Developing the 21st-Century Social Studies Skills Through Technology Integration

Farisi, Mohammad Imam

doi:10.17718/tojde.47374

Cited by 75 publications

(67 citation statements)

References 30 publications

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“…21st-century skills are the vital SS 21st-century skills that should be expanded into instructional organization, such as :1) "learning and innovation skills" 2) "information, media and technology skills"; and 3) "life and career skills" (Farisi, 2016). Quieng et al (2015) argued that essence of 21 st century skills is equipping the individuals in future to confront the problems of real life positions to maintain the advancement of the world and convert it an improved situation to be alive.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Andrade (2016) in his study determined curricular components for learner achievement, just as the flipped classroom, course redesign, and high impact practices, and links these to self-regulated learning to increase learner responsibility for the achievement of desired higher education outcomes as 21st century skills. Farisi (2016) investigated and explained academics evolution toward a commitment and further developments in research; 21st-century skills map for the SS; and the implications for developing teachers' competences and teachers' education curriculum. Suto (2013) in his study has cited some practical methods of how to develop the 21st century skills including:…”

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confidence: 99%

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Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach

Motallebzadeh¹,

Ahmadi²,

Hosseinnia³

2018

INT J INSTRUCTION

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Teaching and learning in the 21st century is dealt with challenges and novelties. This study was conducted to investigate the relationship between 21st century skills, EFL learners' speaking and writing skills. The participants comprised 122 EFL learners from three private language institutes of Mashhad. Their selection was based on convenience sampling and the participation was entirely voluntary. The instruments used in this study consisted of 21st century skills questionnaire developed by Ashraf, Motallebzadeh, and Arabshahi (2014). Pearson's correlation coefficient, independent sample t-test, and structural equation modeling (SEM) were run to analyze the relationships among the 21st century skills components. Results of Structural Equation Modeling indicated that 21st century skills had a significant relationship with students writing and speaking. The interrelationship among five sub-constructs of 21st Century Skills Questionnaire (critical thinking and problem solving, communication and collaboration, interpersonal skills, leadership, and technology literacy) were analyzed on speaking and writing scores. Among five sub-constructs of 21st century skills questionnaire communication and collaboration had the highest correlation with foreign language speaking score and technology literacy had the highest correlation with foreign language writing score.

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Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach

Motallebzadeh¹,

Ahmadi²,

Hosseinnia³

2018

INT J INSTRUCTION

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“…This concept supports to provide the learning environment where students master the learning material while producing, synthesizing, and evaluating the information from various sources with awareness on respect towards various cultures (Farisi, 2016;Gulden et al, 2012). In this learning environment, students do not only master the three Rs (Reading, Writing and Arithmetic), but also nowadays using various software and virtual devices broadens their learning scope to be unlimited in terms of space, time and with whom they study (Farisi, 2016;Gulden et al, 2012;Zyad, 2016).…”

Section: Introductionmentioning

confidence: 99%

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

Sulisworo

Permprayoon

2018

Int. J. Emerg. Math. Educ.

