The Effect of 21st Century Learner Skills and Metacognitive Awareness on Early Teacher Identity

Egmir, Eray

doi:10.34293/education.v10is1-aug.4873

“…In addition, 21st century skills help students more quickly access information for students' knowledge sources (Xu & Zhou, 2022;. 21st century skills also encourage students to master digital literacy to support their learning process (Jayadi et al, 2020;Cengelci & Egmir, 2022). Indonesian students' 21st century skills are still in the low category compared to other countries (Supriyadi et al, 2023;Umam & Jiddiyyah, 2020;Suhaimi et al, 2022;Ramdani et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem Based Learning Model Based on React Approach on Students' 21st Century Skills: Meta-Analysis

Bachtiar

¹

,

Nurtamam

²

,

Santosa³

et al. 2023

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This study aims to determine the Problem-Based Learning model based on the REACT approach to students' 21st-century skills. This type of research is meta-analysis research. The data sources in the study came from the analysis of 13 international and national journals that have been published from 2018-2023. The data source search process is Google Scholar, Hindawi, Eric, ScienceDirect, Springer, and ProQuest. The inclusion criteria in this study are 1) Journals or proceedings indexed by Scopus or SINTA; 2) The type of research is experimental or quasi-experimental research; 3) the dependent variable is the students' 21st-century skills and the independent variable is the problem-based learning model based on REACT; 4) The research has data that can be calculated the effect size value and standard error. Data analysis is quantitative analysis with the help of the JSAP application. The results of this study show that the average effect size value is 1.078 with very high criteria. This finding concludes that the REACT-based problem-based learning model has a significant effect on students' 21st-century skills. The REACT-based problem-based learning model makes students more active and easy to understand learning concepts.

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The influence of indigenous knowledge on chemistry metacognition

Tawanda,

Mudau

2023

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Background Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

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The influence of indigenous knowledge on chemistry metacognition

Tawanda,

Mudau

2024

F1000Res

0

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Background Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers’ colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. Methods An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. Results The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.

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The Effect of 21st Century Learner Skills and Metacognitive Awareness on Early Teacher Identity

Cited by 3 publications

References 21 publications

The Effect of Problem Based Learning Model Based on React Approach on Students' 21st Century Skills: Meta-Analysis

The Effect of Problem Based Learning Model Based on React Approach on Students' 21st Century Skills: Meta-Analysis

The influence of indigenous knowledge on chemistry metacognition

The influence of indigenous knowledge on chemistry metacognition

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