Pedagogical Research Articles

Distributive leadership as predictor of 21st century teaching practices

The concept of distributive leadership is a vital component of 21st century teaching practices. This study aimed to identify the dimensions that influence the development and implementation of science and mathematics teaching in dual language program schools. It was conducted with the help of over 336 teachers from 93 dual language program (DLP) schools in Malaysia. The distributive leadership readiness scale and 21st century skill (4C) questionnaire was used to collect data and analyze the effects of various dimensions on the development and implementation of science and mathematics teaching in dual language program schools. The results of the study revealed that the P3 model was associated with 14.9% (=.149) increase in the variance of 21st century teaching practices. The results of the analysis revealed that the changes in the three leadership style components included in the regenerating model were significant. The shared responsibility, leadership style and the combination of these dimensions contributed to the 12.9% (=.129) increase in variance. The research also found a positive relationship between 21st century teaching practices and the distributive leadership concept. The findings support the notion that distributive leadership can be a weak factor influencing the development and implementation of 21st century teaching practices.

Strategies For Teacher Excellence In The 21st Century Education Era: Integration Of Technology, Curriculum, And Multidisciplinary Teaching In Elementary Schools

This research aims to explore and identify effective pedagogical strategies in the dynamic context of basic education in the 21st era, with a focus on the integration of technology, curriculum and multidisciplinary teaching approaches. In response to changing educational needs, this study examines how technology can be applied by educators to improve curriculum delivery and facilitate multidisciplinary learning that combines various subjects in harmony. This research involved an in-depth literature review and analysis of case studies from various primary schools to uncover best practices and challenges faced in their implementation. The primary focus is on how this holistic approach impacts student engagement and their learning outcomes, as well as ways to empower teachers in an ever-evolving educational environment. The findings from this study provide important insights into teacher excellence in the 21st century, offering recommendations for educators, policymakers, and researchers in efforts to improve the quality of basic education. The results of this study contribute significantly to the discourse of teacher excellence and 21st century education, highlighting the importance of responsive and innovative educational adaptations in elementary schools.

Revitalizing 21st-Century Education Through Technology-Based Learning Management at SD Negeri 54 Banda Aceh

This research aims to analyze and explain technology-based learning management at State Elementary School 54 Banda Aceh to support the revitalization of 21st century education. Revitalization of education is a necessity to accommodate the challenges that arise along with technological developments. Learning management plays an important role in creating changes that support the revitalization of education that is able to respond to the dynamics of current developments. This research was carried out at State Elementary School 54 Banda Aceh. This research use desciptive qualitative approach. The results of the research show that the Principal of State Elementary School 54 Banda Aceh has carried out good management and supervision regarding the challenges and benefits of implementing technology-based learning. This aims to support the revitalization of 21st century education with a focus on 21st century learning and technology that emphasizes students' 4C skills and the activities carried out need to be controlled according to plan so that learning objectives are achieved. Management of technology-based learning at State Elementary School 54 Banda Aceh includes planning, organizing, coordinating and supervising carried out by the school principal.

Professional Development of Secondary School Teachers: Adapting to 21st Century Educational Paradigms

Teachers in secondary schools play a crucial role in moulding the academic and personal growth of students during a pivotal stage in their education. The significance of professional growth among secondary school educators cannot be overstated. These educators serve as mentors and guides, helping students navigate complex subjects and prepare for higher education or the workforce. Ongoing professional development for secondary school teachers is essential to keep pace with evolving educational methodologies, technological advancements, and the changing needs of students. Apart from conventional classroom teaching, secondary educators should actively participate in ongoing learning to refine their teaching methodologies, accommodate various learning styles, and incorporate cutting-edge approaches into their lessons. To be a well-rounded secondary school teacher, one must extend beyond routine duties and actively participate in ongoing professional development. This involves embracing diverse learning strategies, leveraging contextual professional learning opportunities, and utilizing various resources to stay abreast of the latest educational trends. Creating professional networks and organizations specific to secondary education is crucial. These platforms provide a space for teachers to share experiences, discuss effective teaching methodologies, and collectively address challenges. Additionally, adhering to a code of ethics ensures that secondary school teachers maintain high standards of professionalism, creating a positive and conducive learning environment.

