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Handajani, Suzie. "21 Lessons for the 21st Century." Jurnal Humaniora 30, no. 3 (2018): 342. http://dx.doi.org/10.22146/jh.v30i3.39310.
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Handajani, Suzie. "[Book Review] 21 Lessons for the 21st Century." Jurnal Humaniora 30, no. 3 (2018): 342. http://dx.doi.org/10.22146/jh.39310.
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Nur, Hasnah. "Pengembangan Keterampilan Abad Ke-21 Dalam Pembelajaran Geografi." Nanggroe: Jurnal Pengabdian Cendikia 2, no. 3 (2023): 177–83. https://doi.org/10.5281/zenodo.8051738.
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The 21st century learning paradigm is characterized by the development of four skills, namely creative and innovative thinking, critical thinking and problem solving, communication, and collaboration. The aim of learning Geography globally is to equip students with knowledge, skills, and a geographical perspective. Geography learning must refer to the 21st century learning paradigm which is characterized by the characteristics of geography as a synthetic-integrative science. There are three approaches or perspectives in geography, namely spatial, environmental, and regional complex. In its implementation in 21st century learning, Geography lessons use a scientific approach. The scientific approach seeks to encourage students to think critically and creatively through 5M activities which consist of observing, asking questions, making hypotheses, exploring, and making conclusions. Through a scientific approach, students can be actively involved in the discovery process and build a deep understanding of the concepts being studied.
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Vinod, M. J. "Yual Noah Harari, ‘21 Lessons for the 21st Century’." Journal of Contemporary Politics 1, no. 1 (2022): 24–25. http://dx.doi.org/10.53989/jcp.v1i1.5.
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Syahidi, Khaerus, A. Wahab Jufri, Aris Doyan, Kosim Kosim, Joni Rokhmat, and AA Sukarso. "Penguatan Literasi Sains dan Pendidikan Karakter pada Pembelajaran IPA Abad 21." Kappa Journal 7, no. 3 (2023): 538–42. http://dx.doi.org/10.29408/kpj.v7i3.25036.
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The purpose of this study is to describe scientific literacy and character education in 21st century science learning and to examine, describe the suitability of scientific literacy and character education for 21st century science lessons. Scientific literacy is the ability to understand science, communicate science, and apply science abilities to solving problems, in the process of learning scientific literacy is easily associated with science subjects. Scientific literacy and character education assist students in developing their potential and character values for competitiveness in the 21st century. In this study, the literature review method was used, namely by placing, obtaining, reading, and evaluating various related or related research literature. with the problem to be studied. The data described are the results of research on scientific literacy and character education in the 21st century, which have been carried out by previous researchers. The results of the literature review found that scientific literacy and character education can be integrated in 21st century science learning.
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Mukhin, A. S. "Lessons of Yuval Noah Harari." Vestnik of Saint Petersburg State University of Culture, no. 3 (44) (September 2020): 185–89. http://dx.doi.org/10.30725/2619-0303-2020-3-185-189.
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Herindrasti, V. L. Sinta. "21 LESSONS FOR THE 21TH CENTURY HUMAN SEARCH FOR THE MEANING OF EXISTENCE." Sociae Polites 19, no. 1 (2018): 1–3. http://dx.doi.org/10.33541/sp.v19i1.1644.
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Rafianti, Isna, Nurul Anriani, and Khairida Iskandar. "PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DALAM MENDUKUNG KEMAMPUAN ABAD 21." KALAMATIKA Jurnal Pendidikan Matematika 3, no. 2 (2018): 123–38. http://dx.doi.org/10.22236/kalamatika.vol3no2.2018pp123-138.
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The abilities of the 21st century consist of critical thinking and problem solving, creativity and innovation, communication, and collaboration. To support the development of this capability, it is necessary to design a 21st century mathematics-based learning tool. Based on field observations, teachers have not been able to develop a learning tool that leads to this capability. This is due to the lack of knowledge of teachers in designing such learning. If a teacher understands and is able to design a mathematics lesson that leads to 21st century skills, then as a teacher they will be ready to apply it and, in the end 21st century skills for students will flourish. The research approach that will be used in this research is the development research with the aim of producing the product in the form of lesson plans, student worksheets and standard instruments that support the ability of the 21st century. The development model that will be used in this research is 4D development model which includes four stages: define, design, develop and disseminate. But developers only use three stages. The results show that based on the overall score that has been obtained from the testing process shows that the learning tool of mathematics is very good.
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Baran-Szoltys, Magdalena. "Post-Galician Lessons: Why Travel to Lviv in the 21st Century." Lublin Studies in Modern Languages and Literature 48, no. 1 (2024): 43–56. http://dx.doi.org/10.17951/lsmll.2024.48.1.43-56.
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The article explores Lviv and Galicia as cultural and memory landscapes, examining the narratives constructed by travelers from 2000 to just after the start of the 2014 war. It delves into the multilayered identities of Galicia, shaped by diverse national narratives. Emphasizing Galicia as an archive, the study uses memory theories and spatial concepts, illustrating the ongoing engagement with historical images during post-Galician journeys. Historical and contemporary travel reports are examined, revealing the evolving perceptions of Galicia. National narratives, including Polish, Ukrainian, German, Jewish and international perspectives, contribute to a nuanced understanding of Lviv's significance in the 21st century.
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Pandikattu, Kuruvilla. "Harari and the Contemporary World." Vidyankur: Journal of Philosophical and Theological Studies XX/2, July-Dec 2018 (2021): 3–4. https://doi.org/10.5281/zenodo.4739914.
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Yuval Noah Harari (1976- ) is an Israeli public intellectual, historian and a professor, Department of History at the Hebrew University, Jerusalem. He has authored three highly acclaimed bestsellers regarding the nature and future of human beings: <em>Sapiens: A Brief History of Humankind</em>, <em>Homo Deus: A Brief History of Tomorrow</em>, and <em>21 Lessons for the 21st Century</em>. <em>Sapiens</em> tells us how the cognitive revolution, the agricultural revolution and the scientific revolution have affected humans and their fellow organisms.
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Vitrani, Vitrani, Hj Sahriah Rahim, and Muhammad Nasir. "ANALISIS IMPLEMENTASI KECAKAPAN ABAD 21 PADA MATA PELAJARAN ILMU PENDIDIKAN ALAM (IPA) DI SMP." BIOEDUKASI (Jurnal Pendidikan Biologi) 14, no. 2 (2023): 250. http://dx.doi.org/10.24127/bioedukasi.v14i2.8529.
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Education today is more directed at mastering 21st century skills, namely learning and innovation skills. This research uses a qualitative approach with descriptive analytics. Qualitative research is a research procedure that produces data in the form of speech, and behavior that can be observed or written. This research aims to describe the implementation of 21st-century skills in preparing lesson plans, implementing learning, and describing the implementation of 21st-century skills in evaluating science learning at State Middle Schools in Tempe sub-district. Based on the results of reviewing the RPP documents at Tempe District Public Middle School and the results of interviews conducted by researchers, it can be concluded that the implementation of 21st-century skills has been implemented at Sengkang 1 Public Middle School and Sengkang 3 Public Middle School, especially in science subjects. 21st-century skills have been outlined in every aspect of the RPP, implementation of learning, and assessment of learning outcomes. This implementation has a positive impact on teachers and students involved in implementing 21st-century skills.
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Grigoryev, Leonid M., and Marina F. Starodubtseva. "Brazil in the 21st century: A difficult path." Russian Journal of Economics 7, no. (3) (2021): 250–68. https://doi.org/10.32609/j.ruje.7.78432.
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Brazilian economic reforms in 21<sup>st</sup> century have great importance for the international community, especially for other countries of the middle level of development. The authors believe that, in spite of all the difficulties and crises, Brazil has made a decisive step forward by reforming its social structure and retaining democracy. Social reforms (especially minimal wage) led to strengthening middle class, but also to elevating its social aspirations. At this dramatic junction the economic development of the country was aggravated by external shocks and unsuccessful budget policies. The complex interaction of social macroeconomic policies in Brazil with strong external shocks gives lessons to countries with similar characteristics. The pandemic and recession of 2020–2021 have made the path of development more complicated but there is room for optimism for Brazil in the long run.
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Magotra, Crystal. "Book Review: Yuval Noah Harari, 21 Lessons for the 21st Century (London: Penguin, 2018)." Liberal Studies 4, no. 1 (2019): 135–38. https://doi.org/10.5281/zenodo.3623385.
