21st Century Learning Skills Research Articles

Lecturer’s Perception on the Integration of 21st Century Learning Skills in the Teaching of English Prose

Lecturer’s Perception on the Integration of 21st Century Learning Skills in the Teaching of English Prose

Integrating Communication and Collaboration of 21st Century Learning Skills in Narrative Writing by Using an Online Learning Platform via Mobile Device among Upper Secondary Students in Penang, Malaysia

Integrating Communication and Collaboration of 21st Century Learning Skills in Narrative Writing by Using an Online Learning Platform via Mobile Device among Upper Secondary Students in Penang, Malaysia

Impact of Students’ Ubiquitous Learning through Web 2.0 Tool on Students’ 21st Century Skills: Critical Thinking and Collaboration

Ubiquitous learning is transforming education by enabling human-focused learning through seamless access to resources from anywhere. In addition, these tools enhance context understanding and make it easy to interact between real and digital learning resources, all while offering individualized learning opportunities. This research surveyed public sector university teachers in the Sindh and Punjab provinces of Pakistan to gather their opinions on how Web 2.0 tools and ubiquitous learning are affecting the development of 21st-century learning skills in students. The research aimed to assess the impact of Web 2.0 tools for ubiquitous learning (UL) on the critical thinking and collaboration skills of graduate-level students. To collect data, the study administered a self-developed questionnaire with 50 items rated on a 7-point Likert-type scale to 500 university teachers. This constituted the primary data for the research. According to the findings, ubiquitous learning has a noteworthy effect on fostering critical thinking and collaboration skills in university students. To make ubiquitous learning successful, both private and public sector universities must have adequate ICT infrastructure and provide teacher training that focuses on ICT-based teaching methods. The study can assist university teachers in establishing a ubiquitous learning (UL) environment that employs web 2.0 tools, thereby enabling students to effectively enhance their 21st-century learning skills, including critical thinking and collaboration.

Cultivating 21st-Century Learning Skills: The Effectiveness of Song-based Music and Movement for Improving Children's Social Skills

Researchers and educators asserted that music-based intervention is more effective than traditional teaching approaches when educating children due to the fact that music-based intervention promotes students' memory and interest. An ongoing imbalance in education that stands to be corrected is how parents and teachers may be more concerned with children's academic achievement than their social skills. In that context, this quantitative study aimed to investigate the effectiveness of song-based music and movement intervention in improving social skills among elementary-age children. The sixty participants (aged 7–9 years) were divided equally into three experimental groups (song-based, music and movement as well as song-based music and movement intervention) and a control group (no treatment). Quantitative data collected through pre and post-tests were assessed by three independent evaluators using the researcher-adapted Intrapersonal and Interpersonal Skills Measurement Form (IISMF). Participants' physical reactions, such as facial expressions, behaviours, and emotions, were observed. The results indicated that the song-based music and movement intervention had significantly improved the social skills on both dimensions of intrapersonal and interpersonal compared to the other interventions. This study provides insights to promote the implementation of song-based music and movement intervention for schoolteachers to improve young age children's social skills. Furthermore, social skills are one of the crucial elements in 21st-century learning skills that contribute to their future success.

Utilizing Critical and Creativity Thinking to Enhance ESL Grammar and Vocabulary in Narrative Essay Writing among Malaysian Form-Four Learners

English as a Second Language (ESL)learners need to master all the four language skills which are listening, speaking, reading, and writing unconditionally. Nevertheless, most Malaysian ESL learners face a major problem in writing skill when compared with the other three skills. The 21stcentury learning skills are divided into the main four skills which are communication, collaboration, critical thinking, and creativity thinking. Henceforth, this study attempts to assess the usefulness of utilizing critical and creativity thinking-based activities among Malaysian upper secondary ESL learners in developing their grammar and vocabulary features to enable them to construct an appropriate and good piece of narrative essay. The participants of this research encompassed 17 Form-Four ESL learners from a secondary school in Penang, Malaysia. It was a mixed-method study, in which data were collected quantitatively by conducting pre-test and post-test, while the data were gathered qualitatively by using participant observation and document analysis. The findings indicated that relevant grammar and vocabulary activities by incorporating critical and creativity thinking of the 21stcentury main skills showed positive responses among the participants. It is hoped that the critical and creativity thinking-based activities would assist in learning and teaching narrative writing skills.

