Design Thinking and 21st Century Skills

Koh, Joyce Hwee Ling; Chai, Ching Sing; Wong, Benjamin; Hong, Huang‐Yao

doi:10.1007/978-981-287-444-3_3

Cited by 25 publications

(19 citation statements)

References 28 publications

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“…Crippen and Archambault (2012) suggest that when inquiry-based learning is supported by technology tools and anchored upon real-world problems, it can help students to develop the critical skills required of a twenty-first century worker. These generally correspond to the socialcultural, productivity, and technological skills competencies identified by Koh et al (2015) as well as the critical thinking, authentic problem-solving, and self-directed learning competencies identified by Chai et al (2015).…”

Section: Inquiry-based Learning and Twenty-first Century Learningmentioning

confidence: 74%

“…Howland et al's framework for meaningful learning with ICT recommends that learning with technology should comprise five dimensions: active learning, constructive meaning-making, authentic problem-solving, collaborative learning, and intentional learning. Koh et al's (2015) review suggests that twenty-first century learning can be understood as having five characteristics: social-cultural, cognitive, metacognitive, productivity, and technological. Rather than just didactic instruction, it involves the engagement of these various dimensions in the context of authentic problem-solving.…”

Section: Dimensions Of Twenty-first Century Learningmentioning

confidence: 99%

“…Despite the proliferation of theoretical conceptions about twenty-first century learning (e.g., Howland, Jonassen, & Marra, 2013;Koh, Chai, Wong, & Hong, 2015), there are still no established models of twenty-first century learning pedagogies in schools (Voogt, Erstad, Dede, & Mishra, 2013). Correspondingly, evaluation studies examining the effects of twenty-first century learning experiences on students are also rare.…”

Section: Introductionmentioning

confidence: 99%

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Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Thang¹,

Koh²

2017

Learning: Research and Practice

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A secondary school in Singapore incorporated twenty-first century learning into their science curriculum through an inquiry-based Integrated Science module. This study examines Secondary 2 students' perceptions of twenty-first century learning through this module. Through pre-and post-study surveys of 227 students and focus group interviews with nine students, it was found that the Integrated Science module deepened students' confidence with self-directed learning and authentic problem-solving whereas students' confidence with critical thinking positively predicted students' end-of-year results. Through this module, students acquired skills related to time management, information analysis, the use of information communications technologies and presentation that they transferred to the learning of their other academic subjects. The implications for designing twenty-first century learning experiences in schools are discussed. ARTICLE HISTORY

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Section: Inquiry-based Learning and Twenty-first Century Learningmentioning

confidence: 74%

Section: Dimensions Of Twenty-first Century Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Thang¹,

Koh²

2017

Learning: Research and Practice

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“…HOTS merupakan kemampuan yang harus dimiliki siswa dalam pembelajaran abad 21 (Farisi, 2016;Garcia, 2015;Koh et al, 2015). Kemampuan ini dapat dimiliki siswa apabila dilatih dalam pembelajaran.…”

Section: Pendahuluanunclassified

Implementasi HOTS-AEP pada Siswa SD dan SMP: Profil Gender Siswa dalam Pembelajaran Lingkungan

Ichsan

Sigit

Miarsyah

et al. 2019

Assim. Indo. J. Bio. Edu.

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In the 21st century learning the ability of Higher Order Thinking Skills (HOTS) is very necessary especially in Environmental Learning. The problem is the unavailability of students' HOTS profiles. The purpose of this study was to describe the HOTS profile of elementary and junior high school students based on gender using Higher Order Thinking Skills Assessment based on Environmental Problems (HOTS-AEP). The study was conducted in July 2019. The sample used was 130 students, consisting of 14 male students and 18 female students at the elementary level. Then, 29 male students and 69 female students for junior high school. The results showed that the overall HOTS score of students were in very low category with the average score of junior high school for male students (17.70) and female (21.10) while elementary school students for male (20.70) and female (23.60). There were differences in scores between elementary and junior high school based on gender. This showed that the ability of HOTS students in environmental learning still needs to be improved. The conclusion was HOTS of female students still higher than male students at the elementary and junior high school. Besides that overall students HOTS are still very low and need to be improved.

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“…Perintah untuk memberikan penilaian merupakan penerapan aspek C5 (evaluate). Tugas seperti ini akan memicu siswa untuk dapat membedakan, menilai, dan mengkritisi permasalahan tersebut (Ennis, 2018;Koh, Chai, Wong, & Hong, 2015;Santos, 2017;Sigit, Ernawati, & Qibtiah, 2017;Suryanda, Azrai, & Wari, 2016).…”

Section: Bacalah Teks DI Bawah Iniunclassified

Students Worksheet Based on Anti Corruption and Higher Order Thinking Skills (Swachots): Mengembangkan Pembelajaran Lingkungan Abad 21

Ichsan

Iriani²,

Hermawati

et al. 2019

J. Edubiotik

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The topic of river pollution is a learning topic that requires Higher Order Thinking Skills (HOTS). Environmental problems also combine with other problems, one of them is corruption cases in environmental issues is also of particular concern, so the need to instill anti-corruption values. The purpose of this study was to develop Students Worksheet based on Anti Corruption and Higher Order Thinking Skills (SWACHOTS) in environmental learning. The research method used is Research and development based on Borg & Gall (2003). The study was conducted on 12-18 October 2018 in Elementary School 2 of Jatimulya and Junior High School 1 South Tambun, Bekasi. The results showed that the worksheets developed were valid and suitable for environmental learning for Elementary students and Junior High School students with an average score of 3.47. This is because the presentation of SWACHOTS is simple but full of HOTS and anti-corruption values. The conclusion is that developed worksheets are valid and suitable for use in environmental learning.

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Design Thinking and 21st Century Skills

Cited by 25 publications

References 28 publications

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Implementasi HOTS-AEP pada Siswa SD dan SMP: Profil Gender Siswa dalam Pembelajaran Lingkungan

Students Worksheet Based on Anti Corruption and Higher Order Thinking Skills (Swachots): Mengembangkan Pembelajaran Lingkungan Abad 21

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