Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.

THE TEACHER’S ABILITY IN MAKING HOTS QUESTIONS IN THE THEMATIC LEARNING CONTENT OF SOCIAL STUDIES

This study aims to describe the teachers’ abilities and obstacles in making HOTS questions in the thematic learning of social studies for class V at MI Jombor, Semarang. This study used a descriptive research method with data collection techniques through interviews, observation, and documentation. The results of this study concluded that: (1) the teachers did not have good understanding and ability in making HOTS questions of the thematic learning of social studies, and (2) MI Jombor had not been able to apply the curriculum 2013, which was oriented to HOTS learning and the teachers still had problems in making HOTS questions in the thematic learning of social studies. These findings need the teachers’ concern. In other words, 21st-century learning requires teachers to continuously improve their innovation and creativity in making quality evaluation questions for their students.AbstrakPenelitian ini bertujuan untuk mendeskripsikan kemampuan dan kendala guru dalam pembuatan soal HOTS pada pembelajaran tematik muatan IPS kelas V di MI Jombor, Semarang. Penelitian ini menggunakan metode penelitian deskriptif dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi. Hasil penelitian ini menyimpulkan bahwa (1) guru belum mempunyai pemahaman dan kemampuan yang baik dalam pembuatan soal HOTS pada pembelajaran tematik muatan IPS, dan (2) MI Jombor belum mampu menerapkan kurikulum 2013 yang berorientasi pada pembelajaran HOTS dan guru masih mengalami kendala dalam pembuatan soal HOTS pada pembelajaran tematik muatan IPS. Hal ini menjadi catatan yang perlu diperhatikan oleh guru. Dengan kata lain, pembelajaran abad 21 menghendaki guru untuk selalu meningkatkan inovasi dan kreativitasnya dalam membuat soal evaluasi yang berkualitas bagi siswanya.

21st CENTURY IN GERMAN LANGUAGE LEARNING : IMPLEMENTATION OF CYBERGOGY CONCEPT

As a place for learning activities, educational institutions must adapt to the times to not be viewed as a threat in the current era of education 4.0. Along with 21st-century learning needs to foster students' creative, innovative and competitive attitudes by implementing technology as an auxiliary medium in the learning process to produce quality students. This research is a descriptive case study to explore the application of the cybergogy concept about facing the challenges of learning in the 21st-century, especially in lecturing German in the courses offered by students. The sample in this study were students in semesters II, IV, and VI of the German Language Education Study Program, with 35 students. The instruments used in this study were questionnaires, interviews, and document review. Data from questionnaires, discussions and document reviews were analyzed using descriptive statistics referring to the Milles and Huberman stages. The results showed that the concept of cybergogy had been applying 30% synchronously and 70% asynchronously. On average, 93-94% of students and lecturers have used technology-based media in the German language learning process because of the availability of teaching materials and supporting facilities for information and communication technology to face 21st-century learning.

LESSON STUDY FOR LEARNING COMMUNITY (LSLC): PENDAMPINGAN PENYUSUNAN CAPTURE DESIGN DAN LESSON DESIGN PADA GURU SD/MI DI PONPES DARUSSOLIHIN NW KALIJAGA

