Develop 21st Century Skills Research Articles

Penggunaan Media Pembelajaran Whiteboard Animation dalam Menumbuhkan Keterampilan Abad 21 Mata Pelajaran Al-Qur'an Hadits di MI Assyafi'iyah Keben

This study aims to analyze the use of Whiteboard Animation as a learning medium in teaching Al-Qur'an Hadith to sixth grade students. This study also aims to implement the use of Whiteboard Animation in teaching Al-Qur'an Hadith to develop 21st century skills and analyze its contribution in developing these skills. The research method used is descriptive analytical research with a qualitative approach. The research subjects consisted of teachers and sixth grade students at an Islamic elementary school in Indonesia. The results showed that the use of Whiteboard Animation in teaching Al-Qur'an Hadith can increase students' interest and motivation in learning. This media provides a more interesting and interactive learning experience, so that students are more active and involved in the learning process. Besides that, using Whiteboard Animation can also help sis.

The effect of an enrichment program in the light of the integrated science, technology, engineering and mathematics (STEM) on developing 21st century skills among Gifted students.

The study aimed to identify the impact of an enrichment program in the light of STEM integration approach in developing the 21st century skills of Gifted students at the secondary level. The study used a quasi-experimental design, The sample of the study included 60 student from the second year of high school, at Jamal Abdel Nasser High School for Gifted Students, in the capital, Sana'a, and divided into two groups: experimental (30) and control (30)., The researcher built a 21st century skills test, consisting of 46 items, The researcher also built the enrichment program according to the STEM approach, The results showed The enrichment program, in the light of the STEM approach studied by the experimental group, led to the development of the 21st century skills included in the study. The study recommended developing curricula for Gifted students in the light of 21st century skills and using the STEM approach, training teachers on how to use STEM approaches in teaching the gifted, and designing complementary activities and integrating them into the curricula in order to achieve the development of 21st century skills among the Gifted students.

Nobinobi Yomikaki: Teaching Materials for Japanese Reading and Writing Based on 21st Century Skills

This study aims to determine the use of "Nobinobi Yomikaki" teaching materials developed as teaching materials for beginner level reading and writing courses towards the formation of 21st century skills in elementary level students. This is based on the needs for reading and writing teaching materials for first semester students, especially students who have never studied Japanese at all. Efforts to form 21st century skills are the focus as well as the basis for developing teaching materials because the demands of students to be able to survive and perform in the digital world, especially after the Covid-19 pandemic, realize how important non-technical skills are as technical skills. The research method uses a mixed approach, quantitative and qualitative. The quantitative approach was used to measure reading speed, which is a basic literacy skill, while the qualitative approach was used to describe the results of observations of how the use of this teaching material on the formation of 21st century skills. The research population is the 2022 batch of students in the Japanese Language Education Study Program at Universitas Negeri Jakarta, with a sample of 24 people, namely students who have never studied Japanese at all. Based on the study, it is known that the structure of teaching materials supports the development of 21st century skills, namely the ability to think critically, creatively, communicatively, collaboratively, and succeeds in fostering positive character so that in this digital era students are ready to become part of global citizens or digital citizens. And as the impact of these skills development, through the activities that force students to communicate their ideas both orally and in writing, their Japanese reading and writing skills also improved.

Pembelajaran Tari Tradisi Daerah dalam Mengembangkan Kecakapan Budaya dan Kreativitas di Sekolah Menengah: Sebuah Pendekatan Inovatif dalam Pendidikan Multikultural

The aim of this research was to investigate ways in which regional traditional dance learning could be used to improve students' cultural skills and creativity in secondary schools. This research investigates how traditional regional dances can be incorporated into the school curriculum with the aim of increasing students' understanding of cultural diversity and increasing creativity. This research found that regional traditional dances help preserve cultural heritage and increase students' multicultural awareness and creative skills. This research method uses qualitative research with a literature review type. Data collection techniques use curriculum document analysis, students become more creative and expressive. The results of this research found that, to support multicultural education and develop 21st century skills among students, regional traditional dances should be more included in the school curriculum.

