Pembelajaran Inovatif Abad Ke-21

Abstract

[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skills, namely life and career skills, innovation and learning skills, and information, media and ICT skills. Learning characteristics to train these essential skills, lead to learning processes that are interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centred so that in their implementation educators can design activities by selecting learning methods/models that can accommodate overall characteristics are comprehensive. Assessment in 21st century learning is compiled and developed to measure student learning achievement which includes knowledge competencies (critical thinking and problem solving, creativity and innovation, collaboration, communication), intrapersonal competencies (work skills in teams, collaboration, communication, cooperation, and coordination), and interpersonal competence (the ability to work with others such as the ability to self-management, cooperation, effective communication, and the ability to maintain relationships with others emotionally). Thus, innovative learning in the 21st century creates human resources that are literate with information, data and technology that are needed to face the competition for life and the labour market in the current and future globalization era.

The 21st Century Millennials: Urgency and Interest On Historical Science

“…Until now, history has been interpreted as events that have taken place, stories that have occurred and the knowledge that studies these events has resulted in historical stories that can be used as a source of learning for mankind in pursuing life. In addition, the great benefits of studying history include making history a mirror to guide future developments (8).…”

Penerapan Aplikasi 1001 Majas guna mempermudah pemahaman majas siswa SMA di Kota Malang

“…Hal itu sesuai dengan pendapat Nurseto (2011) bahwa media pembelajaran dapat membantu mempercepat proses belajar, sebagai sarana yang dapat mewujudkan situasi pembelajaran menjadi lebih efektif (Shalikhah, 2017), dan mampu meningkatkan kualitas proses belajar mengajar (Tafonao, 2018). Proses belajar mengajar dituntut KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya 122 KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, Volume 6, Nomor 1, April 2020, halaman 115-124 untuk mengikuti kompetensi abad 21 untuk menghadapi tantangan yang lebih kompleks disertai dengan berbagai pengetahuan keterampilan dan media maupun teknologi (Muhali, 2019).…”

An Analysis of Biology Oral Communication Skills and Cognitive Learning Outcomes: The Impact of Practicum-Based Two-Stay Two-Stray Learning Model

“…The modern life of the 21 st -century demands competition in various fields (HASANAH et al, 2019;Muhali, 2019;Wijaya et al, 2016). Therefore, the mastery of reading, writing, and arithmetic skills are needed to succeed, although they are not present now (Muhali, 2019;Solichin, 2012;Zubaidah, 2016 (Lase, 2019;Nugroho et al, 2019;Rachmantika & Wardono, 2019;Setyaningtyas, 2019). Communication skills are highly demanded in the 21 st -century and they are ranked first in the soft skills (Normayanti, 2020;Wijayanti et al, 2017).…”