ABSTRAKTuntutan pembelajaran abad 21 adalah kompetensi 4C - colaboration, communication, critical thinking, creativity. Fasilitas pembelajaran yang tepat untuk ini adalah LSLC. Sejauh ini guru di SD/MI Ponpes Darussholihin NW Kalijaga belum pernah mengikuti kegiatan LSLC. Pengabdian ini sebagai langkah awal untuk mendampingi guru dalam ber-LSLC. Adapun tahapan pertama dalam LSLC adalah plan yg di dalamnya memuat penyusunan lesson design dan chapter design. Target luaran yaitu guru-guru SD/MI di Ponpes Darussolihin NW Kalijaga mampu menyusun chapter design dan lesson design. Kegiatan ini menggunakan metode pendampingan dan dilaksanakan melalui tiga tahapan yaitu: (1) workshop LSLC secara daring, (2) presentasi dari tim terkait chapter design dan lesson design, dan (3) mendampingi peserta dalam kelompok untuk mengembangkan chapter design dan lesson design. Kegiatan ini berjalan dengan baik dan lancar. Workshop online terselenggara pada interval 12 – 14 Agustus 2021. Presentasi dari tim dan pendampingan kelompok dalam mengembangkan chapter design dan lesson design terlaksana pada tanggal 18 September 2021 di MI NW Kalijaga. Jumlah peserta yang hadir sebanyak 33 peserta dari beberapa SD/MI di bawah naungan Ponpes Darussolihin NW Kalijaga. Diakhir kegiatan pendampingan, hasil kolaborasi masing-masing kelompok guru telah berhasil menyusun chapter design dan lesson design dengan kualitas yang baik dan siap untuk dimplementasikan dalam pembelajaran. Kata kunci: chapter design; lesson design; pendamipingan LSLC; ponpes NW kalijaga. ABSTRACTThe demands of 21st century learning are 4C competencies - collaboration, communication, critical thinking, creativity. The right learning facility for this is LSLC. So far, teachers at SD/MI Ponpes Darussholihin NW Kalijaga have never participated in LSLC activities. This service is the first step to assist teachers in LSLC. The first stage in the LSLC is a plan which includes the preparation of lesson designs and chapter designs. The output target is that SD/MI teachers at Ponpes Darussolihin NW Kalijaga are able to compile chapter designs and lesson designs. This activity uses the mentoring method and is carried out in three stages, namely: (1) online LSLC workshops, (2) presentations from teams related to chapter design and lesson design, and (3) assisting participants in groups to develop chapter designs and lesson designs. This activity went well and smoothly. An online workshop will be held on August 12-14, 2021. Presentations from the team and group assistance in developing chapter design and lesson design will take place on September 18, 2021 at MI NW Kalijaga. The number of participants who attended was 33 participants from several SD/MI under the auspices of Ponpes Darussolihin NW Kalijaga. At the end of the mentoring activity, the results of the collaboration of each group of teachers have succeeded in compiling chapter designs and lesson designs with good quality and ready to be implemented in learning. Kata kunci: chapter design; lesson design; LSLC mentoring; ponpes NW kalijaga.

Learning to code: A narrative inquiry - “Without code we would probably be like cave people”

<p>In 2018 there was educational change in New Zealand with the introduction of new curriculum content for digital technologies. A key component of the digital technologies curriculum content was computational thinking where all students from Years 1 to 10 were expected to learn core coding concepts. The reasons for introducing coding into schools reflected a range of ideologies including preparing children to contribute meaningfully to society in the digital age. This narrative inquiry aimed to explore the value of coding in the curriculum through the experiences of students in Years 7 and 8. The research questions to meet this aim were; Why do students think coding is taught in school? Do students use coding outside of school? Why do students want to learn how to code and how do students think coding might help them or be useful? Curriculum ideologies underpinned this study as a theoretical framework to evaluate student experiences of coding across two case studies. The narratives were derived from focus group interviews held at two different schools. Similarities across the case studies included students’ beliefs about the benefits of including coding in the curriculum. Students’ felt confident that learning coding allowed them to; understand the digital world, create digital products, prepare for the future, teach others and fix broken technology. They could not comprehend what their lives would be like without technology and therefore coding. Some students believed that “without code we would probably be like cave people”. The main difference between the case studies was the level of teacher direction. This reflected a contradiction between competing curriculum ideologies and addressed the broader debate in education of 21st century skills versus powerful knowledge. The contradictions highlighted how the pedagogical design of coding in the curriculum could be effectively structured. Traditional knowledge and teacher explanation were found to be important to students when learning more complex coding. However, globalisation is a key concept for education in a digital age. Therefore, opportunities can be created for students to build on knowledge and collaborate in new and challenging ways. Treating coding as a social practice by teaching students to connect with the wider community or to use programming for social good can engage them with experiences beyond their own. This does not mean abandoning the elements of 21st century learning, such as students’ own experiences or active learning. Drawing on the strengths of both traditional knowledge and 21st century learning approaches can lead to more powerful knowledge creation.</p>

Learning to code: A narrative inquiry - “Without code we would probably be like cave people”

