This document discusses 21st century learning competencies and the implementation of an independent learning curriculum. It outlines four main 21st century competencies: 1) thinking literacy, 2) work skills, 3) life skills, and 4) the ability to master work tools. The document then analyzes how an independent learning curriculum can help develop these competencies in students by giving them freedom to learn independently and develop critical thinking. However, teachers need proper training to effectively implement such a curriculum. The document concludes that an independent learning approach has an important role in educating students for the future if implemented correctly.
The rapidly changed in our society and education may influence to nature of
learning and learning behaviors in young new generation. The 21st century
learning is requiring educators to prepare our children by quality of learning
and teaching. Teachers are key change agent to help learners live and learn
with new learning environments. The study aimed to explore perspective of
Thai educators toward 21st century learning and teaching by surveying
method. The study investigated 41,991 educators who have responsibility or
concerns in teaching and learning. Data were collected through online
questionnaire and then analyzed by statistical package in terms of frequency
and percentage. Finding revealed that 21st century learning and teaching in
classroom should be conducted in appropriate ways, but a few misunderstand
in support system and learning environment were reported. Educators should
be discussed and prepared both teachers and learners to modern classroom.
This research was Analysis Design Development Implementation Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This article discusses the challenges facing Islamic higher education in Indonesia due to globalization and advances in technology. It notes that while technology has benefits for education, it can also negatively impact spiritual, moral and social development if not implemented properly. The article argues that Islamic education must transform its principles and values to address current and future global challenges, by developing innovative learning models to encourage critical thinking skills and prepare students for a 21st century world. As the largest Islamic university in eastern Indonesia, UIN Alauddin Makassar aims to create excellent study programs to respond effectively to rapid changes in science and technology through its curriculum and learning models.
Knowledge, skills, and attitudes of teachers in developing critical thinking
skills are very much needed to train students' basic thinking skills.
This descriptive quantitative study described the knowledge, skills, and
attitudes of teachers in developing critical thinking skills in elementary
school students. The data collection employed a questionnaire with a Likert
scale. The questionnaire was distributed online using Google Form during
teacher professional development training. Respondents in this study were
366 elementary school teachers spread across 23 provinces in Indonesia. The
data obtained were analyzed descriptively and quantitatively. The results of
this study indicated the knowledge, skills, and attitudes of teachers in
developing critical thinking in elementary school students are a good
category. Description knowledge, skills, and attitudes of a good teacher
impact the designed learning process. However, this study only described
teachers' knowledge, skills, and attitudes in developing critical thinking
skills, which the basis for implementing learning in elementary schools. The
application of critical thinking learning by elementary school teachers can be
used for further research.
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...Eduexcellence
Paper Presentation given by Sree Devi Gundpaneni on Re-conceiving school leadership in the 21st century at IIT MADRAS during EduFest 2015 - 2nd International conference for school leaders.
This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
Analysing The Skill Of Writing A Scientific Article As A Written Communicatio...Alicia Edwards
This document discusses a study that aimed to analyze the written communication skills of prospective elementary school teachers in writing scientific articles through reflective journals about mathematics learning. The study involved 20 prospective teachers and used a pre-test post-test design to measure students' skills in identifying the purpose, methods, findings and summarizing journal articles, as well as constructing new ideas from what was read before and after using reflective journals. The results showed that students' average written communication skills improved from 52.50 before to 80.56 after using reflective journals, representing a medium-level gain. This indicates reflective journals can effectively enhance students' written communication abilities.
The rapidly changed in our society and education may influence to nature of
learning and learning behaviors in young new generation. The 21st century
learning is requiring educators to prepare our children by quality of learning
and teaching. Teachers are key change agent to help learners live and learn
with new learning environments. The study aimed to explore perspective of
Thai educators toward 21st century learning and teaching by surveying
method. The study investigated 41,991 educators who have responsibility or
concerns in teaching and learning. Data were collected through online
questionnaire and then analyzed by statistical package in terms of frequency
and percentage. Finding revealed that 21st century learning and teaching in
classroom should be conducted in appropriate ways, but a few misunderstand
in support system and learning environment were reported. Educators should
be discussed and prepared both teachers and learners to modern classroom.
This research was Analysis Design Development Implementation Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This article discusses the challenges facing Islamic higher education in Indonesia due to globalization and advances in technology. It notes that while technology has benefits for education, it can also negatively impact spiritual, moral and social development if not implemented properly. The article argues that Islamic education must transform its principles and values to address current and future global challenges, by developing innovative learning models to encourage critical thinking skills and prepare students for a 21st century world. As the largest Islamic university in eastern Indonesia, UIN Alauddin Makassar aims to create excellent study programs to respond effectively to rapid changes in science and technology through its curriculum and learning models.
