Abstract: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… Show more
“…Basically, collaboration is a joint effort in a community to socialize and control ego or personal emotions. Collaboration is defined as a small group consisting of two or more people who: (a) interact with each other, (b) depend on each other, (c) define them as belonging to the group, (d) share norms and rules, (e) influence each other, (f) mutual respect, and (g) achieve the same goal [35].…”
“…Basically, collaboration is a joint effort in a community to socialize and control ego or personal emotions. Collaboration is defined as a small group consisting of two or more people who: (a) interact with each other, (b) depend on each other, (c) define them as belonging to the group, (d) share norms and rules, (e) influence each other, (f) mutual respect, and (g) achieve the same goal [35].…”
“…The activities of exchanging ideas and learning from each other in collaborative learning have involved students in structuring their thoughts and increasing their understanding through social interaction with friends in groups so that learning becomes more efficacious [20], [21]. Helaluddin & Fransori [22] stated that education is not only sharing knowledge (knowledge) to students but also sharing moral values and universal human values. Thus, students can respect others' lives reflected in their behavior and self-actualization, from elementary school age to adulthood, to become good citizens [23].…”
Until now, learning is still focused on thecognitive realm only. One aspect that is often neglected issocial attitudes, which are part of the affective aspect thathas an essential role in social life. The limited number ofresearchers who touch on this area makes referencesources of social attitudes still limited. This study is aSystematic Literature Review (SLR) using the PRISMAmodel. This model is considered a reasonablycomprehensive model because it has four main stages:identification, screening, eligibility, and inclusion.Researchers collected data from various open access datasources such as Google Scholar, Web of Science (WoS),Scopus, ERIC, Researchgate.net, Academia.com, andSciencedirect.com. Furthermore, the data were analyzedusing content analysis techniques in obtaining anoverview of trends and implications of research oneducation and learning social attitudes over the past tenyears. The results showed that there were only 14 articlesthat met the criteria for further analysis. The fourteenarticles discuss several main research topics, such as (1)improving students' social attitudes through learningmodels/approaches/methods, (2) learning social attitudesin the context of inclusive education, (3) developing andvalidating social attitude instruments, and so on other.These findings indicate the need for further and morecomprehensive research on learning social attitudes sothat this aspect is increasingly understood by variouselements of education as an aspect that is as important asthe cognitive aspect.
“…Selain itu, kompetensi siswa menjadi fokus berikutnya. Menurut Gates dalam Helaluddin & Fransori (2019), kompetensi abad XXI adalah siswa harus cakap menjadi communicators, creators, critical thinkers, and collaborators (The"Four Cs"). Hal ini pun turut menjadi sebuah problematika yang harus dihadapi para pengajar di SB Hulu Kelang yaitu terkait kompetensi yang dimiliki guru yaitu kompetensi pedagogik yang meliputi merencanakan, melaksanakan, menilai dan mengevaluasi pembelajaran.…”
The basic skills of Indonesian children in the Hulu Kelang Learning Center (SB) are not comparable to school-age children and many children have not mastered basic literacy. Indonesian children at SB Hulu Kelang are children of migrant workers who were born and raised in Malaysia and they don't know their own nationality. This community service program is teaching practices and strengthens skills and character. Activities are carried out through an academic-experiential approach with a life skills program that includes intellectual skills, soft skills, and character by providing good practice. The methods used are observation methods, learning practices, community education, and advocacy. This service includes being creative, strengthening literacy and language, strengthening nationalism, and SECARA (a week of many events) which is carried out for one month. The results of this service show that psychoeducational service activities are needed to help Indonesian children to facilitate their academic abilities and character. The results of dedication have a positive impact on children and can improve literacy, nationalism, social life, and various basic skills needed for their future success.
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