Integration of STEM Project-Based Learning into 21st Century Learning and Innovation Skills (4Cs) in Vocational Education Using SEM Model Analysis

Integration of STEM Project-Based Learning into 21st Century Learning and Innovation Skills (4Cs) in Vocational Education Using SEM Model Analysis

Evaluation of Students’ Experience on Usage of Interactive Whiteboard for Verbal Presentation in An English Language Classroom

The purpose of this study is to develop and evaluate a module using Interactive White Board (IWB) as an interactive presentation tool in a Foundation classroom. The English 1 Foundation module conducted at a private institution of higher education, in the Klang Valley was selected for this study. A development research method based on ADDIE’s model was [selected] the methodology adopted. This development research process is divided into three phases namely i) analysis, ii) design and development, and iii) implementation and evaluation. This study focuses on the data collected for the third phase, which is the implementation and evaluation phase. Data were collected from surveys done by the students from two groups: the dependent group (presentation with PowerPoint) and the independent group (presentation with Interactive WhiteBoard). The data gathered were analyzed using Exploratory Factor Analysis to identify the students’ perceptions about using Interactive WhiteBoard, as a presentation tool. Five factors were extracted based on Eigen value greater than 1. The findings indicated that generally, students’ perceptions about IWB as a presentation tool, were positive. Overall, it is suggested that for English 1 oral presentations, the use of Interactive WhiteBoard could enhance interactive presentations and 21st century learning skills among students.

IMPLEMENTASI KETERAMPILAN PEMBELAJARAN ABAD 21 BERORIENTASI KURIKULUM MERDEKA MELALUI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA DI SEKOLAH DASAR

Education in Indonesia has developed. The government launched an independent curriculum by implementing a project to strengthen the profile of Pancasila students who can answer the challenges of the times by applying 21st century learning skills which include 4C (communication, collaboration, creativity, and critical thinking). This study aims to describe how the planning, implementation process, and evaluation of projects to strengthen the profile of Pancasila students in implementing 21st century learning skills oriented to an independent curriculum in elementary schools. The research method used was qualitative by describing the conditions in the field in detail and depth. Data collection techniques in the research conducted included interviews, observation, and documentation. Testing the validity of the data was carried out using the triangulation method, namely comparing and re-checking findings from various sources and different techniques. The data analysis technique used is data reduction, data presentation, and drawing conclusions. The results of this study are: 1) Project planning, which includes forming a team/group as a facilitator or project implementer, knowing what the school readiness stage is in implementing the project, establishing dimensions, themes, and project time allocation, preparing project modules, and designing an assessment of the results reporting project, 2) The process of implementing the project, namely through the introduction, contextual, action, and share stages, 3) Evaluation of the project, namely by conducting formative, summative, and diagnostic assessments through the implementation of work titles. The implementation of 21st century learning skills can be applied to projects to strengthen the profile of Pancasila students by implementing 4C

Influence Of Spiral Progression Approach And Use of Instructional Media in Teaching Science on the 21st Century Learning Skills Amid Covid-19

Influence Of Spiral Progression Approach And Use of Instructional Media in Teaching Science on the 21st Century Learning Skills Amid Covid-19

Teachers with Participatory Action to Enhance 21st Century Learner Skills

This research aimed to enhance the 21st-century skills of students at Sarakulnawitaya School by focusing on communication skills, creativity, critical thinking, and collaboration. The research methodology was Participatory Action Research. The objectives of the research were threefold: 1) change occurred, 2) learning developed, and 3) knowledge gained from practical experience. The research involved 20 teachers as co-researchers and 50 students. The results of this study compared the average performance across three phases: before and after the implementation of Cycle 1, and after the implementation of Cycle 2. The findings indicated that: 1) The implementation of 55 predetermined strategies for enhancing learners' skills in the 21st century resulted in the increase of the average scores from 2.42 to 2.74 and 3.02, respectively, while students' communication, creativity, and analytical thinking, and teamwork skills improved as reflected in their average scores of 2.46, 2.77, and 3.06. 2) The research team, participants, and educational institution gained knowledge and learning from the various implementation phases, particularly in terms of team awareness, mutual assistance, systematic problem-solving, and collaboration. 3) The research yielded valuable insights into the relationship between driving forces that hinder change, methods for overcoming resistance, and the resulting changes. This knowledge is referred to as the "Teacher-Involved Model for Enhancing 21st-Century Learner Skills in Sarakulnawitaya School."

Fostering students’ mathematical critical thinking skills on number patterns through digital book STEM PjBL

21st-century learning requires students to have the competency problem-solving and critical thinking, creative thinking, collaboration and communication. However, the mathematical critical thinking skills of Indonesian junior high school students remain relatively low. Therefore, the study aims to develop a digital book STEM PjBL to foster the students’ mathematical critical thinking skills. To achieve this aim development and research of the Borg and Gall (Gall et al., 2007) model continued with the experimental research conducted using one group pre- and post-test design. Instrument tests of mathematical critical thinking skills and student perception questionnaires were employed to collect data. The findings indicate that the digital book STEM PjBL is valid and significant in fostering students’ critical thinking skills and has a positive impact on other 21st-century learning skills. Furthermore, the data shows that students are satisfied and interested in learning through active teaching and learning methods that incorporate ICT tools and STEM-PjBL aspects.

