The Integration of 6Cs of the 21st Century Education into English Skills: Teachers’ Challenges and Solutions

Shabrina, Adani; Astuti, Utari Praba

doi:10.17977/jptpp.v7i1.15185

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…The integrated training would be long-term and continuous training of the teachers leveraging various activities and practices. In line with these suggestions, Shabrina and Astuti (2022) have asserted that foreign language teachers can regularly attend conferences, seminars, and workshops to continuously update their language competence and proficiency by learning contemporary language skills to gain deeper insight into the subject matter. Similarly, Ula (2019) asserted that a teacher's competence in terms of team skills, pedagogical competence, and language proficiency, can be considered in an initial teacher education program.…”

Section: Discussionmentioning

confidence: 98%

Role of the integration of the 4C model in the professional training of foreign language teachers

et al. 2023

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IntroductionThis study explored the opinions and experiences of senior EFL teachers and experts regarding the appropriate training of foreign language teachers to implement the 4C (critical thinking, creativity, communication, and collaboration) model of education in foreign language teaching.MethodsTo achieve its goal, the study employed a mixed-methods approach, using both qualitative and quantitative methods. Purposive sampling was used to select 12 participants who were the most knowledgeable and experienced in the research topic, and in-depth one-on-one interviews were conducted with them. Thematic analysis was used to identify major themes and patterns in the participants’ responses. Additionally, a survey was conducted with 60 EFL students to assess the impact of the 4C training on their learning outcomes.ResultsThe findings of the study revealed that participants perceived the 4C model of education as an effective approach for teaching foreign languages. They also emphasized the importance of providing appropriate training to foreign language teachers to enable them to effectively implement the 4C model. The survey data showed that the 4C training had a positive impact on the students’ learning outcomes.DiscussionThe study contributes to the existing literature on foreign language education by providing insights into the perceptions and experiences of senior EFL teachers and experts regarding the appropriate training of foreign language teachers to implement the 4C model. The study recommends that teacher training programs be revised to include the 4C model of education to improve the quality of foreign language education in Kazakhstan.

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Section: Discussionmentioning

confidence: 98%

Role of the integration of the 4C model in the professional training of foreign language teachers

et al. 2023

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“…Sehingga pendekatan pemecahan masalah dengan kehadiran teknologi digital seperti komputer dan juga internet semuanya mendukung aksesibilitas untuk memungkinkan aktivitas apa pun dapat dilakukan dengan cepat dan efisien. Jadi komunitas sosial guru dan siswa bergerak dengan evolusi waktu, guru harus dapat menggunakan setiap teknik dan model-model pembelajaran yang tersedia di era masyarakat 5.0 (Shabrina and Astuti, 2022) (Hayati, Armanto and Zuraini, 2023) dan Project Basic Pembelajaran (PjBL) (Agusta et al, 2021). Dimana kedua model pembelajaran ini menekankan pada pengembangan kompetensi siswa terutama di abad 21 (Wulandari, 2021).…”

Section: Pendahuluanunclassified

Optimalisasi Model-Model Pembelajaran pada Penerapan Kurikulum Merdeka Belajar dalam Menghadapi Era Society 5.0

Zuraini,

Nofriati,

Hayati

2024

jiip

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Konsep pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana dan proses belajar sedemikian rupa sehingga peserta didik secara aktif mewujudkan potensi dirinya dalam kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, bangsawan Karakter dan keterampilan yang dia sendiri dan masyarakat butuhkan. Kurikulum merdeka ini sederhana dan fleksibel untuk pembelajaran yang lebih dalam dan juga memaksimalkan kompetensi siswa. Selain itu, kurikulum mandiri dalam tahapannya juga menitikberatkan pada materi esensial dan pengembangan keterampilan siswa. Potensi siswa berbeda satu sama lainnya, karena itu guru harus menjadi pembimbing, penggerak untuk menggali potensi yang telah ada dalam diri siswa. Dengan demikian maka guru-guru harus menciptakan dan mengembangkan model pembelajaran yang inovatif, kreatif, efektif dan juga guru dapat memanfaatkan Teknologi informasi dan Komunikasi sesuai dengan era society 5.0 sehingga model-model pembelajaran yang diciptakan dan dikembangkan oleh guru dapat mengimplementasikan tujuan dari kurikulum merdeka penelitian ini menggunakan metode kualitatif pada SMK Jeunieb. Hasil yang diperoleh model-model pembelajaran pada penerapan kurikulum merdeka belajar dalam menghadapi era Society 5.0 memerlukan penggunaan model-model pembelajaran yang efektif, fleksibel, dan berbasis teknologi. Pengembangan keterampilan yang diperlukan seperti keterampilan berpikir kritis, keterampilan berkomunikasi, dan keterampilan bekerja sama. Dengan demikian, pendidikan dapat lebih fokus pada pengembangan keterampilan-keterampilan yang diperlukan serta memungkinkan siswa untuk berpartisipasi secara aktif dalam proses belajar dan mempersiapkan generasi mendatang untuk beradaptasi dengan perubahan teknologi yang cepat.

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“…This was possibly the same reason of lower usage of digital speaking aids which led to lower improvement in speaking skills. It hinders the ideal implementation of the 21st century learning which involves 6C competences (critical thinking, creativity, collaboration, communication, culture/citizenship, and character) which help students become competent language users, critical thinkers, and constructive social change agents (Shabrina & Astuti, 2022). Communication and collaboration in crucial to foster language practice, sharing ideas and constructing knowledge together (Inganah et al, 2023).…”

Section: Wijayati Rizqiana and Bukhori (2023)mentioning

confidence: 99%

Digital and Information Literacy Skills as a Base for University-Level Self-Regulated Learning

Wijayati,

Rizqiana,

Bukhori

2023

PJEE

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A digital environment produces new concepts and understanding of language learning and teaching. Students are encouraged to be able to manage their goals and learning process independently. However, the success of self-regulated learning (SRL) in the digital era depends on the student's ability to explore the latest technology, which is defined as digital and information literacy. The problem comes when the use of higher technology unbalances students' digital and information literacy levels. Therefore, this research examined digital and information literacy skills as a base for ELF self-regulated learning. The researcher designed quantitative research. The questionnaires were distributed to 70 respondents from EFL students at the Department of English, Universitas Negeri Malang. Questionnaire data were analyzed using descriptive statistics to find digital literacy skills. The result showed that the students have a high level of digital literacy. There are underlying factors affecting their decisions and preferences that were explicated in the questionnaire responses, such as intake year, study load, and motivation. The findings about students' digital literacy can support teachers in planning interactive digital language learning. At the higher education level, there should be more practice and monitoring of collaborative learning activities.

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The Integration of 6Cs of the 21st Century Education into English Skills: Teachers’ Challenges and Solutions

Cited by 7 publications

References 9 publications

Role of the integration of the 4C model in the professional training of foreign language teachers

Role of the integration of the 4C model in the professional training of foreign language teachers

Optimalisasi Model-Model Pembelajaran pada Penerapan Kurikulum Merdeka Belajar dalam Menghadapi Era Society 5.0

Digital and Information Literacy Skills as a Base for University-Level Self-Regulated Learning

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