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Nguyen, Huu Phuoc Da y Van Thinh Duong. "E-learning módszerek a 21. században". Műszaki Tudományos Közlemények 5 (2016): 305–8. http://dx.doi.org/10.33895/mtk-2016.05.67.
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Jabborova, Dilafruz Furkatovna y Shirinboy Sharofovich Olimov. "Interactive Learning Technology". American Journal of Social Science and Education Innovations 02, n.º 12 (18 de diciembre de 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.
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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.
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Muhali, Muhali. "Pembelajaran Inovatif Abad Ke-21". Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 3, n.º 2 (31 de diciembre de 2019): 25. http://dx.doi.org/10.36312/e-saintika.v3i2.126.
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[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skills, namely life and career skills, innovation and learning skills, and information, media and ICT skills. Learning characteristics to train these essential skills, lead to learning processes that are interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centred so that in their implementation educators can design activities by selecting learning methods/models that can accommodate overall characteristics are comprehensive. Assessment in 21st century learning is compiled and developed to measure student learning achievement which includes knowledge competencies (critical thinking and problem solving, creativity and innovation, collaboration, communication), intrapersonal competencies (work skills in teams, collaboration, communication, cooperation, and coordination), and interpersonal competence (the ability to work with others such as the ability to self-management, cooperation, effective communication, and the ability to maintain relationships with others emotionally). Thus, innovative learning in the 21st century creates human resources that are literate with information, data and technology that are needed to face the competition for life and the labour market in the current and future globalization era.
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Anggraeni, Desak Made y Ferdinandus Bele Sole. "E-Learning Moodle, Media Pembelajaran Fisika Abad 21". Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 1, n.º 2 (1 de julio de 2018): 57. http://dx.doi.org/10.36312/e-saintika.v1i2.101.
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[Title: Moodle E-Learning, the 21st Century Physics Learning Media] A distinctive characteristic of 21st-century learning is digital communication, meaning that the learning process is no longer face to face course between teachers and students but is more of an internet-based (e-learning) modern learning. The process of implementing e-learning requires a Learning Management System (LMS) which functions to regulate the management of learning. One of the LMS that can be used in organizing e-learning learning is moodle. Moodle e-learning can be used as a medium to improve the quality of interactive learning and support for the implementation of blended learning. Through e-learning moodle learning material can be accessed anytime and anywhere, besides that the material can be enriched with various learning resources including multimedia, which can be quickly updated by the instructor. In addition, the facilities offered in moodle e-learning learning are able to display learning materials that are abstract in nature into material that can be witnessed in person. Material samples that are mostly abstract are material on physics subjects. Therefore, moodle electronic learning is expected to be able to help students master the concepts in physics learning.
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Murana, Suleman y Rahimin Rahimin. "Application of SPSS Software in Statistical Learning to Improve Student Learning Outcomes". Indo-MathEdu Intellectuals Journal 2, n.º 1 (20 de abril de 2021): 12–23. http://dx.doi.org/10.54373/imeij.v2i1.22.
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The use of the SPSS 21 (Statistical Product and Service Solution) program in learning can assist students in conducting statistical data analysis. This research aims to find out the application of SPSS 21 program as a data processor in improving student learning outcomes in statistics material class XI SMK Muhammadiyah Ambon. This type of research uses Classroom Action Research, with the number of subjects used in the study amounting to 31 people. The instruments used in this study used tests and observations. Observation is used to find out the condition of the student learning process using the SPSS 21 program and test questions are used to find out the student learning results obtained after carrying out learning using the SPSS 21 program. The results of data analysis are known that learning using SPSS 21 is better when compared to the classical learning process. Student test results experienced an increase in learning results, namely on the initial test the average score obtained by students was 49.84 with a completion percentage of 16.13%, and increased in the implementation of cycle I tests where the learning process was carried out using SPSS 21 with an average score of 61.85 and a completion percentage of 61.29%, and increased again in the implementation of cycle II tests with an average score of 79.03 with a completion percentage of 90.32%
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Kurniawan, Trubus y Sriyanto Sriyanto. "Canva Mind Mapping: Alternative Pembelajaran Inovatif Abad 21". Proceedings Series on Social Sciences & Humanities 3 (1 de junio de 2022): 392–96. http://dx.doi.org/10.30595/pssh.v3i.408.
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This article aims to describe the learning process and achievement through the mind mapping method. This article is a literature study that begins with: a) planning, b) observation, c) reflection. The process of writing this article resulted from various literature studies with a focus on using Canva for learning innovation. Learning using Canva for Mind Mapping activities is considered very suitable for the current condition of students. Learning in the 21st century must emphasize collaboration, critical thinking, creativity, and communication. Students must develop critical thinking and strong interpersonal communication skills to succeed in an increasingly fluid, interconnected and complex world. With so much information available online, teachers are now more facilitators of learning than the source of all knowledge. Teachers can ask questions, provide research tools and methods, and provide material and topic guides for problem solving. The use of technology in learning is absolutely controlled by a teacher to welcome change and learning in the 21st Century. The use of the Mind Mapping learning model using the Canva Application will be one solution to make learning more interesting and meaningful which in the end the learning objectives can be achieved optimally.
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EA, Shalaby. "The Impact of E-Learning (Distance Learning) Implementation during COVID-19 Virus Pandemic on Intended Learning Outcomes Achievement in Universities". Virology & Immunology Journal 4, n.º 1 (28 de enero de 2020): 1–2. http://dx.doi.org/10.23880/vij-16000240.
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COVID-19 (2019–20 coronavirus) pandemic has affected the educational systems in all the world countries, leading to the near-total closures of universities, colleges and schools. As of 21 March 2020, approximately more than 632 from Arab universities have been affected (closures) in response to the pandemic. According to UNICEF monitoring, 186 countries have implemented nationwide closures and 8 have implemented local closures, impacting about 98.5 percent of the world’s student population.
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Wuryani, Esti y Tarto Tarto. "Relevansi Ilmu Pengetahuan Sosial dalam Mengembangkan Kecakapan Abad 21". Proceedings Series on Social Sciences & Humanities 3 (1 de junio de 2022): 264–68. http://dx.doi.org/10.30595/pssh.v3i.388.
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Social studies education must accommodate 21st century learning so that social studies learning becomes more meaningful and meaningful in the midst of advances in information and communication technology. This study aims to describe and analyze the relevance of social studies learning to life skills in the 21st century. The research findings reveal that the relevance of social studies learning to 21st century skills is already evident in the basic competencies to be achieved. However, if social studies learning is presented conventionally, social studies learning will lose its meaning. Therefore, social studies learning must apply learning designs that condition students to think critically, creatively, communicate, and collaborate, including project based learning, problem based learning and cooperative learning.