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Harari, in his third book, is refreshingly blatant. He starts the book with a poignant note about the likelihood of economic disparities and unemployment that will be caused due to new technological advancements, as <em>Artificial Intelligence</em>, AI, takes over the majority of the tasks that were once done by humans: It is dangerous just to assume that enough new jobs will appear to compensate for any losses. The future is unknown with the advent of these kinds of technology professing social and political damages.
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Mukarramah*, Mukarramah, Abdul Gani, and Sri Winarni. "Analisis Kesesuaian Perangkat Pelaksanaan Pembelajaran dengan Tuntutan Pembelajaran Abad 21." Jurnal IPA & Pembelajaran IPA 5, no. 3 (2021): 233–41. http://dx.doi.org/10.24815/jipi.v5i3.21934.
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RPP is one of the things that determine the success of the learning process carried out by the teacher. This study aims to describe the suitability of the RPP material for the periodic system of elements with the demands of 21st century learning. This study uses a qualitative approach with a descriptive type of research. The data in this study are the RPP components contained in the PPG RPP which are downloaded on the Ministry of Education and Culture RI teacher sharing website and the chemistry teacher RPP at several schools in Banda Aceh. Data collection is done by using documentation technique, while data analysis is done by qualitative descriptive technique which includes data reduction, data presentation, and drawing conclusions. The results showed that the PPG lesson plans contained on the teacher sharing website and the lesson plans developed by teachers at several schools in Banda Aceh were in accordance with the demands of 21st century learning. All lesson plans had integrated the elements required in 21st century learning, namely strengthening character education (PPK), Literacy, HOTS, and 4C (communication, collaboration, creativity, critical thinking). The elements of KDP that have been integrated into the RPP include religious values, independence, mutual cooperation, nationalism, and integrity. Next, the elements of literacy that are integrated are basic literacy, media literacy, technological literacy, and visual literacy. Furthermore, the HOTS element in lesson plans is shown by the use of operational verbs to analyze, evaluate, and compare several components of lesson plans, such as GPA and learning objectives. Then, the 4C component in the lesson plans has been demonstrated through learning activities in the form of discussions, presentations, and group assignments. Thus, it can be concluded that the lesson plans designed by teachers are in accordance with the demands of 21st century learning
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Nguyen, Tac An. "Marine economy - the new development trend of mankind in the \(21^{st}\) century." Tạp chí Khoa học và Công nghệ biển 21, no. 4 (2021): 419–35. http://dx.doi.org/10.15625/1859-3097/16858.
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The article introduces the basic understanding of the marine economy and why humankind has to turn to the sea and the ocean in the 21st century, sea and ocean use, and approaches to exploitation and governance of ocean, marine, coastal and island economy for sustainable development. It also analyses international and regional lessons learned, the actual situation of marine economic growth in Vietnam in the past 30 years, some management and exploitation solutions (integrated management, ecological security, international cooperation,...) for socioeconomic development, sovereignty protection and territorial security in the East Vietnam Sea in the current complex context.
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Qamila, Fairus. "MODEL KELAS MULTIDIMENSIONAL: INOVASI PEMBELAJARAN ABAD 21 UNTUK MENINGKATKAN HASIL BELAJAR SISWA PELAJARAN ILMU PENGETAHUAN ALAM." EDUSAINS 11, no. 1 (2019): 99–104. http://dx.doi.org/10.15408/es.v11i1.11654.
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MULTIDIMENSIONAL CLASS MODELS: INNOVATION LESSONS IN THE 21ST CENTURY TO IMPROVE SCIENCE LEARNING OUTCOMES AbstractThe 21st century learning is an effort to facilitate students in the 21st century to get the best learning experience so they can achieve learning goals effectively. This research is aimed to recognize the enhancement of science student learning achivement with implementation of multidimensional classroom model. This research used a classroom action research from Kemmis and MC Taggart. The sample of 28 students. The research was done in three cycle. The percentage achivement every cycle was increased. By looking at the result obtained in each cycle, it can be concluded that there was enhancement of science student learning achivement with implementation of multidimensional classroom model. AbstrakPembelajaran abad 21 merupakan upaya memfasilitasi peserta didik di abad 21 untuk mengalami pengalaman belajar terbaik sehingga dapat mencapai tujuan pembelajaran secara efektif. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada pelajaran IPA dengan menerapkan model kelas multidimensional. Penelitian ini merupakan jenis Penelitian Tindakan Kelas (PTK) model Kemmis dan MC. Taggart. Sampel penelitian berjumlah 28 siswa. Penelitian ini dilakukan sebanyak 3 siklus. Persentase ketuntasan pada setiap siklus terus meningkat. Hasil penelitian menunjukan terdapat peningkatan hasil belajar siswa pada pelajaran IPA dengan menerapkan Model kelas Multidimensional.
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Lewis, Allen. "Vocational rehabilitation in the 21st century: Skills professionals need for systems success." WORK: A Journal of Prevention, Assessment & Rehabilitation 31, no. 3 (2008): 345–56. https://doi.org/10.3233/wor-2008-00789.
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The public vocational rehabilitation (VR) system in the United States faces many challenges in the 21{st} century. To prevail amid such challenges, rehabilitation professionals will need to embrace several specific skills (anticipating change, engaging in more generative than adaptive learning to make rehabilitation organizations true "learning organizations" and adoption of a comprehensive ecological framework for planning VR system change). As a preface to understanding these skills, this paper discusses the current developmental stage of the public VR system, followed by lessons learned in its first century of existence, as well as some logical propositions about the future of VR.
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Herianto, Agus, Sukuryadi Sukuryadi, Ibrahim Ibrahim, et al. "PENDAMPINGAN PENYUSUNAN RANCANGAN PEMBELAJARAN INOVATIF ABAD 21 PADA MAHASISWA." SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan 7, no. 3 (2023): 2165. http://dx.doi.org/10.31764/jpmb.v7i3.15820.
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ABSTRAKTujuan kegiatan pengabdian ini untuk meningkatkan pemahaman mahasiswa tentang model pembelajaran inovatif berorientasi konstruktivistik, karakteristik rancangan pembelajaran dan penyusunan rancangan pembelajaran inovatif abad 21. Metode kegiatan dengan tahapan terdiri dari persiapan, pelaksanaan dan evaluasi kegiatan. Hasil kegiatan pengabdian yaitu: 1) Mahasiswa peserta pengabdian memahami tentang model-model pembelajaran inovatif berorientasi konstruktivistik; 2) Mahasiswa peserta pengabdian memahami dengan baik cara mengimplementasikan model-model pembelajaran inovatif tersebut dalam kegiatan pembelajaran; 3) Mahasiswa peserta pengabdian memahami secara spesifik ciri atau karakteristik rancangan pembelajaran inovatif abad 21; 4) Mahasiswa peserta pengabdian memahami tentang penyusunan rancangan pembelajaran inovatif abad 21 dalam wujud RPP. Kata kunci: pendampingan; rancangan pembelajaran inovati abad 21; mahasiswa ABSTRACTThe purpose of this service activity is to increase students' understanding of constructivistic-oriented innovative learning models, characteristics of learning designs and the preparation of innovative learning designs of the 21st century. The method of activity with stages consists of preparation, implementation and evaluation of activities. The results of service activities are: 1) Students participating in the service understand about innovative learning models oriented to constructivism; 2) Students participating in the service understand well how to implement these innovative learning models in learning activities; 3) Students participating in the service understand specifically the characteristics or characteristics of innovative learning designs in the 21st century; 4) Students participating in the service understand about the preparation of innovative learning designs for the 21st century in the form of lesson plans. Keywords: mentoring; 21st century innovation learning design; student
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Zahra, Nadia, Ana Ratna Wulan, and Yanti Hamdiyati. "Pengembangan Asesmen Kinerja Inquiry Lesson Pada Topik Permasalahan Biologi Abad 21 Siswa SMA." Jurnal Paedagogy 10, no. 1 (2023): 12. http://dx.doi.org/10.33394/jp.v10i1.5780.
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This study aims to produce research products in the form of recommendations for 21st-century competency performance assessment instruments in inquiry lesson skills on 21st-century biological problems. Based on indicators of inquiry lesson Wenning (2012). The study used a mixed method with ten students in class XII as the subject of a high school in Serang. The instrument was analyzed by testing its validity and reliability with Aiken's formula. The result of the validity test with Aiken's formulation was 0.66, which showed that the instrument could be said to be valid. For reliability based on the ICC test, the result was 0.897, and it can be interpreted that the inquiry lesson performance instrument has high reliability. With these findings, teachers can use the inquiry assessment instrument to assess students' inquiry lesson skills.
