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Journal articles on the topic '21st-Century Skills Developm'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Ayisha, Ahmadova. "INTERACTIVE GAMES AND SIMULATIONS: NEW PERSPECTIVES IN EDUCATION." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 104 (May 21, 2025): 82–83. https://doi.org/10.5281/zenodo.15480660.

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This article provides a critical examination of the integration of interactive games and simulations into contemporary educational systems, emphasizing their transformative potential in enhancing teaching and learning processes. Game-based learning and gamification have emerged as effective pedagogical approaches that significantly increase learner motivation, engagement, and cognitive retention. In contrast to traditional didactic methods, these approaches promote knowledge acquisition through immersive, learner-centered, and contextually rich environments.Core game mechanics—such as po

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Vista, Alvin. "Data-Driven Identification of Skills for the Future: 21st-Century Skills for the 21st-Century Workforce." SAGE Open 10, no. 2 (2020): 215824402091590. http://dx.doi.org/10.1177/2158244020915904.

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The world is rapidly changing, and the systemic shifts have the potential to affect the nature of work. To prepare the workforce, it is crucial to develop the skills that will be necessary for the unpredictable landscape of the future. Before these skills can be developed, however, they have to be identified and quantified through some form of valuation. It is important that the approach to skills valuation is empirically defensible. This article presents an approach to skills valuation that focuses on the extent to which a skill facilitates occupational transitions as its measure of value. Th

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Marecel, E. Krawczyk, and M. Garabato Melinda. "Utilization of Information and Communication Technology and 21st Century Skills." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 08 (2024): 3902–14. https://doi.org/10.5281/zenodo.13364023.

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Learning has now become beyond the four corners of the classroom. Utilization of Information and Communication Technology (ICT) enhances learning which students may either develop the 21st Century skills or otherwise. This study aimed to determine the relationship between utilization of ICT and 21st Century skills of students of East 1 District, Division of Gingoog City for SY 2023-2024. Specifically, this study sought to determine the extent of ICT utilization in terms of learning activities, and perceived impact; the level of 21st Century skills of students in terms of learning skill, creati

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Illene, Sherlin, Selly Feranie, and Parsaoran Siahaan. "Create multiple-choice tests based on experimental activities to assess students' 21st century skills in the heat and heat transfer topic." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 44–57. http://dx.doi.org/10.11591/edulearn.v17i1.20540.

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Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master 21st-century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st-century skills in Indonesia is still very open, with attention being paid to the clarity of the instrument in describing rea

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Sherlin, Illene, Feranie Selly, and Siahaan Parsaoran. "Create multiple-choice tests based on experimental activities to assess students' 21st century skills in heat and heat transfer topic." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 44–57. https://doi.org/10.11591/edulearn.v17i1.20540.

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Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master the 21st century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st century skills in Indonesia is still very open by paying attention to the clarity of the instrument in describing real p

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Mopara, Raphiphan, and Wirot Sanrattana. "Developing Teachers to Develop Students' 21st Century Skills." World Journal of Education 13, no. 3 (2023): 94. http://dx.doi.org/10.5430/wje.v13n3p94.

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The operation in the research project for developing teachers towards enhancing the 21stCentury skills of students was one of the research projects on 21st Century Skills. It was a research operation that was based on the advancement of digital technology and a knowledge-based society in the 21st Century. Various international perspectives on developing the 21st century skills of students, which had been presented by experts, were gathered utilizing Research and Development methodology, with the aim of creating educational innovations that can be used to empower teachers' learning and subseque

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Lailatul Alifah and Sukartono. "Integration of 21st Century Skills in Thematic Learning in Elementary School." Jurnal Ilmiah Sekolah Dasar 7, no. 1 (2023): 168–75. http://dx.doi.org/10.23887/jisd.v7i1.55050.

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The challenges of the 21st century require students to be responsive to advances in science and technology. Students need to prepare 21st century skills known as 4C (Critical Thinking, Communication, Collaborative, and Creativity). So that in learning there needs to be integration of 21st century skills combined with thematic learning. This study aims to analyse the integration of 21st century skills in thematic learning in elementary schools. This type of research uses a qualitative descriptive approach. The subjects of this study were teachers and third grade students. Data collection techni

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Priyana, Joko. "ADAPTING LEARNING MATERIALS TO FACILITATE A BALANCED ACQUISITION OF LANGUAGE SKILLS, VALUES, AND 21ST CENTURY SKILLS." Diksi 27, no. 2 (2019): 143–49. http://dx.doi.org/10.21831/diksi.v27i2.29036.