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Mulyono y Ilham Ampo. "PEMANFAATAN MEDIA DAN SUMBER BELAJAR ABAD 21". Paedagogia: Jurnal Pendidikan 9, n.º 2 (4 de enero de 2021): 93–112. http://dx.doi.org/10.24239/pdg.vol9.iss2.72.
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ABSTRAK
Artikel ini bertujuan untuk mendeskripsikan tentang pemanfaatan sumber dan media belajar di era modernisasi dan globalisasi seperti di abad ke 21 ini, pendidikan menjadi semakin penting untuk menjamin peserta didik memiliki keterampilan (life skills). Hal ini sesuai dengan tuntutan abad 21 dimana peserta didik harus memiliki kompetensi berpikir dan belajar. Kompetensi-kompetensi tersebut diantaranya adalah kompetensi komunikasi (communication), kolaborasi (collaboration), berpikir kritis dan memecahkan masalah (critical thinking and problem solving) kreatif dan inovatif (creativity and innovation). Dalam pesatnya perkembangan IPTEK menuntut berbagai perubahan mendasar termasuk perubahan dalam memanfaatkan penggunaan media dan sumber belajar. Sehingga dengan adanya media dan sumber belajar yang lebih bervariatif, maka akan menjawab berbagai permasalahan pembelajaran sehingga akan menciptakan tujuan hasil pembelajaran yang lebih maksimal.
Kata kunci: Media, Sumber, Belajar
ABSTRACT
This article aims to describe the use of learning resources and media in the era of modernization and globalization such as in this 21st century, Education to be more and more important to guarantee the member of education to have skills (life skills).It is in accordance with the 21st century pursuit , where they should have the competence of thinking and learning. Those competences are such as competence to communicate, collaborate, think critically, solve problems, and to be creative and innovative. Along with rapid development of Science and Technology it pursue many basic – changes including the changes in utilizing the use of media and learning resources.So that with the media and learning resources that are more varied, it will answer various learning problems so that it will create a goal of learning outcomes that is more leverage.Keyword: Media, Resources, Learning
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Haron, Hafiza, Supyan Hussin, Ahmad Rizal Mohd Yusof y Hafidzan Yusof. "MOOC INITIATIVE: A TECHNOLOGY ENHANCED LEARNING IN 21 CENTURY AT HIGHER LEARNING INSTITUTIONS". Journal of Information System and Technology Management 4, n.º 14 (12 de septiembre de 2019): 26–33. http://dx.doi.org/10.35631/jistm.414003.
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eLearning is a medium which is commonly implemented to provide learning module between instructor and learner through distance. In this era of digital technology, learning should be simplified, practical and can be provided in a holistic manner. eLearning is cost-effective as compared to traditional forms of learning. The reason for this price reduction is because learning through this mode happens quickly and easily. A lot of training time is reduced with respect to trainers, travel, course materials, and accommodation. Surprisingly, most institutions provide the method of distance learning instead of a physical classroom or face-to-face as a modern strategy in the learning environment. But yet, institutions need to prepare all sorts of things in order to take the challenges. In Malaysia, the MOOC initiative has been implemented a few years ago as a blended learning method and continued until now especially in Higher Learning Institutions. The technology of MOOC has sparkling the learning concept into a very interesting medium of learning between learner and instructor. Thus, the Khan eight-dimensional framework has been applied in this study in order to discuss the MOOC initiatives, including the brief history of MOOC, technological structure and learning design as a new technology for enhanced learning in the 21st century and beyond.
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Ne‘Matjon Qizi, Mamajonova Manzura. "SIGNIFICANCE OF IMPLICATION OF VARIOUS LEARNING STRATEGIES IN TEACHING AND LEARNING PROCESS OF FOREIGN LANGUAGES". European International Journal of Multidisciplinary Research and Management Studies 02, n.º 05 (1 de mayo de 2022): 99–101. http://dx.doi.org/10.55640/eijmrms-02-05-21.
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Learning strategies serve to improve the effectiveness of receiving and understanding any new information. This article devoted to the study of the learning strategies which influence to learner effectiveness as every learner individual and need various strategies to improve learning process. According to Horwitz (2000, p. 532) learners categorized into good and bad, intelligent and dull, motivated and unmotivated learners. And learning strategies can deal with different learners as Oxford stated (1990, p. 8) using various strategies make learning process easier, more enjoyable, faster and more effective.
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Gatot, Hartadi. "KECAKAPAN SISWA BERMATEMATIKA MELALUI PENGUATAN PENDIDIKAN KARAKTER ABAD 21". Guru Tua : Jurnal Pendidikan dan Pembelajaran 1, n.º 1 (22 de noviembre de 2018): 9–14. http://dx.doi.org/10.31970/gurutua.v1i1.3.
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Mathematics is one of the subjects that is unique in terms of problem solving. This is based on solving problems related to mathematics can be passed in various ways. This requires a spirit of creativity so that students can develop themselves into creative and innovative people in solving problems. In the learning process, teachers can use innovative learning approaches, strategies, models, or methods in the form of problem-based learning, one of the learning that reflects 21st century learning is PBL4C, is one of the innovative learning models that can provide learning conditions independently to students by directing students to work together (mutual cooperation) to solve a problem and of course the end result of this learning students are able to represent a work related to various problems in Mathematics. The application of PBL4C instructional activities is based on learning strategies involving semantic reasoning, case-based reasoning, analogical reasoning, causal reasoning, and inquiry reasoning. There are five phases of the implementation of problem-based learning, namely (1) orienting students to problems, (2) organizing students to learn, (3) guiding individual or group investigations, (4) developing and presenting work and (5) analyzing and evaluating processes solution the problem.
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Böhmer, Anselm, Illie Isso, Götz Schwab y Hilal Sahin. "Blended Learning Mobility". Ludwigsburger Beiträge zur Medienpädagogik 22 (2 de mayo de 2022): 1–13. http://dx.doi.org/10.21240/lbzm/22/21.
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Durch blended mobility und blended learning kann die virtuelle Mobilität Studierender gefördert werden. Dabei kommen insbesondere medienpädagogisch relevante Lehrformate wie digitales Lernen, auch als peer-learning, oder auch virtuelle Kooperationsformate u.a.m. zum Einsatz. Der Aufsatz untersucht anhand der Befunde eines aktuellen Projekts der Autor*innen, wie sich solche Formate in der pandemischen Hochschullehre nutzen lassen und welche Potentiale für die künftige postpandemische akademische Lehre gewonnen werden können.
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Sole, Ferdinandus Bele y Desak Made Anggraeni. "Inovasi Pembelajaran Elektronik dan Tantangan Guru Abad 21". Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 2, n.º 1 (31 de diciembre de 2018): 10. http://dx.doi.org/10.36312/e-saintika.v2i1.79.