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Dea, Hannah, Wiputra Cendana, and Bill Areal Sharon Djaduhu Daeli. "PENERAPAN KOMPETENSI PEDAGOGI GURU ABAD 21 DALAM PEMBELAJARAN DARING." Prima Magistra: Jurnal Ilmiah Kependidikan 2, no. 2 (2021): 172–78. http://dx.doi.org/10.37478/jpm.v2i2.954.
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In online learning, there are several problems for both teachers and students. namely, skills in utilizing technology, limited facilities and infrastructure, interactive media. The solution is the role of the teacher in designing learning with pedagogical competence in the 21st century. The teacher must use effective and interactive technology in communicating with students. The purpose of this study is to describe the efforts of teachers in applying the pedagogical competences of 21st century teachers in online learning through 3 learning components, namely materials, media and learning methods. The research method used descriptive qualitative with supporting data in the form of lesson plans, reflection sheets, and teacher feedback. Data collection techniques used observation sheets, lesson plans, teaching reflection, teaching feedback and documentation. The author uses feedback from teaching journals and reflection journals after the teaching process as the main data. Supporting sources are scientific journals and books that correspond to the problems the author finds. Analyzing data, researchers looked for solutions to problems that occur in teaching practice. The solution was for the teacher to design attractive learning methods, present learning materials by involving students, and utilizing technological media in the learning process. As a result, obstacles in online learning can be overcome through teacher pedagogical competences in the 21st century. The suggestion are that teachers should continue to improve themselves in developing their own pedagogical competences, and have effective communication with students.
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Al Fithri, Qurrota A'yun, Irma Soraya, and Asep Saepul Hamdani. "PEMBENTUKAN KETERAMPILAN ABAD 21 MELALUI PEMBELAJARAN PROJECT BASED LEARNING (PjBL) DENGAN PENDEKATAN KONTEKSTUAL DALAM PEMBELAJARAN PAI." Inteligensi : Jurnal Ilmu Pendidikan 7, no. 2 (2025): 40–55. https://doi.org/10.33366/ilg.v7i2.6386.
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This research aims to analyze how project based learning (PjBL) is implemented and its impact in forming 21st century skills, especially in Islamic Religious Education with a contextual approach. This research is library research where the author collects, identifies, analyzes and interprets journals and books that are relevant to the writing topic. Data was analyzed using three stages, namely data condensation, data presentation and conclusion drawing. The results of this paper show that learning in the 21st century has an important role not only in developing cognitive abilities, but also in developing 4C skills. The aim is for students not only to master the knowledge aspect, but also to have competence in the attitude and skill aspects, so that they are ready to compete in the development era of the 21st century. Overall, PjBL not only helps students understand the material in depth but also trains 21st century skills, namely critical thinking, communication, collaboration and creativity. Apart from that, the integration of PjBL with a contextual approach makes learning Islamic Religious Education more meaningful, because students can relate the lesson material to Islamic religious values that are applied in everyday life.
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Hermawan, Cecep Maman, Okta Rosfiani, Syamsudin, Yusup Zulfikar, and Tajaufa Maulitaj Daffa. "Coaching untuk Guru Membuat Modul Ajar dan Melaksanakan Pembelajaran Proyek untuk Meningkatkan Keterampilan Abad Ke-21 dan Keterampilan Literasi Murid." Kawanad : Jurnal Pengabdian kepada Masyarakat 1, no. 2 (2022): 170–80. http://dx.doi.org/10.56347/kjpkm.v1i2.87.
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21st century skills are important for students to develop self-efficacy through problem-solving, critical thinking, collaboration, communication and creativity. A high level of 21st century skill self-efficacy is literacy. An empirical observation related to found literacy is the low literacy of teachers at a private madrasah in Bogor, West Java. For this reason, teachers are coached to create lesson her modules and conduct project learning to improve 21st century skills and student literacy. Direct instruction is a teaching strategy in which a coach (instructor) presents new knowledge or skills that can be followed by a coachee (teacher). This coaching influences the reading comprehension of teachers so that teachers acquire the skills to design, implement and assess reading comprehension in four primary reading comprehension subjects namely Science, Social Studies, Indonesian and PKN. can do. Because teachers teach reading and writing skills to students in the context of the lesson.
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Yantoro and Anissa Fitrah. "Penerapan Pendekatan Saintifik dalam Mewujudkan Pembelajaran Abad 21 di Sekolah Dasar." Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar 15, no. 2 (2022): 186–92. http://dx.doi.org/10.33369/pgsd.15.2.186-192.
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Learning is a process or effort made by each individual to achieve behavior change, either in the form of knowledge, skills, attitudes, positive values, and experiences from various sources studied. Therefore, to help students acquire this knowledge, a learning approach that meets the requirements of the current curriculum is needed: a scientific approach.. The purpose of this study is to describe and describe the phenomena that occur when the application of a scientific approach in realizing 21st century learning. The method used in this study is qualitative with a phenomenological type of research with the research subject of fourth grade teachers at SD Negeri 111/I Muara Bulian Tahun Lesson 2021/2022. The data obtained are observations, interviews, and documentation which are then analyzed through the stages of data reduction, data presentation and conclusion drawing. The results showed that the application of the scientific approach in realizing 21st century learning in grade IV SDN 111/I Muara Bulian was by implementing the steps of the scientific approach activity known as 5M: Observing, Questioning, Trying, reasoning, and communicating and integrating it with 21st century skills.
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Tamrin, Tamrin. "Peningkatan Kemampuan Mengajar Berbasis Keterampilan Abad 21 Melalui Supervisi Akademik Metode Pemodelan Teman Sejawat Bagi Guru SD Gugus I Kecamatan Rappocini Kota Makassar." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 5, no. 1 (2021): 105. http://dx.doi.org/10.26858/jkp.v5i1.16832.
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The main objective of this research is to improve the skills-based teaching skills of the 21st century through academic supervision of peer modeling methods for teachers of SD Gugus I, Rappocini District, Makassar City. In accordance with the objectives, in this school action research, 24 research subjects were selected who were intervened in the academic supervision of peer modeling methods in the form of action research. Based on the results of the data analysis above, it can be understood that both the ability to design lesson plans and the ability to carry out 21st-century skills-based learning activities from pre, cycle I, to cycle II have increased, namely the average score in making pre-cycle lesson plans is 2.171, cycle I increase to 3.02, and the second cycle 3,734. Whereas the ability to implement 21st-century skills-based learning the average score in the pre-cycle was 2.84, the first cycle increased to 3.30, and the second cycle was 3.53. If you look at the predetermined criteria, the average ability to design RPP is categorized as good. Likewise, the ability to carry out 21st-century skills-based learning is also categorized as good. Based on these data, it can be concluded that the teaching ability of 21st-century skills-based teachers in Cluster I, Rappocini District, Makassar City, especially for 24 people, has increased after the application of peer modeling-based academic supervision.
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Herindrasti, V. L. Sinta. "SAPIENS A BRIEF HISTORY OF HUMANKIND: KILAS BALIK EVOLUSI MANUSIA DAN TANTANGAN KE DEPAN." Sociae Polites 20, no. 1 (2019): 52–57. http://dx.doi.org/10.33541/sp.v20i1.1441.
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Yuval Noah Harari is a history professor of Israeli births who has written three books of best-Seller namely sapiens A Brief History of Humankind (2011), the future Homo Deus of Mankind (2015) and 21 Lessons for the 21st century (2018). If the first book tells of human life in the past, the second book is exploring the human being of the future, and then the last book sees human nature now. Sapiens first published in Hebrew in 2011 and later published in English in 2014.
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Syamsuri, M. Mahfudz Fauzi, Ika Wulandari Utamining Tias, and Amrina Izzatika. "PENGEMBANGAN PROFESIONALISME GURU SD MELALUI PELATIHAN PENYUSUNAN PERANGKAT PEMBELAJARAN IPA UNTUK MENINGKATKAN KETERAMPILAN-KETERAMPILAN ABAD 21." Abdi Implementasi Pancasila: Jurnal Pengabdian kepada Masyarakat 1, no. 2 (2021): 62–69. http://dx.doi.org/10.35814/abdi.v1i2.2479.