Knowledge, skills, and attitudes of teachers in developing critical thinking
skills are very much needed to train students' basic thinking skills.
This descriptive quantitative study described the knowledge, skills, and
attitudes of teachers in developing critical thinking skills in elementary
school students. The data collection employed a questionnaire with a Likert
scale. The questionnaire was distributed online using Google Form during
teacher professional development training. Respondents in this study were
366 elementary school teachers spread across 23 provinces in Indonesia. The
data obtained were analyzed descriptively and quantitatively. The results of
this study indicated the knowledge, skills, and attitudes of teachers in
developing critical thinking in elementary school students are a good
category. Description knowledge, skills, and attitudes of a good teacher
impact the designed learning process. However, this study only described
teachers' knowledge, skills, and attitudes in developing critical thinking
skills, which the basis for implementing learning in elementary schools. The
application of critical thinking learning by elementary school teachers can be
used for further research.
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...Eduexcellence
Paper Presentation given by Sree Devi Gundpaneni on Re-conceiving school leadership in the 21st century at IIT MADRAS during EduFest 2015 - 2nd International conference for school leaders.
This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
Analysing The Skill Of Writing A Scientific Article As A Written Communicatio...Alicia Edwards
This document discusses a study that aimed to analyze the written communication skills of prospective elementary school teachers in writing scientific articles through reflective journals about mathematics learning. The study involved 20 prospective teachers and used a pre-test post-test design to measure students' skills in identifying the purpose, methods, findings and summarizing journal articles, as well as constructing new ideas from what was read before and after using reflective journals. The results showed that students' average written communication skills improved from 52.50 before to 80.56 after using reflective journals, representing a medium-level gain. This indicates reflective journals can effectively enhance students' written communication abilities.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
Towards 21 century skills - Pedagogical insights for DIGIFOR teachersSaara Nissinen
This document discusses 21st century skills and pedagogical insights for teachers from a project called DIGIFOR. It begins by introducing 21st century skills frameworks and the need for skills like collaboration, problem solving and digital literacy given societal and economic changes. It then contrasts traditional linear pedagogy with more modern nonlinear pedagogies that emphasize open-ended, collaborative problem solving using diverse resources. The role of the teacher shifts from knowledge transmitter to facilitator. Finally, it discusses how technology can support collaborative learning when integrated according to its technical, knowledge and information capabilities.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
This document discusses new models and trends in e-learning for teacher education and professional development. It identifies emerging international trends and developments from research. Modern technology has created opportunities for distance education and global teacher networks. However, teacher education must prepare educators to face changing technological contexts and model new pedagogies. Effective professional development takes into account how adults learn differently than children. It should encourage interaction and treat adult learners as self-directed. In the 21st century, teachers must be able to design optimal learning environments and respond to student needs through high standards, inquiry, continuous learning, and adaptability.
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptxJIJIDEVILLA1
This document outlines a course on building and enhancing new literacies across the curriculum. It contains 11 modules that cover topics like 21st century education, new literacies, and specific literacies like digital, financial, and ecoliteracy. The first module defines 21st century education and describes how its concepts can be integrated in the classroom. It discusses how 21st century schools focus on project-based learning to address real-world issues. The curriculum is interdisciplinary and uses technologies, multiple literacies, and authentic assessments. 21st century teachers facilitate learning and help students apply knowledge to solve problems.
This document outlines the assignment for Práctica Docente III given by tutor Aurelia Velázquez. Students are asked to work collaboratively in pairs or groups of three to analyze the aims, roles, characteristics, and challenges of secondary education in the 21st century after reviewing source materials including a TED talk. They must submit a two-page reflective essay or 5-minute video by the deadline of March 26th. The document provides background context on goals of secondary education according to curricular designs from Rio Negro and Entre Ríos, and discusses challenges today including focusing too much on standardized testing rather than skills development.
This document summarizes a study that investigated integrating character education and higher-order thinking skills into history lessons at a high school in Yogyakarta, Indonesia. The study found that character education was already integrated into lesson planning, implementation, and evaluation through activities and assessments of religious, discipline, and other values. Higher-order thinking skills were integrated through assessments and questions that analyzed learning objectives and required analysis, evaluation and creation. Challenges included technical issues inserting character values and developing assessment instruments, which were addressed through teacher training. The integration of character education and higher-order thinking aimed to prepare students for global challenges with strong character and skills.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
Rules and Functions of Educational Technology in the 21st Century EducationSpookyfy0898
The document discusses considerations for preparing students for the 21st century. It emphasizes that education needs to shift from a focus on teachers lecturing to students learning how to learn through collaboration, problem solving, and applying skills to real-world situations. Technology allows 24/7 access to information and opportunities for social interaction and digital content creation. Schools must offer engaging learning opportunities for students to develop 21st century skills and apply their knowledge in meaningful ways. Teachers require training on 21st century skills to be effective facilitators in this new model of education.