Catholic Religious Teacher Skills in Developing 21st Century Skills in Students at RK Deli Murni Delitua Senior High School

This study aims to answerresearch problems regarding catholic religious teacher skills in developing 21st century skills in students at RK Deli Murni Delitua Senior High School.This study applies a descriptive method with a qualitative approach. This research is conducted at RK Deli Murni Delitua Senior High School from March to April 2023. The informants used in this study are 10 people, namely school principals, catholic religious teacher, peer teachers, and 7 students. Data collection techniques through observation, interviews, and documentation. Data are analyzed through the process of data reduction, data presentation, and research conclusions. The results of the study show that the skills of religion teachers in 21st century learning are divided into facilitating and inspiring student learning and creativity, designing and developing learning development, being a model and way of learning in the digital era, encouraging and being a model of responsibility and digital society, and participating in professional development and leadership. In the 21st century students are required to have skills such as communication, collaborative, critical thinking, and creativity. The process of implementing learning is divided into initial stages (pre-instructional), teaching stages (instructional), and evaluation and follow-up stages.

Design thinking-learning and lifelong learning for employability in the 21st century

Surviving and thriving in this 21st century volatile, uncertain, complex, and ambiguous (VUCA) world caused by rapid digitalisation and changing work landscape, requires agile organisations with agile employees who are adaptable, resilient, and actively engaged in lifelong learning. A blended workforce encompassing full-time and 'gig' employees, working in tandem with smart machines, calls for an innovative and collaborative workforce capable of critical thinking and creative problem solving. This paper aims to highlight the potential of design thinking approaches to foster lifelong learning and graduate employability in a VUCA environment. The paper outlines an empirical study investigating the multiple benefits of incorporating design thinking process attributes in higher education. It argues that such processes can result in the development of 21st century skills and mindset and graduate capability themes that promote lifelong learning skills. Incorporating such strategies offers the potential to narrow the competency gap between workforce and work and enhance the employability and career development of graduates. The paper offers a Framework for Lifelong Learning in a VUCA environment that outlines the powerful traits that arise as payoffs from engaging in and practising design thinking. This framework can serve as a preliminary guide for higher education educators, learning organisations and individuals to inculcate and enhance lifelong learning

Pemanfaatan Museum Sumpah Pemuda sebagai Sumber Belajar melalui Teknologi Virtual Reality

AbstractThis research aims to explore the utilization of the Youth Pledge Museum as a learning resource through Virtual Reality (VR) or Virtual Tour technology, and to understand the process of using VR in history education. The research adopts a qualitative method with a phenomenological approach. The focus of the study includes three main components: 1) Museum collections and their management, 2) The process of utilizing the Youth Pledge Museum collections as a source of historical learning through VR technology, and 3) The role of teachers in history education through VR technology. Data for the research were collected through observation, semi-structured interviews, and document analysis related to the Youth Pledge Museum and the use of VR in history education. This article describes the various collections held by the Youth Pledge Museum and the technologies that have been developed, including Virtual Reality (VR), which can be used in history education. The steps for using VR in history education include: 1) Selecting a relevant Virtual Reality museum for the learning material, 2) Preparing the necessary applications and equipment, 3) Setting up an Android phone, 4) Ensuring internet connectivity, 5) Finding the link to the Virtual Reality content of the Youth Pledge Museum, 6) Accessing the discovered link and starting the Virtual Tour. As a form of technology-integrated learning, the use of VR is expected to accommodate the development of 21st-century skills and encourage students to become active learners. This approach aligns with the student-centered learning concept applied in the independent curriculum, allowing students to construct their own knowledge.Keywords: museums, youth pledges, learning resources, Virtual Reality.

