[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.
This study aim to explore the effects of presenting anomalous data on improving student’s critical thinking ability. This study is an experimental research conducting on one-group pretest-posttest design. Purposive sampling was used in this study, where one class group was used as a sample of the study, namely 36 students of senior high school at MA Hidayaturrahmah NW Menggala, North Lombok, West Nusa Tenggara, Indonesia. The data of CT ability collected by instrument refer to Ennis-Weir Critical Thinking Essay Test. The data analysis descriptively and statistically were done to process the data of research. Path analysis was used to evaluate the contribution of presenting anomalous data on improving student’s critical thinking ability. The results of this study indicate that the presenting anomalous data at initial learning have an effect and contribute on improving student’s critical thinking ability. Further reviews are described in this article.
The purpose of this study is to increase metacognitive awareness and student learning achievement through the implementation of Problem Solving learning. Learning achievement in this study include the cognitive, affective, and psychomotor aspects on temperature and heat learning material. This study used Classroom action research conducted in 3 cycles consisting of planning, implementation, observation, evaluation, and reflection. Students' metacognitive awareness data obtained through metacognitive awareness questionnaire and students' activity in worksheet used to control Students' metacognitive awareness. Student learning achievement was taken with multiple-choice test techniques for cognitive learning achievement, practicum activities and presenting practicum results for affective and psychomotor learning achievement tailored to affective and psychomotor indicators. The conclusion of this research is through the implementation of Problem Solving learning can increase metacognitive awareness and student learning achievement.
Acid-base material is one subject that is considered difficult by students. In addition, students are less able to associate material with a problem or phenomenon in everyday life. The development of a teaching material in the form of modules can be seen as a solution to this problem. This study aims to develop a prototype in the form of developing contextual-based chemical modules to build students' conceptual understanding of acid-base material. This research is a development research with ADDIE model design (Analysis, Design, Development, Implementation, and Evaluation). The results of the development were validated by two expert validators, one practitioner validator and ten MA Al-Mansyurati NW Aik Bukak students as students' limited test validators. Quantitative data from the results of feasibility validation were analyzed by percentage formula. Qualitative data in the form of responses and suggestions for improvement from the validator are used as considerations to make revisions to the modules developed. In general, the validator's assessment of the results of the development obtained an average percentage of material expert validators 88.8%, product design expert validators 95%, practitioner validators 92%, and limited trials of students 85.28%. This shows that the developed module is very feasible to proceed to the effectiveness test phase. Thus it can be concluded that the contextually based modules are declared to be feasible with very good quality.
Purpose - This study investigated the content and construct validity of the Reflective-Metacognitive Learning (RML) Model, and the effectiveness of the RML Model in comparison with Cognitive-Metacognitive Learning (CML) Model in improving students’ metacognitive knowledge, skills, and awareness after the learning process. Methodology - This experimental study began with developing the RML Model, which covered planning, development and evaluation. A focus group discussion involving four experts in science education was conducted to determine the validity of the RML Model and its supporting devices in terms of content validity and construct validity. An experimental study using a randomized pretest-posttest control group design was then implemented on forty senior high school students to evaluate the effectiveness of the RML Model against the CML Model. Data were analyzed descriptively and statistically. Findings - The results showed that the RML Model was highly valid in terms of content validity and construct validity, Metacognitive knowledge increased to a high degree, while metacognitive skills and awareness increased to a medium degree. Based on the results, it was concluded that the RML Model was valid and more effective than the CML Model in terms of improving students’ metacognitive ability. Significance - The RML Model, which is marked by the reflection of thinking processes as the core, is expected to improve students' metacognitive ability.
Training on Research Activities and Scientific Writing for Madrasah Aliyah Negeri 3 Lombok Tengah Teachers The purpose of this community service was to improve the ability of teachers to conduct research and publish a research article in a national scientific journal. This program was implemented through a series of activities using in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve the ability of teachers in analyzing the learning problems that can be raised as research problems; to convey the concept of research in general, especially classroom action research; and to write a scientific article. OST activities are intended to assist the teachers in conducting research activities, writing research reports and scientific articles and publishing scientific journals. The results of IST activities illustrated the situation of Madrasah Aliyah Negeri 3 Lombok Tengah teachers that most teachers had been able to analyze problems that can be raised as the main problems in research activities; the teacher had a good understanding of the concept of classroom action research, design, instruments, and analysis of research data; the teacher was able to understand the concepts and techniques of writing research reports and scientific articles; and the teacher had been able to understand the concepts and techniques of publishing articles in national scientific journals. OST results indicated that teachers had the potential to develop themselves in conducting research and producing scientific papers. During the implementation of community service activities, the teacher consistently followed the activities well. The resulting scientific work could be categorized as good, and generally, met the criteria of scientific writing.
Information literacy at the higher education level is very important because it tends to be problematic in fostering students' critical thinking skills, including awareness, collection, understanding, analysis, synthesis, and the use of information and their attitudes to the treatment of information at the university level. This study examined the effects of the online learning Google Classroom in enhancing information literacy among students. This study observed a one-group pretest-posttest experimental design. This research involved 65 students from the Chemistry Course under the Biochemistry Program. The instrument used to assess students’ information literacy consist of fair set of multiple-choice questions. The test was found to be very valid at 4.22% and highly reliable at an alpha level of 0.86. The findings of this research showed that the information literacy of students improved before and after their learning exposure using Google Classroom based on the descriptive and inferential statistics. Moreover, the students' attitude towards the online platform shows that they are more willing to learn using Google Classroom than the non-online or conventional learning platforms. Therefore, applying Google Classroom in online learning is effectively boost students’ information literacy.
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