EFL Teachers’ and Students’ Perspectives on Learner Identity through Project-Based Language Learning in the 21st Century

Educating students to become 21st century citizens is prioritized in different contexts, and shaping language learners’ identity through project-based learning is one of the requisites to equip learners with 21st century skills. This study, therefore, aims to investigate EFL teachers’ and students’ perspectives on learner identity through project-based language learning (PBLL) in terms of 21st century learning skills in Vietnam. Three hundred and twenty-four students from a high school located in Lam Dong province, Vietnam answered a closed-ended questionnaire, and seven teachers of English participated in semi-structured interviews. The quantitative data obtained from the questionnaire were processed using the SPSS software to calculate mean and standard deviation, while the qualitative data from interviews were analyzed through content analysis. The findings revealed that both EFL teachers and students believed that PBLL could shape and reinforce EFL students’ identities via 21st century learning skills (collaboration, critical thinking, creativity, and communication).

INTERAKSI ANTARA IKLIM ORGANISASI SEKOLAH DAN SEMANGAT UNTUK MENGAJAR TERHADAP KESEJAHTERAAN PSIKOLOGI GURU DI SEBERANG PERAI TENGAH, PULAU PINANG

Psychological well-being means the individual's ability to accept themselves and others in their environment as well as knowing their own potential in addition to developing their existing potential. Teachers are one of the important elements in pedagogy to produce quality education, especially in mastering 21st century learning skills. The imperfect psychological well-being of teachers can affect their quality of life. School organizational climate is a general concept that includes the environment experienced by educators and patterns their behavior especially in the school area. Based on Social Cognitive Theory (Bandura, 1986; 1997), this study investigates the interaction between the school's organizational climates on the psychological well-being of teachers in Seberang Perai Tengah, Penang in addition to Passion for Teaching used as a mediator between the two variables. To test the suggested hypothesis, data was collected through a questionnaire. The sample of this study consists of 196 teachers who teach in the Seberang Perai Tengah district, Penang who use the rules of thumbs by Roscoe et al. (1975) This study has found that the relationship between the School Organizational Climate and the psychological well-being of teachers is related, but the passion for teaching as a mediating variable used in this study does not show a relationship between the organizational climate and the psychological well-being of teachers. Based on the findings of the study, the methodology, theoretical and practical implications of the study were discussed. Recommendations for future research are also presented.

The Development of Children's Story Website as Social Studies Learning Media for the Grade Four Elementary School Students

Based on the results of pre-research in the form of observations, interviews, and documentation conducted in the fourth grade of SDN Karanganyar 01 Semarang, it was found that the learning resources used by teachers were still limited and not varied. Teachers have not integrated technology into learning activities that should be implemented to support the success of 21st century learning skills. This study aims to develop and test the viability of children's story websites as social studies learning media in the grade four of SDN Karanganyar 01 Semarang. This research is a Research and Development (R&D) study with the Borg and Gall development model. The instrument for data collection is in the form of a questionnaire validation sheet. Henceforth, the quantitative data was analyzed using criteria guidelines with assessment categories to determine the quality of the developed product. The validation results by the media expert validator get a percentage score of 87.5% in the very viable category, the validation results by the material expert validator get a percentage score of 95.3% in the very viable category and the validation results by the linguist get a percentage score of 95.3% in the very viable category. Based on the acquisition of the resulting data, it can be concluded that the children's story website as a social studies learning media for the grade four elementary school students is viable to use or valid. Keywords: children's story website, elementary school, learning media, social studies,

PERANAN PEMBELAJARAN ABAD-21 DI SEKOLAH DASAR DALAM MENCAPAI TARGET DAN TUJUAN KURIKULUM MERDEKA

One of the most important and fundamental things in the world of education is the curriculum. It is inconceivable that if the curriculum is not designed properly, students will not achieve learning targets that are in accordance with their learning needs and in accordance with their respective times. Therefore, the curriculum is dynamic in adapting to the times and technology as it is today. The aim of this research is to provide information and a clear picture of 21st century learning and 4C skills in achieving the targets and goals of the independent curriculum. The approach method used in this research is a descriptive qualitative approach. Data collection uses a research approach in the form of library research. Teachers can form ideas about what and how to teach that can achieve the expected curriculum targets. The learning process in the 21st century emphasizes meaningful and student-centered learning and develops student competencies, especially 21st century skills, namely 4C skills (Critical thinking, Creative, Collaboration, Communication). Through 21st century learning that sparks 4C skills, students can help teachers achieve the targets and goals of the independent curriculum and realize the Pancasila student profile.