Empowering Student Entrepeneurship: A 21st Century Learning Approach using TPACK Integrated PjBL Model

The 21st century presents numerous challenges for students, particularly in developing entrepreneurial skills to thrive in a dynamic job market. This study investigates the efficacy of the TPACK integrated PjBL (Technological Pedagogical Content Knowledge integrated Project-based Learning) model in fostering students' entrepreneurial interests within the context of 21st century learning in Islamic Religious Education. A mixed methods research design was employed, involving data collection, analysis, and integration of quantitative and qualitative methods. The study encompassed 90 third-semester students enrolled in the Islamic Religious Education Study Program at UIN Sulthan Thaha Saifuddin Jambi, utilizing a total sampling technique. Statistical tests were conducted, including preliminary tests such as the Kolmogorov-Smirnov normality test on pretest and posttest data. The findings reveal a significant increase in students' interest in entrepreneurship following the implementation of TPACK-integrated and PjBL-based learning. It is evident that employing the TPACK integrated PjBL model positively influences students' entrepreneurial interest. These results have profound implications for educators and policymakers, highlighting the importance of integrating the TPACK integrated PjBL model within Islamic Religious Education to enhance entrepreneurial skills and better equip students for the competitive job market. Additionally, this study emphasizes the potential for further research on technology-enhanced pedagogical approaches across various educational contexts to foster the development of 21st century skills. The implications of this research provide educators and stakeholders with valuable insights into the utilization of the TPACK integrated PjBL model as a means to empower students' entrepreneurial interests.

Educational Game-based Design Training on Newton's Laws for Physics Teachers: A Need Analysis for Module Development

Game-based learning (GBL) is one of the approaches that could foster students' learning, motivation and the development of 21st-century skills. Past studies have shown that students face problems learning Newton's laws. Educators are eager to integrate GBL into their teaching but often lack the knowledge and training.
 Aims: This study was conducted to identify the problems teachers face while teaching Physics, the implementation level of GBL in Physics classrooms, the need for a training module development and the module's requirements.
 Study Design: Quantitative research design.
 Place and Duration of Study: This study was conducted in Malaysia between June 2022 and October 2022.
 Methodology: A stratified sampling method was used, involving 338 secondary school Physics teachers in Malaysia answering an online need analysis survey. Quantitative data were analysed using SPSS software to obtain the percentage, mean and standard deviation.
 Results: The findings showed that the significant challenges faced were a lack of experience in implementing GBL in teaching Newton's laws, students' low motivation and insufficient time. Subsequently, the results showed an inadequate implementation level of GBL in teaching Physics. The findings also revealed a need for developing a training module that could assist teachers in designing educational games and implementing GBL in teaching Newton's laws. The requirements of the module were identified in this study.
 Conclusion: The data obtained from this study will be used to design and develop an educational game design training module that meets the teachers' needs and thereby help them to create educational games and implement GBL better.

Learning Design Innovation Based on Tri N and STEAM in Developing 21st Century Skills for Elementary School Students

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 and grade six students. Data collection techniques using questionnaires, interview sheets, observation sheets and documentation. Data analysis techniques were carried out through descriptive analysis and quantitative analysis. The results showed that Tri N and STEAM-based learning tools developed had integrated characteristics with niteni, niroake, nambahake steps, and activities designed to integrate aspects of science, technology, engineering, art and mathematics. The results of validation of learning tools obtained an average of 3,87 with a very good category. The results of the effectiveness of the developed tools show that the developed tools are effective in developing 21st century skills of students. In a limited trial, there was an increase in the initial average from 2,333 to 3,659 with very good criteria. In the wide trial, there was an increase from the initial average of 2,842 to 3,747 with very good criteria so it can be concluded that the Tri N and STEAM based learning device innovation is effective in developing 21st century skills of elementary school students. based on the data above, it is concluded that Tri N and STEAM-based learning design innovations can develop 21st century skills of elementary school students.