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(Title: Adapting Learning Materials To Facilitate A Balanced Acquisition Of Language Skills, Values, And 21st Century Skills). English language teaching in the Indonesian schools aims to develop the students’ four language skills (listening, speaking, reading, and writing) in the target language and promote the acquisition of values and 21st century skills (critical thinking, creativity, collaboration, and communication). The learning materials published by the government and publishers available in the market generally focus on the development of the student’s language skills and values. Henc

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Zhou, Longjun. "How to Develop 21st Century Skills in Students: The Role of LEGO Education." Science Insights Education Frontiers 15, no. 2 (2023): 2281–83. http://dx.doi.org/10.15354/sief.23.co066.

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The concept of “21st century skills” emerged in response to the challenges of the modern era. The Partnership for 21st Century Skills (P21) was a pioneering force in this movement and developed the Framework for 21st Century Learning in the early 2000s (Shi et al., 2016). In 2012, the U.S. National Research Council issued a report titled Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, which marked a new direction for educational reform and development in the U.S. and provided valuable insights for nations worldwide. The report identified three dom

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Pardayev, Bakhtiyor A., and Mirolim I. Khudoiberdiyev. "TO DEVELOP THE SKILLS AND COMPETENCIES OF WATERCOLORS FOR FUTURE TEACHERS OF FINE ARTS." CURRENT RESEARCH JOURNAL OF HISTORY 03, no. 02 (2022): 18–25. http://dx.doi.org/10.37547/history-crjh-03-02-04.

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Watercolor is a Latin word that means water-based paint, as well as watercolor painting. Watercolor was widely used in ancient Egypt, Japan, and from the 21st century the work of major works of art in watercolor is highly developed. Working with watercolors was developed in England a century and a half ago. The following is a description of the origin and processing technology of watercolors.

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Mulyana, Ajeng Tina. "Model Pengembangan Bahan Ajar Bahasa Indonesia sebagai Mata Kuliah Wajib Umum (MKWU) Berbasis Paradigma Pembelajaran Abad Ke-21 pada Aspek Career and Life Skills (CLS)." Jurnal Inovasi Pendidikan MH Thamrin 2, no. 2 (2019): 43–54. http://dx.doi.org/10.37012/jipmht.v2i2.42.

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Preparing students to be skilled in work in the 21st century and able to connect a skill in 21st century teaching/Partnership for Teaching 21st Century Skill (P21) this articulates that students are expected to become successful individual citizens in working in the 21st. The pedagogic goes from traditional core skill to teaching paradigms of the 21st century. This 21st century paradigm is indispensable to ensure that at graduation students must be able to prepare themselves for work and other skills most in demand in the 21st century, namely career and life skills (CLS). This study aims to pr

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Zeeshan, Khaula, Timo Hämäläinen, and Pekka Neittaanmäki. "Computational Thinking and AI Coding for Kids to Develop Digital Literacy." International Journal of Education (IJE) 12, no. 3 (2024): 55–74. http://dx.doi.org/10.5121/ije2024.12305.

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21st -century skill development is a challenge to today`s educational system. Our rapidly transforming world with fast paced technological advancements poses different challenges. One such challenge is 21st - century skill development to meet the needs of future work force. In our research article, we have showcased that how we can develop coding and computational thinking skills in young learners at early school age. Additionally, we presented a study focusing on the significance and need of developing digital literacy. In our research work, we have also discussed the initiatives taken by dif

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Supriadi, Rahmad Rafid, Shellya Tanaya Dhayinta, and Riski Febria Nurita. "CIVIC EDUCATION BARCODE MEDIA REVIEWED FROM 21ST CENTURY SKILLS LEARNING." EDUCATUM: Scientific Journal of Education 2, no. 2 (2024): 38–47. http://dx.doi.org/10.59165/educatum.v2i2.63.