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AbstrakPenetrasi media sosial di masyarakat sudah sangat tinggi. Saat ini, hampir semua siswa di sekolah menggunakan ponsel cerdas untuk aktivitas keseharian mereka. Penelitian ini merupakan penelitian eksploratif kuantitatif deskriptif untuk mengetahui bagaimana respon siswa ketika belajar menggunakan media sosial sebagai sistem pembelajaran mobile. Data diambil dari empat sekolah berbeda di daerah pedesaan Yogyakarta, Indonesia. Pembelajaran matematika dilaksanakan dengan menggunakan media sosial yang berbeda (WeChat, Line@, Socrates, dan Edmodo) pada siswa kelas 7 di masing-masing sekolah. Pengumpulan data menggunakan kuesioner USE yang mengukur apakah model pembelajaran yang diimplementasikan dengan menggunakan media sosial dapat diterima dengan baik oleh siswa dan pembelajaran sesuai dengan harapan. Kuesioner USE memiliki 4 faktor terukur yaitu kegunaan, kemudahan penggunaan, kemudahan belajar, dan kepuasan. Dari data tersebut, terlihat bahwa semua faktor yang diukur memperoleh skor yang tinggi. Skor tertinggi adalah kepuasan (3,15) kemudian kegunaan (3,11), mudah dipelajari (3,00), dan mudah digunakan (2,94). Rata-rata, media sosial mendapat respon siswa yang tertinggi sebagai sistem pembelajaran yaitu Socrative (3.18), lalu Edmodo (3,15), Line@ (3,00) dan WeChat (2,89). Analisis lebih lanjut Anova menunjukkan bahwa Socrative dan Edmodo merupakan aplikasi yang cenderung dipersepsi paling baik oleh siswa. Temuan ini bermakna bahwa kedua aplikasi tersebut perlu dimanfaatkan dalam pembelajaran dengan berbagai strategi pembelajaran.Kata Kunci: social media, mobile learning, STEM education, mobile technology, learning innovation AbstractThe penetration of social media in the community has been very high. Nowadays, almost all students at the school are using smartphones for their daily activities. This study is a descriptive quantitative exploratory research to find out how the students' response when learning using social media is implemented as a mobile learning system. Data were taken from four different schools in the rural area of Yogyakarta, Indonesia. Mathematics learning using a different social media (WeChat, Line@, Socrative, and Edmodo) was applied to student of grade 7 of each school. Data collection used USE questionnaire which measured whether the implemented learning model using social media could be well received by students and appropriate learning expectations. USE questionnaire has 4 measured factors i.e. usefulness, ease to use, ease of learning, and satisfaction. From the data, it shows that all factors were high. The highest one was satisfaction (3.15) then, usefulness (3.11), ease to learn (3.00), and ease to use (2.94) respectively. On average, the social media got the highest student's response as a learning system was Socrative (3.18), then Edmodo (3.15), Line@ (3.00) and WeChat (2.89). Further analysis using statistical technique showed that students have good perception to Socrative and Edmodo. This finding implies that the social media especially Socrative and Edmodo are valuable to ...

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“…Integrasi antara eswopol dan HOTS-AEP membuat produk lembar kerja menjadi sesuatu yang baru dalam pembelajaran. Inovasi pengembangan produk perangkat pembelajaran seperti ini sangat diperlukan dalam pembelajaran abad 21 (Derman & Gurbuz, 2018;Farisi, 2016;Iriani, 2019;Kivunja, 2014;Rahmayanti, Oktaviani, & Syani, 2020;Sadiqin, Santoso, & Sholahuddin, 2017).…”

Section: Petunjuk Kegiatan Pembelajaran 1 Bacalah Sebuah Uraian DI Bunclassified

Environmental learning student’s worksheet of air pollution (eswopol): inovasi lembar kerja siswa berbasis hots-aep

et al. 2020

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Environmental problems need to be solved by students' HOTS abilities. This research aimed to develop environmental learning student's worksheet of air pollution (eswopol) based on Higher Order Thinking Skills Assessment based on Environmental Problems (HOTS-AEP). The research method used research and development that modified from Borg and Gall model. The study was conducted in December 2019 until January 2020. The research instrument used the interview transcript and validation questionnaire. The research data obtained in the form of an average score of validation results. The data analysis technique used is descriptive. The results showed that the environmental learning student's worksheet of air pollution (eswopol) based on HOTS-AEP was declared valid with an average validation score of 3.55 (very valid category). The conclusion of this research is eswopol based on HOTS-AEP is appropriate for use in a learning environment.Permasalahan lingkungan perlu dipecahkan dengan kemampuan HOTS siswa. Penelitian ini bertujuan untuk mengembangkan environmental learning student's worksheet of air pollution (eswopol) berbasis Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). Metode penelitian yang digunakan, yaitu penelitian dan pengembangan yang mengadaptasi model Borg and Gall. Penelitian dilaksanakan Desember 2019 s.d Januari 2020. Instrumen penelitian yang digunakan, yaitu transkrip wawancara dan angket validasi. Data penelitian yang diperoleh berupa skor rata-rata hasil validasi. Teknik analisis data yang digunakan berupa deskriptif. Hasil penelitian menunjukan bahwa environmental learning student's worksheet of air pollution (eswopol) berbasis HOTS-AEP dinyatakan valid dengan skor rata-rata validasi 3.55 (kategori sangat valid). Simpulan penelitian ini yaitu eswopol berbasis HOTS-AEP layak digunakan dalam pembelajaran lingkungan.

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Developing the 21st-Century Social Studies Skills Through Technology Integration

Cited by 75 publications

References 30 publications

Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach

Relationship between 21st Century Skills, Speaking and Writing Skills: A Structural Equation Modelling Approach

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

Environmental learning student’s worksheet of air pollution (eswopol): inovasi lembar kerja siswa berbasis hots-aep

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