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Kurikulum 2013 diberlakukan dalam rangka mempersiapkan generasi yang berkualitas untuk menghadapi tantangan di era revolusi industri 4.0. Pada jenjang pendidikan dasar, kurikulum 2013 menuntut agar peserta didik memiliki keterampilan abad 21, baik berpikir dan bertindak, melalui pendekatan ilmiah sesuai dengan tahap perkembangan anak yang relevan dengan tugas yang diberikan. Kegiatan ini dilakukan untuk guru-guru SD di Kota Metro Provinsi Lampung dengan tujuan untuk mengembangkan profesionalisme guru melalui pelatihan penyusunan rencana pelaksanaan pembelajaran IPA untuk meningkatkan keterampilan-keterampilan abad 21. Kegiatan ini diawali dengan penyampaian materi kemudian dilanjutkan dengan lokakarya. Di akhir kegiatan peserta diberi tugas mandiri untuk dipresentasikan sesuai dengan waktu yang disepakati. Berdasarkan hasil evalusasi CIPP diperoleh informasi bahwa rerata n-gain berkategori tinggi dan 85% guru peserta kegiatan dinyatakan terampil dalam menyusun rencana pelaksanaan pembelajaran IPA untuk meningkatkan keterampilan-keterampilan abad 21.
 
 Kata kunci: profesionalisme guru SD, perangkat pembelajaran IPA, keterampilan abad 21
 
 Abstract
 
 The 2013 curriculum was implemented to prepare the quality generation to deal with the challenges in industrial revolution 4.0. At the elementary level, the 2013 curriculum demands that students possess 21st-century skills, both thinking, and acting, through scientific approaches by the stages of child development relevant to the given task. This activity was carried out for elementary school teachers in Metro City Lampung Province with aims to developed teachers’ professionalism through training for making natural science lesson plans to improve 21st-century skills. This activity began with the delivery of material and then continued with the workshop. At the end of the activity, the participants were given an independent task to be presented by the agreed time. Based on the results of the CIPP evaluation, information was obtained that the average n-gain in a high category and 85% of the teachers participating in the activity were declared skilled in compiling natural science lesson plans to improve 21st-century skills. 
 
 Keywords: elementary school teachers’ professionalism, natural science lesson plans, 21st-century skills
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Inganah, Siti, Rani Darmayanti, and Nopia Rizki. "Problems, Solutions, and Expectations: 6C Integration of 21 st Century Education into Learning Mathematics." JEMS: Jurnal Edukasi Matematika dan Sains 11, no. 1 (2023): 220–38. https://doi.org/10.25273/jems.v11i1.14646.
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21st century education requires the integration of six competencies (6C) into the classroom. Because it is important to equip students with better skills. This survey examines the problems faced by mathematics teachers in integrating 21st century pedagogic 6Cs into integrated mathematics skills, and solutions to overcome these problems. This qualitative study collected data through questionnaires from 15 mathematics teachers spread across eight different schools. As a result, low student motivation, difficulties in integrating several skills, difficulties in time management, lack of understanding of student concepts, and difficulties in making lesson plans, as well as limited teaching materials. To overcome this problem, we integrate ideas based on providing videos (it's much better if you use/design videos yourself to suit the characteristics and interests of students), group work, providing private discussion rooms by watshapp, providing short material summaries with narration so that language is easy for students to understand, use timers to manage time, and ask for references and exchanges. Make lesson plans with other teachers.
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Munirah, Munirah, and Nurlina Subair. "Pendampingan Guru-Guru SMPN 49 dan 53 Kota Makassar Dalam Pengembangan Perangkat Pembelajaran Abad 21 Untuk Meningkatkan Kompotensi Guru." Celebes Abdimas: Jurnal Pengabdian Kepada Masyarakat 1, no. 2 (2019): 110–15. http://dx.doi.org/10.37541/celebesabdimas.v1i2.249.
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This service aims to solve partner problems (teachers of 49 and 53 Junior High School Makassar City), namely developing 21st century learning tools to increase teacher pedagogical potential. The form of this service is training with direct assistance. Output targets in training activities are (1) Increasing teacher knowledge in developing 21st century-based learning tools, namely learning implementation plans (lesson plans), worksheets, and assessment instruments; (2) Increase teacher knowledge in developing teacher competency. Output targets in mentoring activities are to produce products in the form of learning tools based on 21st century learning including Product Learning Implementation Plan (RPP), Student Worksheet Products, and Product Assessment Instruments. The dedication method used to achieve the goal (output) is by adopting a mechanism for implementing action research which consists of 4 (four) stages, namely: planning, action, observation-evaluation, and reflection. The planning stage is the preparation stage, the action stage is the core stage (the realization of the IbM in the form of training and mentoring, the observation and evaluation stage is the stage of measuring the success of the program, while the reflection stage is the policy making stage (strategic step) in continuing the program to improve things that have been done before The results of the teacher training assistance at 49 and 53 Junior High School Makassar City are categorized as successful and very active in developing 21st century based learning tools.
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Soleh, Anjas Rusdiyanto, and Zainal Arifin. "Integrasi Keterampilan Abad 21 dalam Pengembangan Perangkat Pembelajaran Pada Konsep Community of Inquiry." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (2021): 473–90. http://dx.doi.org/10.37680/qalamuna.v13i2.995.
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This research aim to identify integration of 21st century skills in the development of learning tools.. This research uses qualitative research by applying descriptive methods. The source data in this study is a learning device that has been developed in the PPL Program of FKIP UMS with the pattern of the Prospective Teacher Motivator Program based on the concept of CoI. The data is the form of parts in learning tools which are the integration of 21 st century competency skills which consist of 4Cs. Data collection techniques in this study are note-taking and documentation techniques. Data were analyzed using content analysis techniques. The results of this study indicate that the integration of 21st century skills in the development of learning tools in the CoI concept includes four overall aspects, namely critical thinking, creativity, communication, and collaboration or 4C, found in the Lesson Plan, Student Worksheet, and evaluation instrument. Its relevance to the CoI concept that critical thinking integrated in the cognitive presence aspect, creativity integrated in the social presence aspect, and communication and collaboration in the teaching presence aspect.
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Tong Wooi, CHOW (Jerry). "Knowledge Management in the 21st Century: Trends, Developments, and Strategies." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 10 (2024): 4234–57. http://dx.doi.org/10.11594/ijmaber.05.10.29.
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In the evolving landscape of the 21 st-century, the sphere of knowledge management (KM) has greatly transformed over the years, boosted by means of technological advancement as well as changes in organizational structures. Research has shown that knowledge management is becoming increasingly important for organizations to achieve their goals and stay competitive in today's changing environment. This article focuses on the changes that have an impact on the knowledge management of organizations. The research approach employs the review of published knowledge management literature postulating on these related changes and development. The write-up included the overview of four firms as case studies, namely, Xerox Corporation, Siemens AG, Carnegie Mellon University’s School of Computer Science (SCS) and Imperial College London’s Data Science Institute (DSI). There are key lessons worth reflecting on from these organizations’ implementation of knowledge management. As the knowledge management landscape continues to evolve, the paper serves as a valued reference for all those who are taking part in industries, scholars and students and agencies who wish to harness knowledge excellence and innovation. It proposes an integrated model of knowledge-sharing culture, technology, and strategies for best practice and a framework for the strategies of knowledge management is included. Review findings affirm that organizations need to adopt effective and efficient knowledge management practices for organizations to stay competitive and improve performance. The paper concludes with the recommendation that knowledge management is required for organizational efficiency in the digital era and outlines insights on strategies for best practices.
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Nur Azizah, Andhyra, Sinta Surya Ningrum, Farhatul Maulida Azizah, and Abd Latif Abdul Rahman. "KEMAS ULANG INFORMASI BUKU “21 Lesson” DAN ZODIAK MAHASISWA S1 GEOGRAFI UM." BIBLIOTIKA : Jurnal Kajian Perpustakaan dan Informasi 8, no. 2 (2024): 295. https://doi.org/10.17977/um008v8i22024p295-333.