The Teacher Trainers’ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachers’ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
This document outlines an assignment for students in a Práctica Docente III course. It provides instructions for students to watch a TED talk by Josef James on the role of secondary education in society. Students are asked to draw conclusions about the defining characteristics, aims, and foundations of secondary education based on suggested materials. They should also describe the modern learner and teacher while considering today's challenges. The document suggests secondary education needs to change to develop students' cognitive, linguistic, and critical thinking skills to interact effectively in a globalized world. Schools must offer new visions of learning to address technological advances and new pedagogical models are needed for deeper learning and work preparation.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
This document discusses trends in educational research according to Dr. Jagannath K. Dange of Kuvempu University. It notes that education trends are dynamic and influenced by factors like available resources and student demands. Research trends include quantitative, qualitative, and mixed methods. Key areas of research include psychology, sociology, anthropology, economics, history, politics, business, technology, and interdisciplinary fields. The document outlines trends reported by the OECD around an aging society, health, technology, families, gender equality, rural life, and security. Emerging trends include lifelong learning via subscriptions, blended reality technologies, nano-learning, personalized education, and gamification. Common topics of research include institutional climate, economics, ped
This document summarizes a research study that developed a multiple-choice test to measure students' 21st century skills in heat and heat transfer topics. The researchers used a research and development method with five stages: analysis, design, development, implementation, and evaluation. In the analysis stage, the researchers conducted literature reviews and interviews. They identified four experimental activities to be used: making a thermometer, changing object shapes, using a calorimeter, and determining suitable pan materials. In the design stage, the researchers created videos of the experiments and open-ended questions to assess skills like critical thinking, collaboration, communication and creativity. Student responses were analyzed to develop multiple-choice answer options. The product, a multiple-choice test based
This document outlines a professional development plan focused on preparing teachers and staff to promote 21st century skills in students. It argues that technology skills are necessary for students to succeed in college and careers. The plan aims to first provide all staff with basic training in key 21st century technologies and skills. Teachers will then continue individualized learning on these topics. Administrators will support the plan by incorporating expectations of 21st century skills into classroom observations and evaluations.
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
Roles and function of educational in the 21st century educationSpookyfy0898
This document discusses the roles of educational technology in 21st century education. It states that 21st century education aims to prepare students for success in a competitive world by being student-centered, collaborative, and providing context for learning. Technology plays a key role as a tool for fact-based learning and research. Fundamentally, technology should be used comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education support systems. Important functions of educational technology include improving teaching and learning, enhancing educational goals, and aiding curriculum and material development.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
Towards 21 century skills - Pedagogical insights for DIGIFOR teachersSaara Nissinen
This document discusses 21st century skills and pedagogical insights for teachers from a project called DIGIFOR. It begins by introducing 21st century skills frameworks and the need for skills like collaboration, problem solving and digital literacy given societal and economic changes. It then contrasts traditional linear pedagogy with more modern nonlinear pedagogies that emphasize open-ended, collaborative problem solving using diverse resources. The role of the teacher shifts from knowledge transmitter to facilitator. Finally, it discusses how technology can support collaborative learning when integrated according to its technical, knowledge and information capabilities.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
This document discusses new models and trends in e-learning for teacher education and professional development. It identifies emerging international trends and developments from research. Modern technology has created opportunities for distance education and global teacher networks. However, teacher education must prepare educators to face changing technological contexts and model new pedagogies. Effective professional development takes into account how adults learn differently than children. It should encourage interaction and treat adult learners as self-directed. In the 21st century, teachers must be able to design optimal learning environments and respond to student needs through high standards, inquiry, continuous learning, and adaptability.
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptxJIJIDEVILLA1
This document outlines a course on building and enhancing new literacies across the curriculum. It contains 11 modules that cover topics like 21st century education, new literacies, and specific literacies like digital, financial, and ecoliteracy. The first module defines 21st century education and describes how its concepts can be integrated in the classroom. It discusses how 21st century schools focus on project-based learning to address real-world issues. The curriculum is interdisciplinary and uses technologies, multiple literacies, and authentic assessments. 21st century teachers facilitate learning and help students apply knowledge to solve problems.
This document outlines the assignment for Práctica Docente III given by tutor Aurelia Velázquez. Students are asked to work collaboratively in pairs or groups of three to analyze the aims, roles, characteristics, and challenges of secondary education in the 21st century after reviewing source materials including a TED talk. They must submit a two-page reflective essay or 5-minute video by the deadline of March 26th. The document provides background context on goals of secondary education according to curricular designs from Rio Negro and Entre Ríos, and discusses challenges today including focusing too much on standardized testing rather than skills development.