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In this article, we will discuss the use of Civic Education barcode media in terms of 21st century skills learning. The use of Civic Education barcode media will be reviewed to see whether it can support the implementation of 21st century skills learning. Whether 21st century skills are already present in the use of Civic Education barcode media will be discussed, so it is hoped that their utilization can be achieved. can run optimally in the future if you have found the emphasis on 21st century skills. This writing was carried out using literature study. All skills contained in Skill 21 learn

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Contreras-Espinosa, Ruth S., and Jose Luis Eguia-Gomez. "Game Jams as Valuable Tools for the Development of 21st-Century Skills." Sustainability 14, no. 4 (2022): 2246. http://dx.doi.org/10.3390/su14042246.

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The concept of 21st-century skills refers to the knowledge, skills, and emotions that are critical to successfully navigating today’s world. Game jams can act as spaces to develop these skills and thus boost cooperative learning, problem-based learning, or co-creation. Additionally, game jams offer opportunities to improve collaboration and creativity skills, among others. This paper summarizes three years of activities designing and studying game jams to develop 21st-century skills, focused on Mexican students aged 12–16 years old. Data were compiled through direct observation, open-ended que

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Atika Ulya Akmal, Yohandri, and Abdul Razak. "Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model." International Journal of Elementary Education 7, no. 4 (2023): 731–41. http://dx.doi.org/10.23887/ijee.v7i4.66570.

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The 21st century skills are skills that really need to be developed to face the current digitalization era. Looking at the current conditions, students' 21st century skills are not very prominent and are not well developed so that students need new innovations that can support 4C skills. The purpose of this study was to analyze the 21st century skill profile of first semester Elementary School Teacher Study Program students in the elementary physics basic concepts course. This type of research is descriptive research. The sample of this research was 110 students selected with a specific purpos

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Uswah, Atiq Yuftriyah, Firman Aullia Ramadhan, Suparwoto Sapto Wahono, and Moch Imam Machfudi. "Implementation of Progressivism Philosophy to Develop 22nd Century Teacher Skills." IJIT: Indonesian Journal of Islamic Teaching 5, no. 2 (2022): 146–54. http://dx.doi.org/10.35719/ijit.v5i2.1700.

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Rapid changes must be balanced with human capacities in order to avoid errors in response, notably in the area of education. Errors in responding to it, including in the realm of education Education is crucial in developing human skills in the twenty-first century. The job of educational agents, in this case lecturers, must be aimed at producing potential educators who meet the standards and competencies sought in the twenty-first century. skills as sought in the twenty-first century This study employs library research to investigate data and information gathered from books, journa

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Dr., Ryan V. Dio, and Michael H. Hamor Jhon. "21st Century Skills of Students through Pedagogical Practices of the Teacher: An Assessment." International Journal of Social Science and Education Research Studies 05, no. 05 (2025): 467–75. https://doi.org/10.5281/zenodo.15556182.

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Abstract : This research assessed the pedagogical practices of a mathematics teacher and the 21st century skills of ABM (Accountancy, Business, and Management), GAS (General Academic Strand), and STEM (Science, Technology, Engineering, and Mathematics Strand) students at Casiguran Technical Vocational School, Sorsogon, Philippines. This case study employed the mixed of qualitative and quantitative methods of data collection, including classroom observation, documentary analysis, and student surveys. The findings showed that the teacher utilized varied pedagogical practices to develop the criti

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Rosikh, Fahrur, M. Fathor Rohman, Isna Finurika, and Khoirun Nisa’. "Tarqiyah Maharat al-Qarn al-Hadi wa al-‘Isyrin fi Ta’lim Maharah al-Kalam ‘ala Asas al-Ta’lim al-Bina’i fi al-Jami’ah." Arabiyatuna: Jurnal Bahasa Arab 7, no. 2 November (2023): 479. http://dx.doi.org/10.29240/jba.v7i2.8072.

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This study aimed to analyze the development of 21st century skills in the learning of constructivism-based speaking skill at Pesantren sunan drajat Lamongan. The research method used was qualitative research with the type of explanatory case study. Data collection techniques deployed observation, interviews, and documentation. The data analysis techniques consisted of data reduction, data presentation, and drawing conclusions. The results of this study indicated that constructivism-based speaking skill learning could develop students' 21st century skills. The developed 21st century skills incl

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Fatmawati, Ayu. "STUDENTS’ PERCEPTION OF 21st CENTURY SKILLS DEVELOPMENT THROUGH THE IMPLEMENTATION OF PROJECT-BASED LEARNING." Pedagogy : Journal of English Language Teaching 6, no. 1 (2018): 37. http://dx.doi.org/10.32332/pedagogy.v6i1.1111.

