21st Century Education Research Articles

Kurikulum Merdeka: Memperkuat Keterampilan Abad 21 untuk Generasi Emas

The formulation of the problem in this study is how the implementation of Independent curriculum and the impression of 21st century skills for the golden generation. In the education system, the curriculum is considered a central and fundamental element in learning, thus becoming a crucial aspect in education. The Merdeka curriculum in Indonesia aims to create a golden generation of global competitiveness. The Merdeka curriculum can be an effective strategy to strengthen 21st century skills for Indonesia's Golden Generation, focusing on developing students ' potentials and skills, character education, and collaboration among all parties. The method in this research literature or literature review. A) determine the research topic of teaching 21st century skills in Primary School; b) search and collect various articles from Scopus website, Google Scholar and other journals; c) classify articles related to different types of research topics, d) synthesize relevant articles, noting the key points in each article; and e) write articles on synthetic results. Qualitative methods are used in data analysis methods. The Independent curriculum provides support for the development of each individual's potential and skills to strengthen character and prepare students to acquire the skills needed in global competition.

Transformative Pedagogies: Innovations in 21st Century Education

This study investigates the impact of transformative pedagogies on language teaching, focusing on improvements in language proficiency, critical thinking skills, and intercultural competence among learners. Utilizing a mixed-methods approach, data were collected through surveys, interviews, and classroom observations. The findings reveal that students exposed to transformative pedagogies demonstrated a 20% increase in language proficiency test scores and enhanced critical thinking abilities. Additionally, these students reported greater confidence and capability in engaging with diverse cultural contexts. The study highlights the need for professional development and institutional support to effectively implement these pedagogies. Future research should explore larger-scale and longitudinal studies to further validate these findings and identify best practices for transformative pedagogy in language education.

REALIZATION OF PANCASILA STUDENT PROFILE AT SMA NEGERI 2 AMBON AND ITS IMPACT ON STUDENTS' NATIONAL IDENTITY IN 21ST CENTURY EDUCATION

This research aims to describe the embodiment of the Pancasila student profile at SMA Negeri 2 Ambon in the context of 21st century education, as well as describe the impact of the Pancasila student profile on the national identity of students at SMA Negeri 2 Ambon in the educational era of the 21st century. The research method used in this research is a qualitative method. This method involves collecting descriptive and interpretive data, such as observation, interviews, and document analysis. The research results show that the profile of Pancasila students at SMA Negeri 2 Ambon reflects the school's commitment to producing individuals who are not only academically intelligent, but also have high national awareness, relevant 21st century skills, and a passion to contribute to building a better society. Good. The positive impact seen in students' national identity, such as strengthening national identity, forming a strong nationalist character, increasing multicultural awareness, readiness to face global challenges, and forming quality future leaders, shows that the implementation of Pancasila values has great relevance in responding to the demands of 21st century education. This research provides an important contribution to our understanding of the manifestation of the Pancasila student profile at SMA Negeri 2 Ambon and its impact on the national identity of students in 21st century education. The findings from this research can be a basis for developing more effective educational strategies and policies in the future, as well as providing inspiration for other schools in strengthening the realization of the Pancasila student profile at SMA Negeri 2 Ambon and its impact on the national identity of students in 20th century education. -21.

The Effect Of Implementing The Radec Learning Model On Improving Students' Critical Thinking Skills Integrated With Cultural Diversity

The learning process greatly influences students' success in achieving learning goals, one of which is increasing students' critical thinking . Critical thinking at this time is one of the skills that really needs to be improved in 21st century education. This research aims to provide an overview of the influence of the RADEC learning model on students' critical thinking in elementary school science learning. This type of research is quantitative in the form of a quasi experimental design . The design applied is The Non equivalent Control Group Design . The technique used for sampling is cluster random sampling . The data analysis technique used is using a prerequisite test in the form of a normality test, then a homogeneity test and hypothesis testing using the t test. The average on the pretest in the experimental class was 44.05263 , after applying the RADEC learning model the post-test was 82.47. The control class obtained an average of 44.15 in the pretest and 69.5 in the post-test after learning using the conventional approach. After carrying out the t-test, it was obtained that t = 3.68 and t table was 1.68709 with a significance level of 0.05. Thus, t = 3.68 > t table = 1.68709, it can be concluded that the influence of the RADEC model was found on students' critical thinking in elementary school science and science learning.

