Character Education for 21st Century Global Citizens

2018 ◽  
Keyword(s):  
Character Education ◽  
21St Century ◽  
Global Citizens

scholarly journals PERAN KO KURIKULER DAN EKSTRAKURIKULER TERHADAP UPAYA PENCAPAIAN KURIKULUM 2013

2019 ◽  
Vol 8 (2) ◽  
pp. 251-270
Author(s):  
Lutviyana Hidayah
Keyword(s):  
Character Education ◽  
Extracurricular Activities ◽  
21St Century ◽  
Positive Impact ◽  
Educational Institution ◽  
21St Century Learning ◽  
Learning Objectives ◽  
Guidance Programs ◽  
Library Research ◽  
School Guidance

This article aims to describe the role and concepts of co-curricular and extracurricular activities so that it is useful for achieving the goals of the 2013 curriculum. This 2013 curriculum has three important objectives, namely Strengthening Character Education, Strengthening Literacy Culture, and 21st Century Learning. This type of research is library research, research sources are found in the literature and sources, or the latest findings regarding the Curricular and Extracurricular activities as well as the 2013 Curriculum. The results of this research are that co-curricular and extracurricular activities play a major role in achieving the three aspects of learning contained in the curriculum 2013, namely cognitive, affective and psychomotor aspects. These three aspects are very helpful in achieving the 2013 curriculum agenda, which consists of character strengthening, literacy culture and 21st century learning. Character strengthening can be achieved through religious extracurricular activities, Hisbul Wathan and BTQ, Kultum, work assignments, and intensive post-school guidance. Literacy culture can be achieved by reading guidance programs both reading the Al-Qur'an or spelling, one verse a day program. 21st century learning is pursued by extracurricular activities, namely tambourine activities, calligraphy and so on. The expected positive impact of this article is the dissemination of information about the urgency of co-curricular and extracurricular activities in an educational institution to achieve learning objectives in the 2013 curriculum.

Critical Instruction, Student Achievement, and the Nurturing of Global Citizens

2015 ◽  
pp. 1308-1330
Author(s):  
Howard Menand
Keyword(s):  
Qualitative Research ◽  
Instructional Practices ◽  
21St Century ◽  
Research Question ◽  
Historical Background ◽  
Classroom Observations ◽  
Global Level ◽  
Global Citizens ◽  
The Impact ◽  
Classroom Level

The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today's classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.

scholarly journals Collaborative online international learning: A way to develop students’ engineering capabilities and awareness to become global citizens

2020 ◽  
pp. 030641902093410
Author(s):  
Patricia Munoz-Escalona ◽  
Zulay Cassier de Crespo ◽  
Mara Olivares Marin ◽  
Meg Dunn
Keyword(s):  
Collaborative Learning ◽  
21St Century ◽  
Learning Experience ◽  
Learning Activities ◽  
Design Engineering ◽  
Global Citizens ◽  
International Perspectives ◽  
Intercultural Competencies ◽  
E Learning ◽  
International Learning

In the 21st century, academics must recognise the value of incorporating e-learning activities in teaching in order to provide students the opportunity to interact and engage with peers in collaborative learning. To achieve this, a Collaborative Online International Learning (COIL) activity was introduced to 2nd and 3rd year students in Mechanical and Industrial Design Engineering degrees, with the aim of enhancing aspects such as global manufacturing and reverse engineering. This activity was also used as an approach to internationalise the curriculum which is an important mechanism to promote intercultural competencies, international perspectives and ethical sensitivities, whilst also contributing to the enhancement of students’ abilities to develop as responsible global citizens. Three institutions were involved in this project, with results indicating that 93% of students felt they had a better understanding of the topic under study, 93% were satisfied with the learning experience and 90% enjoyed interacting with international peers.

scholarly journals STUDY OF INSTRUCTIONAL MODELS AND SYNTAX AS AN EFFORT FOR DEVELOPING ‘OIDDE’ INSTRUCTIONAL MODEL

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Atok Miftachul Hudha ◽  
Mohamad Amin ◽  
Sutiman Bambang ◽  
Sa'dun Akbar
Keyword(s):  
Social Learning ◽  
Human Resources ◽  
Character Education ◽  
21St Century ◽  
Ethical Behavior ◽  
Learning Model ◽  
Learning System ◽  
Model Systems ◽  
Model Learning ◽  
Problem Solving Skills