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Penelitian ini bertujuan untuk mengemas ulang informasi dari buku "21 Lessons for the 21st Century" karya Yuval Noah Harari dan informasi zodiak guna mendukung terciptanya pembelajar sepanjang hayat bagi mahasiswa S1 Geografi Universitas Negeri Malang. Metode penelitian yang digunakan adalah pendekatan R&D (Research and Development). Data dikumpulkan melalui wawancara dengan mahasiswa sebagai informan dan dianalisis menggunakan teori Information Analysis Consolidation Repackaging (IACR). Tujuannya untuk memberikan informasi yang dibutuhkan dengan menggunakan bentuk informasi yang berbeda serta membantu mahasiswa dalam menyelesaikan permasalahan yang dihadapi. Hasil penelitian menunjukkan bahwa repackaging informasi meningkatkan pemahaman dan keterlibatan mahasiswa terhadap konten yang disajikan. Peneliti melakukan perubahan pada produk berdasarkan saran dan kritik dari informan, seperti menyusun informasi lebih runtut dan menambahkan informasi tambahan agar produk dapat dimanfaatkan secara optimal. Penelitian ini signifikan dalam menyediakan sumber informasi yang mudah dipahami dan relevan bagi mahasiswa, mendukung kebutuhan informasi yang esensial dalam era teknologi informasi, Perubahan dan evaluasi yang dilakukan berdasarkan masukan dari informan membantu menciptakan produk informasi yang lebih menarik dan efektif, sehingga dapat dimanfaatkan dengan lebih baik oleh mahasiswa. This research aims to repackage information from the book "21 Lessons for the 21st Century" by Yuval Noah Harari and zodiac information to support the creation of lifelong learners for undergraduate Geography students at the State University of Malang. The research method used is the R&D (Research and Development) approach. Data was collected through interviews with students as informants and analyzed using the Information Analysis Consolidation Repackaging (IACR) theory. The aim is to provide the information needed using different forms of information and help students solve the problems they face. The research results show that repackaging information increases students' understanding and involvement in the content presented. Researchers made changes to the product based on suggestions and criticism from informants, such as compiling more coherent information and adding additional information so that the product could be utilized optimally. This research is significant in providing information sources that are easy to understand and relevant for students, supports essential information needs in the information technology era. Changes and evaluations made based on input from informants help create more interesting and effective information products, so that they can be utilized better by students.
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Sari, Silvi Yulia, Putri Dwi Sundari, Fadhila Ulfa Jhora, and Hidayati Hidayati. "Studi Hasil Bimbingan Teknis Pengembangan Perangkat Pembelajaran Berbasis Keterampilan Abad-21 dalam Rangka Penerapan Program Merdeka Belajar." JURNAL EKSAKTA PENDIDIKAN (JEP) 4, no. 2 (2020): 189. http://dx.doi.org/10.24036/jep/vol4-iss2/527.
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 The education process in schools should be able to increase mastery of science and technology and provide training and science process skills that can improve the quality of human resources. Education is the main key to modernization and progress for a nation. In reality, 4C learning on 21st century skills has not been fulfilled properly. This needs to be addressed starting by developing a learning material such as lesson plans. The objective of assisting is to improve the competency of teachers in writing lesson plans. The target of the assisting activity was the teachers in SMPN 2 Baso, Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test. Data analysis techniques were descriptive statistical analysis and paired sample t-test. The result of this assisting is the implementation of assisting on the writing of lesson plan is effective to improve the 21st century skills and independent learning program in the school of teachers.
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Sahidah, Mudmanatus, and Anjar Sulistyani. "Penerapan Keterampilan Abad Ke-21 Dalam Pembelajaran Masa Pandemi Covid-19 Siswa Kelas V Sekolah Dasar Persatuan Umat Islam Haurgeulis." SALAM: Jurnal Sosial dan Budaya Syar-i 9, no. 1 (2022): 111–20. http://dx.doi.org/10.15408/sjsbs.v9i1.24612.
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The 21st century is a different era from the previous era. In this century there are rapid developments and changes, especially in the field of increasingly sophisticated technology and information, so that various information can be obtained by anyone and anywhere quickly. Changes that occur can be a challenge for each individual, both students, and teachers. This study aims to determine the application of 21st-century skills in planning and implementing learning during the Covid-19 pandemic in class V SD PUI Haurgeulis. This study uses a qualitative approach with the type of case study research that aims to collect and analyze data related to a case that occurred. In this study, two research results were obtained, namely; (1) planning for the implementation of class 5 learning at SD PUI Haurgeulis applies 21st-century skills by designing lesson plans that can support 4C skills, such as developing PBL learning methods and daily tasks. (2) the application of 21st-century skills in the implementation of learning in class V SD PUI Haurgeulis during the Covid-19 pandemic using limited face-to-face learning (limited PTM) and distance learning (PJJ) by applying modern learning media such as Whatsapp groups and videos as well as PBL learning methods and daily tasks that incorporate 21st-century skills into learning implementation. Although in practice the teacher encounters obstacles, these can be overcome properly.Keywords: 21st-century skills; Implementation of Learning; Covid-19 pandemic Abstrak:Abad ke-21 merupakan zaman yang berbeda dengan zaman sebelumnya. Pada abad ini terjadi perkembangan dan perubahan yang pesat terutama pada bidang teknologi dan informasi yang semakin canggih, sehingga berbagai informasi dapat diperoleh siapapun dan dimanapun dengan cepat. Perubahan yang terjadi dapat menjadi sebuah tantangan untuk setiap individu baik peserta didik maupun guru. Penelitian ini bertujuan untuk mengetahui penerapan keterampilan abad ke-21 dalam perencanaan dan pelaksanaan pembelajaran pada masa pandemi Covid-19 di kelas V SD PUI Haurgeulis. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus yang bertujuan untuk menghimpun dan menganalisis data yang berkaitan dengan suatu kasus yang terjadi. Dalam penelitian ini diperoleh dua hasil penelitian yaitu; (1) perencanaan pelaksanaan pembelajaran kelas V SD PUI Haurgeulis menerapkan keterampilan abad ke-21 dengan merancang komponen RPP yang dapat menunjang keterampilan 4C seperti dengan menyusun metode pembelajaran PBL dan tugas-tugas harian. (2) penerapan keterampilan abad ke-21 dalam pelaksanaan pembelajaran di kelas V SD PUI Haurgeulis selama pandemi Covid-19 menggunakan pembelajaran tatap muka terbatas (PTM terbatas) dan pembelajaran yang dilakukan secara jarak jauh (PJJ) dengan menerapkan media pembelajaran yang modern seperti Whatsapp group dan video serta metode pembelajaran PBL dan tugas-tugas harian yang menyisipkan keterampilan abad ke-21 dalam pelaksanaan pembelajaran. Meskipun dalam pelaksanaannya guru menemukan hambatan-hambatan, namun hal itu dapat teratasi dengan baik.Kata Kunci: Keterampilan abad ke-21; Pelaksanaan Pembelajaran; Pandemi Covid-19
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Lusi, Semuel S. "RESENSI BUKU HOMO DEUS: IMPLIKASI LOGIS DAN KONSEKUENSI TINDAKNYA." KRITIS 29, no. 2 (2020): 169–83. http://dx.doi.org/10.24246/kritis.v29i2p169-183.
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Homo Deus: A Brief History of Tomorrow (2016) merupakan satu dari trilogi Sapiens karya sejarawan berkebangsaan Israel, Yuval Noah Harari, professor Sejarah di the Hebrew University of Jerusalem. Karena ketiga karya tersebut saling terkait, ada baiknya saya menyebut juga dua karya lainnya, yaitu Homo Sapiens (2014) dan 21 Lessons for the 21st Century (2018). Ketiga buku ini membahas evolusi manusia (homo) berspesies sapiens (bijak) melalui tiga revolusi, diawali revolusi kognitif (70.000 tahun lalu), revolusi agrikultural (12.000 tahun lalu) dan revolusi sains (diawali sejak 500 tahun lalu). Kalau Homo Sapiens (sebagai karya terdahulu) membahas masa lalu manusia sapiens yang menyerobot dari antara berbagai spesies kehidupan dan menempatkan diri sebagai pemenang di puncak evolusi, maka Homo Deus (karya kedua) membahas masa depan ‘kepunahan’ Homo sapiens. Sementara trilogi terakhir yaitu 21 Lessons membahas masa kini-nya Homo sapiens, dimana teks (narasi) sebagai penuntun perjalanan sejarah makluk ‘bijak’ ini. Kemampuan mencipta narasi membuat homo sapiens mengungguli homo lainnya karena dengan itu Homo sapiens dapat mengkonsolidasi kelompok besar menjadi kekuatan untuk menghadapi makhluk lain.
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Utomo, Eko Budi, and Taufiq Hidayat. "Pengaruh Metode Pembelajaran Small Group Discussion terhadap Critical Thinking Siswa." Jurnal Pendidikan Edutama 10, no. 2 (2023): 255. http://dx.doi.org/10.30734/jpe.v10i2.3374.