INTERNALISASI NILAI-NILAI KEBHINEKAAN GLOBAL DALAM HARMONI KEHIDUPAN DINASTI SANJAYA DAN DINASTI SYAILENDRA PADA MASA KERAJAAN MATARAM KUNO UNTUK MENYONGSONG PEMBELAJARAN SEJARAH ABAD 21

Abstract: Global diversity plays a key role in 21st century education, emphasizing the integration of technology and four key skills: communication, collaboration, critical thinking, and creativity. This article examines the internalization of the value of global diversity in the history of the Ancient Mataram Kingdom, especially the Sanjaya Dynasty and the Syailendra Dynasty. Through a diversity-based history learning approach, students are invited to understand and internalize the values of global diversity. The discovery learning method is used to facilitate students in thinking critically and exploring the values of diversity in historical heritage. The results show that diversity has been an integral part of Indonesian society since the past, providing valuable insights for strengthening diversity in the future

Learning Transformation at MTSN 3 Deli Serdang Through Digital Models: 21st Century Educational Innovation

This article explores significant changes in the teaching methods at Madrasah Tsanawiyah Negeri 3 Deli Serdang through the implementation of a digital-based learning model as an innovative step in 21st-century education. The primary objective of this research is to analyze the positive impact of the digital model on the learning process and academic achievements of students. With a focus on enhancing student engagement, accessibility to learning resources, and fostering creativity, teachers at MTsN 3 Deli Serdang utilize technology to deliver interactive and engaging learning materials. The research findings indicate a substantial improvement in student participation, learning quality, and academic performance, providing compelling evidence of the effectiveness of implementing digital- based learning models in this educational institution. Despite facing some technical challenges and the need for teacher training, this transformation paves the way for a more inclusive education system that aligns with the evolving demands of the times.

Exploring pre-service English teachers’ digital competence in creating interactive instructional materials

The Digital Competence of Educators (DigCompEdu) is critical in 21st-century education, which helps educators teach digital literacy to students. However, published empirical evidence regarding pre-service English teachers’ competence in creating interactive instructional materials with specific software applications remains scarce. This paper is grounded on the implementation of digital instructional courses at an Indonesian state university, aiming at developing pre-service EFL teachers’ digital competencies in designing interactive instructional materials using PowerPoint, Audacity, CapCut, Inknoe ClassPoint, Filmora, the Internet, and Canva (hereafter PACIFIC). The paper describes the pre-service English teachers’ self-reported abilities and challenges they encountered in designing the PACIFIC-based interactive teaching materials after completing these courses. Guided by the DigCompEdu framework, the primary data from six focus group interviews with a total number of 30 participants were analyzed by using thematic analysis. The study indicates that pre-service EFL teachers reported an adequate level of competencies in designing digital interactive instructional materials in four aspects of the DigCompEdu framework. They also reported several challenges encountered while creating the teaching materials, which mostly related to resources, such as internet connectivity and subscription access to the PACIFIC software. These findings highlight the critical need for better resource allocation and support to improve pre-service EFL teachers’ digital literacy and performance in designing digital teaching materials.

PENGARUH MODEL PEMBELAJARAN LEARNING CYCLE-5E BERORIENTASI SSI TERHADAP PENGETAHUAN EPISTEMIK

21st century education aims to improve students' scientific literacy skills. Scientific literacy is important for students so that they not only understand science as a concept but can also apply science in everyday life. This research aims to determine the effect of the SSI-oriented Learning Cycle 5E model on epistemic knowledge. The results of the research showed that experimental class II students obtained an average score for working on questions of 6.97, then the average score for experimental class I was 5.92 and the average score in the control class was 4.19. Thus, it shows that the SSI-oriented Learning Cycle 5E model has a better impact on learning compared to the two models used, namely Learning Cycle-5E and the direct learning method.

China Modern Teaching's Impact on Lecturer Competence in Entrepreneurship

This study aimed to see the mediating effect of 21st-century teaching and learning on entrepreneurship skills and lecturer’s competency among the lecturers in Vocational & Technical College at Zhejiang, China. This study also aspired to examine the significant effect between entrepreneurship skills and lecturers' competency. Besides, this also would like to see the mediating effect between 21st-century teaching and learning skills and the lecturers' competency. Structural Equation Model (SEM) was applied to test the effect on the variables using administrating questionnaires. A total of 316 respondents from Vocational & Technical College at Zhejiang, China completed the survey. The findings show that the mediating effect of 21st-century teaching and learning has a significant effect on entrepreneurship skills (estimated value 0.346, P-value of < 0.05), to boost up lecturers' competency (estimated value 0.782, P-value of < 0.05) in teaching entrepreneurship modules. Meanwhile, the direct influence of entrepreneurship skills and lecturers' competency has no significant effect on each other (estimated value of 0.074, P-value > 0.05). The result of this study shows that there is a complete mediation effect between entrepreneurship skills and 21st-century teaching and learning skills and lecturers' competency.