Organisational cynicism and self-efficacy predicting professionalism among teachers in Oyo State, Nigeria

The 21st century teachers have been affected by globalization, technological innovation and diversity in workplace thus affecting their professionalism. Teachers who develop unconcern attitudes and suffer neglect are likely to have their performance at work affected. Therefore, this study examined organizational cynicism and self-efficacy as predictors of professionalism among teachers in Oyo State, Nigeria. Cross-sectional survey design was adopted while purposive sampling technique was used to select one Local Government Area for the study. Data were collected from 300 teachers using validated scales and analysed using t-test of independent means and multiple regressions analysis to test three hypotheses at a p < 0.05 level of significance. The result revealed that organizational cynicism and self-efficacy significantly influenced professionalism among teachers. Also, organizational cynicism and self-efficacy jointly and independently predicted professionalism among teachers. Finally, organizational cynicism and self-efficacy independently predicted professionalism among study participants. The study concluded that organisational cynicism and self-efficacy are strong predictors of professionalism among teachers. Therefore, government agencies and other stakeholders should work together to improve teachers’ professional skills.

Role of Information Communication Technology in Enabling Management of Day Secondary Schools

World over, the teaching and learning institutions have been redesigning their methodologies of service delivery using the modern and efficient platform if information technology propelled by the forth industrial revolution paradigm shift. The study sought to establish the role of information communication technology as an enabler in the management of secondary school affairs. The study sought to: Establish the availability of information communication technology (ICT) used in the day to day teaching and learning services at day secondary schools; Find out the status of day secondary schools’ principal’s current awareness on the use of ICT in the day to day running of their schools’ affairs; and assess the extent of ICT employability in the management of school records. The study employed descriptive survey and systematic random sampling drawing a sample of 110 respondents who responded to interview schedules and questionnaires. The study established that 49% of the teaching force in day secondary schools were had bachelor’s degree. On ICT integration, 87% of the sampled academic and examination departments conducted their activities through ICT processes. The study concluded that information communication technology is as an indispensable tool in the daily management of secondary schools, teaching and learning process during the 4th industrial revolution era of information technology. Finally the study recommended that schools should endeavour to retool teachers on ICT skills and competencies as enablers for 21st century pedagogies for teaching and learning.

Functional Mathematical Literacy in the Context of Probability and Statistics: A Key to Success in 21st Century Education

The article examines the issue of the formation and development of functional mathematical literacy in the context of the field of competence "Elements of Probability and Statistics" at school, as well as the normative framework of the Law on Preschool and School Education (ZPUO) in Bulgaria, with an emphasis on educational math programs for students. The article emphasizes the importance of functional mathematical literacy, which is necessary for successful implementation in real life and includes skills to apply mathematical knowledge in practical situations. The main aspects of functional mathematical literacy are explored, as well as the key directions for its development, including the integration of mathematical knowledge in real situations, the development of critical thinking and the use of interactive teaching methods. It concludes with an analysis of curriculum changes related to probability and statistics, and highlights the importance of pie chart construction and interpretation skills in an educational context. Sample tasks that contribute to the achievement of appropriate educational outcomes and competencies are examined.

Exploration of students’ scientific literacy in work and energy through STEM-based 7E learning cycle with formative assessment

21st century education requires students to have scientific literacy competencies to overcome problems in society in the globalization era. The low scientific literacy is closely related to students’ difficulties in work and energy topic. Solution is needed to improve scientific literacy by designing appropriate learning model. This study has a purpose to analyze students’ scientific literacy on work and energy through STEM-based 7E learning cycle with formative assessment. This study used embedded experimental mixed method design. The subjects were 27 of tenth grade students of Laboratory UM high school, Indonesia. Data were collected using essays of scientific literacy test with 0.657 reliability and interviews. Data were analyzed quantitatively using paired sample t-test, N-gain, and d-effect size. While the qualitative using data collection procedures, data reduction, coding, presentation, and building a conclusion. The results indicated STEM-based 7E learning cycle with formative assessment was able to increase significantly students’ scientific literacy in medium category. The results showed that majority of students at Conceptual Level which students are able to answer related with the main concept of kinetic and potential energy but but did not go beyond the concepts of scientific discipline. However, students have difficulties on indicator of creating and evaluating the experiments. For future studies, 9E Learning Cycle or aspects of ‘Art’ could be added in STEM to gain even higher students’ scientific literacy.

Comparison of Critical Thinking Skills between students studying the first year and the fourth year of Nursing at a Chilean university

Introduction: Critical thinking is recognized as an essential competence in 21st century education, especially in the health field, where it is required for complex clinical decision making. This study seeks to measure and compare the levels of critical thinking in students from different academic years.Methods: A descriptive cross-sectional design was used with a sample of 162 students, applying a 30-item survey with a Likert-type scale. Six dimensions of critical thinking were assessed and the Mann-Whitney U test was used to compare scores between groups.Results: First-year students reported higher critical thinking skills (average 3.69) compared to fourth-year students (average 3.45), with the difference in the dimensions of "Dialogic Reading" and "Dialogic Listening and Speaking" being statistically significant. Fourth-year students identified more areas for improvement in their skills.Conclusions: As students progress in their training, they become more critical about their critical thinking skills. Although both groups identified similar skills, fourth-year students showed greater awareness of their limitations, especially in the dialogic and substantive dimensions. This suggests the need for specific approaches in teaching critical thinking in nursing education.