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[Title: Electronic Learning Innovations and 21st Century Teacher Challenges]. The development of information technology that is very rapid in this century has a very significant impact on the world of education, where, the process of transition from the age of industrialization to the age of knowledge requires every field in life to change very quickly and must be able to adapt quickly. Entering the 21st-century technological advances have entered into various aspects of life, including education. Teachers and students, lecturers and students, educators and students are required to have the ability to teach in this 21st century. A number of challenges and opportunities must be faced by students and teachers in order to survive in the age of knowledge that is coloured by the emergence of various educational innovations. One innovation that is developing quite rapidly is electronic learning (electronic learning) or e-learning. E-learning is distance learning (distance learning) that utilizes computer technology, computer networks and/or the internet. This electronic learning innovation allows learners to learn through computers in their respective places without having to physically go to attend classes/lectures in class. Therefore, educators and prospective educators in the 21st century need to be prepared to be able to adapt to the development of science and technology. Teacher Training Institute (LPTK) as an institution producing prospective educators/teachers needs to equip teachers and prospective teachers to skillfully use technology, especially ICT, because of the challenges of future teachers related to ICT. In an effort to prepare prospective teachers entering the 21st century, STKIP Weetebula as one of the LPTKs in Indonesia seeks to equip its students by including e-learning courses in the curriculum of elementary school teacher education study programs (PGSD).
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Wang, Haiyan, Jing Xuan, Lijun Liu, Xuemin Shen y Yaoyang Xiong. "Problem-based learning and case-based learning in dental education". Annals of Translational Medicine 9, n.º 14 (julio de 2021): 1137. http://dx.doi.org/10.21037/atm-21-165.
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Kazmierska, J. "SP-0592 Learning machine learning". Radiotherapy and Oncology 161 (agosto de 2021): S458. http://dx.doi.org/10.1016/s0167-8140(21)08642-4.
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Pelu, Musa. "The Development of Reflective-Scientific Learning Model to Improve 21st Century Learning Skills In Historical Learning". AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA 11, n.º 2 (31 de julio de 2021): 188. http://dx.doi.org/10.25273/ajsp.v11i2.9704.
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<em>This research aims to develop the Reflective-scientific Learning Model to accommodate 21st-century learning skills in learning history. The ADDIE instructional design was used as the research method to develop the learning model. The research participants were 120 senior high school students. The Reflective-scientific Learning Model consists of five learning stages: historical engagement, critical-exploration, communicative-explanation, creative-elaboration, and reflective evaluation. The research results prove the feasibility and effectiveness of the developed learning model in improving students' 21<sup>st</sup>-century learning skills in the learning history process. It means that the developed learning model can accommodate the needs of the 21<sup>st</sup>-century learning skills and the learning history objectives. Based on this research, the authors highlight that the elaboration of the learning model can provide a space for synchronizing learning history objectives with other educational concepts from various disciplines. Thus, further research and development in the history education landscape should provide more opportunities for elaborating the learning models to amend the role and impact of learning history in the 21<sup>st</sup> century</em><em>.</em>
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Wijayanto, Bayu, Widia Sutriani y Farisha Luthfi. "Kemampuan Berfikir Spasial dalam Pembelajaran Abad 21". Jurnal Samudra Geografi 3, n.º 2 (30 de junio de 2020): 42–50. http://dx.doi.org/10.33059/jsg.v3i2.2495.
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Pada saat ini sistem pembelajaran sudah berbasis teknologi digital agar siswa mampu mengembangkan kemampuan dan berdaya saing. Selain itu, model Problem Based Learning (PBL) juga menjadi cara untuk melatih siswa agar dapat berpikir kreatif dalam menyelesaikan permasalahan yang ditemui. Tujuan dari penelitian ini yaitu untuk mengetahui bentuk pembelajaran pada abad ke-21, kecerdasan spasial dalam pembelajaran geografi dan urgensinya, dan Problem Based Learning dalam meningkatkan kemampuan berpikir spasial. Adapun metode yang digunakan yaitu studi literatur dan eksperimen. Studi literatur digunakan dalam menganalisis permasalahan terkait pembelajaran pada abad ke-21 dan kecerdasan spasial. Sedangkan metode eksperimen digunakan untuk melihat kemampuan berpikir spasial dengan model Problem Based Learning. Hasil penelitian ini yaitu bentuk pembelajaran pada abad ke-21 saat ini berbasis teknologi digital karena sumberdaya manusia mulai digantikan oleh artificial intelligence mengikuti perkembangan zaman. Kecerdasan spasial dalam pembelajaran geografi menjadi suatu kemampuan dasar yang harus dimiliki oleh siswa karena berkaitan dengan kemampuan untuk menilai suatu fenomena secara spasial. Model Problem Based Learning yang diterapkan mempengaruhi kecerdasan spasial siswa dengan nilai thitung 10,43 > ttabel 2,03.
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Nurjanah, Siti Ahadiah. "ANALISIS KOMPETENSI ABAD-21 DALAM BIDANG KOMUNIKASI PENDIDIKAN". Gunahumas 2, n.º 2 (19 de diciembre de 2019): 387–402. http://dx.doi.org/10.17509/ghm.v2i2.23027.
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ABSTRAKAbad 21 ditandai dengan berkembangnya informasi, komputasi, otomasi, dan komunikasi yang merambah dalam segala aspek kehidupan manusia di semua belahan dunia. Hal ini tentunya berdampak pada pendidikan yang diterapkan termasuk di dalamnya bagaimana model pembelajarannya sehingga dapat mengadaptasi dan memenuhi semua tuntutan abad 21. Pada kurikulum 2013 diharapkan dapat diimplementasikan pembelajaran abad 21. Hal ini untuk menyikapi tuntutan zaman yang semakin kompetitif. Adapun pembelajaran abad 21 mencerminkan empat hal. 1) Critical Thinking dan Problem Solving, 2) Communication Skills, 3) Collaboration Skills, 4) Creativity Skills dan Innovation. Tuntutan dunia internasional terhadap tugas guru memasuki abad ke-21 tidaklah ringan. Guru diharapkan mampu dan dapat menyelenggarakan proses pembelajaran yang bertumpu dan melaksanakan empat pilar belajar yang dianjurkan oleh Komisi Internasional UNESCO untuk Pendidikan, hal ini didasari bahwa Pendidikan merupakan komunikasi terorganisasi dan berkelanjutan yang dirancang untuk menumbuhkan kegiatan belajar pada diri peserta didik (education as organized and sustained communication designed to bring about Learning).Kata kunci: Pembelajaran abad 21, Kurikulum 2013, 4C.ABSTRACTThe 21st century is marked by the development of information, computing, automation, and communication which penetrated in all aspects of human life in all parts of the world. This certainly has an impact on applied education including how the learning model can adapt and meet all the demands of the 21st century. In the 2013 curriculum it is expected to be implemented 21st century learning. This is to respond to the demands of an increasingly competitive era. The 21st century learning reflects four things. 1) Critical Thinking and Problem Solving, 2) Communication Skills, 3) Collaboration Skills, 4) Creativity Skills and Innovation. The international demand for teacher assignments into the 21st century is not easy. Teachers are expected to be able and able to organize a learning process that is based and implement the four pillars of learning recommended by the UNESCO International Commission for Education, this is based on that Education is an organized and sustainable communication designed to foster learning activities in students (education as organized and sustained) communication designed to bring about Learning).Keywords: 21st Century Learning, Curriculum, 4C; Communication Skill
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Burgos, Manolita Hernaez. "The Learning Experiences of Guro 21 Completers: A Phenomenology". International Journal of Management Excellence 11, n.º 2 (31 de agosto de 2018): 1607–24. http://dx.doi.org/10.17722/ijme.v11i2.1014.
