AbstrakPerubahan pola pendidikan yang terasa pada saat ini merupakan salah satu ciri era globalisasiatau disebut dengan era keterbukaan (era of oppenes), ini dibuktikan dengan berkembangnyaIlmu Pengetahuan (science) dan Teknologi (tecnology). Era ini sering disebut dengan abad21. Abad 21 lebih menekankan atau menuntut dalam menciptakan kualitas sumber dayamanusia. Oleh karenanya tujuan artikel ini adalah untuk mengkaji bidang pendidikan danmenambah pemahaman pemimpin atau kepala sekolah tentang abad 21 baik dari segikarakteristik, elemen dan relevansinya untuk mengembangkan mutu sumber daya manusia diera globalisasi yang penuh dengan tantantangan persaingan serta menuntut keahlian.Penelitian ini menggunakan penelitian library research dengan membaca buku-buku terkaitdengan metode studi kepustakaan. Adapun temuan peneliti tentang karakteristik abad 21: 1).Kreatif dan inovatif (creative and innovative), 2) Sifat berfikir kritis (the nature of criticalthinking), 3) Pengintegrasian ilmu (integration of science), 4) Mudah mendapatkan informasi(easy to get knowledge), 5) Berjiwa komunikatif dan kolaboratif (communicative andcollaborative spirit), 6) Menghargai perbedaan pendapat (respect differences of opinion), dan7) pendidikan sepanjang hayat (longlife education). Dari segi elemen abad 21: 1) Membentuksumber daya manusia yang berkualitas, dan 2) Belajar sepanjang hayat. Sedangkan dari segirelevansi kepemimpinan dalam mengembangkan sumber daya manusia SD/MI: 1)Memanfaatkan teknologi untuk mencari sumber informasi, 2) Berkomunikasi danberkerjasama, 3) Kreatif dalam proses pembelajaran, 4) Menanamkan literasi, 5) Menghargaipendapat dan berfikir kritis, 6) Mengembangkan berbagai pembelajaran secara inovatif serta7) Menjadi manusia pembelajar sesuai dengan konsep pendidikan sepanjang hayat.Kata Kunci: Pendidikan, Abad 21, Sumber Daya ManusiaAbstractChanges in education pattern nowdays is one of the characteristics in globalization era oropenness era, it is evidenced by the development of Science and Technology. This era usuallycalled the 21st century. The 21st century will emphasize or demand more in creating thequality of human resources. Therefore the purpose of the article is to study the field ofeducation in the 21st century both in terms of its characteristics, elements and relevance inAhmad Tarmizi H, Andi P Konsep Pendidikan Abad 21...27 MAGISTRA - Volume 10 Nomor 1 Juni 2019developing the quality of human resources. This research uses research library research byreading books related to the library study method. The characteristics of the 21st century: 1).creative and innovative, 2) nature of critical thinking, 3) integration of science, 4) easy to getinformation, 5) communicative and collaborative spirit, 6) Respect for differences of opinionand 7) longlife education. Elements and Characteristics of the 21st century: 1) Establish thequality human resources, and 2) Lifelong learning. While leadership relevance in developingSD/MI human resources: 1) Utilizing technology to find information sources, 2)Communicating and collaborating, 3) Creative in the learning process, 4) Installing literacy,5) Respecting opinions and critical thinking, 6) Developing a variety of innovative learningand 7) Become a human learner in accordance with the concept of lifelong education.Keywords: Education, 21st Century, Human Resources

National Education in Indonesia is still covered with a variety of issues. One of them is the moral degradation among students. Although since 2010 has imposed an integrated character education in schools, but these conditions indicate the character education has not been done properly. This was especially the case in elementary school. Because at this level attitude formation is a major concern compared to the cognitive and psychomotor. The learning process is integrated with learning characters of various subjects in primary schools should be done not just in a state of conscious mind (conscious mind), but it is more empowered is to condition the subconscious mind when active. To that end, the character of the learning process must be carried out under conditions that do with relaxation hypnosis, mind focus and the alpha state, the subconscious communication, reps, make braided rapport with learners, the information conveyed in the imprint, the message is delivered in a condition of intense emotions, affirmation and visualization. With such a mechanism learners belief system can be programmed or reprogrammed as expected character. Through this belief system changes can be found changes in the character of learners effectively and relatively fixed.