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The phenomenon of graduate students who are not ready for employment in a digital age seizes the educators’ attention. Then, some research findings identified the students’ need to focus on 21st century skills in order to fulfill the workplace requirements. Some teaching methods are provided to help teacher in teaching 21st century skills. One of them is the project based learning (PbL). This research aimed at knowing the students’ perception of 21st century skill development through the implementation of project-based learning. Descriptive quantitative method was utilized in this research. Th

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Damayanti, Ade Mardiana, Nur Syamsiyah, Endang Astuti, Uci Dania, and Pintaka Kusumaningtyas. "The Role of Metacognitive Skills in Developing The 21st Century Skills." Educational Studies: Conference Series 1, no. 1 (2021): 26–30. http://dx.doi.org/10.30872/escs.v1i1.856.

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Metacognition is one of the most important dimensions of education in building knowledge, skills and character of students. The metacognitive skills are indispensable in developing the 21st century skills that must be mastered by students. This paper provides a review of literature that emphasizes on the 21st century skills that can be developed through the metacognition in learning. The finding reported the 21st century skills that can be developed in learning using the metacognitive skills included the ability in problem solving, critical thinking, reflective thinking and accessing informati

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Faisal, Abdul Haris, Dadang S. Anshori, Andoyo Sastromiharjo, and Yeti Mulyati. "Designing a Data Literacy-Based Speaking Skills Assessment Instrument for High School Students." JISAE: Journal of Indonesian Student Assessment and Evaluation 10, no. 1 (2024): 1–9. http://dx.doi.org/10.21009/jisae.v10i1.43780.

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This study aims to develop a data literacy-based speaking skill assessment instrument for students at the high school level. Currently, speaking skills are one of the 21st century competencies that must be developed. Students of the 21st century have demands to master both written and oral communication competencies. In addition, data literacy skills are one of the new literacies that students must master as a complement to communication skills. This research uses a research and development method with the Plomp model which consists of five phases, namely the initial investigation phase, desig

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Oluwagbohunmi, M. F., and R. A. Alonge. "21st Century Skills and Its Applicability to Social Studies." Asian Journal of Education and Social Studies 41, no. 3 (2023): 37–43. http://dx.doi.org/10.9734/ajess/2023/v41i3896.

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Students’ learning should be connected to life after school. They need to acquire skills that enhance analytic reasoning and complex problem solving. This is divergent from the content/knowledge-based traditional academic skill. 21st Century skills are competencies students need to possess to be able to prepare for workforce, lifetime learning and key into global economy. The 21st Century skills are Knowledge (need to consider the significance and applicability of what is taught), Skills (need to develop the ‘4Cs’-creativity, critical thinking, communication, collaboration for absorbing knowle

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Yulianti, Dwi, and Dewi Anjani. "Implementing Physical Learning Based On Momentum and Impulse Stem Materials to Develop Collaboration Skills." Jurnal Ilmu Pendidikan 25, no. 1 (2020): 27. http://dx.doi.org/10.17977/um048v25i1p27-32.

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The challenges of the 21st-century life require that every individual must master 21st-century skills. The 21st-century learning and innovation (4C) skills are among the skills that rank first among other skills. Collaboration skills are part of 4C skills that are important for students to develop. The 2013 curriculum policy and STEM-based learning are solutions to the challenges of the 21st-century development. The results of a survey of 16 high schools in the city of Semarang, show that schools have not applied to learn with the STEM approach and have not specifically developed collaboration

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Asrizal, A., Y. Yurnetti, and E. A. Usman. "ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills." Jurnal Pendidikan IPA Indonesia 11, no. 1 (2022): 61–72. http://dx.doi.org/10.15294/jpii.v11i1.33764.

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Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various as

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Sun, Bailing, and LORNA A.ESPESO. "The Transformative Teaching Practice of Teachers and Cultivation of 21st Century Skills of College Students in Selected Sports Universities in China." International Journal of Education and Humanities 16, no. 2 (2024): 296–99. http://dx.doi.org/10.54097/zvf61b89.