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The purpose of this undertaking was to describe the learning experiences of GURO 21 Completers in the workplace. Employing phenomenological approach with 14 GURO 21 completers, who underwent in depth interview and focused group discussion, the results of the interview were transcribed, translated and coded to produce root and branch codes. As regards to the experiences, the following were the emerged themes:overload of tasks and responsibilities, scarce technological and financial resource, opportunity to be under tutelage of first-rate mentors, personal and professional achievement, heightened commitment and capability, reinforced instructional competence. As to their coping strategies, the themes were: collaboration and sharing, embracing technology, organization and planning, creativity and innovation and diligence and commitment. As to their aspirations, the themes generated were PLLP is an indispensable tool, 21st Century teachers are life-long learners, 21st Century teachers have special traits and competencies and 21st Century teaching require suitable resources and facilities.
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Burgos, Manolita Hernaez y Eugenio Soriano Guhao. "The Learning Experiences of Guro 21 Completers: A Phenomenology". International Journal of Management Excellence 11, n.º 2 (27 de agosto de 2018): 1607. http://dx.doi.org/10.17722/ijme.v11i2.477.
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Fikri, Achmad Ali, Atmim Nurona, Latifatus Saadah, Lin Eflina Nailufa y Viki Ismah. "TEACHER SKILLS IN GUIDING DISCUSSION IN CENTURY LEARNING 21". TANJAK: Journal of Education and Teaching 2, n.º 1 (24 de febrero de 2021): 1–7. http://dx.doi.org/10.35961/tanjak.v2i1.119.
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Skills to guide small group discussions conducted by teachers in 21st century learning , using descriptive methods in qualitative research. Descriptive method in research is research for the purpose of explaining or describing events, objects, circumstances, or variables that are explained using numbers and words. Type a descriptive method in research qualitative is a kind of library research ( library research ) literature documents from various sources related to the keter. Visible lead small group discussions conducted by the teacher in the 21st century learning. The skill of guiding small group discussions conducted by the teacher is the teacher trainee skills In teaching activities there are times when conducting group discussion activities. Discussion activities involve mental and emotional activities that can improve the ability of relationships between individuals. So that teachers' skills in guiding small group discussions are needed to ensure the continuity of discussions effectively. In this study, the learning environment was developed to skills of critical thinking and problem solving, collaboration, and communication , creativity and innovation. Skills include 21st century skills.
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Barnett, Pamela E. y Linda C. Hodges. "Chapter 21: Teaching Learning Processes-to Students and Teachers". To Improve the Academy 27, n.º 1 (junio de 2009): 401–24. http://dx.doi.org/10.1002/j.2334-4822.2009.tb00566.x.
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Shantia, Enicgia y Lufri Lufri. "The Influence of Contextual Teaching and Learning (CTL) Learning Model on 21st Century Skills of Students in Class X Biology Learning". Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, n.º 11 (30 de noviembre de 2021): 1792. http://dx.doi.org/10.17977/jptpp.v6i11.15147.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p class="Abstrak"><strong>Abstract:</strong> The low 21<sup>st </sup>century skills of students in learning biology, because the learning process is still teacher-centered, teachers are still dominant in applying conventional learning. Efforts that can be made to overcome these problems are by applying the Contextual Teaching and Learning (CTL) model. The purpose of this study was to see the effect of the CTL model on the 21<sup>st</sup> Century skills of students. This research is quasi-experimental research. The population of this study were students of class X SMAN 12 Kerinci. Hypothesis test data analysis was carried out using the t-test. The results showed that the value of 21<sup>st</sup> Century skills of students in learning biology material, ecology and environmental change in the experimental class was higher than the control class. The average value of 21<sup>st </sup>Century skills of students which includes (a) Critical thinking skills in the experimental class were obtained 72.04 while the control class was obtained 61.13. (b) Communication skills in the experimental class obtained 75.90 while the control class obtained 68.06. (c) Collaboration skills in the experimental class obtained 79.81 while the control class obtained 68.79. (d) Creativity skills in the experimental class obtained 79.92 while the control class obtained 72.73. So, So, it can be concluded that applying the CTL learning model can significantly improve the 21st century skills of students.</p><p class="Abstrak"><strong>Abstrak:</strong> Rendahnya keterampilan abad 21 siswa dalam pembelajaran biologi, karena proses pembelajaran masih berpusat pada guru, guru masih dominan dalam menerapkan pembelajaran konvensional. Upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah dengan menerapkan model <em>Contextual Teaching and Learning</em> (CTL). Tujuan penelitian ini adalah untuk melihat pengaruh model CTL terhadap keterampilan abad 21 siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah siswa kelas X SMAN 12 Kerinci. Analisis data uji hipotesis dilakukan dengan menggunakan uji-t. Hasil penelitian menunjukkan bahwa nilai keterampilan abad 21 siswa dalam pembelajaran materi biologi, ekologi dan perubahan lingkungan pada kelas eksperimen lebih tinggi daripada kelas kontrol. Nilai rata-rata keterampilan abad 21 siswa meliputi (a) Keterampilan berpikir kritis pada kelas eksperimen diperoleh 72,04 sedangkan kelas kontrol diperoleh 61,13; (b) keterampilan komunikasi pada kelas eksperimen diperoleh 75,90, sedangkan pada kelas kontrol diperoleh 68,06; (c) Keterampilan kolaborasi pada kelas eksperimen diperoleh 79,81 sedangkan pada kelas kontrol diperoleh 68,79d) keterampilan kreativitas pada kelas eksperimen diperoleh 79,92 sedangkan pada kelas kontrol diperoleh 72,73. Jadi, dapat disimpulkan bahwa penerapan model pembelajaran CTL dapat meningkatkan keterampilan abad 21 siswa secara signifikan.<strong></strong></p></td></tr></tbody></table></div>
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Andrian, Yusuf y Rusman Rusman. "Implementasi pembelajaran abad 21 dalam kurikulum 2013". Jurnal Penelitian Ilmu Pendidikan 12, n.º 1 (25 de abril de 2019): 14–23. http://dx.doi.org/10.21831/jpipfip.v12i1.20116.
