Wanted For 21st Century Schools: Renaissance STEM Teacher Preferred

Ames, Tyler; Reeve, Edward M.; Stewardson, Gary; Lott, Kimberly H.

doi:10.21061/jte.v28i2.a.2

Cited by 7 publications

(3 citation statements)

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“…This is with the hope that in order to be successful in facing the challenges of the 21st century, it takes a lot of special skills related to work and life [17]. Regarding the disruptive trend, higher education institutions are expected to shape revitalize its roles to suit the demands of the 21st century skills [18]. Based on this view, it is necessary to prepare qualified graduates who are able to compete globally and master technological developments which are fundamental for everyone and important for the future of a country [19].…”

Section: The Involvement Of Industrial Sector and Job Marketmentioning

confidence: 99%

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Yulianto¹,

Sujarwanto²,

Harmanto³

et al. 2022

Advances in Social Science, Education and Humanities Research

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The Government of Indonesia promotes the idea of independent learning (MB-KM) as the natural learning process to achieve student's autonomy for critical thinking, creativity, and collaborative skills. The purpose of this study is to map various forms of synergies between the higher education and industrial sector and job market (IDUKA) as a form of implementing MB-KM Curriculum. This qualitative research involved heads of the study programs in regards their strategy to engage with IDUKA. The responses show positive preference of 86.8% by revitalizing the curriculum involving IDUKA, and realignment to MB-KM shows a positive preference of 78.9%. The data show the preference for implementing MB-KM Curriculum lies on collaboration programs, focusing on its implementation in lectures by involving IDUKA with various forms of supports, namely policy-making from leaders related to cooperation, management, governance, stakeholders, alumni users, and cooperation funds. The results of this study become the rationale for higher education to implement relevant MB-KM Curriculum.

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Section: The Involvement Of Industrial Sector and Job Marketmentioning

confidence: 99%

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Yulianto¹,

Sujarwanto²,

Harmanto³

et al. 2022

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…The demand for softskills and critical thinking are in the core of these changes, the expectations from higher education pupils evolved from conducting highly sofisticated tasks to ability to function across cultures, disciplines, and structures (Lewis, 2017). They are expected to be act as a catalyst of positive and responsible change, while innovating to solve critical problems of the societies that they are living and supporting economic development (Ames et al, 2017;Ahern et al (a), 2019).…”

Section: Introductionmentioning

confidence: 99%

Gamification Strategies in Higher Education: Leveraging Past in the Era of Pandemic

Yasin¹

2021

International Conference on Education

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The on-going pandemic has shifted how education, teaching strategies, and technology interact with each other. With the universities forced by the COVID-19 to cease on-campus education and immigrate to virtual class settings, virtual tools, once perceived as a supporting or supplementary education aspect, evolve to be the center stone of contemporary education. While vast arrays of rearrangements are taking place and new ways of class delivery styles are experimenting, the need for providing an engaging online content delivery strategy still exists. As a result, to support a dynamic teaching structure and achieve desired learning outcomes, some university and college lecturers start to employ non-traditional teaching techniques. One of the most widely used and relatively controversial techniques that emerged as a solution is gamification. Whether this teaching method is effective or not has not been well established. It is also still questionable how this strategy can be utilized in a virtual learning environment. Motivated to contribute this on-going debate, the present paper proposes to conduct a systematic literature review following the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA) methodology to answer the following set of questions: (1) Is gamification a viable teaching strategy? (2) What are the commonly used gamification strategies? (3) Can gamification-based teaching be incorporated to online classes? This study utilizes the Web of Science (WoS) Core Collection database to mine data for the last five years to answer research questions. The results indicate that gamification is an effective teaching strategy and can be easily integrated into virtual class settings. Findings contribute to the relevant literature strand while providing insight about contemporary teaching styles to lecturers. Keywords: gamification, PRISMA, educational innovation, higher education, COVID-19

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“…According to Ejiwale (2013), several obstacles can interfere with the successful implementation of STEM education, namely: (1) poor preparation for providing qualified STEM teachers, (2) lack of investment in professional teacher development, (3) lack of support from the school system, ( 4) lack of content preparation, (5) lack of collaborative research in the field of STEM, (6) Lack of laboratory facilities and learning media, (7) lack of direct training for students. Referring to the research of Ames et al (2017) states that physics teachers are the readiest to teach the integrated STEM curriculum.…”

Section: Introductionmentioning

confidence: 99%

Student Cognitive Profile with STEM Based Teaching Material on the Subject of Vibrations and Waves

Afifah

Ellianawati

2019

jpppf

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The results of study Trends in International Mathematics and Science Study (TIMSS) 2011 at the secondary school level showed that the achievement of learning outcomes of Indonesian students in the fields of mathematics and science had not shown satisfactory results. One way to implement effective and enjoyable learning can be supported by teaching materials used in learning. Teaching materials are one of the supporting factors for student learning success. This study aims to produce products and apply teaching materials based on Science, Technology, Engineering, and Mathematics (STEM) to determine the profile of the cognitive process of understanding the concepts of vocational students. The method used in this study is research and development. Characteristics of STEM-based teaching materials that contain material about vibrations and waves associated with STEM aspects and equipped with problems and practical procedures. The results of the analysis of teaching materials can be categorized as feasible, with a percentage of 78.46%. The results of the analysis of student responses after the application of the teaching materials were obtained with a percentage of 83.74% so that it can be concluded that the teaching material included in the category is very practical to use. The results of the cognitive profile analysis of students' understanding of concepts obtained an interpretation percentage of 76.06%; exemplifying 84.44%; inference 67.78%; comparing 62.59%; explain 59.89%.

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Wanted For 21st Century Schools: Renaissance STEM Teacher Preferred

Cited by 7 publications

References 0 publications

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Synergy of Industrial Sector for the Implementation of MBKM Curriculum: Where Innovators and Investors Meet

Gamification Strategies in Higher Education: Leveraging Past in the Era of Pandemic

Student Cognitive Profile with STEM Based Teaching Material on the Subject of Vibrations and Waves

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