21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program

Parmini, Ni Putu; Putra, Ida Bagus Rai; Mukhamdanah, Mukhamdanah; Aridawati, Ida Ayu Putu; Sudiartha, I Wayan

doi:10.23887/mi.v28i1.59441

Cited by 3 publications

(2 citation statements)

References 88 publications

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“…Admittedly, how we live and learn has drastically been transformed by the advancement of technology over some past years. This change therefore compels schools to develop advanced skills aimed at empowering students to embrace opportunities and also address challenges of this digital era (Kurata, 2023;Ayanwale, 2023;Parmini, Rai putra, Mukhamdanah, Aridawati, & Sudiartha, 2023). A quest for endorsement of 21st century skills is also accentuated by Organization for Economic Cooperation and Development (OECD, 2013) which divulges that skills such as information-processing skills, literacy, problem solving, self-management and interpersonal communication are more crucial for students today than ever to enable students' flourish despite the competitiveness and complexity of this world.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Authenticity of Assessment Methods in Lesotho Secondary Religious Education: To What Extent are 21st Century Skills Integrated?

Kurata¹

2023

Int. J. Res. Publ. Rev.

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There is a growing recognition of the importance of quality education that fosters essential skills for students' future success in the 21st century. To ensure the development of the 21st century skills, it is imperative to employ authentic assessment methods that integrate and nurture these skills that include critical thinking, creativity and communication. However, very little is currently known about the authenticity of assessment methods employed by Lesotho secondary Religious Education (RE) teachers. This study therefore employed qualitative case study buttressed by Theory of Multiple Intelligences to assess the prevailing assessment methods used in RE classrooms to determine the extent to which they integrate and foster 21st century skills. For data collection, semi-structured interview was utilized to gather useful data. To determine the eligibility of those to comprise the sample, purposive sampling was employed to select fifteen RE teachers; five participants from each of the three RE associations found in the Northern, Central and Southern regions of Lesotho. Data collected from interviews was analyzed qualitatively and the following results were found: first, to a large extent, the assessment methods used by RE teachers are traditional and offer no place for integration of 21st century skills. It was also revealed that teachers lack comprehensive knowledge of the implementation of authentic assessment methods that target the nurture 21st century skills. It was therefore recommended that RE associations in Lesotho should put accent on the implementation guidance and benefits of authentic assessment methods for holistic development of learners.

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Section: Introductionmentioning

confidence: 99%

Assessing the Authenticity of Assessment Methods in Lesotho Secondary Religious Education: To What Extent are 21st Century Skills Integrated?

Kurata¹

2023

Int. J. Res. Publ. Rev.

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“…Shows that teacher education institutions in Indonesia have difficulty preparing future teachers to teach 4C skills. Previous research findings stated that by applying the 4C skills, students can solve problems on their own (Parmini et al, 2023). Considering the gap between theory, expectations and reality on the ground in educational problems, it is very important to unite all aspects of an effective teacher education model in the 21st century to present teacher training at the international level.…”

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confidence: 99%

Mathematics Teachers in Teaching 4C Skills: School-University Perspective

Pikir Wisnu Wijayanto,

Jitu Halomoan Lumbantoruan,

Loso Judijanto

et al. 2024

JERE

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In the 21st century, teacher education is required to look for new ways to improve the quality of mathematics teachers. However, the facts seen from the PISA test show that the achievement of Indonesian students is always low. Additionally, the OECD reports that only 1% of students in Indonesia are able to answer questions at a low level. The research aims to identify and find out what teacher educators face in preparing mathematics teachers with 4C skills and knowing solutions to 4C difficulties. The research method is a qualitative exploratory case study with a single case study design. The subjects were teachers at schools and prospective teachers at universities. Data collection techniques using documents and interviews. Ten prospective teachers from a university perspective and ten in-service teachers from a school perspective. The data analysis technique uses the constant comparative analysis method. The research results found five common challenges: lack of learning ability and motivation among prospective teachers, pedagogical challenges, lack of capacity and conceptual understanding of 4C skills among teacher educators, lack of supporting programs and facilities, and political challenges. Another finding is that teacher capacity is the two main concerns; universities must implement new, dynamic learning systems to equip mathematics teacher graduates with resources that teach 4C skills innovatively.

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Implementation of Differentiated Learning to Enhance Elementary School Students' Mathematical Critical and Creative Thinking Skills

Lestari,

Alim,

Noviyanti

2024

International j.of Elementary Education

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The critical and creative thinking abilities of students are still low, with the greatest potential for development lying in mathematics education. This research aims to analyze the effectiveness of implementing differentiated instruction to enhance students' critical and creative thinking abilities. The study employs a quantitative design with a quasi-experimental two-group model, comprising an experimental group and a control group. The research participants consisted of 21 students in the experimental group and 21 students in the control group. Data collection instruments used were tests of critical and creative thinking. Data analysis techniques involved statistical tests, including tests for normality, homogeneity, and hypothesis testing on pre-test and post-test results. The outcomes of the N-Gain Score calculations indicate that the average N-Gain Score for critical thinking abilities in the experimental group is 61.1%, which falls into the category of moderately effective. On the other hand, the control group only reaches 29.7%, which falls into the category of ineffective. For creative thinking abilities, the average N-Gain Score in the experimental group is 59.2%, also falling into the moderately effective category, while the control group only achieves 45.3%, falling into the less effective category. Additionally, the results of student grouping based on learning abilities reveal that the post-test scores of critical and creative thinking abilities for students in the upper group are higher compared to students in the middle and lower groups within the experimental group.

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21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program

Cited by 3 publications

References 88 publications

Assessing the Authenticity of Assessment Methods in Lesotho Secondary Religious Education: To What Extent are 21st Century Skills Integrated?

Assessing the Authenticity of Assessment Methods in Lesotho Secondary Religious Education: To What Extent are 21st Century Skills Integrated?

Mathematics Teachers in Teaching 4C Skills: School-University Perspective

Implementation of Differentiated Learning to Enhance Elementary School Students' Mathematical Critical and Creative Thinking Skills

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