This document summarizes a study that investigated integrating character education and higher-order thinking skills into history lessons at a high school in Yogyakarta, Indonesia. The study found that character education was already integrated into lesson planning, implementation, and evaluation through activities and assessments of religious, discipline, and other values. Higher-order thinking skills were integrated through assessments and questions that analyzed learning objectives and required analysis, evaluation and creation. Challenges included technical issues inserting character values and developing assessment instruments, which were addressed through teacher training. The integration of character education and higher-order thinking aimed to prepare students for global challenges with strong character and skills.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
Rules and Functions of Educational Technology in the 21st Century EducationSpookyfy0898
The document discusses considerations for preparing students for the 21st century. It emphasizes that education needs to shift from a focus on teachers lecturing to students learning how to learn through collaboration, problem solving, and applying skills to real-world situations. Technology allows 24/7 access to information and opportunities for social interaction and digital content creation. Schools must offer engaging learning opportunities for students to develop 21st century skills and apply their knowledge in meaningful ways. Teachers require training on 21st century skills to be effective facilitators in this new model of education.
The Teacher Trainers’ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachers’ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
This document outlines an assignment for students in a Práctica Docente III course. It provides instructions for students to watch a TED talk by Josef James on the role of secondary education in society. Students are asked to draw conclusions about the defining characteristics, aims, and foundations of secondary education based on suggested materials. They should also describe the modern learner and teacher while considering today's challenges. The document suggests secondary education needs to change to develop students' cognitive, linguistic, and critical thinking skills to interact effectively in a globalized world. Schools must offer new visions of learning to address technological advances and new pedagogical models are needed for deeper learning and work preparation.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
This document discusses trends in educational research according to Dr. Jagannath K. Dange of Kuvempu University. It notes that education trends are dynamic and influenced by factors like available resources and student demands. Research trends include quantitative, qualitative, and mixed methods. Key areas of research include psychology, sociology, anthropology, economics, history, politics, business, technology, and interdisciplinary fields. The document outlines trends reported by the OECD around an aging society, health, technology, families, gender equality, rural life, and security. Emerging trends include lifelong learning via subscriptions, blended reality technologies, nano-learning, personalized education, and gamification. Common topics of research include institutional climate, economics, ped
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Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
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1. COMPETENCE AND IMPLEMENTATION OF THE INDEPENDENT LEARNING
CURRICULUM IN 21st CENTURY LEARNING
Hoerul Umam1, Deden Mulyadi2, Usep Yunus3
Sekolah Pascasarjana Uninus Bandung,123
{emailauthor@institution.ac.id1
, emailauthor@institution.ac.id2
, emailauthor@institution.ac.id3
}
Abstract
This study aims to find out how the implementation of the 21st century independent learning
curriculum is implemented. The implementation of 21st century learning is oriented towards
literacy thinking, work skills, life skills and the ability to master tools for work. This study uses a
qualitative approach, which describes and describes the implementation and competence of 21st
century education. The data collection technique used in this research is library research. The
results of the study show that the implementation of the independent learning curriculum (KMB)
in 21st century learning is one of the solutions to improve the quality of learning in schools. By
implementing KMB, teachers can facilitate a more interactive, fun, and effective learning process
for students. In addition, KMB can also help students to learn independently, work together with
others, and develop critical and creative thinking skills. However, to be able to implement the KMB
properly, teachers need to pay attention to several things such as providing varied and interesting
learning resources, providing comfortable and conducive learning spaces, and providing a
transparent and fair evaluation system. The main competencies that must be possessed in 21st
century learning are; 1) thinking literacy, 2) work skills, 3) life skills, 4), ability to master work
tools.
Keywords: 21st Century Learning, Competence, Curriculum, Independent Learning
Introduction
21st century education is education that is expected to be able to create excellent human beings
who focus on efforts to produce advanced generations who can keep up with the flow of technology
and information. This has an impact on the formation of a competitive, innovative and competitive
life order, so that the development of the quality of human resources becomes a necessity.
Increasing human resources needs to be oriented towards efforts to build critical awareness about
life which needs to be based on cultural values (particularly and universally).
Efforts to meet the needs of knowledge-based education, knowledge-based economic
development, knowledge-based social empowering and development, and knowledge-based
industry development. Mukhadis, 2013). Due to rapid economic and social changes, schools must
prepare students for jobs that have not yet been created, technologies that have not yet been
discovered and unknown problems that have the possibility to emerge in the future (Wijaya,
Sudjimat, & Nyoto, 2016).
21st century learning enables technology-based learning which is now growing rapidly. These
technological developments encourage various developments, innovations that keep up with the
challenges of the times, including assessments. If previously conventional assessments still used
2. paper, now modern assessments can take advantage of technology. 21st century learning itself has
its own characteristics and uniqueness, where learning conducted in educational institutions must
focus on 21st century skills (Rosnaeni, 2021).