<p>In 2018 there was educational change in New Zealand with the introduction of new curriculum content for digital technologies. A key component of the digital technologies curriculum content was computational thinking where all students from Years 1 to 10 were expected to learn core coding concepts. The reasons for introducing coding into schools reflected a range of ideologies including preparing children to contribute meaningfully to society in the digital age. This narrative inquiry aimed to explore the value of coding in the curriculum through the experiences of students in Years 7 and 8. The research questions to meet this aim were; Why do students think coding is taught in school? Do students use coding outside of school? Why do students want to learn how to code and how do students think coding might help them or be useful? Curriculum ideologies underpinned this study as a theoretical framework to evaluate student experiences of coding across two case studies. The narratives were derived from focus group interviews held at two different schools. Similarities across the case studies included students’ beliefs about the benefits of including coding in the curriculum. Students’ felt confident that learning coding allowed them to; understand the digital world, create digital products, prepare for the future, teach others and fix broken technology. They could not comprehend what their lives would be like without technology and therefore coding. Some students believed that “without code we would probably be like cave people”. The main difference between the case studies was the level of teacher direction. This reflected a contradiction between competing curriculum ideologies and addressed the broader debate in education of 21st century skills versus powerful knowledge. The contradictions highlighted how the pedagogical design of coding in the curriculum could be effectively structured. Traditional knowledge and teacher explanation were found to be important to students when learning more complex coding. However, globalisation is a key concept for education in a digital age. Therefore, opportunities can be created for students to build on knowledge and collaborate in new and challenging ways. Treating coding as a social practice by teaching students to connect with the wider community or to use programming for social good can engage them with experiences beyond their own. This does not mean abandoning the elements of 21st century learning, such as students’ own experiences or active learning. Drawing on the strengths of both traditional knowledge and 21st century learning approaches can lead to more powerful knowledge creation.</p>

CREATIVITY ELEMENT IN 21ST CENTURY LEARNING: THEORY AND AFFECTING FACTORS

Creativity is acknowledged as one of the most important elements of skills in 21st-century learning but to which extent that it is possible to draw researchers to study the driving factors and barriers to the implementation of such elements. Using systematic review is a process of identifying all credible evidence of a clinical problem, the main objective of this article is to provide a theoretical justification of the variables of student creativity development. This article will explain the different aspects of factors affecting the development of student creativity focusing on students with low socioeconomic background problems and at risk of dropping out. In addition, opinions from creativity theories and models were analyzed to obtain similarities and differences of views on contributing and hindering factors. The purpose is that the findings of the analysis will help various parties to find alternatives in helping the problem of creativity among the students. Based on the purpose of this study is to identify the factors of creativity of students based on theory and literature review, researchers use content analysis methods on theory, model, the study literature from 2015 to 2021. The results of the study discovered that individual factors, motivation, environment, and actualization are key variables that aid the creative process of students from low socioeconomic backgrounds. In line with the theoretical framework model, we suggest that future research can complement the research gap as the basis for long-term creative development as well as methods of how to overcome controllable dominant factors. Our literature review has underlined a number of themes and insights that hopefully will be useful for future studies.

Karakteristik Mahasiswa Terhadap Pengembangan Modul Pembelajaran Kimia Berbasis STEM pada Topik Pakan Ayam Buras di Abad 21

Students need modules in 21st century learning, especially in entrepreneurship courses. The study aims to describe the characteristics of students towards the Integrated Chemistry Learning Module STEM Entrepreneurship Course in Chemistry Education Sriwijaya University, the topic of Feed for Increasing Non-Racial Chicken Eggs. This research was conducted on the third semester student in Chemistry Education Sriwijaya University with a descriptive method. The research data were collected using a valid questionnaire with a reliability coefficient of 0.925, interviews and documentation. The results of the study show that the characteristics of student are very suitable or enable or feasible to compose a learning module on the topic of Increasing Non-Racial Chicken Eggs, in the 21st century. Student responded agree and strongly agree to use this module respectively by 57.8 percent and 42.2 percent. Respondents agree and strongly agree that they are accustomed to using Android or Internet or Laptop, respectively, by 62,2 percent and 34,4 percent.