Implementation of Model View Controller Architecture in Designing Outcome-Based Education (OBE) Curriculum Management Information System

The development of 21st century education demands the integration of practical and collaborative skills that are relevant to global needs, where the Outcome-Based Education (OBE) approach is the key to achieving measurable and clear learning outcomes. This study focuses on the design of an OBE-based curriculum management information system by implementing the Model View Controller (MVC) architecture and the Laravel framework which aims to overcome the constraints of manual curriculum management at Universitas Maritim Raja Ali Haji, which requires significant time to collect, organize, and analyze data, thus hampering lecturer productivity and interaction with students. The development of the system not only integrates various components of the OBE curriculum, but also creates a collaborative platform in curriculum management. Based on the results of the study that have gone through usability testing with the explorative test method, involving all sub-system designers and stakeholders, this system shows a high level of effectiveness, efficiency, and user satisfaction. Thus, this study is expected to improve the efficiency and effectiveness of OBE curriculum management, which contributes to improving the quality of education at the institution.

Portfolio Assessment Strategy _ A 21st Century Education and Constructivists Pedagogic Mediated Students Evaluation

The shift in education to Assessment for Learning (AfL), formative verses summative evaluation in nature has resulted in a need for problem solution nexus between the practice of assessment and demands of the society to align with the 21st Century perspective of lifelong learning. The constant logic model of learning overtime of curriculum-pedagogy-assessment as informed by constructivist approach requires new approaches such as ‘Portfolios’ specifically ‘Portfolio Assessment.’ Conceptualization of the essence of 21st Century skills beyond discipline content is lacking. Consider cognitive efficiency and competencies as well as metacognitive awareness and skills as driven by the constructivist theory. The author would like to address these issues in this publication by harmonizing the thinking, providing knowledge, theoretical basis guiding practice, and products desired into a framework. The author will use the Portfolio Strategy as an avenue to demonstrate and explore attributes and themes alluded to in the write up.

The role of teacher has changed in the context of classroom education in the 21st century

This article presents the changes in the role of the teacher in classroom education in the 21st century. The 21st century is the century of science and technology. Besides, this is also the era of explosion of knowledge. Information technology has entered and become effective in every field related to human life, due to which the boundaries of knowledge are no longer limited. Due to this, development in every field has been hampered. Education is an important area in all these. Its function is to make classroom teaching effective by the teacher. Therefore, the process of acquiring knowledge by teachers in classrooms has become modern due to science and technology. The teacher who makes this modern education process effective has become a technocrat and facilitator in this century. That is why 21st century education is possible through virtual classrooms and home schooling. So in the presented article, the social values to be maintained by the teacher during classroom education, modernity in the 21st century teacher in the context of classroom education, information technology skills in the 21st century teacher, paper-pencil-less teaching, online teaching-test-evaluation. Role of teacher in, Home school through internet, Role of teacher as online guide, Role of teacher in teaching specific subjects, Teacher in the context of development of multidimensional intelligence, Scientific thought in teacher – Scientific approach – Scientific attitude, Preservation of traditional values and adoption of modern values by the teacher, suggestions towards teacher’s teaching-research-expansion etc. have been included.

Preceptor: the 21st century educator healthcare provider

Resumo Introdução: É fato que os avanços pedagógicos na formação profissional em saúde não resultaram em melhor qualidade do cuidado, entretanto o trabalho em saúde como fonte para a formação e para a conscientização do preceptor como profissional de saúde-educador aparece como um caminho. Desenvolvimento: Tendo como base o envolvimento nas atividades cotidianas do trabalho, o preceptor oferece oportunidades de ensinagem; planeja, controla e guia o processo; estimula o raciocínio e a postura ativa do aluno; realiza procedimentos técnicos; modera a discussão de casos; observa, avalia o aluno executando suas atividades e analisa o seu desempenho; aconselha e cuida do crescimento profissional e pessoal do acadêmico; colabora na identificação de problemas éticos e em suas possíveis soluções; e estabelece os limites e cria possibilidades do uso da inteligência artificial. Conclusão: O preceptor - docente-clínico - transforma o ambiente de trabalho em momentos educacionais propícios, objetivando oferecer melhor cuidado à saúde da população.