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This study aims to explore the impact of teachers' transformative teaching practices on college students' mastery of 21st-century skills, with a focus on the teaching dimensions of "Personalized Considerations" and "Inspiring People," as well as the students' mastery of "Professional Skills" and "Life Skills." By analyzing students' assessments of their proficiency in 21st-century skills, the research demonstrates a significant positive correlation between transformative teaching behaviors and students' skill mastery. Specifically, the ability of teachers to motivate and provide personalized s

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Abualrob, Marwan M. A. "Determinants of Building 21st Century Skills in Palestinian Elementary Schools." Higher Education Studies 9, no. 2 (2019): 108. http://dx.doi.org/10.5539/hes.v9n2p108.

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To fully engage in modern society, learners need to acquire not only individual skills&ndash; such as critical thinking, innovation and self-direction, but also participatory competences&ndash; such as collaboration, local connections, global connections, technology utilization and communication. The present study measures the factors influencing the development of such skills in the elementary stage science students in Palestine. The population comprised the science teachers for third through ninth grades at West Bank schools, while the sample consisted of 560 teacher respondents who

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Suryaningsih, Siti, Salamah Agung, Hans-Dieter Barke, and Fakhira Ainun Nisa. "BUILDING 21st-CENTURY SKILLS WITH STEAM-PjBL." EDUSAINS 16, no. 2 (2024): 128–39. https://doi.org/10.15408/es.v16i2.41779.

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During the 21st century, students are encouraged to develop skills that enable them to deal with real-life problems. The purpose of this study is to analyze what kind of 21st-century skills can be built during a teaching and learning process in the classroom. Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach through a project-based learning (PjBL), or STEAM-PjBL-based learning, seems to provide a promise in the development of 21st-century skills of students. This study, therefore, is conducted to reveal the kind of skills that can be built during the STEAM-PjBL learning

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Pardimin, Ana Fitrotun Nisa, and Nurul Hikmah. "Learning Design Innovation Based on Tri N and STEAM in Developing 21st Century Skills for Elementary School Students." Jurnal Ilmiah Sekolah Dasar 7, no. 2 (2023): 187–94. http://dx.doi.org/10.23887/jisd.v7i2.52903.

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The low level of 21st-century skills possessed by elementary school students. These 21st-century skills need to be acquired early so that students can be independent, survive, and adapt to the times. This study aims to innovate learning designs based on Tri N and STEAM to develop 21st century skills of elementary school students. The tools developed include lesson plans, student worksheets, and 21st century skills assessment instruments. The learning tool development process consists of analysis, design, development, implementation, and evaluation stages. The research subjects were teachers an

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Oanh, Duong Thi Kim, and Thi Dieu Hien Dang. "Effect of STEAM Project-Based Learning on Engineering Students’ 21st Century Skills." European Journal of Educational Research 14, no. 3 (2025): 705–21. https://doi.org/10.12973/eu-jer.14.3.705.

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STEM/STEAM education is an interdisciplinary pedagogical approach that cultivates skills in science (S), technology (T), engineering (E), arts (A), and mathematics (M) while also fostering 21st century skills like teamwork, problem-solving, critical thinking, and creativity in learners. Enhancing STEAM and 21st century skills for engineering students facilitates their swift adaptation to STEM/STEAM employment demands in the 4.0 industrial revolution and the ongoing digital transformation in Vietnam. This study aims to investigate the effect of STEAM project-based learning on the 21st century s

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Meyer, Elizabeth J., Anne Wade, and Philip C. Abrami. "Teaching With Electronic Portfolios to Develop 21st Century Literacies." LEARNing Landscapes 6, no. 2 (2013): 265–82. http://dx.doi.org/10.36510/learnland.v6i2.616.

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This article introduces an electronic portfolio, ePEARL, and how it has been used in classrooms to promote 21st century literacies. Using NCTE’s 21st Century Literacies framework, the authors provide examples of student work and classroom assignments to demonstrate how an electronic portfolio can support teachers integrating this framework and developing these skills in pedagogically meaningful ways.

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KOLOKOURI, ELENI. "21ST CENTURY SKILLS IN HIGHER EDUCATION: A DIFFERENTIATED LEARNING APPROACH." International Journal of Research in Education Humanities and Commerce 06, no. 03 (2025): 146–61. https://doi.org/10.37602/ijrehc.2025.6311.