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Abstrak: Penelitian ini merupakan penelitian deskripsi yang dilakukan pada 39 SMA Rujukan yang ada di Provinsi DKI Jakarta. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran abad 21 dalam Kurikulum 2013 pada mata pelajaran Fisika di SMA Rujukan Provinsi DKI Jakarta. Fokus penelitian diarahkan pada empat sub variabel yaitu; (1) perencanaan pembelajaran; (2) pelaksanaan pembelajaran; (3) penilaian pembelajaran; dan (4) pengawasan pembelajaran. Responden yang dilibatkan dalam penelitian adalah guru mata pelajaran Fisika. Pada penelitian ini digunakan angket untuk mengumpulkan data dan menggunakan skala Likert dengan skor 1 sampai 4. Selanjutnya, data tersebut diolah dengan menggunakan teknis analisis deskriptif persentase. Hasil dari penelitian ini diharapkan dapat menjadi masukan bagi Kementerian Pendidikan dan Kebudayaan, khususnya bagi Direktorat Pembinaan SMA, mengenai kondisi riil di lapangan berkaitan dengan implementasi Kurikulum 2013 SMA sehingga dapat dijadikan bahan pertimbangan dalam pengambilan kebijakan selanjutnya. Kata Kunci: Pembelajaran Abad 21, Kurikulum 2013, Fisika, SMA Rujukan Abstract: This research is a description research conducted from 39 SMA Rujukan in Province of DKI Jakarta. This study aims to describe the implementation of 21st century learning in Curriculum 2013 in the subject matter of physics at SMA Rujukanin Province of DKI Jakarta. The focus research is directed to four sub variables namely; (1) planning of learning; (2) implementing of learning; (3) assessment of learning; & (4) monitoring of learning. Respondents in this research are teacher of Physics subject. This study used questionnaires to collect data and use Likert scale with a score of 1 to 4. Furthermore, the data is processed by using technical analysis descriptive percentage. The results of this study are expected to be an input or recommendation for the Ministry of Education and Culture, especially for the Directorate of High School Development, regarding with the real conditions in the school related to the implementation of Curriculum 2013 so it can be taken into consideration for the next policy making. Keywords: 21st Century Learning, Curriculum 2013, Physics, SMA Rujukan
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Umam, Khairul. "Kurikulum dan Tuntutan Kompetensi Abad 21". Nusantara: Jurnal Pendidikan Indonesia 1, n.º 3 (30 de septiembre de 2021): 511–26. http://dx.doi.org/10.14421/njpi.2021.v1i3-4.
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The purpose of this study is to determine the role of the curriculum in facing the demands of 21st century competence. The topic of discussion is the identification of 21st century competencies of relevant learning styles in the 21st century, as well as innovations that can be applied to support success in learning activities. The method used in this research is library research, namely reviewing books and related sources to support research data. The results of this study show the importance of knowing the skills required in the 21st century, besides that innovation in education is needed to adapt to the needs of the times.
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Dea, Hannah, Wiputra Cendana y Bill Areal Sharon Djaduhu Daeli. "PENERAPAN KOMPETENSI PEDAGOGI GURU ABAD 21 DALAM PEMBELAJARAN DARING". Prima Magistra: Jurnal Ilmiah Kependidikan 2, n.º 2 (17 de mayo de 2021): 172–78. http://dx.doi.org/10.37478/jpm.v2i2.954.
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In online learning, there are several problems for both teachers and students. namely, skills in utilizing technology, limited facilities and infrastructure, interactive media. The solution is the role of the teacher in designing learning with pedagogical competence in the 21st century. The teacher must use effective and interactive technology in communicating with students. The purpose of this study is to describe the efforts of teachers in applying the pedagogical competences of 21st century teachers in online learning through 3 learning components, namely materials, media and learning methods. The research method used descriptive qualitative with supporting data in the form of lesson plans, reflection sheets, and teacher feedback. Data collection techniques used observation sheets, lesson plans, teaching reflection, teaching feedback and documentation. The author uses feedback from teaching journals and reflection journals after the teaching process as the main data. Supporting sources are scientific journals and books that correspond to the problems the author finds. Analyzing data, researchers looked for solutions to problems that occur in teaching practice. The solution was for the teacher to design attractive learning methods, present learning materials by involving students, and utilizing technological media in the learning process. As a result, obstacles in online learning can be overcome through teacher pedagogical competences in the 21st century. The suggestion are that teachers should continue to improve themselves in developing their own pedagogical competences, and have effective communication with students.
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Syaputra, Een y Sariyatun Sariyatun. "Pembelajaran Sejarah di Abad 21 (Telaah Teoritis terhadap Model dan Materi)". Yupa: Historical Studies Journal 3, n.º 1 (30 de junio de 2020): 18–27. http://dx.doi.org/10.30872/yupa.v3i1.163.
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Model dan materi pembelajaran merupakan dua elemen inti yang masih mengalami banyak masalah dalam praksis pembelajaran Sejarah di abad 21. Artikel ini bertujuan untuk melakukan telaah teoritis terhadap model pembelajaran dan materi ajar Sejarah dalam bingkai pendidikan abad 21. Penelitian ini dilakukan dengan matode kepustakaan. Langkah penelitian yang dilakukan adalah: 1) menyiapkan alat dan perlengkapan; 2) menyusunn bibliografi kerja; 3) mengatur waktu penelitian; 4) membaca dan membuat catatan peneltian; dan 5) menyimpulkan dan menganalisis hasil peneltian. Hasil telaah menunjukkan bahwa: 1) Untuk mengembangkan keterampilan abad 21 dalam pembelajaran Sejarah, diperlukan model pembelajaran yang dapat menghubungkan materi pembelajaran Sejarah dengan kehidupan nyata peserta didik, terutama terhadap permasalahan sosial yang sedang terjadi di masyarakat. Selain itu, model pembelajaran dalam bingkai pendidikan abad 21 adalah model pembelajaran yang di dalamnya terdapat proses pengumpulan dan analsis data, pemecahan masalah, dan kolaborasi. Beberapa model yang memiliki orientasi ke arah keterampilan tersebut antara lain Problem Based Learning, Project Based Learning, Discovery Learnin, dan Inquiry Learning; 2) Untuk mendukung keterampilan abad 21, diperlukan perubahan dari materi yang bersifat text menjadi materi ajar yang berbasis website. Dari segi isi, materi ajar berbasis masalah sosial dan berbasis nilai, menjadi penting untuk dikembangkan.
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Banarsari, Arum, Deviana Rizki Nurfadilah y Alfian Zainul Akmal. "Pemanfaatan Teknologi Pendidikan Pada Abad 21". Social, Humanities, and Educational Studies (SHES): Conference Series 6, n.º 1 (2 de febrero de 2023): 459. http://dx.doi.org/10.20961/shes.v6i1.71152.
