21st Century Skills Of Students Research Articles

Tingkat Literasi Digital dan Pengaruhnya terhadap Keterampilan Abad-21 Mahasiswa ditinjau dari Perspektif Gender

The 21st century is known for its rapid technological developments, one of which is the development of digital technology. This digital technology has penetrated various fields, including education. This research aims examine the level of digital literacy and its influence on students' 21st century skills from a gender perspective. This research method is a quantitative method. The research population is active students of the Tadris Physics study program who are currently attending lectures in the first to fourth years. The research sample consisted of 38 students (19 male students and 19 female students), selected using the quota sampling technique. Data collection in this research was carried out using questionnaires and interviews. The research instruments are 2 main questionnaires that can gather information about students' digital literacy levels and students' achievement of 21st century skills. Data analysis was conducted by calculating the average score for students' digital literacy and 21st century skills based on gender. Furthermore, an analysis of the relationship between digital literacy and students' 21st century skills will also be carried out. The relationship between the two variables was analyzed using a simple regression test. The results of data analysis show that the level of digital literacy and 21st century abilities of students is in the “good” category. However, for both variables there are no significant differences between male and female students with the significance values ​​of the difference test results for digital literacy and 21st century skills being 0.125 and 0.747 respectively (both greater than 0.05). Furthermore, the results of the regression analysis revealed a statiscally significant positive influence of digital literacy on students' 21st century skills, with an F-value of 20.145 and a significance level of 0.000 < 0.05.

The Influence of the Jigsaw Model Based on Higher Order Thinking Skills on Students 21st Century Skills : Meta-Analysis

The purpose of the study was to determine the effect of jigsaw learning model based on Higher Order Thinking Skills on students' 21st century thinking skills. This type of research is quantitative research with a meta-analysis approach. The data sources in this study came from 10 national and international journals published in 2018-2023. The process of searching for data sources through google scholar, Eric and Wiley databases. The inclusion criteria in this study are a) research must have experimental and control classes, b) research comes from Scopus and SINTA indexed journals or proceedings, c) research has a relationship with the Higher Order Thinking Skills-based jigsaw learning model towards students' 21st century skills, d) research must be published in the last 5 years range 2018-2023; e) articles must have a value (t), (r), (f); f) sample size> 20 students. Data analysis in this meta-analysis with the help of JSAP 0.8.5 application. From this meta-analysis, it can be concluded that there is a significant effect of jigsaw learning model based on Higher Order Thinking Skills on students' 21st century thinking skills (Z = 1.431; p < 0.001; 95% CI [0.612; 0.942]. This effect is criterion high (rRE = 0.845). This finding explains the learning model of jigsaw learning model based on Higher Order Thinking Skills provides a high influence on students' 21st century thinking skills.

NEEDS ANALYSIS OF PHYSICS E-MODULE BASED ON PROBLEM BASED LEARNING MODEL INTEGRATED 21ST CENTURY LEARNING

In the 21st century, science and technology are developing very rapidly. We as humans live in this century so that we can participate and follow progress. Learning in the 21st century emphasizes several skills such as creativity, critical thinking, communication and collaboration skills. Therefore, in facing this era, learning must be able to produce students who have various skills to achieve success in life. However, the facts found in the 21st century skills field are still relatively low. The problem based learning model is a learning model that is able to improve students 21st century abilities. This study aims to identify problems in schools and basic needs as material for consideration in the development of physics e-modules. This research is a preliminary research with the Plomp development model. The results of this preliminary study are (a) printed books are still dominantly used in schools, there are no teaching materials integrated with 21st century learning, the learning system tends to follow conventional methods (b) The average 21st century skills of students are still at a percentage of 68.86% in the sufficient category (c) the average results of the analysis of student characteristics are still lacking (d) The problem based learning model is considered effective for improving students 21st century skills.

Empowering Students’ 21st Century Skills through Canva Application

The study aimed at investigating the use of Canva platform as digital media in writing lesson to empower students’ 21st skills. The qualitative-descriptive method is used in this study. The research subject was 60 students at Indraprastra PGRI Jakarta University, majoring in English Education who were given questionnaires, feedback and observed by their projects to collect the data. The results showed that most of the students 21st century skills empowered well in writing through various project templates in Canva platform. It was concluded that Canva carried out more effectively, not only students will produce good projects, but their core competencies in writing can also be broadened and strengthened. Moreover, using appropriate media, projects, authentic topics and students’ feedbacks can empower students to be critical thinker, creator, communicator and collaborator as well in academic and beyond.

INTERACTIVE MULTIMEDIA VALIDATION OF INTEGRATED NATURAL SCIENCE WITH THE THEME OF MOTION IN LIFE USING AN INTEGRATED SCIENTIFIC APPROACH TO 21ST CENTURY LEARNING

Learning with interactive multimedia integrated natural science is expected to improve students 21st-century skills so that it can help students face the challenges of the 21st century.This study aims to determine the validation of the product developed, namely interactive multimedia integrated natural science with the theme of motion in life using an integrated scientific approach to 21st-century learning. Integrated natural science interactive multimedia is assessed from the aspects of the feasibility of content, constructs, graphics, and language. The validation was carried out by three validators. The instrument used was a validation instrument in the form of a questionnaire.The results of the research are interactive multimedia integrated natural science with the theme of motion in life using an integrated scientific approach to 21st century learning with valid criteria so that it can be used by educators in the natural science learning process in schools.

