[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).
[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.
This research aims to analyze and describe aspects of HOTS (High Order Thinking Skills) in the joint exam questions used by YAPNUSDA Elementary Schools. It was conducted by analyzing cognitive aspects according to revised Bloom’s taxonomy and then analyze again with HOTS aspects that have been determined in the joint exam test questions. The research method used is descriptive research method with a qualitative approach. The research team describes the development of HOTS on objective test questions in natural sciences (IPA) grades III, IV, V and VI respondents involved were a team of teachers making up science questions, grades III, IV, V and VI. The data collection technique used is the documentation study. Documentation studies are used to identify and analyze the compatibility of questions with HOTS development criteria. The results of this study indicate that joint midterm examination questions in Elementary Schools under the auspices of YAPNUSDA have not been able to measure HOTS. The joint midterm examination questions compiled by the drafting team at each school measure the most Low-Order Thinking Skills (LOTS) and only a few can measure Middle Order Thinking Skills (MOTS).
This study aims to develop scientific science attitudes assessment instruments that can be used in elementary school-based values of character education. This research is a research development (R & D) conducted for one year with preliminary study stage, product development, product trial and product dissemination developed. A preliminary study was conducted by surveying the implementation of the science assessment in primary school. The preliminary study results show that teachers in 10 surveyed schools have never implemented a scientific attitude assessment in science learning. At the stage of product development, has developed a scientific attitude assessment instrument that has been validated by experts. The product trials were conducted in three stages: initial field test, main field test and field operational test. In the initial field test, it was conducted in two schools with 20 respondents in each class. Initial field test results show that the instrument reliability level is good, but there are still some invalid items that are 11 items in class IV, 8 items in class V and 7 items in class VI. This is because there are still some respondents who have not read smoothly so that they have difficulty in answering questions. In the main field test, it was conducted in 8 schools with 91 respondents. The main field test result is that there are 5 invalid questions, both in class IV, V and VI. Operational field tests were carried out with the number of respondents each 13 students from 10 schools. Field operational test results are all items declared valid and reliable. The last stage is to disseminate products through scientific forums such as seminars and socialization to schools. The scientific attitude instruments developed in this study can be used by elementary teachers to assess the scientific attitudes of elementary students.
This study aims to analyze and describe data on the understanding of YAPNUSDA elementary school teachers of High Order Thinking Skills (HOTS) and their implementation in learning. This study is a descriptive study that describes HOTS's understanding of the teacher and its implementation in learning. The data collection tool used was a questionnaire. The results of this study indicate that in general the data obtained is that the teachers in the study location schools do not yet understand about HOTS. They can't even explain the definition of HOTS. The lack of understanding of HOTS certainly has an impact on the implementation of HOTS in the tools for assessing learning performance, including the exam questions jointly prepared by the editorial team. The most frequently cited reason that also hinders teachers is that they do not yet understand HOTS and the technique of formulating instruments with verbs that measure HOTS.
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