Integrated Curriculum as an Effective Way to Teach 21st Century Capabilities

Drake, Susan M.; Reid, Jo‐Anne

doi:10.30777/apjer.2018.1.1.03

Cited by 138 publications

(129 citation statements)

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“…In the educational system, teachers lead a vital role in developing 21st-century skills (Guo, 2014;Woon Chia & Goh, 2016). Teachers must be adaptable to 21st-century curricula and then be able to use their imagination to teach them in creative ways (Drake & Reid, 2018). The question then arises as to whether our teachers today have been prepared to face this reality.…”

Section: Introductionmentioning

confidence: 99%

Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study

2019

JPII

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In the 21st century, students from all levels of education face extreme global competition, technology that is driven by information, and rapid media-saturation. These dramatic accelerational challenges are the reason why the educational system must prepare students with the skills needed in the era of globalization. Based on a document published by The Board of National Education Standards in 2010 on the importance of establishing a framework for 21st-century education in Indonesia, the necessity of appropriate standards has become very important to the current educational system. This paper aims to discuss conceptual frameworks for prospective science teachers in Indonesia. Using an extensive literature review of three document (P21, enGauge-21CS, and ATC21S) and group discussion with a two-round Delphi study, we have constructed the Indonesian Partnership for 21st-Century Skills Standards (IP-21CSS) based on an agreement between 15 panelists. From the results of this study, we have established four IP-21CSS that were perceived by panelists as appropriate standards for prospective science teachers in Indonesia ranging from 4.5 to 5 or in the high level. These standards include: (1) 4Cs (critical thinking, creative thinking, collaboration, and communication); (2) ICTs (technology, media, and information literacy); (3) spiritual values (religious beliefs and spiritual awareness); and (4) character building (teachers' attitudes and scientific attitudes). Therefore, it concludes that the implementation of 21st-century education learning that emphasizes each IP-21CSS indicator needs to be considered as an essential component in the courses process for prospective science teachers in Indonesia.

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Section: Introductionmentioning

confidence: 99%

Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study

2019

JPII

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“…Integrated learning is learning that explores student knowledge broadly by combining various subjects of knowledge with environmental aspects, for example culture, communication, science, mathematics, social science, music and art (Drake & Reid, 2018). Integrated learning is characterized by the unification and use of several materials, strategies, methods, approaches and other aspects of learning (Haviz, 2016).…”

Section: Resultsmentioning

confidence: 99%

Measuring mathematics and science teachers’ perception on thinking and acting in 21st-century learning

Haviz

Maris

2020

Journal for the Education of Gifted Young Scientists

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The purpose of this study was measured the Islamic university mathematics and science teachers (IU-MSTs) perception on thinking and acting in 21st-century learning (TA21stCL). An explanatory sequential mixed method design was used to conduct the study. Data were collected by using TA21stCL questionnaires. The TA21stCL questionnaire contains 16 indicators and 42 statements that consists of critical thinking (CritT), problem-solving (PS), creativity (Creat), and metacognition (Metacog), communicating (Comm), debating (Deb), collaborating (Col), digital literacy (DL), and technological literacy (TL). Data were obtained from a total of thirty-one IU-MSTs (the subjects taught include math= 9, bio= 11, physics=8 and chemistry=3) that have taught at Islamic universities located in the province of West Sumatra, Indonesia. To complete the findings, participants were asked to answer several questions about the application of 21st century skills in the learning process. Based on the ANOVA and Scheffe tests, the differences in teacher perceptions based on teaching subject (TS) were found on the technology literacy factor (TechLit) with a score of 4,146 * at P <.05 and 2.59 in the preferred teaching. The finding of the study showed that Islamic university mathematics and science teachers (IU-MSTs) stated that problem-solving (PS), creativity (Creat), and technology literacy (TechLit) skills as 21st century skill were important competencies to be mastered at Islamic university. This finding showed that the 21st century skill were important competencies to be mastered at Islamic university. In other words, the most important competencies to be mastered by students in Islamic University, on thinking skills was problem-solving (PS) and creativity (Creat), and on acting was technology literacy (TechLit). This study also recommends the use variaty of learning methods in 21st century learning to equip students with problem-solving (PS) and creativity (Creat) and Technological literacy (TechLit) skills.

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“…This situation must be a serious concern because the teachers in elementary schools even have to deliver subjects in an integrated manner (thematic form). Supporters of integrated learning believed that schools can prepare their students to be citizens who are able to make decisions in a complex global world when they provide opportunities for their students to integrate and apply knowledge across subjects [16][17][18]. The purpose will only be achieved if teachers success blend the topics learned meaningfully.…”

Section: Explaining Phenomena Scientifically Using a Concept Mapmentioning

confidence: 99%

The Teachers' Scientific Competence Profile Based on Higher Order Thinking Skills (HOTS) Perspective

Agustiani¹,

Rustaman²,

Wulan³

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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The scientific competence indicators used by OECD in PISA year 2015 are (1) describe phenomena scientifically, (2) design and evaluate scientific inquiry, and (3) interpreting data and evidence scientifically. Those indicators are compatible with HOTS perspectives as they need the three highest cognitive process dimension namely analyze, evaluate and create. To fostering students' scientific competency in science learning, teachers must be mastering it first. This study aims to get the teachers' scientific competence's profile based on OECD indicators in HOTS' perspective. From written test done by teachers, it was found that capability in performing those three scientific competence indicators are still in less qualified.

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Integrated Curriculum as an Effective Way to Teach 21st Century Capabilities

Cited by 138 publications

References 0 publications

Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study

Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study

Measuring mathematics and science teachers’ perception on thinking and acting in 21st-century learning

The Teachers' Scientific Competence Profile Based on Higher Order Thinking Skills (HOTS) Perspective

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