English

The aim of this qualitative study is to investigate experiences of master’s students regarding children’s development of 21st century skills during preschool period in Türkiye. This is a phenomenological study. Purposeful sampling technique was applied in the forms of convenience sampling and criterion sampling. The data for this study was collected from four preschool teachers who were also master’s students attending the Department of Preschool Education at a university in ?zmir, Türkiye during spring 2021-2022. The data were collected through a Demographic Information Form and an Interview Form. Face-to-face interviews were conducted with the participants using a semi-structured interview form, and the data were analysed through content analysis technique. Based on the participants’ experiences regarding the development of 21st century skills of preschool children, all participants’ stated creative thinking techniques as a 21st century skill, and all stated technology based activities as a way of developing children’s 21st century skills. All of them also expressed digital literacy skills of teachers as a teacher quality which develops students’ 21st century skills and expressed family control over children’s usage of technology as a responsibility of families. They all acknowledged that schools' technological infrastructure and conditions are often inadequate for teaching children 21st century skills, and suggested the preparation of an activity guide which teaches 21st century skills to children as a solution. The findings indicate that the participants have some knowledge regarding the development of 21st century skills in children and have designed activities based on this knowledge to help children acquire these skills during their preschool period. However, they faced certain difficulties while designing and implementing these activities. They also all emphasized their experiences regarding children’s acquisition of technological skills. This study aims to reveal the professional experiences of preschool teachers regarding the development of children's 21st century skills, explain the present situation and activities that teachers design, display difficulties encountered during teaching, and explain the needs of preschool teachers.   Key words: preschool period, 21st century skills, master’s students attending preschool education program, experiences.

Implementation and challenges of project-based learning of STEAM in the university during the pandemic: A systematic literature review

To achieve the intended educational outcome, a learning model that puts a focus on student-centered learning must be is implemented. According to investigations of university education, lecturers still dominate the learning process, and students' critical thinking skills are still insufficient. Using STEAM in Project-Based Learning (PjBL) is one method for fostering 21st-century skills. STEAM is an acronym for science, technology, engineering, art, and mathematics. STEAM is a term that was coined after incorporating art into the STEAM teaching component. This research aims to examine the implementation and challenges of Project-Based Learning of STEAM at the university during the pandemic. This research employs literature review as its method. Furthermore, within the method it uses several national and international publications that contain theoretical or verifiable information. An organized and comprehensive examination of the publications is discussed in order to investigate the impact of STEAM-integrated project-based learning on the development of 21st-century qualifications. The results showed that the implementation of STEAM-integrated Project-Based Learning fosters students' development of 21st-century skills. STEAM-integrated PjBL allows students a hands-on learning chance to apply the topics they have studied in a project activity by fusing many domains of study. Through the learning activities, students can put their communication, scientific literacy, critical thinking, creative thinking, and scientific process abilities into practice

Integrasi Pembumian Pembelajaran Sains Anak Usia dini dengan Pendekatan STEAM di PAUD Mutiara Hati Rinjani

Science learning for early childhood is very important to develop children's curiosity and understanding of the world around them. Through science learning, children can develop logical thinking skills, observation, and experimentation. The focus of this service is to integrate science learning with STEAM through simple science practices. The purpose of this service is to integrate science grounding with the STEAM Approach and the importance of science learning obtained for early childhood with simple science learning practices. The method used in this service is the counselling method and the simple science practice method. The results of this service are 1). Implement Holistic Learning, 2). Exploring the development of 21st Century Skills, 3) Increasing children's interest in learning science, 4). Active and Fun Learning, 5) Developing Creativity and Innovation in learning.

