Challenging the Indonesian Primary Education in Industrial Revolution 4.0 Era

Gamar, Mahfud M.; Faruq, M. Saunan Al; Lina, Lina

doi:10.2991/coema-18.2018.12

Cited by 19 publications

(20 citation statements)

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“…As the most first level of learning program in countries, primary schools take important role in the evaluation of students' ability (Gamar et al, 2018). Therefore, the readiness of teachers is urgently needed.…”

Section: Information Media and Technology Skillsmentioning

confidence: 99%

“…Primary schools takes an important role in preparing students to the higher level of education. Gamar et al (2018) state that primary schools is the first level of learning program in the most country including in Indonesia. It can also be seen from the total number of the primary schools in academic year 2019/2020 particularly in Bali which are around 2.447 schools.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Readiness in Inserting the 21st Century Skills for Teaching English at Primary Schools

Rahmayanti

Padmadewi

Artini

2020

IJLL

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The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.

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Section: Information Media and Technology Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ Readiness in Inserting the 21st Century Skills for Teaching English at Primary Schools

Rahmayanti

Padmadewi

Artini

2020

IJLL

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“…Education is currently evolving with the development of the era of globalization and technology (Gamar, Al Faruq, & Lina, 2018;Benjamin, White, MacKeracher, & Stella, 2013). Up to date, the trend of the industrial revolution (IR) 4.0 has also influenced the education system in Indonesia (Lase, 2019;Afrianto, 2018).…”

Section: Introductionmentioning

confidence: 99%

Resource based learning design thinking (RBLDT): A model to improve students’ creative thinking skills, concept gaining, and digital literacy

Rumahlatu

Sangur

Berhitu³

et al. 2021

CJES

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This study aims to investigate the effect of Resource Based Learning Design Thinking (RBLDT) model to improve student's creative thinking skills, concept gaining, and digital literacy. It is a quasi-experimental study using pre-test and post-test nonequivalent control group design. Furthermore, it was conducted at several senior high schools in Ambon, such as Senior High School 1, 2, 12, and Senior High School Siwalima Ambon in the odd semester of the 2019/2020 academic year. From each school, three classes were selected, and 36 students were used as the study samples to obtain a total of 432 students. The data were analyzed using ANCOVA, and post hoc LSD test was performed for every significant result obtained. The results showed that the RBLDT learning model has an effect on creative thinking skills, concept gaining, and digital literacy of students in the class XI senior high school on the subject matter of animal tissue (p<0.05). The combination of the RBLDT learning model syntax can improve students' creative thinking skills, concept gaining, and digital literacy better than RBL or DT when implemented separately. Keywords: Resource-based learning (RBL), design thinking (DT), RBLDT learning model, creative thinking, concept gaining, digital literacy

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“…Thus, the 21 st century skills should be implemented for students in early learning, school, beyond school, and around the world. As mentioned by Gamar, et al, (2018), In Indonesia, to prepare Indonesian students with the 21 st century skills, the Indonesian National Ministries of Technology, Research, and Higher Education always tries to develop the educational system. One of the development is the newest curriculum that wellknown as curriculum 2013.…”

Section: Introductionmentioning

confidence: 99%

Discrepancy Between Perceived and Observed Reality About the 21st Century Skills Implementation at Primary School

2021

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ABSTRACT For preparing the Indonesian students that mastering the 21st century skills, the teachers as the intermediary of the students and the government should be ready to implement each. Meanwhile, from the teachers' readiness, there might be differences between their perception and observed reality. For this reason, the study was to investigate the discrepancy between perceived and observed reality on the implementation of the 21st century skills by the English teachers at primary school. This study is needed to conduct to get real information about the teachers' readiness for implementing 21st century skills. This research had arranged in the Primary School of Tabanan regency during the English teaching and learning. Six English teachers used as the subject related to their perception and reality of the implementation of 21st century skills. A mix-method design used to collect the data with the quantitative way for teachers perceived and descriptively for observed reality. The questionnaire, observation checklist, document, and interview guide were the method for data collection. The result showed that there was a discrepancy between the teachers’ perceived and observed reality about the implementation of 21st century skills at primary school. The discrepancy was the teachers do not ready to implement the 21st century skills, but they perceived the opposed. Keywords: Discrepancy, 21st Century Skills, Teaching English, Primary School

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Challenging the Indonesian Primary Education in Industrial Revolution 4.0 Era

Cited by 19 publications

References 0 publications

Teachers’ Readiness in Inserting the 21st Century Skills for Teaching English at Primary Schools

Teachers’ Readiness in Inserting the 21st Century Skills for Teaching English at Primary Schools

Resource based learning design thinking (RBLDT): A model to improve students’ creative thinking skills, concept gaining, and digital literacy

Discrepancy Between Perceived and Observed Reality About the 21st Century Skills Implementation at Primary School

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