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In the modern, globalized society, education must equip learners with 21st-century skills to prepare them for the complex professional, and civic roles. This study explores the views of university students of Early Childhood Education connected with the 21st century skills that are necessary for their professional development. Encouragement to use critical thinking, to collaborate, use of communication, creativity and innovation self-direction, global awareness, local awareness and problem solving were the categories examined through a questionnaire. Results show that 21st century skills were

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Ezeamagu, Mary, and Henry Owolabi. "APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (2021): 1–10. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.01.

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Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West

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Hayati, Hamida Syukran, and Asrizal Asrizal. "Need Analysis to Develop Global Warming e-Module Integrated Problem Bases Learning Model to Improve Students' 21st Century Skills." Physics Learning and Education 1, no. 2 (2023): 108–16. http://dx.doi.org/10.24036/ple.v1i2.23.

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The challenges of globalization require students to have skills or skills, especially skills of 21st century. The skills of 21st century that students must increase are the 4C skills, including: thinking in critical, creative, collaboration and communication. The research aim was to analyze the need for the making of an e-module on global warming integrated with the PBL model to increase students' skills of 21st century. In the research there were three something investigated, namely physics teachers, physics lesson plans, physics materials of teaching, and students of class XI IPA. The resear

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Kim, Sharon, Mahjabeen Raza, and Edward Seidman. "Improving 21st-century teaching skills: The key to effective 21st-century learners." Research in Comparative and International Education 14, no. 1 (2019): 99–117. http://dx.doi.org/10.1177/1745499919829214.

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The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instruct

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Shopia, Khilda, Sarah Aslamiyah, Isnaniah Isnaniah, Syifa Fadhilah Hamid, Purnawati Purnawati, and Muhamad Rizky Fadhil. "STUDENTS’ AWARENESS TOWARD 21ST CENTURY SKILLS." PRIMACY Journal of English Education and Literacy 3, no. 2 (2024): 67–79. https://doi.org/10.33592/primacy.v3i2.6342.

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Understanding 21st-century abilities is essential for students to succeed in the quickly changing digital and information age. These abilities, which are divided into learning, literacy, and life skills categories, include vital proficiencies including critical thinking, creativity, teamwork, communication, information literacy, and flexibility. In order to successfully handle societal difficulties, this study looks at how well students comprehend and apply these abilities. The results show that although students show a moderate level of knowledge regarding digital literacy and teamwork, defic

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Yudi, Mahyudi, and Indra Kurniawan. "Pelatihan Pengembangan Soal Matematika Tipe HOTS untuk Kemampuan Berpikir Kritis Matematis di SMP Bunda Kandung Jakarta Selatan." Jurnal Komunitas : Jurnal Pengabdian kepada Masyarakat 4, no. 2 (2022): 198–207. http://dx.doi.org/10.31334/jks.v4i2.2108.

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The development of progress in the world of education, especially mathematics, requires reliable students who are not only able to solve mathematical problems. However, they can further develop their higher order thinking skills, such as creative, critical and reasoning thinking. These abilities must be continuously honed and trained by familiarizing students with questions that do not only remember. Students should be able to develop their mathematical literacy by working on HOTS (higher order thinking skill) questions. Currently we are entering the digital era known as the industrial revolut

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Setiadi, Samsi, Muhammad Kamal, Fatwa Arifah, and Andri Ilham. "Model Materi Ajar Kitābah Muqayyadah Berbasis CEFR dan Terintegrasi Keterampilan Abad Ke-21." Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 6, no. 1 (2022): 83–94. http://dx.doi.org/10.15575/jpba.v6i1.17347.

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This study aims to develop a CEFR-based model of teaching materials for Kitâbah Muqayyadah and integrated 21st century skills. This research was conducted with a development research approach that started with situation analysis, needs analysis, and the development of learning model design concepts. Based on the results of the situation analysis and needs analysis, the development of a model of Kitâbah Muqayyadah teaching materials based on CEFR and integrated 21st century skills are very much needed. The concept of developing a teaching material model is based on a literature review that prod

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Eckersley, Mark. "Using Drama to Develop Communication Skills in the 21st Century Classroom." International Journal of Bilingual & Multilingual Teachers of English 04, no. 01 (2016): 45–49. http://dx.doi.org/10.12785/ijbmte/040106.