Effects of K-W-L Instructional Strategy on Academic Performance of Pupils in Primary Mathematics and English in Owerri North Lga of Imo State, Nigeria

The purpose of this study was to find out if learners taught algebraic expression/elementary statistics in Mathematics and parts of speech in English Language using K-W-L instructional strategy will have better academic performance than those taught with the conventional Teacher method at 0.05 alpha levels. The researchers used quasi-experimental design which adopted the pretest, post-test Experimental group method. The area of study was Owerri North LGA Imo State, Nigeria. The population of the study was all Primary 5 learners in Owerri North Public schools. Purposive sampling technique was used to select three primary schools and simple random sampling technique was used to select classes in each of the schools. The sample of the study was 120 primary learners. The data collection instruments for the study were treatment 1 (K-W-L instructional strategies), treatment 2, (TCM [Teacher conventional method), Treatment 3 (combined TCM & K-W-L), multiple-choice questions for each subject chosen from past FSLCE and Common entrance questions. Two research questions and one null hypothesis guided the study. Mean, standard deviation and ANCOVA were the statistical tools used to analyze the data. The findings of the study revealed that the group taught with combined TCM & K-W-L achieved higher academically than the group taught with only TCM or K-W-L. The study also discovered that K-W-L instructional strategy is gender friendly. It was recommended that primary school teachers should be encouraged to use K-W-L instructional strategy to facilitate learners’ performance in algebraic expression, elementary statistics and parts of speech. Furthermore Basic Education Stake holders should organize regular workshops and seminars to train and retrain teachers on the use of 21st century teaching strategies.

Unveiling the crucial importance of 21st century teaching and learning methodology in Malawi

Unveiling the crucial importance of 21st century teaching and learning methodology in Malawi

Development and Validation of a Teaching Module based on the Traditional Approach of the Japanese Bansho Plan Towards the Mastery of Quadratic Equations

This study is an effort to develop and evaluate the validity of the Bansho Plan-Based Teaching Module to improve students’ Higher Order Thinking Skills (HOTS) mastery of the topic of Quadratic Equations. The interactive module comprises six lesson units to provide students with the opportunity to explore the application of the Quadratic Equations concept in real-life situations. The design, development, and validity evaluation of the module was based on the design and development research approach. The discussion focused on two phases, namely the requirements analysis and the development design. The Morrison, Ross, and Kemp (2007) model consisting of nine components was used to support the module development in the first stage of the current study. Meanwhile, the second stage involved an evaluation of the module’s validity and the implementation of a pilot study. Responses from five Mathematics education experts were analyzed using the Percentage Calculation Method (PCM). The highest mean score for content validity coefficient was obtained by the knowledge level aspect with 0.96. This confirms that the module is in line with the national curriculum, as well as the complexity level of all problems presented in the module is not confusing and the module is capable of applying HOTS to the topic of Quadratic Equations. Furthermore, a reliability test was done on the learning objectives through a pilot study involving thirty students. The results showed that the module obtained a Cronbach’s Alpha coefficient value of 0.915, indicating its good consistency. One major contribution of this study is that it highlights the uniqueness of combining multimedia modules with the traditional approach of the Bansho Plan. It creates an awareness that traditional teaching approaches, such as the Bansho Plan, should not be labelled as outdated, but instead its wisdom needs to be explored and adapted to the demands and needs of 21st century teaching.

The Effect of TPACK on Developing 21st-Century Teaching Skills: A Pre-Service Teacher’s Perspective

The study aimed to determine the significant effect of Technological Pedagogical Content Knowledge (TPACK) on the 21st Century Teaching Skills among pre-service teachers in Agusan del Sur State College of Agriculture and Technology. Using universal sampling, 233 pre-service teachers from the BSEd-Math, BSEd-Science, and BSEd-English programs and 233 cooperating teachers participated in the study during the academic year 2023-2024. The study used a Predictive Correlational Research Design. The researchers used the data collection instruments created by Schmidt et al. (2014) to gauge the Technological, Pedagogical, and Content Knowledge (TPACK) of Pre-service Teachers. Researchers also utilized the data collection instruments by Zamora and Zamora (2022) to evaluate the teachers’ 21st Century Teaching Skills. The researchers utilized Mean, Pearson Product-Moment Correlation, and Multiple Linear Regression as statistical tools to obtain the study’s objectives. The study’s results revealed that the pre-service teacher’s level of Technological Pedagogical Content Knowledge (TPACK) was high which was interpreted as evident. Moreover, the 21st Century Teaching Skills level was very high and was interpreted as always observed. Further, there was a highly significant positive relationship between Technological Pedagogical Content Knowledge (TPACK) and 21st Century Teaching Skills among Agusan del Sur State College of Agriculture and Technology Pre-service teachers. Lastly, it was found that TPACK can significantly affect the 21st Century Teaching Skills of Pre-service teachers and can be summarized by a model 𝑌 = 0.249X1 + 0.293X2 + 1.429

