Preliminary research of networked-based inquiry model development to improve 21st-century competencies of students on physics learning in senior high school

Abstract

This research is based on the important of developing a learning model that emphasizes the balance between the scientific approach and use of technology to develop students’ 21st-century competencies. One of learning models that support the goal is inquiry learning which is integrated ICT at infusing level. The model relies on digital technology to provide opportunities for students to investigate scientifically and authentically through information search, problem-solving, and digital collaboration and communication. This study aims to describe the results of needs and context analysis, review of relevant literature, and designing the theoretical framework and concepts for Networked-based Inquiry model development. This research was research and development using the Plomp model. This research has been done at preliminary research that consists of need and context analysis, literature review, developing conceptual theory. The results of needs and context analysis indicates that 21st-century competencies of students is still relatively low, and the integration of ICT in learning physics has enormous potential. The phase review literature revealed that inquiry learning model can improve students’ critical thinking, creative thinking, collaboration, and communication. Then, networked learning can accommodate the use of ICT in infusing level. These findings indicates that the development of Networked-Based Inquiry models can be a solution in accommodating students to develop 21st-century competencies which integrated with digital literacy.

Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review

“…In the digital era, humans live in an environment filled with technology and easy access to extensive information. If humans continue to employ the present paradigm at work, then they will undoubtedly lose to artificial intelligence [13]. Therefore, the paradigm must shift; that is, schools must be able to provide students with intellectually stimulating experiences and opportunities for them to develop 21st-century competencies [14].…”