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<span lang="IN">Pendidikan a</span><span lang="EN-US">bad ke-21 mengarahkan kehidupan kepada empat pilar, yaitu <em>learning to know, learning to do, learning to be dan learning to live together</em></span><em><span lang="IN">,</span></em><span lang="IN">oleh karena itu diperlukan adanya inovasi pembelajaran salah satunya yaitu dengan pemanfaatan teknologi pendidikan</span><span lang="EN-US">. Pada pembelajaran abad 21 sekarang ini memerlukan pemanfaatan teknologi pendidikan dalam pembelajaran</span><span lang="IN"> untuk dijadikan</span><span lang="IN"> bahan </span><span lang="EN-US">alternatif yang dapat menuntaskan tantangan abad ke-21. Metode yang digunakan </span><span lang="IN">yakni</span><span lang="EN-US"> menggunakan metode atau pendekatan kepustakaan (library research) yang mengarah pada analisis kajian literatur. Teknik analisis data yang digunakan dalam kajian ini yakni menggunakan teknik kualitatif, dimana teknik ini menghasilkan data yang disajikan dalam bentuk kata-kata atau verbal bukan dalam bentuk angka sehingga tidak dapat dihitung secara langsung. Perkembangan teknologi telah memunculkan berbagai model yang inovatif dan kreatif sehingga memudahkan guru dan siswa dalam melakukan proses pembelajaran sehingga dengan adanya pemanfaatan teknologi pada saat ini diharapkan dapat membantu guru dan dapat ikut serta menyelesaikan masalah pada abad 21</span><span lang="IN"> sehingga pendidikan di Indonesia dapat maju dan bersaing dengan negara lain maka dari itu pemanfaatan teknologi sangat dibutuhkan pada pendidikan di abad 21.</span>
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Insulander, Eva y Staffan Selander. "Designs for learning in museum contexts". Designs for Learning 2, n.º 2 (1 de diciembre de 2009): 8. http://dx.doi.org/10.16993/dfl.21.
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Thesalonika Manalu, Emelda y Edy Surya. "ANALISIS KEBUTUHAN PENILAIAN SPRITUAL PADA PEMBELAJARAN ABAD 21". SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, n.º 2 (28 de junio de 2022): 148–51. http://dx.doi.org/10.24114/sejpgsd.v12i2.35520.
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The assessment instrument used as a mandatory reference by teachers and students in the 21st century learning process. 21st Century learning integrates literacy skills, knowledge skills, skills and attitudes as well as mastery of technology. Therefore, an assessment that is not only cognitive is needed. This study aims to analyze the need for spiritual assessment in 21st century learning. This study used a qualitative method with data acquisition through observation and interviews with principals and teachers. The results showed that principals and teachers needed spiritual assessment.
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Fitriyani , Fitriyani y Arief Teguh Nugroho. "Literasi Digital di Era Pembelajaran Abad 21". El-Mujtama: Jurnal Pengabdian Masyarakat 2, n.º 3 (1 de junio de 2022): 213–20. http://dx.doi.org/10.47467/elmujtama.v2i3.1088.
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This community service activity was carried out to provide socialization on the importance of understanding digital literacy in dealing with learning in the 21st century era as an effort to improve students' abilities through reading literacy activities so as to foster interests and talents in students from an early age as well as a literacy culture that is embedded in students. can affect the level of success and the ability of students to understand information analytically, critically, and reflectively. This community service activity was carried out at the Mekar Mukti 02 State Elementary School, North Cikarang. Some literacy support programs that can be applied in elementary schools include getting used to reading 15 minutes before learning has started, so that students' reading interest and reading skills increase and master better.
Keywords: Digital Literacy, Socialization, 21st Century Learning
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Fitriyani , Fitriyani y Arief Teguh Nugroho. "Literasi Digital di Era Pembelajaran Abad 21". El-Mujtama: Jurnal Pengabdian Masyarakat 2, n.º 2 (29 de julio de 2022): 201–8. http://dx.doi.org/10.47467/elmujtama.v2i2.1088.
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This community service activity was carried out to provide socialization on the importance of understanding digital literacy in dealing with learning in the 21st century era as an effort to improve students' abilities through reading literacy activities so as to foster interests and talents in students from an early age as well as a literacy culture that is embedded in students. can affect the level of success and the ability of students to understand information analytically, critically, and reflectively. This community service activity was carried out at the Mekar Mukti 02 State Elementary School, North Cikarang. Some literacy support programs that can be applied in elementary schools include getting used to reading 15 minutes before learning has started, so that students' reading interest and reading skills increase and master better.
Keywords: Digital Literacy, Socialization, 21st Century Learning
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Uddin, MJ y A. Salam. "Effective Teaching and Learning". Medicine Today 21, n.º 2 (8 de noviembre de 2012): 48–49. http://dx.doi.org/10.3329/medtoday.v21i2.12543.
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Mayasari, Tantri, Asep Kadarohman, Dadi Rusdiana y Ida Kaniawati. "APAKAH MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING MAMPU MELATIHKAN KETERAMPILAN ABAD 21?" Jurnal Pendidikan Fisika dan Keilmuan (JPFK) 2, n.º 1 (20 de marzo de 2016): 48. http://dx.doi.org/10.25273/jpfk.v2i1.24.
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<p>Seiring dengan perkembangan jaman yang semakin pesat, peran pendidikan menjadi sangat penting dalam mempersiapkan peserta didik agar memiliki keterampilan abad 21. Salah satu upaya untuk menjawab tantangan ini dengan merubah peran guru dari dari penyedia dan peyampai informasi menjadi fasilitator untuk berbagi informasi dan pengetahuan serta melatihkan kemampuan memecahkan masalah kepada peserta didik. Pembelajaran konstruktivisme menjadi salah satu alternatif dalam melatihkan keterampilan abad 21. Model pembelajaran <em>project based learning</em> dan <em>problem based learning</em> menjadi model yang paling poluler pada pendekatan konstruktivisme. Namun, masih banyak para pendidik yang mengalami kebingungan dalam membedakan dan mengoperasikan kedua model pembelajaran ini. Oleh karena itu, artikel ini mengulas persamaan dan perbedaan antara <em>project based learning </em>dan <em>problem based learning</em>, serta menjawab apakah kedua model pembelajaran tersebut mampu melatihkan keterampilan abad 21.</p>
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Sesunan, Feriansyah, Abdurrahman, Novinta Nurulsari y Hervin Maulina. "Penyusunan Unit Pembelajaran Inquiry Based Learning Berorientasi Kemampuan Abad 21". Dinamisia : Jurnal Pengabdian Kepada Masyarakat 5, n.º 2 (5 de abril de 2021): 312–19. http://dx.doi.org/10.31849/dinamisia.v5i2.4377.