Research Trends in Teacher Digital Competencies: A Bibliometric Review

Teacher digital competence (TDC) is a pivotal skill in 21st-century education, essential for addressing the extensive educational demands of the digital age and technological advancements. This study aims to investigate and evaluate research trends in teacher digital competency from 2013 to 2023 using descriptive bibliometric analysis. Researchers utilized the Scopus database for data collection, following a four-stage process to obtain 235 publications. These publications were then analyzed using the VOS Viewer software. The findings of this study are as follows: 1) The research trend on TDC has shown a continuous increase from 2013 to 2020; 2) Citation trends peaked in 2018, with the work of Gudmundsdottir and Hatlevik (2018) being the most frequently cited; 3) Spain emerged as the leading country in this field, with 100 publications and five international collaborations; 4) Research on teacher digital competence primarily focuses on digital competence itself, higher education, ICT, digital technology, digital e-learning, personnel training, educational technology, digital devices, digital resources, teaching and learning, motivation, digital skills, digital literacy, TPACK, information and communication technologies, professional development, professional digital competence, self-assessment, education, and teacher professional development. Recent themes such as digital teaching competence, improvement, and digital tools are recommended for further research on teacher digital competence.

A Systematic Literature Review of Project-Based Learning on English Writing Skills

Project-based learning (PjBL) is a student-centred approach focusing on experiential learning. The approach has been widely used in the field of sciences and mathematics but not in social sciences, particularly in English writing skills. As PjBL gains popularity as one of the 21st century teaching and learning approaches, there is a need to identify the trends, key authors, significant countries, and findings related to PjBL in writing. This paper presents a systematic literature review (SLR) conducted on 17 articles from the year 2018 to 2023 from the Scopus database following the PRISMA guideline. The study focused on PjBL and English writing, employing a systematic literature review to analyse trends, countries, authors, and journals. The analysis reveals dynamic trends of PjBL in the writing field. While the publication output fluctuated over the years, Indonesia emerged as a major contributor, signifying a global interest. A diverse distribution of articles across journals and countries underscores the global impact of PjBL, with notable contributions from Malaysia, China, and Russia. This paper synthesises the key themes from the literature review, emphasising the improvement in writing skills through PjBL and its challenges. The findings underscore PjBL's potential in transforming English writing education, emphasising the importance of addressing challenges for effective integration. The study contributes to the literature through a systematic analysis, providing insights into the trends and recommendations in PjBL in English writing research. Further research should delve into refining PjBL methodologies to maximize its innovative potential in English writing instruction.

Trends of Physics Critical Thinking Skill Research in Indonesia: A Systematic Literature Review

Critical thinking skills are fundamental in 21st-century teaching. This study aims to identify trends in research on critical thinking skills in physics in Indonesia, as reported in journal articles published between 2016 and 2022. This is meta-analysis research using the Prisma model. There were 36 articles that met the selection criteria. We performed the data analysis manually and used VOSviewer software. The indicators used for data analysis include the year, type of research, research subject, topic, treatment, data collection instrument, and the application of data analysis in each article. The analysis of article reviews reveals that the research trend for critical thinking skills in physics in Indonesia has increased, with more publications expected in 2020. Temperature and heat are the physics topics that have become the focus of research. High school students in grade X are the most frequently selected research subjects. Research on physics education typically employs quantitative methods, employs a quasi-experimental design, and utilizes a test as a data collection instrument. The most common method of data analysis in research is the t-test.

Relevansi Nilai-nilai Islam dalam Tradisi Maddoja Bine terhadap Pendidikan Abad 21

The public's belief in a tradition is of course inseparable from the many opinions of the outside community who are of the opinion that the traditions that are still preserved to this day deviate from the teachings of Islam and still contain animism, without clearly knowing what the meaning is and how to implement these traditions as stated in implementation of the Maddoja bine tradition which is the topic of research, the relevance of Islamic values in the Maddoja bine tradition to 21st century education is indeed very important to be studied further and primarily to maintain the existence of the Maddoja bine culture which contains important meanings for the Bugis people in order to ensure sustainability. , as information obtained through interviews using descriptive qualitative research methods, namely 1) the implementation of the Maddoja bine tradition is carried out for two to three days carried out in mutual cooperation, 2) Islamic values in the Maddoja bine tradition consist of aqidah values, sharia values and moral values 3) the relevance of Islamic values in the Maddoja bine tradition to education in the 21st century.