Enhancing Early Grade Learners' Critical Thinking Skills for Self-Reliance

Although most Nigerian schools are yet to meet the demands characterising 21st-century learners, they must be equipped to fit into a global society constantly striving toward self-reliance. Therefore, there is a need for Nigerian teachers to adopt 21st-century learning skills, such as the critical thinking skills learning approach, to develop self-reliance in early grades. The research context was in pre-primary and primary schools in the Owerri Education Zone of Imo State, Nigeria. The authors adopted a qualitative research methodology employing Participatory Action Research (PAR) as the design. Data were collected using semi-structured interview questions. The data were then analyzed using thematic data analysis procedures. The study's findings revealed that the critical thinking skills learning approach developed self-reliance in early-grade learners. In conclusion, the authors recommended an adequate continuous professional development program for teachers to improve their knowledge of 21st-century learning pedagogy. Further research should be conducted using other aspects of 21st-century learning pedagogy to enhance self-reliance.

Cultivating 21st century Learning Skills: The Effect of Song-based Music and Movement on Elementary-age Children’s Kinesthetic Skills

Kinesthetic skills play a crucial role in young children’s growth development, yet this development had received less attention. The purpose of this study was to investigate the effect of song-based music and movement intervention on kinesthetic skills among elementary-age children. Ancillary purposes of this study were to investigate the contribution of kinesthetic abilities to 21st century learning skills. The participants for this study consisted of 60 students with ages ranging from 7 to 9 years from four different daycare centers in Malacca. This study conducted a randomized pre-post-test between-subjects experimental designs and participants were exposed to no treatment, song-based, music and movement, and song-based music and movement interventions. The treatment sessions were 30-minute session per week for an eight-week duration. The kinesthetic skills were assessed through researcher-adapted measurement forms, Kinesthetic Skill Test (KST). The results indicated that the song-based music and movement intervention significantly improved kinesthetic skills and the kinesthetic variables contributed to critical thinking and creativity skills. The suggested intervention is highly beneficial in preparing young children to become successful learners.

A Learning Module of Robot Programming for Elementary Schools: Based on Virtual Reality

Robot programming learning is an effective approach to developing 21st century learning skills. However, there are many problems in the learning practice of robot programming. Recently, teaching based on virtual reality (VR) has appeared as an effective method of robot programming teaching. Therefore, the current study examines the application of VR affordances in robot programming and provides a design of the learning module based on VR. The whole module is presented in 3 parts: needs assessment, media selection, and learning activities. The needs assessment part illustrates the needs, targeted learners, and learning objectives. The second part discusses and concludes why VR is suitable for robot programming learning and how it takes effect in the learning process. Ultimately, this third part provides the learning activities based on the discussion above. The learning activities are divided into 3 parts: robot lab, task classroom, and competitions. Each part takes advantage of specific affordances. These designs are aimed at facilitating learners’ collaboration and construction. The theory of change is also analyzed in the conclusion. In addition to the content of learning objectives, better collaboration and construction are expected to be the learning outcomes.

Development of Teacher Competence in Improving 21st Century Learning in Santa Lusia Kindergarten

The teacher's limited knowledge of 21st century learning skills is an obstacle to implementation in the classroom. In the educational context, technological developments should have had a positive impact on the learning process as well as from the perspective of teacher competency development. Less than ideal conditions occur in school, where the competence of the teachers is still weak. Teaching is still conventional and teacher-centered. The solution to overcome this problem is to attend training organized by the foundation. The research method used is descriptive quantitative. The subjects in this study were Santa Lucia Kindergarten Teachers. Data analysis used in this research is data reduction, data presentation, and conclusion. The results of this study cannot be disclosed because the research has not been completed. This research is in the nature of product development for the benefit of the competence of all teachers in the Santa Lucia Kindergarten Unit. The results of the education and training that have been carried out have not been carried out in full, its implementation is still in progress. The author concludes that teachers in today's 21st century educational development have more severe challenges and their tasks are more complex. The role of the teacher is very important in managing the learning process, to face these challenges, therefore teachers must have the ability to think critically, social responsibility, the ability to build networks, time discipline and rules as well as skills, skills in the 21st century.

Collaboration as 21st Century Learning Skill at Undergraduate Level

This research work is about collaboration as an important learning skill of the 21st century skill set. Collaboration means to work to gather or to work as team to attain some certain common objectives. This research study highlights different advantages to work as a collaborative team. It covers both quantitative and qualitative aspects of the topic. Detailed interviews are conducted from students and as well a survey was also conducted to check to what extent students are using this skill of collaboration in their learning process. Six students from BS English and BS Education were selected for interview section and 200 students from BS English and BS Education were surveyed in this study. Both quantitative and qualitative results are analysed and conclusion is drawn on the basis of results. Convergent parallel mix method design is used to analyse the data. Data analysed with simple descriptive statics and thematic analysis of the conducted interviews. The results of this study shows that collaborative tasks are used among students in their process of learning but not at a larger scale. Group work and combine projects and assignments are included but just for once or twice in a semester.