<p class="8Abstractcontent">The ability to improve students’ 21^stcentury skills using creative writing is truly one of the most revolutionary developments in modern creative English education. This type of education, however, is not without its challenges, the way of using creative projects as the creative media to improve writing skills experiences showed the students and the teachers as well that to improve ‘21^st century skills’ through creative writing is imaginative, and creative way. This study conducted an observation of design students at the University of Indraprasta PGRI Jakarta, especially their projects and literature study. The qualitative method with an integrated creative approach of 4C’s is used to analyze the creative writing elements of students’ creative projects as a creative media. The results of this study are useful to be used as a reference in improving students’ 21st century skills and creative writing skills as well by using those Creative Writing projects as a creative media. Furthermore, the results show most of the students have improved their 4C’s skills which is called 21^st century skills, grow their language skills by writing the projects creatively and innovatively.</p><p> </p><strong>Keywords:</strong> 21^st century skill, creative writing, media

Specific phobias such as COVID-19 are new and are believed to have developed rapidly since the beginning of the Pandemic established by the WHO in March 2020. Unfortunately, the development of psychological measurement tools related to COVID-19 Phobia is still inadequate in Indonesia. This study aims to validate the Indonesian version of the Phobia scale against COVID-19 (C19P-S). It was recorded that 220 respondents from various groups were involved in this study. The data collected were analyzed by means of the Rasch Model to determine the accuracy of the validated psychometric properties of the scale. The study findings show that the Indonesian version of C19P-S has sufficient psychometric properties and can measure phobia against COVID-19 in the sample group tested. Of the 20 items of the C19P-S, we recommend 18 items that are suitable for use by users of this scale.

Kreativitas mengajar literasi guru adalah kemampuan guru yang senantiasa mengembangkan bahan atau materi pelajaran literasi dan mampu menciptakan suasana yang menarik dan aktif serta bisa memodifikasi pelajaran. Pengembangan Kreativitas dalam pembelajaran literasi, juga merupakan hal yang sangat penting dan untuk itu guru dituntut untuk mendemonstrasikan dan menunjukkan proses kreativitas tersebut. Salah satu alternatif yang bisa dilakukan para guru adalah membuat, menyusun dan mengembangkan bahan ajar literasi yang efektif dan efisien serta kreatif. Penelitian ini bertujuan untuk mengetahui pengembangan kreatifitas guru dalam membuat bahan ajar membaca, menulis dan berhitung untuk program PAUD. Metode yang digunakan adalah metode deskriptif kualitatif. Subjek penelitian adalah para guru PAUD kecamatan Limo dan Cinere. Hasil penelitian ini menunjukkan bahwa: guru kreatif adalah guru yang mampu mengembangkan kemampuan pedagogik, yaitu mampu menyusun bahan ajar yang lebih bervariasi. Selain itu, mampu meningkatkan ketrampilan pedagogik dalam mengembangkan bahan ajar literasi membaca, menulis dan berhitung program PAUD agar pembelajaran menjadi lebih inovatif dan efektif. Pengembangan bahan ajar literasi yang berkualitas mampu mendukung sumber daya manusia yang lebih berkompeten, kreatif, produktif dan memiliki nilai juang yang tinggi menghadapi era globalisasi.Kata Kunci: Pegembangan literasi guru,ketrampilan literasi,Bahan Ajar,Ketrampilan Pedagogik

<p>“Picture tells a thousand words“. It is important that teachers help the students organize their writing which they are learning to build and enhance their writing skill. Graphic organizer is a creative great media for comparing and contrasing text or story and can easily be applied to any kind of topic to help the students understand the differences between the texts or stories. Beside that aim, graphic organizer also helps the students to organize their writing skill and enhance their writing skill well. Graphic organizer is considered to enhance student’s writing skill, also expresses the students creativity by using the all kind of text, image and graphics, so the research employing observation and carried by descriptive research method. By implementing the strategy of using graphic organizer in students’s writing project, teacher will hopefully get the insight of using creative media to enhance students’ writing skill.</p><p> </p>Key words: graphic organizers; media, writing

Enriching teachers' pedagogical strategy using the role of global competence learning model. Objectives: The research basically aims at improving young teachers pedagogical strategies by using the role of global competence learning model. Methods: Method used in this research is descriptive qualitative with triangulation of data (observation, interview, and documentation).Findings: Implementation of global competence learning model in the learning and teaching process makes the young teacher will be more focus on pedagogical process and professional competence. Moreover, new cognitive skills given in the learning-teaching process as the point of enriching teachers' pedagogical strategy could be achieved well. Conclusions: By the resourceful and creative learning model, they will feel to get involved actively and will be more communicative and interactive in experiencing every activities of learning-teaching process as well.