Pendampingan Literasi Bahasa Inggris Komunitas Anak Kampung Walal (KAWAL) di Kabupaten Sorong

In the 21st century, the acquisition of English as a second language is very important for a group of children in Walal Village who are currently studying at elementary school. This is useful for supporting 6 skills of 21st century education, namely critical thinking, communication, creativity, collaboration, culture and connectivity. Walal Village is one of the model villages in Sorong Regency which has a high enthusiasm for creating the latest breakthroughs, especially in the field of education. Walal Village is located in Salawati District which must be traveled 35 kilometers from Sorong City. Thus, access to information related to education is very limited for children in Walal Village. In this case, students of the Community Service Lecture (KPM) at the Muhammadiyah Sorong Education University provided one month of English literacy assistance for the children of Kampung Walal community. The aim of this assistance is an effort to empower Human Resources (HR) through a community empowerment program for English language learning guidance. This English literacy assistance is very important to provide to Walal Village children who are already aware of the importance of English around them. This program is also related to the description of the Walal Village Government's vision and mission in developing human resources in terms of quality education. English literacy assistance includes acquiring English, processing language in the form of remembering and memorizing words or terms, and understanding meanings that can be applied to listening, reading, speaking and writing skill activities. The efforts of this English literacy assistance are to change the mindset of the children of Walal Village that learning English is fun, regardless of age, and affordable. In fact, through mentoring, children in Walal Village experience changes in knowledge and attitudes during the English literacy process.

Menulis Kreatif: Implementasi Pendekatan Kontekstual dalam Pembelajaran Bahasa Indonesia

The 21st-century educational learning approach is student-centered and created to meet the demands of the modern classroom. One of the things expected in 21st-century education is for students to understand writing literacy. However, there are still many students who cannot write, especially those who can write creative essays. The Contextual Teaching and Learning (CTL) approach can be used so students can write creative essays. This research aims to describe implementing a contextual approach to improve the quality of creative writing in elementary school or MI students. The research design used is Classroom Action Research, which uses a qualitative approach through four stages, namely: (1) planning, (2) implementation, (3) observation, and (4) reflection. Data collection techniques include direct field tests, observations, and documentation. The results of the research show that there is an increase in the quality of students' creative writing skills in learning Indonesian for elementary/MI students, with an average of 80% or 15% of students getting a learning process ability score in Indonesian writing or composing exercises in the very good category. 55% of students received an average score of 80, and the lowest score was 75. The average class score was 74, with a class ability level of 48.15%. This means that students can already write essays well and correctly.

Digitalization Breeds Technocentric to Dehumanise Behavior in the Classroom and Dragged into the Arts

This article aims to reveal the impact of the digitalization phenomenon dominating the classroom. Interestingly, the phenomenon needs to be explored more deeply so that each individual can see the impact of today's digitalization. The method used in exploring the phenomenon is library research, while the collection of information and data is done by reviewing and/or exploring many journals and other sources that are considered relevant to the topic of this article. The results of the study obtained are: 1) The power of digitalization that has dominated the classroom nourishes technocentric behavior where technocentrism adherents assume that everything in this world can be overcome by technology; 2) technocentrism that is in power turns the attention of 21st-century educators, instead of focusing on meeting the needs of students, educators are busy showing off the sophistication of technology in the classroom in the learning process. Educators glorify the use of technology in all forms of learning practices, which makes educators complacent and forget that these actions help drag students into the abyss of technocentrism, which ultimately worsens the social skills of each learner because they are accustomed to sitting, being silent, and only interacting with inanimate objects; 3) Not only educators, technocentrism also permeates learners. The inherent behavior makes learners more individualistic and selfish. This attitude is shown by minimal interaction, little direct communication, difficulty adapting, loners, and feeling that everything can be solved by themselves. As a result of this phenomenon, it leads to less concern for the surrounding environment, weakens empathy, and nourishes dehumanizing behavior in each individual. 4) Not only that, technocentrism also drags down the field of art. Artistic activities such as exhibitions are conducted virtually. Unfortunately, this has decreased the quality and satisfaction of the audience. In terms of quantity, there are indeed many visitors, but not the quality of the exhibition itself.