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Nabila, Aghni Zakiatun, Ahmad Farid, Siti Zuflihatul Magfiroh, Nur Zhafirah Hafizhah, and Maulida Nisaul Khomsah. "21st Century Skills Development in Modern Pesantren." Journal of Multidisciplinary Sustainability Asean 1, no. 3 (2024): 11–17. http://dx.doi.org/10.70177/ijmsa.v1i3.1124.

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Background: The integration of 21st-century skills into educational systems is crucial for preparing students for the global era. Modern Islamic boarding schools (pesantren) in Indonesia face the challenge of balancing traditional Islamic education with contemporary skill development. Purpose: This study aims to examine the implementation of 21st-century skills development in modern pesantren, identify challenges, and explore effective strategies for integration. Method: A qualitative case study approach was employed, involving three modern pesantren in Java. Data were collected through in-dep

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Irawan, Sandi, and Muhammad Mukhlis. "Keterampilan Abad 21 dalam Modul Ajar Bahasa Indonesia Kurikulum Merdeka di Sekolah Menengah Kejuruan." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 6, no. 1 (2023): 235–46. http://dx.doi.org/10.30872/diglosia.v6i1.634.

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This study aims to describe 21st-century skills in Indonesian language teaching modules for class X semester I of the independent curriculum created by educators at SMK Negeri 3 Pekanbaru. It is important because educators must develop independent curriculum teaching modules that integrate with 21st-century skills to prepare students to face the 21st-century era through a learning process that has been designed. This study used a qualitative approach with content analysis methods. Content analysis was conducted to find data on 21st-century skills in the Indonesian language teaching module docu

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Rahayu, Sri. "Development of 21st Century Skills through Project-Based Learning at Al-Azhar 15 Islamic Junior High School Cilacap." Proceedings Series on Social Sciences & Humanities 19 (November 30, 2024): 200–205. https://doi.org/10.30595/pssh.v19i.1353.

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Education seeks to improve 21st century skills. In facing the challenges of an increasingly complex modern era 21st century skills, such as critical thinking, creativity, collaboration, communication, and digital literacy, are important. The method of this paper uses documentation analysis and literature study on project-based learning and 21st century skills. Data will be collected from various sources such as educational policies, writing reports, and related scientific publications. The results of this paper are expected to provide a better understanding of the development of 21st century s

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Thyegarajan, Thinagaran, and Mohd Izwan Shahril. "Effectiveness of the THINK Module in Teaching and Learning Health Education Based on the STEM Approach for Primary School Students." International Journal of Research and Innovation in Social Science IX, no. II (2025): 3893–901. https://doi.org/10.47772/ijriss.2025.9020303.

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This study aims to develop a project-based learning module integrated with the concepts of Science, Technology, Engineering, and Mathematics (THINK Module) for the Year 5 Health Education subject using a modified Design and Development Research (DDR) approach. The developed THINK Module achieved a high approval percentage of 90% for validity and demonstrated high reliability, with a Cronbach’s Alpha reliability index of 0.935. The effectiveness of the THINK Module in enhancing Higher-Order Thinking Skills (HOTS) and 21st-century skills was evaluated in the assessment phase using a pre-experime

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Mahardika, I. Ketut, Sri Astutik, Alfido Fauzy Zakaria, Aris Doyan, and Susilawati Susilawati. "Pengembangan Model Pembelajaran Meaningful Investigation Laboratory (MIL) untuk Meningkatkan Keterampilan Representasi Verbal, Grafik, dan Matematis (R-VGM) pada Pembelajaran Fisika SMA Di Jawa Timur." Jurnal Pendidikan Sains Indonesia 8, no. 2 (2020): 280–91. http://dx.doi.org/10.24815/jpsi.v8i2.17386.

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The need for learning innovation is indispensable as a result of the development of the 21st century. In the 21st century learning there is a shift in student-centered learning from teacher-centered learning including physics learning. Physics learning requires innovation by not only doing learning activities in the classroom. Learning that is always done in class will make students become bored. Innovation of learning activities can be done in the laboratory as an appropriate alternative compared to conventional learning in the classroom. On the other hand in learning physics the skills that

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O'Lawrence, Henry. "The Workforce for the 21st Century." Issues in Informing Science and Information Technology 14 (2017): 067–85. http://dx.doi.org/10.28945/3724.