According to Abidin (2018) if you want to achieve the goal of improving the quality of superior
and competent human resources, you must have four main competencies, namely: First, thinking
literacy, 21st century education aims to develop graduates who have the ability to solve problems,
think metacognition, and think creatively. . Second, work skills which include communication and
collaboration skills. Third, life skills, namely having a strong civic spirit, mature religious
character, and quality social character. Fourth, the ability to master tools to work includes the
ability to master information and information and communication technology.
Of the four competencies, improving human resources needs to be guided by efforts to build
critical awareness in life, which must be based on cultural values (particularly and universally).
This is according to Freire's opinion in (Nuryani, Abidin, & Herlambang, 2019) which reveals that
"an era is always marked by the complexity of problems, ideas, concepts, hopes, and challenges
in dialectical interactions to formulate solutions".
Learning at this time must be based on these four skills so that the characteristics of 21st century
learning can be achieved. Therefore, teachers must develop a learning design that is in accordance
with the skills of 21st century learning. The development of learning models adapted to 21st
century learning is very important to provide learning experiences to students. The model used
must also increase student involvement in learning (Handayani & Wulandari, 2021). This is
because, in this century, learning is no longer teacher-centered, but student-centered as
implemented in the independent learning curriculum. Responding to the development of the 21st
century, teachers must maximize the application of learning patterns in class. Teachers must have
the skills and expertise to teach in the 21st century.
Freedom to learn is part of a new policy established by the Ministry of Education and Culture of
the Republic of Indonesia (Kemendikbud RI). According to Nadiem, curriculum policies related
to independent learning must be made an initial breakthrough to educators before this is conveyed
or applied to students. In addition, Nadiem also said that regarding the competence of teachers
whose level is at any level, without a process of translating the existing basic competencies and
being closely related to the curriculum, learning will not occur (GTK, 2020).
Several studies on the implementation of the independent learning curriculum have an important
role in the independent learning program in the 4.0 era to improve the quality of education. This
can be seen from the implementation of the independent learning policy which gives freedom to
schools, teachers and students to innovate and learn independently. With the independent learning
program and the support of the four basic competencies that must be possessed in the digital and
globalization era, students can grow and develop to face the era of society 5.0 and become more
qualified human resources in the future. (Hadiapurwa, Riani, Yulianti, & Yuningsih, 2021;
Widiyono & Millati, 2021).
According to Marisa (2021), the concept of Freedom to Learn has not actually determined the
direction of educational goals in our country. However, the concept of independent learning brings
3. direction to be able to contribute properly in demanding economic improvement for students so
that they can learn freely. Once again, that education in our country does not demand anything for
it, but is divided into several parts which result in social problems in Indonesia not being
completely resolved. This is because education is prepared to be able to anticipate various kinds
of social problems that are currently in society. This article questions how the 21st century learning
competencies and how the implementation of independent learning curriculum learning.
Research Methods
This study uses a qualitative approach, namely to describe and elaborate on the 21st century
educational competencies in the Free Learning Curriculum (KMB). The data collection technique
used in this study is library research, where library research is the activity of collecting research-
related materials from books, scientific journals, literature and other publications that are worthy
of being used as sources. for research that will be examined by the author, by describing and
describing the data through several expert opinions (Sugiyono, 2016).
Discussion
1. 21st Century Learning Competency
21st Century Learning Competencies are a set of skills deemed essential for students to prepare
them for success in a changing world in the 21st century. These include skills such as critical
thinking skills, effective communication, teamwork, ability to manage information, and ability to
learn independently. The world's demands on the education system in preparing students for 21st
century competencies in order to face more complex challenges today and in the future. What is
meant by 21st century competence is knowledge, skills, and other attributes that can help students
to achieve their full potential (Mu'Minah & Aripin, 2019).
21st century learning competencies are a set of skills deemed essential for students to prepare them
for success in a changing world in the 21st century. These include critical thinking skills, effective
communication, teamwork, ability to manage information, and ability to learn independently (Kim,
Raza, & Seidman, 2019). 21st century learning competencies are the skills required by students to
become effective members of a changing society in the 21st century. These include the ability to
think critically, communicate effectively, cooperate with others, and learn independently (Ataizi
& Donmez, 2020).
The 21st century learning competencies are a set of skills that are considered important for students
to prepare them for success in a world that is constantly changing in the 21st century. These include
critical thinking skills, effective communication, teamwork, the ability to manage information, and
the ability to learn independently (Syapudin, 2019).