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Abstract: Responding to 21st century education, learning is oriented towards learning 21st century skills. 21st century learning uses a term known as 4Cs (critical thinking, communication, collaboration, and creativity). These skills are very important and necessary for 21st century education. This study aims to determine whether there is an effect of the Small Group Discussion learning method on students' critical thinking abilities. This research method is quantitative research and the type of research used is quasi-experimental. The research design used was posttest only control design. The population is all of class X with cluster random sampling where class X D is the control class and class X C is the experimental class. The results of data analysis obtained an average value of 86.42 for the experimental class and for the control class with an average value of 78.47, so it is proven that the Small Group Discussion method is better than the lecture method. As well as the obtained t value 17.226 > t table 2.001 and when viewed from a significance value of 0.000 <0.05 then Ho is rejected. So that the results of this study concluded that there was an influence of the Small Group Discussion learning method on the critical thinking of class X students in economics lessons at MAN 2 Bojonegoro in the 2022/2023 academic year. Abstrak: Merespon pendidikan abad 21 maka pembelajaran diorientasikan menjadi pembelajaran keterampilan abad 21. Pembelajaran abad 21 menggunakan istilah yang dikenal sebagai 4Cs (critical thinking, communication, collaboration, and creativity). Keterampilan-keterampilan tersebut sangat penting dan diperlukan untuk pendidikan abad ke-21. Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh metode pembelajaran Small Group Discussion terhadap kemampuan critical thinking siswa. Metode penelitian ini adalah penelitian kuantitatif dan jenis penelitian yang digunakan adalah kuasi eksperimen. Desain penelitian yang digunakan posttest only control design. Populasinya seluruh kelas X dengan pengambilan sampel secara cluster random sampling dimana kelas X D sebagai kelas kontrol dan kelas X C sebagai kelas eksperimen. Hasil analisis data diperoleh nilai rata- rata kelas eksperimen 86,42 dan kelas kontrol dengan nilai rata- rata 78,47, sehingga terbukti bahwa metode Small Group Discussion lebih baik dibandingkan metode ceramah. Serta diperoleh nilai t hitung 17,226 > t tabel 2,001 dan bila dilihat dari nilai signifikansi 0,000 < 0,05 maka Ho ditolak. Sehingga hasil penelitian ini disimpulkan ada pengaruh metode pembelajaran Small Group Discussion terhadap critical thinking siswa kelas X pada pelajaran ekonomi di MAN 2 Bojonegoro tahun ajaran 2022/2023.
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Khalikova, Fidaliya, and Adel Khalikov. "Prospects of the 21st Century Teacher's Training to Work with Gifted Children." ARPHA Proceedings 3 (November 25, 2020): 1027–37. https://doi.org/10.3897/ap.2.e1027.
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The article is devoted to the study of the prospects of future teacher's preparation - teachers of the 21st century to work with gifted children during their studies in university, during the vocational pedagogical practice in the lyceum-university system. Future teachers need for pedagogical education in general remains relevant until the end of the university, almost all students associate their lives with educational activities in the subjects of the natural science cycle, in the future become excellent teachers. Education in the pedagogical field includes the practice of students in general education institutions, namely in schools, grammar schools and lyceums, from the first year to the pre-graduate practice in the fourth year. The relevance of the study of this problem is due to the fact that questions remain on the training of teachers, namely, on the conduct of the practice of students in the conditions of identification and accompanying, gifted children to the lyceum-university system. The purpose of the study is to determine the prospect of preparing 21 teachers of the 19th century to work with gifted students. The study, conducted for four years, from 2016 to 2020, involved a group of students - future teachers from the first to the fourth (110 students). For this purpose, a plan has been developed for the interaction of students with gifted children in the educational process during pedagogical practice; The role of teachers-mentors and teachers of the Department of Chemical Education is justified; Analysis and self-analysis of lessons learned and organized; Performance was tested experimentally.
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Khozhakhmedova, F. "AN EFFECTIVE TEACHING TOOL IN BIOLOGY LESSONS." International independent scientific journal, no. 50 (May 5, 2023): 15–17. https://doi.org/10.5281/zenodo.7928227.
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<strong><em>Abstract</em></strong> <em>During the 21st century, globalization, modernization and improvement of the quality of education, there has been a change in the direction of biological education, its developmental activities have become more clearly defined. The problem of student development is one of the most difficult in psychological and pedagogical practice. The solution to this problem largely depends on what results the teacher strives for in his work. Teaching methodology is one of the priority areas in teaching biology. This implies the improvement of the methodology of teaching the biology course and determines the teacher's choice of teaching technology.</em> <strong><em>Аннотация</em></strong> <em>21 ғасыр жаһандану , жанғырту, білім сапасын арттыру кезеңінде биологиялық білім беруде де мақсатты бағыттың өзгеруі орын алып, оның дамушы қызметі нақтырақ айқындала бастады. Студенттерді дамыту мәселесі психологиялық-педагогикалық тәжiрибедегi ең күрделі мәселелердiң бiрi болып табылады. Бұл мәселені шешу мұғалімнің өз жұмысында қандай нәтижеге бағытталғанына байланысты. Биологияны оқытудағы басым бағыттардың бірі оқытудың тәсілдері. Бұл биология курсын оқыту әдістемесін жетілдіруді болжайды және мұғалімнің оқыту технологиясын таңдауын анықтайды.</em>
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Songu, Michael. "The Consecrated Persons of the Global South in the 21st Century: A Call to Faithfulness and Fruitfulness." Catholic Voyage: African Journal of Consecrated Life 20, no. 2 (2023): 40–50. http://dx.doi.org/10.4314/tcv.v20i2.3.
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This Paper addresses the question of Consecrated life in the global South. It highlights the call to faithfulness and fruitfulness. Over the centuries, Consecrated life shaped many of the Church's efforts in engaging worldly reality. It witnesses the Gospel message and promotes the Catholic faith: in this way, institutes of consecrated life break newer grounds and provide newer solutions in many areas of society. However, Consecrated life itself is an integral part Church, not insulated from the general currents in her. Vatican II documents are responses to social and ecclesial changes. Songu's reflection focuses on the teaching of Pope Francis on effective religious life in the st 21 century following the Spirit of Vatican II as it relates to the global south. He presents the context of the Pope's message and re-enforces its relevance. Lessons are drawn from the Papal message itself, and proposes a way forward.
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Liesmaniar, Cut, Said Mulyadi, and Iskandar Iskandar. "PERENCANAAN PROGRAM LITERASI DIGITAL DALAM MENINGKATKAN KOMPETENSI PEMBELAJARAN ABAD 21 DI SEKOLAH DASAR KABUPATEN ACEH BARAT." Puteri Hijau : Jurnal Pendidikan Sejarah 9, no. 1 (2024): 225. https://doi.org/10.24114/ph.v9i1.57034.
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The aim of this research is to determine the planning of a digital literacy program in improving 21st century learning competencies in West Aceh Regency Elementary Schools implemented at Kuala Bhee State Elementary School (SDN), Pasi Aceh SDN, Padang Jawa SDN, Lung Tanoh Tho SDN, Blang Mee SDN , Paya Dua Elementary School, and Cot Lagan Elementary School, West Aceh Regency. The research method used is a qualitative method with data collection instruments using interview techniques and literature study. Interviews were conducted with school principals, school supervisors and class teachers. The time of the research was in September 2023. The results of the research can be concluded that the planning of the digital literacy program was carried out through school meetings, planning of teachers/educational personnel who handle the digital literacy program, planning of teaching materials/literacy topics taught, planning of facilities and infrastructure used in the program digital literacy, planning the budget used, planning the implementation of the digital literacy program and monitoring planning carried out to control the implementation of the digital literacy program can run as expected. The implementation of the digital literacy program in improving 21st century learning in West Aceh Regency Elementary Schools is carried out through the Computer-Based National Assessment (ANBK) program, through a 15 minute reading program before morning lessons, reading corners, literacy creations for each end-of-semester activity, wall magazine program ( mading) and a short verse literacy program every Friday morning. Barriers to implementing digital literacy programs include that there are still teachers who do not understand digital literacy, there are teachers who do not carry out digital literacy program tasks, limited digital skills and digital facilities as a learning medium for students, internet networks and electricity networks often experiencing disruptions and limited digital library infrastructure. at school.
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Azizan, Nashran, Edy Surya, Johannes Johannes, and Maulana Arafat Lubis. "PENGEMBANGAN MODEL EXPERIENCE BERBASIS BUDAYA ANGKOLA UNTUK MENINGKATKAN KETERAMPILAN MAHASISWA DI ABAD 21." FORUM PAEDAGOGIK 13, no. 1 (2022): 75–88. http://dx.doi.org/10.24952/paedagogik.v13i1.5177.
