Abstract:Sciences, Technology, Engineering, Mathematics Productive Learning (STEMPL) is an initiative of the Ministry of Education (MoE) to promote creative teaching and learning among STEM teachers, with the ultimate goal of producing students who can think creatively, systematically, and logically in problem-solving. Therefore, this study aims to identify the level of STEMPL practices among STEM teachers in lower secondary schools in the Southern Zone, Malaysia. The differences in STEMPL practices are also examined a… Show more
“…This skill may be beneficial to students during T&L instruction in the classroom and may also be applicable in the workplace. Incorporating 21st-century skills into mathematics education stimulates students and positively affects instructional staff, such as teachers (Nasir, 2023). Within the context of schooling, 21st-century skills are vital.…”
Mathematics requires inquisitiveness, logical reasoning, and comprehension of how things fit together. However, prior research has shown three fundamental reasons for mathematics difficulty among primary school students: mathematical language, conceptual comprehension, and talents. This survey study intends to discover trends in the effect of 21stcentury learning on primary school students' passion for mathematics teaching and learning in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (P.R.I.S.M.A.) guidelines. Through the S.C.O.P.U.S. base article, 69 publications published between 2018 and 2023 that are related to 21st Century Learning have been identified. In addition, this study identifies 24 inclusion criteria publications and 45 exclusion criteria papers with supporting evidence. The trend-focused character of this study is shown by the analysis and categorization of each of these articles into three primary categories: a) preparation of teaching and learning techniques, b) Student motivation and learning environments, and c) student achievement. The results suggest that 21st-century learning and teaching strategies may help educators and academics detect research patterns based on three chosen topics.
“…This skill may be beneficial to students during T&L instruction in the classroom and may also be applicable in the workplace. Incorporating 21st-century skills into mathematics education stimulates students and positively affects instructional staff, such as teachers (Nasir, 2023). Within the context of schooling, 21st-century skills are vital.…”
Mathematics requires inquisitiveness, logical reasoning, and comprehension of how things fit together. However, prior research has shown three fundamental reasons for mathematics difficulty among primary school students: mathematical language, conceptual comprehension, and talents. This survey study intends to discover trends in the effect of 21stcentury learning on primary school students' passion for mathematics teaching and learning in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (P.R.I.S.M.A.) guidelines. Through the S.C.O.P.U.S. base article, 69 publications published between 2018 and 2023 that are related to 21st Century Learning have been identified. In addition, this study identifies 24 inclusion criteria publications and 45 exclusion criteria papers with supporting evidence. The trend-focused character of this study is shown by the analysis and categorization of each of these articles into three primary categories: a) preparation of teaching and learning techniques, b) Student motivation and learning environments, and c) student achievement. The results suggest that 21st-century learning and teaching strategies may help educators and academics detect research patterns based on three chosen topics.
Pendidikan di Indonesia saat ini mengalami krisis pembelajaran dan capaian hasil belajar yang belum mampu menghasilkan kompetensi hasil belajar berupa pengetahuan sikap dan keterampilan, serta profil pelajar Pancasila. Penelitian dilaksanakan dengan desain preexperimental one shot case study yang dilaksanakan dengan pembelajaran saintifik menggunakan STEM berbasis agama pramana, anumana pramana, dan praktyasa. Berdasarkan jenjang pelaksanaan pembelajaran, terdapat perbedaan angka rata-rata capaian profil pelajar Pancasila antara pembelajaran sangat baik, baik, dan cukup baik. Kemudian, terdapat pengaruh psoitif dan signifikan pelaksanaan pembelajaran saintifik menggunakan STEM berbasis kearifan lokal tri pramana (anumana pramana) terhadap profil pelajar Pancasila anak usia dini. Terakhir, terdapat pengaruh psoitif dan signifikan pelaksanaan pembelajaran saintifik menggunakan STEM berbasis kearifan lokal tri pramana (praktyasa pramana) terhadap profil pelajar Pancasila anak usia dini. Dari hasil penelitian ini dapat direkomendasikan kepada setiap institusi Pendidikan Anak Usia Dini untuk memiliki kurikulum tersendiri, menerapkan pembelajaran saintifik menggunakan STEM berbasis tri pramana dalam mencapai profil pelajar Pancasila yang optimal.
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