Along with the passage of time causes changes in competencies that have existed throughout
history, such as collaboration and communication. Collaborative abilities in the 21st century are
required to further develop (Rosnaeni, 2021) as explained (Priyanti, 2019) that apart from face-to-
face collaboration with colleagues, also with a wider range of personalities that have never been
encountered before. This makes collaboration worthy of being included as a 21st century
4. competency because of the importance of better interpersonal cooperative skills than in the
previous era.
An important reason for focusing students more on 21st century skills according to Abidin (2018)
in the education system is to be able to keep up with changing times, which are often associated
with the following: (1) changes in workforce from production industrial models to technology-
based industries , and interconnected with global economic growth, thus requiring competencies
suitable for dynamic and unpredictable economic and social development, (2) emerging evidence
on how to optimize learning, including the use of technological innovation to deepen and transform
learning, (3) changes in expectations in students who demand an education system that is more
complex with technology and relevant to their daily lives.
Key competencies can be identified on the basis that these competencies can be measured for their
contribution to educational attainment, relationships, work, and can be carried out for all
individuals (Nanzhao, 2004). The most prominent 21st century competencies are found within
international frameworks that have proven to provide measurable benefits in various areas of life
related to critical thinking, communication, collaboration, and creativity and innovation.
One of the largest research efforts to date is assessment and teaching of 21st century skills
(ATC21S). The aim of this international collaboration between academia, government and three
major technology companies is to empower students with the right skills to succeed in 21
workplaces (ATC21S, 2013). The initial aim of the ATC21S project was to develop a clear
operational definition of 21st century skills. The author begins by conducting what is perhaps the
most recent literature review in this field, by analyzing definitions developed and used by eleven
major organizations, the Partnership for 21st Century Skills (2013) in the United States and the
Lisbon Council (2007) of the European Union. The ATC21S researchers concluded that 21st
Century skills can be grouped into four broad categories: (1) ways of thinking, (2) ways of
working, (3) tools for work, and (4) skills for living in the world (Ankiewicz, 2016).
Another perspective, many 21st century skills including creativity, problem solving, decision
making, communication, collaboration, citizenship, and personal and social responsibility, are
closely related to the personality characteristic known as emotional intelligence (EI). EI is a
constellation of behavioral dispositions and self-perceptions regarding a person's ability to
recognize, process, and utilize emotionally charged information (Kaliská, 2015). EI is
conceptualized as an aspect of a person's personality that is malleable and still well-developed into
their twenties, and is not related to non-verbal reasoning abilities (Suto, 2013). These 21st century
skills are:
a. Creativity and innovation
Many studies show the importance of creativity for the development of social skills to compete in
the world of work, and the ability to generate economic growth. The 2012 PISA results (OECD,
2014b) noted a relationship between high academic achievement, problem solving and creativity.
Creativity is often described as the pursuit of new ideas, concepts, or products that meet the needs
of the world. Innovation contains elements of creativity and is often described as the realization of
5. new ideas in order to make a useful contribution to a particular field. Creativity includes the
concept of "social and economic entrepreneurship and leadership to act" (Fullan, 2013)
b. Critical thinking, problem solving, and making decisions
Critical thinking in the 21st century is described as the ability to design and manage projects, solve
problems, and make effective decisions using a variety of tools and resources (Evans, 2020)
highlighting the challenges of experience in designing learning that addresses local and real-world
problems that have not yet been acquired. the answer is clear. Critical thinking directs students to
acquire, process, interpret, rationalize, and critically analyze a number of often conflicting
information so that they can make decisions and take timely actions (C21, 2012). Digital tools and
resources can support critical thinking processes especially when used to create authentic and
relevant learning experiences that enable students to discover, create, and use new knowledge
(Fullan, 2013).
c. Metacognition (learning to learn)
Metacognition is understood as (knowledge) of a set of self-instructions to regulate performance
in completing tasks, while cognition is a prerequisite for being able to instruct oneself (Muhali,
2018). According to experts, metacognition is the ability to think about thinking (Evans, 2020;
Flavell, 1976; Fullan, 2013). The definition of metacognition is not only limited to thinking about
thinking, but follows the notion of knowledge from one's knowledge, processes, and cognitive and
affective states; and the ability to consciously and intentionally monitor and regulate one's
knowledge, processes, and cognitive and affective states.
d. Communication
Communication in the context of the 21st century refers not only to the ability to communicate
effectively, orally and in writing, and with various digital tools, but also listening skills (Fullan,
2013). Many frameworks include information and digital literacy in the concept of
communication. Other frameworks such as P21 (2011) have different information, media and
technology skills. Some jurisdictions (eg, UK, Norway) include information and communication
technology (ICT) skills with literacy and numeracy as a foundation curriculum.
e. Collaboration
Collaboration in the 21st century context requires the ability to work in teams, learn from and
contribute to the learning of others, use social networking skills, and demonstrate empathy in
working with diverse others (Fullan, 2013). Collaboration also requires students to develop
collective intelligence and build together, meaning to be content creators as well as consumers.