The 21st century requires the availability of human resources with seven skills or competence (Maftuh, 2016), namely: 1) critical thinking and problem solving skills, 2) creative and innovative, 3) behave ethically, 4) flexible and quick to adapt, 5) competence in ICT and literacy, 6) interpersonal and collaborative capabilities, 7) social skills and cross-cultural interaction. One of the competence of human resources of the 21st century are behaving ethically should be established and developed through learning that includes the study of ethics because ethical behavior can not be created and owned as it is by human, but must proceed through solving problem, especially ethical dilemma solving on the ethical problems atau problematics of ethics.The fundamental problem, in order to ethical behavior competence can be achieved through learning, is the right model of learning is not found yet by teachers to implement the learning associated with ethical values as expected in character education (Hudha, et al, 2014a, 2014b, 2014c). Therefore, it needs a decent learning model (valid), practical and effective so that ethics learning, to establish a human resources behave ethically, can be met.Thus, it is necessary to study (to analyze) and modificate the steps of learning (syntax) existing learning model, in order to obtain the results of the development model of learning syntax. One model of learning that is feasible, practical, and effective question is the learning model on the analysis and modification of syntax model of social learning, syntax learning model systems behavior (Joyce and Weil, 1980, Joyce, et al, 2009) as well as syntax learning model Tri Prakoro (Akbar, 2013). The modified syntax generate learning model 'OIDDE' which is an acronym of orientation, identify, discussion, decision, and engage in behavior. Keywords: Ethics, OIDDE Learning Model, Model Behavior Learning System-consistent, Social Learning Model, Model Learning Triprakoro, Syntax

scholarly journals EXISTENCE AND ROLE OF CHARACTER EDUCATION IN THE MIDDLE OF DIGITALIZATION OF EDUCATION 4.0.EXISTENCE AND ROLE OF CHARACTER EDUCATION IN THE MIDDLE OF DIGITALIZATION OF EDUCATION 4.0.

2019 ◽  
Vol 1 (2) ◽  
pp. 140-143
Author(s):  
Herlina Ragalutu ◽  
Nurdin Ibrahim ◽  
Maruf Madokala
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Literature Review ◽  
Character Education ◽  
21St Century ◽  
Thinking Skills ◽  
Affective Domain ◽  
Creative Literacy ◽  
High Order Thinking

Character Education Strengthening is one of 5 (five) programs initiated by education in Indonesia. KDP is one of the goals of learning so that it is one of the thinking skills needed by students in the 21st century. 4 (four) other programs are 4C (collaborative, communicative, critical thinking, creative), literacy, HOTS (High Order Thinking Skills), and digitalization of learning. Digitizing education, especially online learning, is considered by many to be unable to transfer capabilities in the affective domain. This study conducted a study and analysis of how character education synergizes with digital-based online learning. This study is expected to be an answer to the concerns of academics and practitioners in other fields of education. The method of data collection in this study was carried out through literature review, interviews and observations, and analyzed qualitatively. The results of the study show that online learning based on digitalization implicitly and exponentially synergizes with character education, especially on character values ​​of responsibility, independence, honesty, discipline, hard work, creative, independent, and curiosity.

Employing “Ender’s Game” Movie as an Aid in Character Education in EFL Classroom

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 149-157
Author(s):  
Ratih Kuswidyasari
Keyword(s):  
Character Education ◽  
21St Century ◽  
Advanced Technology ◽  
Language Competence ◽  
21St Century Education ◽  
Four Dimensions ◽  
Classroom Activities ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Technology Educators

21st century education appears due to the concerns related to the difficulties and challenges faced by people around the world caused by the advanced technology. Educators feel the necessity to design curriculum which prepares the students to face the rapidly changing world. One of the four dimensions in 21st century education is character education, whose purpose is similar to the purpose of education since the very beginning which is developing students to become outstanding personalities. This article focuses character education through ELT by employing a movie titled “Ender’s Game” with the intention of attracting the students to actively participate in learning activities. The whole film approach is used to design the classroom activities relevant to the lesson objectives. The students are expected to cultivate their critical thinking, and to gain language competence focusing in speaking skill, as well as to instill character education within them. The lesson is intended for tenth grade students for the reason that the movie is appropriate for the students that age.

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