Evaluating 21st-Century Skills in English Language Teaching (ELT) in Surigao Del Norte, Philippines: A Needs Assessment for Teachers Development

This study examined the 21st-century teaching skills of English language teachers (ELTs, n=117) and the observations of school heads (n=26) in the Surigao del Norte division (Philippines) for the 2023-2024 school year. Teachers' profiles and their self-perceptions in critical thinking, problem-solving, communication, creativity, digital literacy, and global awareness were assessed through surveys. Descriptive statistics and non-parametric tests were employed to analyze the data and compare perceptions between ELTs and school heads. While the findings revealed a generally strong foundation in 21st-century skills among ELTs, a specific need for targeted support in digital literacy was identified. Additionally, discrepancies were found between teachers' self-reported skills and how school heads observed them being applied in the classroom. These findings highlight the importance of triangulation in evaluating teaching effectiveness. The study proposes recommendations that focus on professional development, resource allocation, collaborative learning communities, and feedback mechanisms to create an environment that empowers ELTs to effectively integrate 21st-century skills into their classrooms, ultimately preparing students for success in today's world.

Is Indonesia's ELT Implementation Already Aligned with the Concept of 21st Century Language Teaching?

The 21st century demands that students acquire the 4C’s skills so that they can face future challenges. In that case, English teachers have to select particular teaching methods or techniques to assist the students in sharpening their 4C skills. Therefore, to make the teaching relevant and effective, teachers should understand the notion of 21st-century language teaching and implement particular teaching methods and strategies that suit their needs. This research is aimed at examining if English language teaching in Indonesia has turned to the ideas of 21st-century education based on the student’s point of view. To seek the answer, this research employed a descriptive-qualitative approach. There were 58 secondary student participants from public and private schools. A survey, documents, and FGD were used as the instruments to collect the data. The data were transcribed, coded, and analyzed using thematic analysis. The findings revealed that many of our English language teaching practices in Indonesia were still conducted with a teacher-centered approach, focused on language components rather than sharpening their holistic knowledge, and rarely integrated with technology. In conclusion, based on the students’ perspectives, ELT in their schools has not tuned to the notion of 21st-century education. It was indicated by three reasons discussed in the study. Keywords: ELT; Language; Learning; Perspectives; Students; Teaching.

LEVERAGING INTERNET OF THINGS IN 21ST CENTURY EDUCATION IN NIGERIA: GAINS, CHALLENGES, AND FUTURE DIRECTION

This paper examined the need to integrate Internet of Things (IoT) technologies into Nigeria's education system to help close digital divides between Nigeria and her advanced counterpart countries. The benefits, opportunities and challenges for integration of IoT were explored through the lenses of constructionism, connectivism and activity models. Possible technical, pedagogical, financial and social barriers that would face large-scale IoT adoption in schools were examined. To overcome these obstacles, the paper also examined the blended strategies including specialized learning hubs, cloud-sourcing models, mentorship networks, and crowd-computing. Collectively, these approaches could empower leveraging IoT for transformative, project-based connected learning through participatory knowledge-building. Potential navigational tactics were reviewed like contextualized training, activity groups for continual connections, and public-private partnerships to share infrastructure costs. The paper concluded that by guiding implementation with established theoretical models while pursuing innovative technical, economic and social strategies tailored to the local context, noting that Nigeria can successfully overcome barriers to leveraging Internet of Things for advancing 21st century teaching and learning outcomes. However, the paper also acknowledged the need for further research. Areas suggested for future exploration included longitudinal case studies evaluating impact of different infrastructure deployment and financing options. Large-scale surveys were proposed to understand evolving teacher perception and ongoing support needs. Finally, comparative analyses with other developing economies’ IoT integration pathways and best practices could provide valuable insights for optimizing Nigeria’s approach.

Dampak Teknologi terhadap Pembelajaran di Abad 21

The progress of the education sector in the modern 5.0 era presents significant challenges and opportunities. This article reviews the positive and negative impacts of technology on 21st-century education and efforts to optimize its usage. The research methodology employed is qualitative descriptive, involving the exploration of learning and educational technology definitions and the analysis of technology's impact on 21st-century learning. Research findings indicate that technology facilitates information access, creates new learning methods, and enhances data processing efficiency. However, there are also negative impacts such as dependence on technology, cybercrime risks, and a decline in ethics and social interaction. The conclusion emphasizes the importance of collaboration among educational institutions, technology industries, and governments to strengthen technological literacy, develop competency-based curricula, ensure adequate infrastructure, and monitor and evaluate the effectiveness of technology-based learning. Recommendations for optimizing technology in 21st-century education include training for educators and learners, parental supervision reinforcement, promotion of interdisciplinary learning, and regular updates in teaching methods. With this approach, educational institutions are expected to be more effective in addressing challenges and leveraging opportunities offered by the 21st-century education era, thus preparing a generation ready to compete on the global stage.