New skills and knowledge are needed to enable team members to collaborate digitally and
contribute to a collective knowledge base, whether working remotely or in a shared space.
Collaboration as a collective or shared intelligence that arises from the collaboration and
competition of many individuals and aims to increase the existing body of knowledge (DiCerbo,
2014; Rosnaeni, 2021).
f. Information literacy
6. Information literacy requires students to go beyond the information provided; use and contribution
of information to construct knowledge, identify and expand ideas to advance knowledge and
information resources (Suto, 2013). Information literacy is a set of abilities that a person needs to
be aware of when information is needed and the ability to locate, evaluate and use the information
needed effectively.
2. Implementation of Free Learning Curriculum
According to the book "The New Education: How to Revolutionize the University to Prepare
Students for a World in Flux" by Cathy N. Davidson and David Theo Goldberg, KMB is a very
important approach in preparing students to be able to face challenges in the modern era. In the
book it is stated that: "The independent learning curriculum (KMB) is an approach that emphasizes
the freedom of students to choose and develop their own interests. The KMB emphasizes direct
experience and learning by self-discovery, as well as providing opportunities for students to
develop their abilities." capabilities necessary for future success." (Davidson & Goldberg, 2018)
With this approach, students are given the freedom to determine what they want to learn and how
best to learn it, so they can learn according to their own needs and interests. In addition, KMB also
emphasizes direct experience and learning by self-discovery, so that students can learn in a more
effective and enjoyable way.
KMB also provides opportunities for students to develop the skills needed for success in the future,
such as critical, creative and collaborative thinking skills. Thus, KMB is a very important approach
in preparing students to be able to face challenges in the modern era.
In addition, KMB is also considered capable of increasing student motivation and participation in
learning. According to a study conducted by Smith and MacGregor (2017), students who study
using the KMB approach tend to be more engaged and have higher motivation compared to
students who study using the traditional curriculum approach. This happens because students feel
more involved in the learning process and feel they have the freedom to choose topics according
to their interests.
The implementation of the independent learning curriculum (KMB) can be done by giving freedom
to students to choose and develop their own interests, as well as providing opportunities for
students to develop the abilities needed for success in the future. The KMB approach is a process
that emphasizes the freedom of students to choose and develop their own interests, as well as
providing opportunities for students to develop the abilities needed for success in the future."
(Davidson & Goldberg, 2018) Implementation of the KMB must be carried out with due regard
the needs and interests of students, as well as providing opportunities for students to develop the
abilities needed for future success (Coleman & Money, 2020).To implement KMB effectively, a
system is needed that allows students to choose and develop their own interests, as well as
providing opportunities for students to develop the skills needed for future success (Luke et al.,
2021).
The implementation of KMB must be carried out by taking into account the needs and interests of
students, as well as providing opportunities for students to develop the skills needed for success in
the future. In addition, teachers must also provide support and guidance to students so that they
7. can develop their interests and abilities optimally. (Agustini, Wahyuni, Mertayasa, Wedhanti, &
Sukrawarpala, 2021). KMB implementation must be carried out using a flexible approach, so that
students can learn according to their own needs and interests. In addition, teachers must also
facilitate the learning process by providing support and guidance to students so they can develop
their interests and abilities optimally" (Johnson et al., 2014).
Implementation of the independent learning curriculum (KMB) in 21st century learning can be
done by giving freedom to students to choose and develop their own interests, as well as providing
opportunities for students to develop the abilities needed for success in the future. The following
are several ways that can be done in implementing KMB in 21st century learning:
a. Give freedom to students to choose topics according to their interests. In this case, the
teacher can provide several choices of topics that students can study, or propose topic ideas
that students can develop. In addition, teachers can also provide opportunities for students
to develop topics according to their own interests.
b. Provide opportunities for students to develop the skills needed for future success, such as
critical, creative and collaborative thinking skills. In this case, the teacher can provide
challenging assignments and invite students to think critically and creatively. In addition,
teachers can also invite students to work collaboratively with their classmates in
completing these tasks.
c. Provide support and guidance to students so they can develop their interests and abilities
optimally. In this case, the teacher can provide suggestions and directions to students to
develop their interests and abilities. In addition, the teacher can also provide constructive
feedback for students in completing the assignments given.
d. Using a flexible approach and in accordance with the needs and interests of students. In
this case, the teacher can adapt the learning methods used to the needs and interests of
students.
e. Facilitating the learning process by using various available learning media and
technologies. In this case, teachers can use learning media such as books, videos, or the
internet as learning resources for students. In addition, teachers can also use learning
technologies such as learning applications, educational games, or simulations to facilitate
the learning process.