This research aims to reveal the syntax, factors that take effect the application process of the ICT-based tutorial model, and the strengths of the tutorial model from a constructivist approach to online learning. The research method used in this research is the library research method with a descriptive qualitative approach. The research subjects were online learning articles and tutorial models. The data analysis technique was carried out by analyzing the contents of the document, namely precious research scientific articles and relevant theories. The results in this study point out that the tutorial model can be one of the solutions and means to be utilized during the online learning process SD/MI. the tutorial model was developed by combining the software in a coherent and tested manner. Variations of tutorial models are tailored to the needs and characteristics of students. The syntax of the ICT-based tutorial model includes an introduction, presentation of information, question and responses, judging of responses, providing about responses,  remediation, sequencing lesson segment, and closing. The ability of teachers and students, as well as the existence of devices, laptops, and internet networks, are supporting factors. Meanwhile, the quality of the internet network connection speed is an inhibiting factor. The tutorial model can facilitate students to be more independent when learning, evaluate self-achievement, flexible, and learner-centred. However, the tutorial model can trigger boredom, frustration due to frequent remedies, depending on teacher directions, and limited free applications. The tutorial model is in tune with the perspective of a constructivist approach. The ICT-based tutorial model can help teachers carry out online learning according to process standards, provide meaningful experiences for students, effective, and efficient experiences for students.

Education is very important in human life. Therefore, with education, it is necessary to have an assessment that can measure whether the learning that has taken place is in accordance with the objectives or core competencies. So authentic assessment plays a very important role in measuring the domains of attitudes, skills and knowledge. The purpose of this study is to describe the implementation of authentic research in learning the Qur'an Hadith at MI Al-Islam Giwangan Yogyakarta. Meanwhile, this research method uses case study research with a qualitative approach. The result of this study is that the implementation of an authentic assessment of class XI on the subjects of the Qur'an hadith at MI Al-Islam Giwangan Yogyakarta has been carried out well, covering the assessment of the cognitive, affective, and psychomotor domains. In the cognitive domain, the teacher uses assignment techniques, quizzes, midterm exams, and final exams. Specifically for the affective domain, the teacher uses observation, self-assessment, and peer-assessment techniques. The psychomotor domain uses the technique of expressing opinions, discussions, and rearranging the truncated verses, both hadith and projects. While the evaluation that needs to be improved is the lack of enthusiasm for learning for students and inadequate classrooms for students.

Kahoot merupakan salah satu media pembelajaran yang mampu meningkatkan minat dan motivasi belajar peserta didik. Penelitian menggunakan aplikasi kahoot juga diterapkan di satuan Pendidikan dasar Kabupaten Simalungun yaitu Sekolah Dasar Islam Terpadu Permata Cendekia pada siswa kelas V materi Ekosistem. Penelitian ini bertujuan untuk melihat pengaruh penerapan kahoot sebagai media pembelajaran terhadap hasil belajar siswa. Populasi penelitian ini yaitu siswa kelas V, sedangkan sampel yang diambil yaitu sebahagian dari jumlah populasi sebanyak 15 siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen dengan metode kuasi eksperimen.One Group Pretest Posttest. Teknik pengumpulan data yang digunakan yaitu berupa test. Dari penelitian menunjukkan terdapat perbedaan hasil belajar sebelum dan sesudah diberikan perlakuan.  Hasil uji hipotesis dengan menggunakan uji Paired Samples Test menunjukkan bahwa nilai Sig (2 tailed) sebesar 0,000 artinya bahwa nilai sig < 0,05. Sehingga H0 ditolak dan Ha. Maka dapat disimpulkan bahwa media kahoot berpengaruh terhadap hasil belajar siswa kelas V pada materi Ekosistem di Sekolah Dasar Islam Terpadu Permata Cendekia Kabupaten Simalungun.