Indigenous Wisdom and Technology-Enabled Learning: Efforts to Prepare LPTK Graduates for the 21st Century

Sumiati, Tati; Majid, Nuur Wachid Abdul; Motilal, Chandra; Indrian, Dini

doi:10.2991/assehr.k.200129.160

Cited by 4 publications

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“…In addition, students can also gain a broader and cutting-edge vision through holistic education, enabling them to use a variety of methods to explore and solve the problems related to human survival and development and medical development. Holistic education in colleges and universities in China has been carried out for many years, but medical holistic education courses are still in the exploratory and experimental stage [12]. erefore, it is an inevitable trend to explore holistic education reform and improve the level of holistic education courses in colleges and universities.…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Research on the Path and Effect Evaluation of Students’ Quality Improvement in Private Colleges

Qiu

Zhu

et al. 2021

Complexity

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Entering the 21st century, the development momentum of holistic education in China’s higher education can be described as rapid progress. General Secretary Xi Jinping emphasized at the National Education Conference that efforts should be made to enhance comprehensive quality and educate and guide students to cultivate comprehensive ability and cultivate innovative thinking. The Outline of the 13th Five-Year Plan clearly states that the training system of academic and applied talents classification, holistic education, and professional education combination shall be implemented. Holistic education is becoming more and more prominent in the cultivation of high-quality interdisciplinary talents in colleges and universities, and its importance in educational reform has been recognized. However, there are still some problems in holistic education, such as unbalanced development among core modules, separation of theory and practice in the actual teaching process, single classroom mode and low interest of students, and lack of relevant teacher resources. This paper introduces the experience of holistic education curriculum exploration in Sanquan College of Xinxiang Medical University. In the construction of the core modules of the curriculum, the content of the modules is clear, and the cross-module is emphasized; in the curriculum design, a multidimensional combination of theory and practice is required; the construction of the teaching staff is based on the long-term perspective, and the classroom assessment is scientific and objective. The research aims to provide a certain reference for the construction of holistic education courses.

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Section: Introductionmentioning

confidence: 99%

[Retracted] Research on the Path and Effect Evaluation of Students’ Quality Improvement in Private Colleges

Qiu

Zhu

et al. 2021

Complexity

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“…Education 5.0 has several characteristics, namely: 1) It is oriented toward learning outcomes that positively impact individuals, society and the environment, not just the learning process oriented toward grades or certificates (Rusilowati & Wahyudi, 2020). 2) It requires the integration of technology, humanities and local wisdom in learning to produce graduates who have balanced technical, social, and cultural skills (Ratana-Ubol & Henschke, 2015;Sumiati et al, 2020). Education 5.0 seeks to balance technical knowledge with social and cultural http://ijlter.org/index.php/ijlter understanding.…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of Innovative and Adaptive Higher Education Curriculum Development to Education 5.0 Based Challenges in Indonesia

Hutahaean,

Telaumbanua,

Tamba

et al. 2024

IJLTER

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This study comprehensively analyzes the evolving landscape of higher education curriculum development in response to the advent of Education 5.0 in Indonesia. Recognizing the seismic shifts prompted by digital transformation and the Fourth Industrial Revolution, the research identifies the imperative to realign educational frameworks to foster twnet-first-century competencies and technological integration and enhance lecturers’ capabilities. This research aims to analyze the development of an innovative and adaptive higher education curriculum to the challenges based on Education 5.0 in Indonesia. Through a qualitative methodology encompassing case studies of three Indonesian universities that have pioneered innovative and adaptive curricula, the investigation sheds light on the strategic orientations and methods employed. Core informants and supporting informant data were amassed through interviews, observations, and documentary analysis involving key stakeholders: universities, industry, government and community representatives. Employing the Miles and Huberman model for data analysis, the findings underscore the necessity for curricula that not only imbibe technological advancements orienting toward twenty-first-century competencies but also integrate technology, humanities and local wisdom in learning prioritize flexibility, learner personalization and stakeholder collaboration in curriculum development and execution. Furthermore, the study highlights the critical role of continuous evaluation and accreditation in upholding curriculum quality and credibility. Collectively, these insights contribute to delineating a framework for higher education curricula that are equipped to meet the demands of Education 5.0, thereby serving as a beacon for curriculum developers, policymakers and educational practitioners aiming to navigate the complexities of contemporary educational dynamics.