f. Apply the principles of 21st century learning, such as problem-based learning, structured
learning, and collaborative learning. In this case, the teacher can focus learning on solving
real problems faced by students, or using structured learning methods that help students to
understand the material better. In addition, teachers can also invite students to work
collaboratively with their classmates in completing the assignments given.
g. Providing varied and interesting learning resources for students, such as books, videos, and
more. In this case, the teacher can provide several choices of learning resources that can be
studied by students, such as textbooks, reference books, journals, or video tutorials. In
addition, teachers can also provide access to the internet as a learning resource that is rich
in information and is updated.
h. Providing a comfortable and conducive study space for students, such as spacious
classrooms, complete learning facilities, and more. In this case, the teacher can pay
8. attention to factors such as illumination, ventilation, and classroom temperature so that
students feel comfortable while studying. In addition, teachers can also provide learning
facilities such as computers, projectors, and others so that students can learn more
interactively and have fun.
i. Provide enough time for students to develop their interests and abilities. In this case, the
teacher can provide sufficient time for students to complete the tasks given, as well as
provide opportunities for students to practice and develop their abilities.
j. Provide a transparent and fair evaluation system for students, so that students can find out
the progress they have achieved and correct any deficiencies. In this case, the teacher can
develop a clear and measurable evaluation system, as well as provide constructive feedback
for students in evaluating their learning achievements.
In addition to these actions, in implementing KMB in 21st century learning, teachers can also
do the following things (Brookhart, 2012):
a. Invite students to participate actively in the learning process. In this case, the teacher can
invite students to ask questions, discuss with their classmates, or express their own opinions.
b. Facilitating students to learn independently. In this case, the teacher can give freedom to
students to study independently by providing sufficient learning resources and providing
appropriate guidance.
c. Develop students' skills in finding, processing, and presenting information. In this case, the
teacher can provide tasks that challenge students to find, process, and present information
obtained from various sources.
d. Develop students' ability to work together with others. In this case, the teacher can invite
students to work together with their classmates in completing the assignments given, as well
as provide the right support and guidance so that students can learn how to work together
effectively with others.
e. Develop students' ability to think critically and creatively. In this case, the teacher can
provide assignments that challenge students to think critically and creatively, as well as provide
constructive feedback for students in developing these thinking skills.
f. Using innovative and fun learning methods for students. In this case, teachers can use fun
learning methods such as game-based learning, structured learning, or project-based learning.
In addition, teachers can also try using learning technologies such as learning applications,
educational games, or simulations to facilitate the learning process. Fun learning methods will
help students to be more engaged and motivated to learn. In addition, innovative learning
methods can also help students better understand the material being taught." (David W.
Johnson & Johnson, 2009).
g. Provide access to up-to-date and trusted learning resources. In this case, the teacher can
provide access to the internet as a learning resource that is rich in information and is updated.
In addition, teachers can also pay attention to the learning resources used, so that students can
learn using reliable information.
9. Up-to-date and reliable learning resources are very important for students, because they will
help students to obtain accurate and accountable information. In addition, updated learning
resources can also help students to learn using the latest and most up-to-date information."
(Dillenbourg, 1999). Develop students' skills in using information and communication
technology (ICT). In this case, teachers can provide training to students about how to use
information and communication technology, such as using the internet, using learning
applications, or using computer software.In addition, teachers can also provide assignments
that challenge students to use information and communication technology in completing the
tasks given .
The ability to use information and communication technology is a very important skill for
students in today's digital era. With these abilities, students can take advantage of information
and communication technology to broaden their horizons and develop their potential." (D.W.
Johnson, Johnson, & Smith, 2014).
Conclusion
21st century learning is learning that contains elements of 21st century characteristics, contains
approaches that are relevant to use in the current era, learning that prepares the 21st century
generation with advances in information and communication technology very rapidly has an
influence on various aspects of life, including the teaching and learning process. Learning in
which teaching materials can be delivered with appropriate strategies, methods and models
taking into account the characteristics of the material itself and the students who will receive
the material. Implementation of the independent learning curriculum (KMB) in 21st century
learning is one of the solutions to improve the quality of learning in schools. By implementing
KMB, teachers can facilitate a more interactive, fun, and effective learning process for
students. In addition, KMB can also help students to learn independently, work together with
others, and develop critical and creative thinking skills. However, to be able to implement the
KMB properly, teachers need to pay attention to several things such as providing varied and
interesting learning resources, providing comfortable and conducive learning spaces, and
providing a transparent and fair evaluation system. The main competencies that must be
possessed in 21st century learning are; 1) thinking literacy, 2) work skills which include
communication skills, and collaboration. 3) life skills, namely having a strong civic spirit,
mature religious character, and quality social character. 4), the ability to master tools to work
includes the ability to master information and information and communication technology.
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