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Education in Indonesia must be transformed based on the 21st century era, which resulted in religious, character, intelligent students, and based on the Law on the National Education System in 2003, and Government Regulation of the Republic of Indonesia Number 57 of 2021 concerning National Education Standards. This study aimed to develop a learning model of Angkola Batak culture-based Experience, South Tapanuli, North Sumatra, through teaching practices in micro-teaching courses. This research used the Research and Development research method by applying the Plomp development model. Random sampling used as a sampling technique consisted of 90 students from the Teacher Education of Islamic Elementary School, Institut Agama Islam Negeri Padangsidimpuan in the sixth semester. Data collected used observation and questionnaires assisted by google form. Data analysis used STATCAL software. The results showed discrepancies were found between the program and expectations as well as reality, while students had not fully understood designing lesson plans based on the applicable curriculum, synchronized the design of lesson plans and the practice, and students were not allowed to teach in schools in order to be able to practice theory and practical teaching applications. At the same time, the program study vision is to prepare Islamic Elementary School teachers with Islamic, innovative, competitive, and professional personalities associated with South Tapanuli culture, like the Angkola Batak. So, it is necessary to develop programs to improve students' skills in applying the learning in the 21st century.
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Prasetia, Adi, Herita Warni, Mashud Mashud, and Muhammad Fadillah. "The analysis of 21st century skills-based lesson plans for physical education in elementary schools." Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi 14, no. 1 (2024): 1. http://dx.doi.org/10.35194/jm.v14i1.3975.
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Penelitian ini bertujuan untuk mengetahui hasil analisis rencana pelaksanaan pembelajaran sekolah dasar mata pelajaran Pendidikan jasmani olahraga dan kesehatan berbasis kecakapan abad 21 di kabupaten Tapin. Penelitian ini merupakan penelitian kuantitatif deskriptif dengan metode survey untuk melakukan dokumentasi dokumen rencana pelaksanaan pembelajaran guru PJOK Sekolah Dasar di 12 kecamatan di kabupaten Tapin untuk di analisis menggunakan instrumen penilaian yang telah dibuat. Hasil Penelitian ini adalah secara keseluruhan perangkat pembelajaran berupa rencana pelaksanaan pembelajaran mata PJOK berbasis kecakapan abad 21 di kabupaten Tapin menunjukkan dalam kategori “sangat baik” dengan persentase 33,33%, kategori “baik” dengan persentase 33,33%, kategori “cukup” dengan persentase 16,67%, kategori “kurang” dengan persentase 16,67%, dan kategori “sangat kurang” dengan persentase 0%. Hasil tersebut didasari pada tidak semua rencana pelaksanaan pembelajaran yang dibuat memuat komponen yang ada dalam instrumen penilaian. Akan tetapi, kecakapan abad 21 berupa 4C sudah diterapkan di rencana pelaksanaan pembelajaran dengan ditemukan dalam komponen kegiatan pembelajaran serta telah menggunakan pendekatan/metode/model pembelajaran yang mengarahkan implementasi kecakapan 4C serta HOTS (Higher Order Thinking Skill).
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Wardani, Erika Novia, Nur Arifah Drajati, and Ellisa Indriyani Putri Handayani. "Pre-service Teacher Experience in Designing Lesson Using TPACK-21 CL in Teaching Reading for High School Students." EDULANGUE 3, no. 1 (2020): 29–48. http://dx.doi.org/10.20414/edulangue.v3i1.2094.
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This study looked into the experiences of a pre-service teacher in designing a lesson using Technological Pedagogical Content Knowledge for 21st Century Learning framework. The pre-service teacher integrated the use of technology for the teaching learning process because it was to support the students to achieve the 21st skills, especially in reading. This study drew on the narrative inquiry methods to present the finding. The pre-service teacher designed the lesson followed by a reflection. This long scientific endeavor leads the preservice teacher to consider to develop technological pedagogical content knowledge (TPACK) skills to enable herself to become a professional teacher. The finding showed that though the pre-service teacher was finally able todesign the lesson and implement it in the classroom, she needs further discussion with the lecturers and the tutor teacher. The development skills from the experience is important for a teacher to be able to design meaningful learning for the students.
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Yavuz, Sevilcan, Ulfet Yavuz, and Hacer Özge Baydar Arıcan. "21st century skills model: Secondary school physical education and sports lesson curriculum." Journal of Human Sciences 22, no. 1 (2025): 18–31. https://doi.org/10.14687/jhs.v22i1.6543.
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Developing technology, globalisation and rapidly increasing population with the globalising world have brought about changes in the social structure. With these changes, the skills that individuals are expected to have are also being renewed and updated. These renewals and updates are also reflected in the educational policies of the states and cause changes in the legislation and regulations related to education. In this study, which was conducted to analyse the achievements of the “Physical Education and Sports Course Curriculum” within the scope of the ‘Research Report on 21st Century Skills and Values’ prepared by the Ministry of National Education, Board of Education and Board of Discipline, document analysis was used and the findings obtained were subjected to content analysis. As a result of the analysis, it was determined that the outcomes in the “Physical Education and Sports Curriculum” were associated with 7 basic skills and 46 sub-skills within the framework of the “21st Century Skills Model”, the skills were repeated 132 times in the outcomes and 11 values surrounding all of the skills were included in the outcomes in the programme. (Extended English summary is at the end of this document) Özet Küreselleşen dünya ile birlikte gelişen teknoloji, globalleşme, hızla artan nüfus toplumsal yapıdaki değişimi beraberinde getirmiştir. Yaşanan bu değişimlerle birlikte bireylerin sahip olmaları beklenen beceriler de yenilenmekte ve güncellenmektedir. Bu yenilenme ve güncellemeler, devletlerin eğitim politikalarına da yansıyarak, ülkelerin eğitim ile ilgili mevzuat ve yönetmeliklerinde de değişimlere neden olmaktadır. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı tarafından hazırlanmış olan “21. Yüzyıl Becerileri ve Değerlere Yönelik Araştırma Raporu” kapsamında “Beden Eğitimi ve Spor Dersi Öğretim Programı”nın kazanımlarının analiz edilmesi amacıyla yapılan bu çalışmada doküman incelemesinden yararlanılmış ve elde edilen bulgular içerik analizine tabi tutulmuştur. Yapılan analiz sonucunda, “Beden Eğitimi ve Spor Öğretim Programı”nda yer alan kazanımlar, “21. Yüzyıl Beceri Modeli” çerçevesinde yer alan 7 temel beceri ve 46 alt beceri ile ilişkilendirilerek becerilerin kazanımların içerisinde 132 kez tekrarlandığı ve becerilerin tümünü saran 11 değerin programdaki kazanımlarda yer aldığı tespit edilmiştir.
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Dr., Ejitu Nnechi Ota, and Chinyere S. Ecoma Dr. "NIGERIAN FOREIGN POLICY AND THE DEMOCRATIC EXPERIMENT: THE LESSONS OF HISTORY AND OPTIONS FOR THE 21st CENTURY." International Journal of Applied and Advanced Scientific Research 1, no. 1 (2016): 9–18. https://doi.org/10.5281/zenodo.154756.
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The logic of events and colonial legacy both largely foreordained Nigeria’s initial foreign policy options. Thus, until 1975, the country played a relatively hesitant and minimal role in international affairs, both within and outside the African continent. During the 1960s, the underlying foreign policy objectives sought not to elicit any changes in Nigeria's foreign policy. But the events of the 1970s, especially the role played by Nigeria in the liberation of Angola and Mozambique, led to a rethinking of Nigeria's leadership role in Africa. In other words, although foreign policy pursuits in the First Republic (1960-66) merely portrayed the ambivalence between Nigeria's status as Africa's most populous and richly endowed country, and her inability to chart an independent foreign policy path, the Second Republic (1979-83) was an improvement. One reason for this was the fact that unlike the First Republic, the Second Republic had a glorious reputation and precedence to protect, namely, the vibrant foreign policy engagements of the proceeding military government of Murtala Mohammed. On the other hand, the first eight years of the Fourth Republic were characterised by economic diplomacy. It is important, therefore, that as the 21<sup>st</sup> century gradually but steadily thins down the world into a global village, countries like Nigeria should remain relevant. A major handicap to an aggressive foreign policy has been the domination by the executive arm of government of the foreign policy decision-making process in Nigeria especially during the period under review. It is against this background that the need arises for a re-definition of Nigeria's foreign policy objectives. It is also imperative for foreign policy decision-makers to be imbued with a sustained sense of history if Nigeria must take its rightful place in the comity of nations.
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Mardiana, Mardiana. "Analisis Rencana Pelaksanaan Pembelajaran (RPP) Tematik Muatan IPA Ditinjau Dari Kompetensi Abad 21 dan Higher Order Thinking Skills (HOTS)." Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar 7, no. 1 (2024): 58–64. https://doi.org/10.33369/dikdas.v7i1.20212.