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“…Tujuan utama digital learning untuk meningkatkan kualitas pembelajaran dengan meningkatkan kompetensi Technological Pedagogical Content Knowledge (TPACK). Guru harus mempunyai kompetensi terintegrasi pembelajaran dengan TIK untuk meningkatkan efisiensi dan efektivitas dalam proses pembelajaran (Sumiati, Majid, Motilal, & Indrian, 2020). TPACK berorientasi pada kemampuan dalam mengintegrasikan teknologi digital, kemampuan pedagogik, dan materi pelajaran dalam pembelajaran (Tondeur, Scherer, Siddiq, & Baran, 2020).…”

Section: Pendahuluanunclassified

Pengaruh Digital Learning and Digital Games Training Terhadap Kompetensi Technological Pedagogical Content Knowledge Guru Sma

Putra

Sumarmi

Handoyo

et al. 2022

JPDS

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The development of digital technology requires teachers to present a sustainable learning process without the limitations of space and time. The presentation of digital learning provides opportunities for students to prepare for work competencies in the 21st Century and provides learning experiences that generate enthusiasm and a positive learning environment for students. This study aims to reveal the effect of digital learning and digital games in education training on the technological pedagogical content knowledge of teachers at SMAN Kepanjen Malang Regency. This type of research is experimental research packaged in a training program with pretest and posttest to measure the competence of TPACK teachers. The implementation method is carried out in stages, namely (1) needs and situation analysis, (2) program socialization and training implementation, (3) evaluation. The research subjects were SMAN 1 Kepanjen teachers with different scientific backgrounds. The analysis in this study used the N-gain score test, which was carried out by calculating the difference between the pretest and posttest scores. The training facilities use gamification media and the Learning Management System (LMS). The results of this training influence knowledge, competence, and capability related to technological pedagogical content knowledge. This is because teachers are getting used to and taking advantage of modern features in the LMS, namely user management, course management, forums, lessons, big blue buttons, and others.Perkembangan teknologi digital menuntut guru untuk menghadirkan proses pembelajaran yang berkelanjutan tanpa batasan ruang dan waktu. Penyajian pembelajaran digital memberikan kesempatan kepada siswa untuk mempersiapkan kompetensi kerja di abad 21 dan memberikan pengalaman belajar yang membangkitkan semangat dan lingkungan belajar yang positif bagi siswa. Penelitian ini bertujuan untuk mengungkapkan pengaruh pembelajaran digital dan permainan digital dalam pelatihan pendidikan terhadap pengetahuan konten pedagogik teknologi guru di SMAN Kepanjen Kabupaten Malang. Jenis penelitian ini adalah penelitian eksperimen yang dikemas dalam program pelatihan dengan pretest dan postest untuk mengukur kompetensi guru TPACK. Metode pelaksanaan dilakukan secara bertahap, yaitu (1) analisis kebutuhan dan situasi, (2) sosialisasi program dan pelaksanaan pelatihan, (3) evaluasi. Subjek penelitian adalah guru SMAN 1 Kepanjen dengan latar belakang keilmuan yang berbeda. Analisis dalam penelitian ini menggunakan tes skor N-gain yang dilakukan dengan menghitung selisih skor pretest dan postest. Fasilitas pelatihan menggunakan media gamifikasi dan Learning Management System (LMS). Hasil pelatihan ini mempengaruhi pengetahuan, kompetensi, dan kapabilitas terkait dengan technological pedagogical content knowledge. Hal ini karena para guru mulai terbiasa dan memanfaatkan fitur-fitur modern di LMS, yaitu manajemen pengguna, manajemen kursus, forum, pelajaran, tombol biru besar, dan lain-lain.

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Indigenous Wisdom and Technology-Enabled Learning: Efforts to Prepare LPTK Graduates for the 21st Century

Cited by 4 publications

References 4 publications

[Retracted] Research on the Path and Effect Evaluation of Students’ Quality Improvement in Private Colleges

[Retracted] Research on the Path and Effect Evaluation of Students’ Quality Improvement in Private Colleges

Analysis of Innovative and Adaptive Higher Education Curriculum Development to Education 5.0 Based Challenges in Indonesia

Pengaruh Digital Learning and Digital Games Training Terhadap Kompetensi Technological Pedagogical Content Knowledge Guru Sma

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