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Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology : This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solv

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Yulianti, D., S. Sugianto, and K. M. Ngafidin. "Scratch Assisted Physics Learning with a STEM Approach in the Pandemic Era to Develop 21st Century Learning Skills." Jurnal Pendidikan IPA Indonesia 11, no. 1 (2022): 185–94. http://dx.doi.org/10.15294/jpii.v11i1.32607.

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This century demands that everyone has 21st-century skills. The Covid-19 pandemic era has an impact on education, however, to face the global era, 21st-century skills must still develop in higher education including 21st-century learning skills called 4C skills (Creative, Critical, Collaboration, Communication). The survey of results on students participating in the Mechanics I course shows that creative and critical thinking skills are in a low category, collaboration and communication skills are also in the low category. This study aims to develop 4C skills in the pandemic era through learni

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Jumriani, Jumriani, and Z. K. Prasetyo. "Important Roles of Local Potency Based Science Learning to Support the 21st Century Learning." European Journal of Engineering and Formal Sciences 1, no. 1 (2017): 6. http://dx.doi.org/10.26417/ejef.v1i1.p6-16.

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The development of scientific knowledge and technology, including education have reached the 21st century. In this century, education is not only functioned to develop technology-based learning but also environment-based learning. To meet the challenge, some researchers concentrating on scientific education have developed and implemented local potency based science learning. The researchers systematically reviewed several literatures of relevant research and concluded that local potency based science learning has important roles in the 21st century learning. The learning is able to improve stu

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Nugraha, Irfan Setia, and Fahry Rizaldy Putra. "DEVELOPING 21St CENTURY SKILLS TROUGH WRITING CLASS IN ENGLISH LANGUAGE EDUCATION DEPARTMENT." Journal of Educational Learning and Innovation (ELIa) 3, no. 2 (2023): 456–64. http://dx.doi.org/10.46229/elia.v3i2.746.

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Due to the improvement in technologies, the era of industry 4.0 was born (Ghobakhloo, 2020) mentions that the era of industry 4.0 contribute to the sustainability of the economy, environment, and social development whilst gaining the attention of the world. The purpose of this study is to explore some aspects of creative writing that can develop 21st-century skills for students. This research used the definition of 21st century skills initiated by (National Research Council, 2011) as the key finding of the research which have 3 cluster of skills Cognitive skills, Interpersonal skills and Intra

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Hadiyanto, Hadiyanto, Failasofah Failasofah, Armiwat Armiwati, Mukhlash Abrar, and Yulhenli Thabran. "Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning." Journal of University Teaching and Learning Practice 18, no. 3 (2021): 83–102. http://dx.doi.org/10.53761/1.18.3.7.

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The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by stud

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Yusri, Radhya, Anna Cesaria, Anuar Mohd Yusof, Hafizah Delyana, Rahmi Rahmi, and Yulia Haryono. "Achieving Future Competencies: Integrating Project-Based Learning and Simulation to Develop 21st Century Skills." Jurnal Pendidikan MIPA 26, no. 2 (2025): 1129–48. https://doi.org/10.23960/jpmipa.v26i2.pp1129-1148.

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This study aims to develop students' skills through the integration of project-based learning and simulation. This study used mixed methods by involving 30 students of the Mathematics Education Study Program at Universitas PGRI Sumatera Barat as research subjects. Data collection was conducted through observations of five meetings and semi-structured interviews with nine students of various academic ability level, including high, medium, and low. The research instrument for quantitative data was an observation sheet, while for qualitative data, a semi-structured interview sheet was used. The d

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Handayani, Peny Husna, Gita Noveri Eza, and Winda Widya Sari. "Development of Interactive E-Modules in Science Learning Courses for Early Childhood: Training Students’ 21st Century Skills." Journal of Natural Science and Integration 7, no. 2 (2024): 204. https://doi.org/10.24014/jnsi.v7i2.28980.

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Today's learning certainly needs to keep up with the times where the demands of the times are not only knowledge, but also 21st century life skills, which include the ability to think critically, creativity, cooperation and communication. The aim of this research is to produce an interactive e -module in the Science Learning for Early Childhood course as an interactive learning medium and resource to help train and improve students' 21st century skills. This research is ADDIE development research which consists of five steps, namely analysis, design, development, implementation and evaluation.

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