UTILIZATION OF FLIPPED CLASSROOM AS A LEARNING APPROACH IN DEVELOPING 21ST CENTURY SKILLS AMONG GRADE 8 STUDENTS

This research study focused on the students perception on the utilization of Flipped Classroom and the development of 21st century skills among Grade 8 students. The descriptive method of research was used to gather the necessary data and information on the level of students perception as to satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and the level of 21st century skills development in terms of critical thinking, problem-solving and collaboration skills. The purpose of this study is to examine if there will be a significant difference on the 21st century skills development before and after the utilization of Flipped Classroom. The developed questionnaire and the pre-test post-test were the main instruments used in gathering data. Gathered data were analyzed and interpreted using appropriate statistical procedures such as mean, Standard Deviation and T – test. The results revealed that students have a positive view of Flipped Classroom in terms of satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and is viewed as an effective approach to learning. In addition, it was also revealed that among the 21st century skills, students had a high level of mastery on collaboration skills, average mastery on critical thinking skills and below-average mastery on their problem-solving skills. Furthermore, the study indicated that there is a significant difference in the development of 21st century skills among students before and after the utilization of Flipped Classroom Learning Approach. Utilization of innovative teaching approaches such as Flipped Classroom can help students develop 21st century skills that will help them adapt and succeed in a world with rapidly changing technological advancement and globalization.

How to Develop 21st Century Skills in Students: The Role of LEGO Education

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 domains of competence that comprise 21st century skills: cognitive, intrapersonal, and interpersonal. Each domain consists of several clusters of relevant competencies. The cognitive domain includes cognitive processes and strategies, knowledge, and creativity. The intrapersonal domain encompasses intellectual openness, work ethic/conscientiousness, and positive core self-evaluation. The interpersonal domain is divided into two clusters: teamwork and collaboration, and leadership (National Research Council, 2012). Developing these skills is not only crucial for personal growth and achievement, but also essential for the progress of society as a whole. Therefore, individuals and educational institutions should prioritize the cultivation of 21st century skills in today’s rapidly evolving social and economic environment.

Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes

21st-century skills are key words which have been most searched in recent past. Yet, there seems to be amiss on how teachers should be prepared to teach 21st-century skills. Limited research insights imply lack of actionable inputs for design of teacher education programmes. Thus, this study supports the call by reviewing 55 relevant studies, using the systematic literature review (SLR) approach. This study employed a stringent search protocol to confine search to two popular databases—Scopus and Web of Science (WOS). The authors identified two emerging themes and six sub-themes. The three sub-themes under the first theme upskilling and reskilling of in-service teachers in 21st-century skills are: (1). training initiatives, (2). teachers’ experiences in teaching 21st-century skills, and (3). teachers’ perceptions and skill assessment. The other three sub-themes under the second theme professional development of pre-service teachers and 21st-century skills are: (1). pedagogical approaches, (2). technology-based teaching-learning of 21st-century skills, and (3). experience, competence and proficiency in 21st-century skills. Findings suggest the need to focus on targeted interventions, pedagogical tools and resources and peer-based learning, and recommend expanding the list of keywords searched under this study by including specific 21st century skills such as creativity to add a new dimension to their review.

Empowering Teachers' Learning to Develop Students' Inspirational Skills

This research was based on a project to empower teachers to develop their skills as motivational players for their students. It is one of a series of research projects on 21st century skills which was an operation that recognized the importance of the knowledge-based and digital society. It brought together a variety of perspectives on the development of 21st century skills spreading across the Internet. The gathered data were processed through research methodology leading to the attainment of educational innovations that can be used for the development of people who would later develop their own work for the professional betterment. It was expected that if a person has knowledge and put that knowledge into practice, it would empower that people to work more efficiently. By doing so, a working concept is changed from "knowledge is power" to "knowledge and action is power". From this concept had led to the conceptual framework of Research and Development (R&D) methodology used in this research that encourages the use of educational innovations for teacher empowerment then teachers apply the learned knowledge for the student development. The outcome of this current research is an innovation called an online self-learning program for the teacher empowerment and the development of teachers’ skills as student motivator. The online learning program was attested through the research method and proved to have helped the teachers and the students to attain the following criteria: 1) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' inspirational skill assessment was significantly higher than the pretest score. Based on this finding, it was sufficient to say that the online self-learning program it's efficient to be used for the development of teachers and students in the secondary schools under the jurisdiction of the national commissions of basic education. The application of this online learning program would be beneficial for educational management and encourage freedom of learning where people can learn anywhere anytime.

