Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills

Shidiq, Ari Syahidul; Yamtinah, Sri

doi:10.1088/1742-6596/1157/4/042014

Cited by 45 publications

(33 citation statements)

References 24 publications

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“…This is in accordance with the demands of 21st century education. To prepare the next generation schools and teachers must be transformed in order to facilitate students to be able to think ahead, have flexible problem solving skills, and have the communication and collaboration skills needed in the workforce and everyday life (Care & Griffin, 2015;Care, Griffin, & Wilson, 2018;Griffin, Care, & McGaw, 2012;Shidiq & Yamtinah, 2019;Trilling & Fadel, 2009;Urbani, Roshandel, Michaels, & Truesdell, 2017) Several studies have proven that contextual learning can improve students' critical thinking skills, conceptual abilities (Gayatri, Soegiyanto, & Rintayati, 2018;Wahyuningtyas & Wuryadi, 2018), social participation, behavior (Strogilos & Stefanidis, 2015), problem solving skills, scientific attitudes (Suryawati, Osman, & Meerah, 2010), creativity (Kurniasari et al, 2018). Besides that contextual learning is an effective strategy to be applied in the classroom (Bryk, Harding, & Greenberg, 2012;Hobri, Septiawati, & Cahya Prihandoko, 2018;Mauliana, Ikhsan, & Subianto, 2018;Selvianiresa & Prabawanto, 2017;Tait, Horsley, & Tait, 2018;Vermunt, 2005;Wahyuningtyas & Wuryadi, 2018) Contextual thematic learning is one opportunity to make thematic learning more meaningful.…”

Section: Teacher Of Th Gradementioning

confidence: 99%

Thematic Learning in Elementary School: Problems and Possibilities

Wardani¹,

Sunardi²,

Suharno³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Thematic learning is one of the recommended approaches for elementary schools in Indonesia. Thematic approaches use themes to create active, interesting and meaningful learning. However, there are still problems in the implementation of thematic learning. The purpose of this study is to identify problems and opportunities of thematic learning in elementary schools. Qualitative research methods were used in this study. This study is limited in the area around Boyolali and Surakarta. Observation, interviews, questionnaires and document analysis techniques were carried out to collect data. A total of 22 elementary school teachers from grade one to six became the respondents for this study. These respondents were randomly selected and spread from various elementary schools. The results of this study indicate that the thematic learning carried out in school is good, but still has problems they are (1) the thematic teaching materials provided by the government are not in accordance with the daily conditions of students, (2) teachers who have not conveyed the benefits of learning a theme and interactions between themes taught, and (3) students who are still having difficulty understanding the link between the themes studied and learning content. For this reason, as the opportunity that can be taken, this study proposes thematic learning with a contextual approach. The implication of this opportunity is the need for the development of contextual thematic teaching materials so that learning is carried out closer to students' daily lives and is more meaningful.

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Section: Teacher Of Th Gradementioning

confidence: 99%

Thematic Learning in Elementary School: Problems and Possibilities

Wardani¹,

Sunardi²,

Suharno³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…Thus, the people he leads will feel calm and serene [2]. These skills are needed in the leadership and the 21st century era [15] In pappaseng in every pattern of behavior of leaders everyday will always be maintained behavior, and respected in the midst of the community. Conversely when someone does not heed and underestimate it, he will bear severe sanctions, his name will not be trusted and have a low social status, so it is very difficult to adapt and interact well in the community around him, not even his life will often deteriorate [2], [14].…”

Section: Good Leadermentioning

confidence: 99%

Embedded Local Wisdom to Education: The Pappaseng Local Wisdom to Improve Students’ Leadership Attitude

Ekawati¹,

Djono²,

Sudiyanto³

2019

Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Hum

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Local wisdom comes from cultural values that are used to regulate people's lives. Indonesia has a lot of local wisdom that can be embedded in the learning process. One of the local wisdom from Makassar region of South Sulawesi province is Pappaseng the classical Bugis literature. The contents of pappaseng in the form of a Bugis Makassar language manuscript include providing guidance to the community to become human beings with good character in the dimensions of heart, mind, body, feeling, and intention, both as leaders and members of the community. The purpose of this study was to investigate the leadership values contained in pappaseng and the possibility of embedding these values in historical learning to improve student leadership attitudes. The qualitative approach and hermeneutic methods were used in this study. Data collection used literature research on Lontaraq Pappaseng text and documentation studies. The results of the study showed that there were leadership values contained in pappaseng, namely ingenuity, honesty, bravery, expediency, and good leadership. The leadership values contained in the pappaseng, if embedded in historical learning are thought to improve student leadership attitudes. The implication of this finding was that further research is needed to prove this allegation.

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“…The development of information, technology, and digitalization in the 4th era of the industrial revolution have created a new paradigm in education (21st-century learning). In the new era of education, teachers must be able to facilitate students to think critically and creatively and to have communication skills as well as good collaboration (Griffin, Care, & McGaw, 2012;Shidiq & Yamtinah, 2019;Trilling & Fadel, 2009).…”

Section: Introductionmentioning

confidence: 99%

Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

et al. 2019

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This research aimed to analyze the improvement of students' creative thinking skills on the matter of heat and its transfer using the POGIL model. The topic concerning heat and its transfer has some characteristics that enable students to carry out practicum and trigger them to develop their higher-order thinking skills. The method used in this research was pre-experimental with one group pretest-posttest design. A total of 32 seventh grade students at SMPN 1 Jaten Karang Anyar, Central Java, were randomly selected as the participants in this research. To measure the increase in students' creative thinking skills, a multiple-choice test had been developed based on the indicators of creative thinking skills. Based on the results of data analysis, the values of N-gain on the indicators consisting of fluency, flexibility, originality, and elaboration were 0.56, 0.60, 0.46, and 0.53 respectively. Those numbers meant that creative thinking was in the medium category. Further analysis shows that, by using the POGIL model on the topic of heat and its transfer learning, students' creative thinking skills can be increased, especially on the indicators of fluency and flexibility.

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Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills

Cited by 45 publications

References 24 publications

Thematic Learning in Elementary School: Problems and Possibilities

Thematic Learning in Elementary School: Problems and Possibilities

Embedded Local Wisdom to Education: The Pappaseng Local Wisdom to Improve Students’ Leadership Attitude

Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

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