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This study aims to analyze the lesson plans developed by elementary school teachers related to 1) 21st-century skills-based learning strategies, 2) learning media using ICT and natural objects, 3) HOTS-based learning evaluation. This research uses the descriptive qualitative method. The research instrument was in the form of a lesson plan analysis sheet. Data on each aspect of the lesson plans were calculated for validation. The results of this study are 1) The learning strategy shows very valid and high criteria; 2) The selection of learning media shows very valid and moderate criteria; 3) Learning evaluation shows very valid and moderate criteria. This study concludes that the lesson plans used by teachers are not all HOTS-based.
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Rambe, Laila Hafani, Lasmida Malau, Meifa Efata Rey Manurung, Neysa Afifah Lubis, and Wulan Kurnia Denti. "Literasi Matematika sebagai Kompetensi Utama di Abad 21 dan Implikasinya pada Pendidikan di Sekolah Dasar." Jurnal Pendidikan Guru Sekolah Dasar 1, no. 1 (2023): 10. http://dx.doi.org/10.47134/pgsd.v1i1.109.
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Students will not master mathematics material if they have difficulty in understanding concepts. To understand concepts, literacy skills are needed. Someone who can understand concepts well and is also skilled in mathematics should be sensitive to mathematical concepts related to problems. From this awareness then comes the strategy to formulate the problem in mathematical form and then solve it. Formulating, applying and interpreting are all part of this process. The purpose of this research is to explore the concept of mathematical literacy and analyse the role of mathematical literacy in the 21st century, examining some of the factors that are thought to influence mathematical literacy achievement and mathematical connection skills. The results showed that mathematical literacy can be realised through contextualised learning in achieving the goal of mathematical literacy, teachers must engage students in important activities that help them relate academic lessons to the real-world contexts they face. Mathematical literacy can be realised in learning that is concrete and teachers should teach by linking learning with students’ daily lives by doing contextual learning or doing the Realistic Mathematics Learning movement, both of which are considered good in improving the mathematical literacy skills of elementary school student.
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Letters, Migration. "Book Reviews." Migration Letters 16, no. 2 (2019): 345–54. http://dx.doi.org/10.33182//ml.v16i2.741.
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Human Security and Migration in Europe's Southern Borders by Susana Ferreira. Palgrave Macmillan: Springer Nature, 2018, xvii + 211 pp. DOI: 10.1007/978-3-319-77947-8Dr Diotima Chattoraj, University Brunei Darussalam, Brunei. Borders and Mobility in South Asia and Beyond by Reece Jones and Md. Azmeary Ferdoush (eds.), Amsterdam: Amsterdam University Press, Netherlands, 2018. PP.277, Price: € 99,00 (Hardback), ISBN: 9789462984547Dr Saleh Shahriar, College of Economics and Management, Northwest A&F University, Shaanxi, Yangling 712100, The People’s Republic of China.Migration, Refugees and Human Security in the Mediterranean and MENA edited by Marion Boulby and Kenneth Christie, Palgrave Macmillan (2018, ISBN: 978-3319707747).Dr Gül Oral, Kadir Has University, Turkey.21 Lessons for the 21st Century by Yuval Noah Harari. New York: Spiegel & Grau, 2018, 372 pp. ISBN: 978-1787330672.Dr Uzi Rebhun, Hebrew University of Jerusalem, Israel
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Hidayati, Reni. "STUDENTS’ BEHAVIOUR ON USING CANVA APPLICATION FOR ENGLISH PROJECT." English Language Teaching Methodology 3, no. 3 (2023): 338–48. http://dx.doi.org/10.56983/eltm.v3i3.1100.
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Using technology is increasingly applied in teaching and learning in the 21st century. Technology has become an integral part of our lives and has greatly impacted various fields, including education. To adapt to increasingly massive learning technology, teachers need to be able to develop engaging and cutting-edge educational media for use in the classroom. Teachers today need to use more innovation to create engaging lessons. One of the popular platforms media in learning technology is the Canva application. This study aims to investigate students’ behaviour in the use of Canva applications for English projects. This research was conducted in January-March at SMPN 21 Semarang. Researchers used a descriptive qualitative method to describe qualitative data using questionnaires. The research sample was the 7th grade of SMPN 21 Semarang. The study results find that student behaviour using Canva application for English projects is a fun media for learning, enhancing students’ creativity, understanding, and motivation. But also, the Canva application has disadvantages such as the need for a stable connection and enough data for accessing the application.
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Rhamayanti, Yuni, Rama Nida Siregar, Ayathollah Khomeni, and Haritsah Hammamah Harahap. "Pelatihan Pembelajaran Kolaboratif Jumping Task Berbasis Bahasa Matematis Tapsel Untuk Meningkatkan Kompetensi 6C Abad 21 Siswa SD Negeri 100601 Pintu Padang." KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat 3, no. 2 (2024): 252–67. http://dx.doi.org/10.60004/komunita.v3i2.108.
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Collaborative Learning Training of Jumping Task Technique Based on Tapsel Mathematical Language to Improve 21st Century 6C Competencies of Elementary School Students 100601 Pintu Padang. The partners of this community service activity are 22 students of grade V of SD Negeri 100601 Pintu Padang. The partner's problems are as follows: 1) minimal school facilities, 2) students' difficulties in understanding mathematics, 3) low interest in learning mathematics, 4) students' perspectives that consider mathematics as a difficult and boring lesson, 5) low ability and skills of some teachers in presenting teaching materials as interestingly as possible, and 6) limited economic conditions for students to participate in tutoring, 7) Low Competence 6 C, 8) the need to use student language that is based on the experience of the Batak language of Tapsel. To address these issues, we are interested in holding community service activities (PKM) in the field of educational services, namely the Tapsel Mathematical Language-Based Jumping Task Technique Collaborative Learning Training which is considered appropriate for 21st century thinking and is oriented towards students helping students face and solve difficulties in 6C competency questions, namely as facilitators, motivators, innovators, evaluators, as well as educators and mentors in learning simulations discussing 6C competency questions. The method offered to improve 21st century 6C competencies to support the realization of PKM that will be implemented on students is the Tapsel Mathematical Language-Based Jumping Task Technique Collaborative Learning training. Jumping Task is a high-level question or assignment presented using Tapsel mathematical language to develop high-level thinking skills. Meanwhile, the approach used during the implementation of this PKM activity uses a service learning approach aimed at overcoming problems faced by partners and fulfilling practical needs required by students.
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Shabrina, Adani, and Utari Praba Astuti. "The Integration of 6Cs of the 21st Century Education into English Skills: Teachers’ Challenges and Solutions." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 7, no. 1 (2022): 28. http://dx.doi.org/10.17977/jptpp.v7i1.15185.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>In the 21<sup>st</sup> Century education, the 6 competencies are necessarily integrated into the classroom remembering the importance to complete students with better competencies. In line with the 6Cs integration, teachers’ challenges and solutions also need to be known. This study investigates English teachers’ challenges in integrating 6Cs of the 21<sup>st</sup> Century education into English integrated skills, and their solutions to cope with the challenges. This qualitative study elicited data from 20 English teachers through a questionnaire and an interview. The findings showed that students’ low motivation and poor vocabulary, time management, the difficulty in integrating some competencies and designing lesson plans were the challenges faced by teachers in integrating the 6Cs. Then, to cope with the challenges, teachers conducted group work and games, provided interesting videos, used a timer to manage the time, looked for references and discussed with other teachers to create lesson plans.</p><p class="Abstract"><strong>Abstrak:</strong> Pada pendidikan abad ke 21, keenam kompetensi (6C) perlu diintegrasikan ke dalam kelas mengingat pentingnya melengkapi siswa dengan kompetensi yang lebih baik. Sejalan dengan pengintegrasian 6 kompetensi, tantangan dan solusi guru juga perlu diketahui. Penelitian ini menyelidiki tantangan yang dihadapi oleh guru bahasa Inggris dalam mengintegrasikan 6 kompetensi pendidikan abad ke-21 ke dalam keterampilan terintegrasi bahasa Inggris, dan solusi mereka untuk mengatasi tantangan tersebut. Studi kualitatif ini mengumpulkan data dari 20 guru bahasa Inggris melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa tantangan yang dihadapi guru yaitu kurangnya motivasi siswa dan kosakata Bahasa Inggris, manajemen waktu, kesulitan dalam mengintegrasikan beberapa kompetensi dan merancang rencana pelajaran. Untuk mengatasi tantangan tersebut, guru mengadakan kerja kelompok dan permainan, menyediakan video yang menarik, menggunakan pengatur waktu, dan mencari referensi sekaligus berdiskusi dengan guru lain untuk membuat rencana pembelajaran.</p></td></tr></tbody></table></div>