Geometry and digital cultural heritage as unique linking for development students’ knowledge, skills and attitudes

This paper presents the fruitful connection between geometry and cultural heritage as innovative teaching and learning approach and examines the way that students learn geometrical concepts and in which way they construct and transform geometrical concepts and students’ engagement to get familiar with cultural heritage. This pilot research based on implementation of learning scenario by Europeana DSI-4 project and results provided by qualitative and quantitative evaluation could motivate educational community for implementation interdisciplinary learning scenarios with geometry for developments students 21st century skills through cultural heritage.

Project-based Learning Implementation to Cultivate Preservice English Teachers’ 21st Century Skills

The contribution of Project-based Learning (PbL) to 21st century learning skill development has been widely discussed by experts. This present qualitative research aims at exploring how PbL is applied in Lantern School of English Education (LSEE), an undergraduate program in Indonesia that produces an English teacher. In further, this research also looked at how the implementation enhanced the students’ 21st century learning skills comprising creativity, critical thinking, collaboration, and communication. Considering those objectives, this research stood under qualitative approach and specifically employed case study design in order to investigate a single case which was project-based learning implementation in a particular context. The data were collected from interview, observation, and relevant documents which in this case, reflective essay, syllabus and students’ final projects. Observation and syllabus were used to investigate the implementation of PbL in LSEE, interviews and was to gather information about how the implementation cultivated students 21st century skills, while students’ works and reflective essay were to triangulate information from the other data collection techniques. After gaining the data, all were analysed using coding process to obtain the embedded themes as findings. The findings showed that the institution implemented PbL through the assessment, classroom activities, teacher roles, and student roles. Based on the students’ viewpoints, project-based assessment, group classroom activities, teachers being a facilitator, and students’ centeredness were successfully trained their ability on creativity, critical thinking, collaboration, and communication. Conclusion and recommendation are also presented after the findings were discussed.

TEACHERS' VIEWS ON THE INTEGRATION OF TECHNOLOGY IN EFL CLASSROOM

In many study results, technology integration has been indicated to contribute regularly on the development of students 21st century skills ultimately in this digital era. This condition particularly creates new challenges for language teachers, e.g. being digitally literate, being adaptable with rapid technological changes, finding alternatives to stimulate the students to learn, and creating conducive class atmosphere. Considering previous points, this paper presents teachers view on the integration of technology in their EFL classroom. Qualitative method was utilized in which the data were in the form of comments dealing with technology use and teachers views on technology integration in their classroom. The compiled data was then analyzed by applying interactive model. The finding shows that teachers have positive views on the integration of technology in EFL classroom. Stated benefits of technology integration on enabling the development of students 21st century skills, teachers are highly demanded to encourage students active participation by engaging them through meaningful learning activities and use of technology simultaneously. Therefore, teachers should put high attention on the process of selecting, preparing, integrating, assessing, and evaluating types of technology being employed in classroom instruction. Corresponding author:Firima Zona TanjungDOI: 10.24071/ijiet.2020.040204

Developing management students' twenty-first century skills through a service-learning project

Scholars of management education have shown that it is increasingly important for students to develop practiced and applied knowledge, teamwork skills, and civic engagement in addition to core curriculum knowledge in order to be prepared for the demands of the 21st century workforce. We propose that service-learning, or learning through an applied community service project, can uniquely address these essential 21st century skills. Thus, in this paper, we outline a specific service-learning project geared towards improving these skill-sets. Then, we design an experiment to test the efficacy of this project in increasing these skills by comparing students who completed this project to those in a control condition. Results support study hypotheses that service- learning increases teamwork and civic engagement, and partially support the hypothesis that it increases practiced and applied knowledge. Additionally, students showed significant improvement in their core-curriculum knowledge after completing the service- learning project, and they scored better than the control condition. Thus, this study supports the overall assertion that service-learning can be used to successfully teach students 21st century skills and similar service-learning projects may be integrated into business school curriculums.

Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data

Data driven decision making has become a popular reform effort across the globe. New issues are arising with respect to data use as educators move toward teaching students 21st century skills, as the implementation of Common Core standards begins in the US, and as other efforts are undertaken to make learning more student centered. This article reports findings from a year-long case study of a US elementary school that placed data use at the core of its platform for school reform. The goal of the study was to determine how teachers implemented data use in concert with other reform initiatives. Interviews with educators, as well as observations of teacher team meetings, revealed that data-informed instructional planning occurred primarily in language arts and math, and not in other subjects. The requirements to implement multiple initiatives created many tensions that decreased teachers’ ability and motivation to use data. How and when teachers used data was the result of a broader set of policies and structures at the federal, district, and school levels, as well as the capacity of the teachers and principal at the school. Implications for research and practice are discussed.

Enhancing Preservice Elementary Teachers' 21st-Century Information and Media Literacy Skills

This two-semester pedagogical study investigated the effectiveness of an approach to information and media literacy instruction for elementary preservice teachers. Participants were trained in and then used a systematic process of searching for, evaluating, and using journal articles and Websites. Two-thirds of the Semester 1 participants were unsuccessful identifying relevant, high-quality journal articles and one half inaccurately evaluated the quality of Websites. After three opportunities for formative assessment were added to the instruction model in Semester 2, participants proficiently evaluated Websites and three-fourths were able to find relevant journal articles. The results demonstrate the importance of formative assessment and the need to provide preservice teachers with information and media literacy training so they are better able to navigate and evaluate digital-age resources to expand their content mastery and teach their students 21st-century skills.