1.2014 ◽

2020 ◽

Vol 6 (1) ◽

pp. 81-94

Author(s):

Zulvia Trinova ◽

Dinasril Amir ◽

Pitri Andayani

Keyword(s):

Critical Thinking ◽

21St Century ◽

Field Research ◽

21St Century Learning ◽

Islamic Education ◽

Qualitative Descriptive

The purpose of this study is to find out how to apply critical thinking in 21st century learning in Islamic Education at SMPN 5 Gunung Talang, Solok. This research is a field research with qualitative descriptive methods. Based on research on the application of critical thinking in 21st Century learning in Islamic Education. The application of critical thinking is seen from the ability of students when thinking critically, students are more active and eager to ask questions, discuss in solving a problem or finding solutions to those problems

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Enhancing critical thinking through active learning

Language Learning in Higher Education ◽

10.1515/cercles-2018-0003 ◽

2018 ◽

Vol 8 (1) ◽

pp. 45-63 ◽

Cited By ~ 4

Author(s):

Yoko Kusumoto

Keyword(s):

Critical Thinking ◽

Active Learning ◽

21St Century ◽

Thinking Skills ◽

21St Century Learning ◽

First Century ◽

Critical Thinking Disposition ◽

Efl Learners ◽

Twenty First Century ◽

Thinking Disposition

Abstract Today the Framework for 21st Century Learning developed by the Partnership for 21st Century Learning (P21) is widely recognized and has been used in the U.S., Canada and New Zealand. P21 defines and illustrates the skills and knowledge students need and states that critical thinking is fundamental for twenty-first century success and essential for success in an academic context. The Organization for Economic Co-operation and Development (OECD) also values the importance of cultivating critical thinking. However, critical thinking is not a part of the EFL curriculum in Japan, and lessons are not focused on the development of meta-cognitive strategies. How do we help students learn foreign languages and twenty-first Century Skills at the same time? Active learning and content and language integrated learning (CLIL) offer such a learning environment where learners enhance their cognitive skills and gain knowledge while they are learning content and language. This paper reports on a study that explores how active learning with CLIL instruction helps Japanese EFL learners to develop critical thinking skills. In the author’s student-centered instruction based class, critical thinking was stimulated with questions based on the revised Bloom’s taxonomy to develop lower and higher order thinking skills while various scaffolding activities were provided. Pretest-posttest results from the Critical Thinking Disposition Scale (CTDS) and the Cornell Critical Thinking Test (CCTT) Level Z were compared to determine to what extent, if any, EFL learners developed critical thinking disposition and skills through active learning in CLIL classes. The results of the CTDS and CCTT suggest that active learning has value for increasing critical thinking.

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Authentic Assessment of Compulsory Subjects in Primary Schools: A Case Study in the Western Area of China

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i9.2532 ◽

2021 ◽

Vol 5 (9) ◽

pp. 31-42

Author(s):

Jingyi Cheng

Keyword(s):

21St Century ◽

Primary Schools ◽

Authentic Assessment ◽

21St Century Learning ◽

Curriculum Alignment ◽

Learning Skills ◽

Western Area ◽

21St Century Learning Skills ◽

The Relationship

This article discusses a case study that explores the relationship between 21st century learning and curriculum alignment. It investigates three compulsory subjects: Chinese, mathematics, and English. By inquiring the survey on individual perspectives on curriculum content and authentic assessment in different schools within the scope of western Chinese primary schools, this article concluded that 21st century learning skills are well developed in primary schools. Although authentic assessment from parents’ perspective is diminutive, it is progressive for some students. Numerous factors can influence the actual practice of authentic assessment as teachers and pedagogies significantly contribute to students’ learning outcomes. The authentic assessment in China still has a long way to go in order to boost these learning skills to a higher level.

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Characteristics and Learning Models of the 21st Century

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v4i3.49958 ◽

2021 ◽

Vol 4 (3) ◽

pp. 8

Author(s):

Riska Wulandari

Keyword(s):

21St Century ◽

21St Century Learning ◽

Project Based Learning ◽

Learning Models ◽

Learning Collaborative ◽

Literature Study ◽

Student Centered ◽

Student Centered Learning ◽

Problem Solving Skills ◽

Creativity And Innovation

<p class="TableParagraph"><em>21st-century learning is oriented toward student-centered learning. 21st-century learning is learning that provides 21st-century skills to students, known as 4Cs which includes Critical thinking and problem-solving skills, Communication, Collaboration, and Creativity and innovation. This has become an important issue that needs to be considered, studied, and developed by teachers in learning activities as an effort to face the challenges and demands of 21st-century learning. Characteristics of 21st-century learning need to be recognized and the learning models applied in the learning process needs to lead to the demands of 21st-century learning. This article aims to provide insight into the characteristics and learning models of the 21st century. Data collection was carried out using the literature study method, which examining various relevant references. The characteristics of 21st-century learning are integrative, holistic, scientific, contextual, thematic, effective, collaborative, and student-centered. Meanwhile, 21st-century learning models include Discovery Learning, Cooperative Learning, Collaborative Learning, Contextual Learning, Problem Based Learning, and Project-Based Learning. </em></p>

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Advancing Active Learning with Adult Learners

Handbook of Research on Teaching and Learning in K-20 Education - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-4249-2.ch045 ◽

2013 ◽

pp. 778-794

Author(s):

Cheryl McFadden

Keyword(s):

Adult Learners ◽

Active Learning ◽

Adult Learning ◽

Content Knowledge ◽

Learning Process ◽

Real Life ◽

Art And Science ◽

Student Centered ◽

Emergent Theory

A yearlong journey resulted in a professor developing and implementing a course using a new emergent theory of adult learning that builds upon the concept of andragogy, the art and science of helping adults learn. This model is referred to as ACES: Accessing student content knowledge, Creating student-centered goals, Engaging students in real-life learning experiences, and Soliciting feedback using non-traditional methods. This case study is about the development and implementation of this process and its success. The study demonstrates how adult learners prefer to be active participants in the learning process.

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