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The context of learning in the 21st century directs teachers to think whether they will continue to play the role of "sage-on-the-stage". In connection with teacher competencies and the implementation of inquiry-based learning (IBL), in the teaching and learning process Physics teachers should be able to make learning designs suitable for inquiry learning in the 21st century. However, the form of IBL tools compiled by Physics teachers is not yet oriented towards 21st century abilities needed by students. Based on the results and discussion, it is known that 1) high school physics teachers in Bandar Lampung already know and have knowledge of the IBL model, 2) almost all high school physics teachers have applied IBL-based science learning even though they have not fully understood each IBL syntax and are not yet oriented 21st century skills, 3) there is an increase in teacher knowledge about IBL after the implementation of technical guidance, and 4) the need for further assistance in overcoming teacher obstacles in making IBL-based learning units or devices oriented towards 21st century abilities.
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Jamali, Robiatul Adawiah y Tengku Sarina Aini Tengku Kasim. "IMPLEMENTATION OF 21ST CENTURY LEARNING (PAK-21) IN TEACHING TARANNUM AL-QURAN". International Journal of Modern Education 2, n.º 7 (8 de diciembre de 2020): 102–18. http://dx.doi.org/10.35631/ijmoe.27008.
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Al-Quran and Al-Sunnah are the main sources of reference in learning tarannum. The essence of these two sources can be understood through the agenda of the National Philosophy of Education (FPK), Philosophy of Islamic Education (FPI), and the Malaysian Education Development Plan (PPPM) 2013-2025. Recognizing the importance of changing learning and facilitating (PdPc) for the current generation, 21st-century learning initiatives have been launched by the Ministry of Education Malaysia (MOE) nationwide which outlines more dynamic learning features and meets current needs. Therefore, this article discusses the results of a study that focuses on the implementation of the teaching of tarannum al-Quran among trainee teachers of the Special Class for Reading and Memorizing Al-Quran (KKQ). The study was conducted using a qualitative research design by applying the method of triangulation, namely semi-structured interviews, observation of teaching sessions, and document analysis on six informants of trainee teachers of Bachelor of Islamic Education, specializing in Quranic Studies. In addition, the implementation of the teaching of tarannum al-Quran based on PAK 21 is also applied in PdPc sessions through a variety of teaching strategies and appropriate Teaching Aids (BBM). The findings of the study revealed that the informants successfully implemented the teaching of tarannum al-Quran based on the 21st century.
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FARHAT, GHUFRANA. "Learner’s Attitude towards Self Learning Material in Distance Education". Global Journal For Research Analysis 3, n.º 2 (15 de junio de 2012): 65–67. http://dx.doi.org/10.15373/22778160/february2014/21.
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Saibah, Saibah. "INOVASI PEMBELAJARAN AKIDAH AKHLAK ABAD 21 DENGAN METODE MULTIPLE INTELEGENCES". EDUSOSHUM: Journal of Islamic Education and Social Humanities 1, n.º 1 (2 de julio de 2021): 16–25. http://dx.doi.org/10.52366/edusoshum.v1i1.5.
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Education in the 21 century requires educators to be more creative, but there are still many educators who use monotonous learning methods so that students tend to get bored and ignore learning. Purpose of this study was to determine the effectiveness of the use of multiple intelligence learning methods when applied in learning Akidah Akhlak. This study uses a qualitative research method with a phenemonological approach. The phenemonological approach used is the Schutz approach. Data analysis is an inductive analysis. The subjects that became the focus of this study were the Akidah Akhlak education teachers, seventh grade students of SMP Muhammadiyah one Jember. The results of the research of the Multiple Intelligences method are effective in learning because it can provide learning motivation to students and are able to hone the intelligence of each student.
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Chaeruman, Uwes A. "MENDORONG PENERAPAN E-LEARNING DI SEKOLAH". Jurnal Teknodik 12, n.º 1 (30 de agosto de 2018): 025. http://dx.doi.org/10.32550/teknodik.v12i1.417.
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Dalam era informasi dewasa ini, pendidikan menghadapi tantangan yang berbeda dengan era industri. Tantangan pendidikan abad 21 adalah membangun masyarakat berpengetahuan (knowledge-based society). Ciri masyarakat abad 21 menurut PBB adalah (1) memeliki keterampilan melek media dan TIK; (2) memiliki keterampilan berpikir kritis dan sistemik; (3) memiliki keterampilan memecahkan masalah; (4) memiliki keterampilan komunikasi efektif; dan (5) memiliki keterampilan bekerjasama secara kolaboratif. Guru, memainkan peranan penting dalam membangun keterampilan abad 21 ini dengan cara menerapkan konsep e-learning. Makalah ini membahas tentang penerapan e-learning oleh guru dalam konteks kelas. Oleh karena itu, makalah ini memfokuskan pada apa, mengapa dan bagaimana menerapkan e-learning dalam konteks kelas oleh guru di sekolah.
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Ratnawati, Sari y Sriyanto Sriyanto. "Metode STEAM sebagai Inovasi Pembelajaran IPS Di Era Abad 21". Proceedings Series on Social Sciences & Humanities 3 (1 de junio de 2022): 344–48. http://dx.doi.org/10.30595/pssh.v3i.400.
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The application of STEM-based learning is expected to increase the activeness of students in social studies subjects. STEM-based learning was chosen to solve problems systematically, with creativity in applying scientific principles. The STEAM method as Social Science Learning Innovation in the 21st Century Era is one method that can be used for learning various current and future sciences. A teacher must be able to create a process that is fun, contextual, effective, or optimally efficient so that students can play an active role in the learning process. The STEAM method is the basis for the method in the learning process to teach abilities that refer to the development of a comprehensive world of technology. Steam (science, technology, engineering, arts, match) is a collaboration between science and everyday life. The purpose of this research is to find out that the steam method will improve students' learning abilities. This type of research is a field research with a qualitative descriptive method. The subjects of this study were students of class VII C of Junior Hight School 4 Cilacap, totaling 32 students. Data collection techniques used are observation techniques, and documentation. While the data analysis technique is qualitative analysis to determine the increase in student learning activity.
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Romadhoni, Asyif Awaludin, Supardi Supardi y Aman Aman. "Pengembangan Pembelajaran Sejarah Berbasis Microsoft Teams Untuk Membentuk Kecakapan Abad 21". Chronologia 3, n.º 2 (29 de noviembre de 2021): 28–37. http://dx.doi.org/10.22236/jhe.v3i2.7800.
