Implementation of 21st Century Learning Through Lesson Study

Dra.Rosdiana, M.Pd; Sumarni, Sri; Siswanto, Budi; Waluyo, .

doi:10.2991/assehr.k.200323.041

Cited by 6 publications

(5 citation statements)

References 11 publications

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“…This is supported by research in the context of English language lessons (e.g., Azian, Fauziah, Noor, & Norhanim, 2017;Celik, Aytin, & Bayram, 2012;Li, 2016;Tuzlukova, Busaidi, Burns, & Bugon, 2018). However, most past studies focused on the implementation and teaching of 21 st century skills in a general context (e.g., Rosdiana, Sumarni, Siswanto & Waluyo, 2020;Voogt & Roblin, 2012). The few local studies suggested that teachers from vernacular schools faced greater barriers when teaching 21 st century skills (Fairuz, 2017;Shaari et al, 2007; The United Chinese School Teachers' Association of Malaysia, 2018).…”

Section: Literature Reviewmentioning

confidence: 85%

The Effects of Language Teachers’ Attitudes, Barriers and Enablers in Teaching 21st Century Skills at Chinese Vernacular Schools

Abdullah

Chun

2022

Malaysian Journal of Learning and Instruction

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Purpose – The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers’ attitudes, barriers, and enablers in teaching the skills during language lessons. Method – A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semi-structured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings – The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers’ attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers’ attitudes. Significance – With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.

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Section: Literature Reviewmentioning

confidence: 85%

The Effects of Language Teachers’ Attitudes, Barriers and Enablers in Teaching 21st Century Skills at Chinese Vernacular Schools

Abdullah

Chun

2022

Malaysian Journal of Learning and Instruction

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“…The implementation of 21st-century learning frameworks, such as the Partnership for 21st Century Skills (P21), is essential for designing curricula that support the achievement of 21st-century skills for students (Dra.Rosdiana et al, 2020). These frameworks provide a comprehensive approach to developing skills such as critical thinking, collaboration, leadership, agility, adaptability, effective communication, information analysis, and imagination (Kusno & Setyaningsih, 2021).…”

Section: St Century Math Skillsmentioning

confidence: 99%

Computational Thinking Skills in 21st Century Mathematics Learning

Mendrofa

2024

jiip

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Computational thinking skills are a crucial mental skill in the 21st century, enabling individuals to solve problems, understand data, and make decisions with a structured and computational-based approach. Integrating computational thinking skills in mathematics learning has an important role in preparing students to become skilled in thinking computationally in the 21st century. The method used in this research is library research in which relevant data are collected from sources such as books, dictionaries, journals, magazines, and others without the need to conduct direct investigations in the field. Applying computational thinking in mathematics learning will foster skills such as decomposition (breaking down a problem into manageable parts), pattern recognition, abstraction, and algorithm design as well as developing analytical and abstract thinking skills.

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“…In this era, information, science, and technology are developing so fast and rapidly and of course it affects many sectors of life, one of which is the education sector. Education in the 21 st century is expected to be able to shape students to face the times (Rosdiana et al, 2020;Taufan, 2022). In Indonesia itself, currently the 2013 curriculum has been implemented and continues to be developed in accordance with this country's vision to form individuals who have high critical thinking, are independent, creative, superior, and based on 'Pancasila' (Fahmi & Bitasari, 2020;Susanto et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

HOTS-Based Learning Supplementary Book for Teaching English at First Semester of Seventh Grade Students

Widyastuti,

Nitiasih,

Budiarta

2024

JPBI

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The teachers had not implemented HOTS-based learning well, moreover there were no varied introductory books let alone additional sources that support the learning process in the 21st century. This is very important to note considering that children have entered junior high school and have stepped on a higher level of learning. This study aims to developing a HOTS-based supplementary learning book for 7th graders in the first semester. This research design used the ADDE (Analysis, Design, Development, and Evaluation) model, in which the object of the research was a HOTS-based English learning book. The development of the book was based on the English learning syllabus used. Observations, interviews, document studies, and expert judgments were used to collect data in this study. A teacher in in junior high school was a participant in this study. The study found that this supplementary material book gave satisfaction to the target user. In addition, judging from the qualifications of experts, this product was referred to as a very good worksheet so that it was expected to be useful for 7th grade students and teachers.

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Implementation of 21st Century Learning Through Lesson Study

Cited by 6 publications

References 11 publications

The Effects of Language Teachers’ Attitudes, Barriers and Enablers in Teaching 21st Century Skills at Chinese Vernacular Schools

The Effects of Language Teachers’ Attitudes, Barriers and Enablers in Teaching 21st Century Skills at Chinese Vernacular Schools

Computational Thinking Skills in 21st Century Mathematics Learning

HOTS-Based Learning Supplementary Book for Teaching English at First Semester of Seventh Grade Students

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