KESEDIAAN MURID TINGKATAN LIMA DALAM MENJAWAB SOALAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) MATA PELAJARAN SEJARAH

21st century education aims to produce human capital who can think at a high level in solving problems innovatively and creatively. However, Higher Order Thinking Skills (HOTS) among form five students is still a polemic. Thus, this study is to identify the problem of students' readiness from the aspect of knowledge and attitude to answer the history HOTS question at the form five level. This study uses quantitative methods. Data was collected using a purposive sampling method (non-probability sampling). The researcher used a survey design involving 79 students who failed to answer HOTS questions in the mid-year examination at a secondary school at Bangsar Pudu Zone, Federal Territory of Kuala Lumpur. A questionnaire instrument was used in this study. A 5-point Likert scale was used in this study. The results of the analysis show that the level of knowledge, the willingness of students to answer HOTS questions among form five students in the subject of History is at a moderately low level. This shows the level of knowledge, attitude and willingness of students to answer HOTS questions in the History subject influences each other. The implications of this study provide information to history teachers to improve the strategy of applying HOTS questions among form five students to master the skills of answering HOTS questions, hence affect the students' knowledge, attitude and readiness to HOTS questions in the subject of History. Therefore, teachers need to play a significant role in developing knowledge, attitudes and willingness to help students master the ability to answer HOTS questions in the subject of History.

Education and Industrial Revolution 4.0: Prospects and Challenges to ASEAN Education in the Case of Philippine Education

ASEAN Education is confronted with the emerging paradigms of twenty-first century education brought about by the rapid globalization process and the dawning of the new industrial revolution popularly dubbed as “IR 4.0” (Industrial Revolution 4.0). IR 4.0 demands a new framework of education – one that readies individuals with appropriate, competent, and highly innovative skills as man-machine collaboration intensifies. Hence, there is now a shift of focus from improving industrial machines to investing more in human capital. This is the pathway ASEAN education is traversing right now. ASEAN Education aims primarily at producing highly skilled service providers who are twenty-first century ready and who will work effectively and efficiently for industries in the IR 4.0. Nevertheless, education is more than being able to stabilize and improve one’s economic standing in life. There is a more noble purpose towards which one undertakes the tedious process of learning. That is: to be fully human and transform the world. Using Paolo Freire’s Critical Pedagogy, the modalities and paradigms of twenty-first century education were critiqued in order to align with this vision. Thus, with the ongoing innovative progress in ASEAN Education, serious considerations arise: “Will the alignment of man and machine to enable new possibilities cause further alienation for humanity?”; “When real classrooms are substituted by virtual classrooms, will healthy social interaction be maintained?”; “Are the trends of the twenty-first century education truly set towards the furtherance of human depth and breadth? Keywords: criticality, education, fourth industrial revolution, globalization

Pengembangan Media Pembelajaran Fiqih Ibadah Menggunakan Metode Sosio Drama Berbasis Youtube

21st century education is often referred to as 4C, one of which includes critical thinking and problem-solving skills. The research will examine the effectiveness of developing learning media using YouTube-based socio-drama methods in fiqh subjects. The research method used is the Research and Development Method with a 4D approach developed by S. Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel. The research results show that (1) media development uses the 4D method with 4 stages: Define (initial analysis of problems, students, tasks, concepts, and formulation of learning objectives); design (product design); develop (validation test by material, media, and language experts, then carry out limited trials); Disembodied (extensive test stage for Mts. Al-Wasliyah 48 Binjai class VII students): as many as 32 people. (2) In the feasibility test, the scores obtained from material experts were 98%, media experts were 90%, and language experts were 97%, with an average percentage of 95%, and they entered the very feasible category. (3) The results of the limited practicality test carried out on 5 students got a score of 77.27%; the broad practicality test carried out on 32 students got a score of 87.60% in the practical category; and the recapitulation results got an average score of 82.44% in the very practical category. (4) The effectiveness test was carried out by implementing Fiqh Worship learning media using the YouTube-based socio-drama method with a normalized gain score (N-Gain) of 0.58% and was shown in the effective category