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The Covid-19 pandemic has changed all aspects of human life. One of them is education. The government has launched a Learning From Home (BDR) policy to tackle the spread of COVID-19. This has an impact on the learning process and inculcating character values among the younger generation. History learning certainly plays an important role in shaping the character of the younger generation and becomes one of the solutions to moral decadence during the pandemic. Therefore, history learning needs to be arranged creatively by innovating learning technology, one of which is Microsoft Teams. This article aims to describe a Microsoft Teams-based history learning model by incorporating learning technologies such as broadcast. This article is written with descriptive writing method. The theories used to analyze and develop this learning model include the concepts of understanding, feeling, acting, and the example of Ki Hadjar Dewantara; the Smart School and Good School concepts developed by Matthew Davidson, Thomas Lickona, and Vladimir Khmelkov; and the concept of Teaching Controversial Issues based on Thomas Lickona's research. The history learning model based on Microsoft Teams consists of several stages, namely Preparation of Learning Implementation Plans (RPP); Material Ray Making; Asynchronous Learning by sharing podcasts of material into Teams Classes; Synchronous Learning Discussing Rays; Synchronous Learning that Discusses the Perspective of Characters, Historical Actors, or Experts and Discusses; and Control of Character Guidance with Homeroom and Counseling Teachers. This model can be applied in history learning in an effort to inculcate character values and competencies in the 21st century by inviting students to continue to plan and realize good plans for the better.
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Kovalev, Maxim, Lev Utkin, Frank Coolen y Andrei Konstantinov. "Counterfactual Explanation of Machine Learning Survival Models". Informatica 32, n.º 4 (2021): 817–47. http://dx.doi.org/10.15388/21-infor468.
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Jones, Anne C., Agnes M. Kukulska-Hulme y Daisy Mwanza-Simwami. "Editorial: Portable Learning - Experiences with Mobile Devices". Journal of Interactive Media in Education 2005, n.º 2 (28 de febrero de 2006): 19. http://dx.doi.org/10.5334/2005-21.
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Tjandra, Daniel S. "Impelementasi Pembelajaran Pendidikan Agama Kristen di Abad 21". SIKIP: Jurnal Pendidikan Agama Kristen 1, n.º 1 (17 de febrero de 2020): 1–10. http://dx.doi.org/10.52220/sikip.v1i1.33.
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The era of globalization is inevitable, willing or unwilling to be ready or not ready for everyone to face globalization. The era of globalization can be said as an era of openness, an era of technology that is close to people's lives and even inherent in everyday life. Globalization colors and influences all aspects of life without exception the realm of education experiences or is affected by the effects of the times, globalization and technological sophistication. Education makes it possible to use all the advances of the times to produce an educational goal that shapes the complete human to face his day. 21st century learning provides a prominent change in the world of education, where learning is no longer focused on the results achieved, but on the learning process itself. Forming the competencies of students who have high-level thinking skills, are creative, communicative, and collaborative. This discussion will provide an understanding of 21st century learning implemented in Christian Religious Education subjects. Christian religious learning is expected to follow the development of 21st century learning so that in conveying learning content can prepare students to welcome the 21st century. Thus the curriculum in Indonesia is developed, and the 2013 curriculum is used now as part of responding to the challenges of the 21st century.
Abstrak
Era globalisasi tidak dapat dihindari, mau atau tidak mau siap atau tidak siap setiap orang menghadapi globalisasi. Era globalisasi dapat dikatakan sebagai era keterbukaan, era teknologi yang dekat dengan kehidupan masyarakat bahkan melekat dalam kehidupan sehari-hari. Globalisasi mewarnai dan mempengaruhi segala aspek kehidupan tanpa terkecuali ranah pendidikan mengalami atau tekena efek dari kemajuan zaman, globalisasi dan kecanggihan teknologi. Pendidikan memungkinkan meng-gunakan segala kemajuan zaman untuk menghasilkan sebuah tujuan pendidikan yang membentuk manusia secara lengkap untuk menghadapi zamannya. Pembelajaran abad 21 memberikan sebuah perubahan yang menonjol dalam dunia pendidikan, dimana pembelajaran bukan lagi dipusatkan kepada hasil yang dicapai, namun kepada proses pembelajaran itu sendiri. Membentuk kompetensi peserta didik yang memiliki keterampilan berpikir tingkat tinggi, kreatif, komunikatif, dan kolaborasi. Pada pembahasan kali ini akan memberikan pemahaman tentang pembelajaran abad 21 yang diimplementasikan dalam mata pelajaran Pendidikan Agama Kristen. Pembelajaran Agama Kristen diharapkan mengikuti perkembangan pembelajaran abad 21 sehingga dalam menyampaikan konten pembelajaran dapat mempersiapkan peserta didik menyongsong abad 21. Dengan demikian Kurikulum di Indonesia dikembangkan, dan Kurikulum 2013 yang digunakan sekarang sebagai bagian dalam menjawab tantangan zaman abad 21.
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Abdulhalim Ahmad Shamsan, Muayad, Jamal Kaid Mohammed Ali y Taha Ahmed Hezam. "Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies". Arab World English Journal, n.º 1 (15 de abril de 2021): 281–94. http://dx.doi.org/10.24093/awej/covid.21.
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The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).
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Amaliah Mardiawati, Nur’ y Musringudin Musringudin. "Evaluasi Program Pembelajaran IPA Kelas VII di SMP Negeri 21 Jakarta". Jurnal Indonesia Sosial Teknologi 3, n.º 12 (31 de diciembre de 2022): 1368–75. http://dx.doi.org/10.36418/jist.v3i12.558.
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The purpose of this study was to determine the effectiveness of the science learning process by using the evaluation of the CIPP Contexts, Input, Process, Product) model at SMP Negeri 21 Jakarta. Determination of the effectiveness of a learning process is seen from the level of achievement of the learning objectives that have been determined at the beginning of learning. This research was qualitative research that uses the CIPP model by evaluating each component of the context, input, process and product to achieve an effective learning process. Sources of research data were science teachers, curriculum representatives, and school principals at SMP Negeri 21 Jakarta. Primary data collection using observation instruments while secondary data obtained through documentation and interviews. The data obtained from observations, documentation and interviews were then analysed descriptively and qualitatively. The results of the study indicate that the implementation of learning which includes the requirements for implementing learning and learning activities is quite effective.
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Makinen, T. Lucas, Lachlan Lancaster, Francisco Villaescusa-Navarro, Peter Melchior, Shirley Ho, Laurence Perreault-Levasseur y David N. Spergel. "deep21: a deep learning method for 21 cm foreground removal". Journal of Cosmology and Astroparticle Physics 2021, n.º 04 (1 de abril de 2021): 081. http://dx.doi.org/10.1088/1475-7516/2021/04/081.
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Sari, Milya. "BLENDED LEARNING, MODEL PEMBELAJARAN ABAD ke-21 DI PERGURUAN TINGGI". Ta'dib 17, n.º 2 (17 de octubre de 2016): 126. http://dx.doi.org/10.31958/jt.v17i2.267.
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Marin, Maximo J., Xander M. R. Van Wijk y Thomas J. S. Durant. "Machine Learning in Healthcare: Mapping a Path to Title 21". Clinical Chemistry 68, n.º 4 (30 de marzo de 2022): 609–10. http://dx.doi.org/10.1093/clinchem/hvab285.
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