The development of articulate storyline interactive learning media based on case methods to train student's problem-solving ability

The phenomenon of the Industrial Revolution 4.0 currently emphasizes rapid technological advances. There is a need for innovation in technology development to package the current learning process more effectively, one of which is the development of learning media which is an important part of the learning process and is certainly directed at meaningful learning that encourages students to develop 21st Century skills as an urgency in the field of education. This study aims to 1) Develop interactive learning media with an articulate storyline based on a case method on cellular respiration material. 2) Look at students' responses to the interactive learning media articulate storyline based on the case method on cellular respiration material in training students' problem-solving skills. This research is a Research and Development (R & D). The development model in this study uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, this research was carried out until the Development stage. The instruments used in this study were an open questionnaire sheet, material aspect validation sheet, media aspect validation sheet and pedagogic aspect validation sheet. The analytical technique used is descriptive qualitative analysis technique and quantitative analysis by finding the average score obtained from the validator's assessment and looking at the criteria. The results of this study obtained a very valid interactive learning media with a score of 3.9 material expert validators in the very valid category, 3.69 media expert validators in the very valid category, pedagogical expert validators of 3.47 in the valid category. It can be concluded that the articulate storyline interactive learning media based on the case method developed can improve students' problem-solving abilities.

Role of 21st Century Skills Aligned with social media for Compounding Growth

Abstract: In the current digital era, social media platforms have become the hub of communication, information sharing, and networking. The evolution of social media has redefined the way people connect and interact, making it an essential tool for individuals and organizations to showcase their skills, products, and services. The 21st century skills are a set of competencies that are essential for success in the present-day world. These skills include critical thinking, communication, collaboration, creativity, and digital literacy. When aligned with social media, these skills have the potential to compound growth for individuals and organizations. This research paper aims to explore the role of 21st century skills aligned with social media for compounding growth. The study will be conducted using a mixed-method approach, including both qualitative and quantitative methods. The data will be collected from both primary and secondary sources, such as surveys, interviews, case studies, and literature reviews. The findings of the research will provide insights into how 21st century skills, when aligned with social media, can help individuals and organizations achieve exponential growth. The paper will also identify the challenges faced by individuals and organizations in leveraging social media to showcase their skills and how to overcome them. Additionally, the study will highlight the best practices for using social media to develop 21st century skills.

A Bibliometric Analysis of 21st Century Learning Using Scopus Database

The concept of 21st century learning aims to prepare people to live and work in a more advanced environment. Hence, the objective of this paper is to explore the extent of publications on the topic of 21st century learning and COVID-19 in the Scopus database. Keywords used for analysis were TITLE-ABS-KEY-((‘21stcentury*’) AND (education* OR learning*) AND (covid*)) with the analysis based on (i) document and source types, (ii) citation trend, (iii) topic of discussion, and (iv) regional distribution. Four steps of research protocol were adopted: (i) topic, scope and eligibility, (ii) identification, (iii) screening. A total of 105 documents were then used for further analysis. ‘Article’ and ‘Journal’ under the ‘Document’ and ‘Resources’ Type registered the most citations and were assumed to be of most interest, while the Citation Trend showed an increasing number of citations of these publications. E-learning was the most frequently discussed topic, and the United States was the region most actively conducting research in this area. The high number of annual citations suggests that this area is a promising one for research. Although the most frequently referenced publications were about students' development of 21st century skills, there is still a gap in the field for educators. Further research would speed up the development of the educators’ skills and promote the use of 21st century skills.