Creativity and innovation: Skills for the 21st Century

Nakano, Tatiana de Cássia; Wechsler, Solange Múglia

doi:10.1590/1982-02752018000300002

Cited by 117 publications

(106 citation statements)

References 38 publications

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“…That notion is in line with some different experts. Nakano and Wechsler (2018) stated that creativity could enhance students' quality in both personal and professional domain. Another significance is addressed by Krentzman (2013) who specifically mentioned that the skill gives a positive influence on students' attitude to humanity which is also in parallel with Pfeiffer & Wechsler (2013).In accordance, Nakano and Wechsler (2018) viewed creativity can develop students' social and individual excellence.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Puspitasari

2020

ijeltal

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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.

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Section: Literature Reviewmentioning

confidence: 99%

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

Puspitasari

2020

ijeltal

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“…Market demands in the 21 st century require employees to have capabilities in critically overcoming problems and producing creative solutions (Nakano & Wechsler, 2018). At the same time, they must also have a full mastery in sciences, technology, engineering and mathematics (Liliawati et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

169

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Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

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“…Namun pada perkembangannya, kreativitas juga menyangkut fungsi kognitif yang merujuk pada kemampuan dalam membangkitkan konsep dan ide baru dan kemampuan untuk berpikir secara produktif dan berbeda pada domain akademik. Kreativitas didefinisikan sebagai sebuah konstruksi multidimensional termasuk juga di dalamnya adalah variabel kognitif, karakteristik personal, keluarga, aspek pendidikan, dan elemen sosial dan budaya (Nakano & Wechsler, 2018) Kreativitas juga berkaitan erat dengan proses mental yang berhubungan dengan proses kognitif manusia (Beyer, 1987). Selain itu, berpikir kreatif juga tergolong dalam kemampuan tingkat tinggi dalam menciptakan sesuatu yang baru yang merupakan keterampilan yang harus dikembangkan di abad ke-21 (Greenstein, 2012).…”

Section: Kreativitasunclassified

Integrasi the Four Cs Dalam Pembelajaran Bahasa Di Era Revolusi Industri 4.0

Helaluddin¹,

Fransori

2019

EDUHUMANIORA

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The change of time requires the world of education to adapt with its paradigm, strategy, and learning patterns. Industrial revolution 4.0 determines the field of work which has been developed by technological advances. This kind of changes demand the world of education to shift its education system to produce those who need the skills needed at this time. There are several skills that is mandatory for students in this industrial revolution 4.0 era, namely critical thinking skills or problem solving, creativity, collaboration, and communication. The data in this article comes from various sources, such as national and international journal articles, seminar articles, and related books. Furthermore, the data is analyzed to be presented about the implementation of the 4Cs in language learning. This learning design is devoted for writing and speaking subjects by utilizing technology and social media which is identify the students.Abstrak: Perubahan zaman menuntut dunia pendidikan untuk mengubah paradigma, strategi, dan pola pembelajarannya. Hadirnya era revolusi industri 4.0 berpengaruh pada bidang pekerjaan yang mayoritas telah dikendalikan oleh kemajuan teknologi. Perubahan secara sporadis tersebut menuntut dunia pendidikan untuk menggeser sistem pendidikannya dalam menghasilkan lulusan yang memiliki keterampilan yang dibutuhkan pada era ini. Ada beberapa keterampilan yang harus dikuasai oleh mahasiswa di era revolusi industri 4.0 ini, yaitu critical thinking skill atau problem-solving, creativity, collaboration, dan communication. Data dalam artikel ini berasal dari berbagai sumber, seperti artikel jurnal nasional dan internasional, artikel seminar, dan buku-buku terkait. Selanjutnya, data tersebut dianalisis untuk menyajikan perspektif tentang implementasi The 4Cs dalam pembelajaran bahasa Indonesia. Desain pembelajaran tersebut dikhususkan pada pembelajaran menulis dan berbicara dengan memanfaatkan teknologi dan media sosial yang merupakan identitas bagi mahasiswa saat ini. Kata-kata kunci: the four Cs, pembelajaran bahasa, revolusi industri 4.0 PENDAHULUANIsu global yang makin ramai diperbincangkan dalam forum-forum ilmiah dan media massa saat ini adalah perihal era baru yang disebut dengan era revolusi industri 4.0. Era ini merupakan sebuah masa yang menempatkan manusia pada posisi "dimanjakan". Mengapa demikian?Dengan berkembangnya teknologi informasi saat ini, hampir semua aspek kehidupan manusia memberikan dampak pada aktivitas manusia yang

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Creativity and innovation: Skills for the 21st Century

Cited by 117 publications

References 38 publications

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

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

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Integrasi the Four Cs Dalam Pembelajaran Bahasa Di Era Revolusi Industri 4.0

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