This study aims to develop 21st century innovative learning characteristics in linear programming based on cooperative learning models in class XI IPA MAN 1 Tegal. This research is a development ...research. Data were collected using observation sheets, and analysis of the learning design of 3 learning method models on linear programming material, namely the problem based learning model, the discovery learning model, and the cooperative learning model. The research subject is class XI MAN 1 Tegal. The results of the research analysis of learning tools state that the cooperative learning method in linear programming material has many weaknesses including not having 21st century innovative characteristics. To cover and perfect these weaknesses there are learning methods that can be alternatives in the learning process, namely problem based learning learning models and discovery learning models. learning. Problem based learning learning methods and discovery learning models can cover the shortcomings of cooperative learning methods this is because education in the 21st century is related to new problems that exist in the real world. The PBM approach is related to the use of intelligence from within individuals who are in a group of people, or the environment to solve problems that are meaningful, relevant, and contextual.
Education in Indonesia is currently required to prepare students who are smart, creative and independent. This is in line with the expectations of the achievement of 21st century skills. Where ...learning is not only centered on cognitive abilities, but also includes a number of personal and social skills. Known as the 4Cs of 21st Century Learning: critical thinking, creativity, collaboration, and communication. Advances in Information and Communication Technology provide tremendous benefits for the world of education. All can be easily done without any limits because each individual can do it himself. Such a broad impact has given a new color or face in the education system in this world. This is evidenced by the many developments of learning models that refer to information technology-based learning. This paper helps provide information to teachers about how to apply Blended Learning at MTs N 1 Tegal. For online learning, teachers use constructivist pedagogical strategies, this is chosen to make it easier for teachers to deliver learning which is considered very helpful because it includes interaction, collaboration, projects, problem-based. Our online learning process requires a cellphone and a data package to be able to convey and receive messages. Offline learning itself, the teacher conveys his learning using only 4 learning strategies which include guided discovery, discussion, demonstration and cooperative learning, this is done because of the limited time for offline learning.
The current paper discusses the origins of the concept of “daguo”, a term used in the Chinese academic literature to refer to the “great powers”. We will use a particular concept, i.e. “mega -daguo”, ...to refer to entities higher than the great powers (states, in the classic sense), that is new, trans-state or super -state actors of transcontinental or continental dimensions. Such entities create fusions among different civilizations; they have a specific behaviour, distinct from the behaviour of great powers, as currently perceived by us, in the traditional sense of the term. The current paper analyses the typology of mega-daguos; we will refer to the post-Huntingtonian age, that of a world which has overcome the dualist paradigm of the “inevitable conflict” among the civilizations, a world which has turned the principle of dialogue among the mega-daguos into a fundamental principle underlying a world of colossi. The last part of the paper proposes a fundamental document of the new world of post-state actors (mega-daguos), for the 21st century. We will call it the“Charter of peaceful coexistence among the mega-daguos”, with an approach to the issue of reorganizing the UN, in order to be able to come to terms with such reality, in the 21stcentury post-state world based on a global law, in which post - state actors are also legally responsible for their behaviour and their decisions, at global level.
In an attempt to standardise Foundation Programmes for Oman higher education providers, the Oman Academic Standards for General Foundation Programmes stipulated that higher education providers should ...offer programmes that ensure androgogic effectiveness. In the light of that, this paper presents attempts by a University College in Oman to introduce project based learning through a 'Project' component offered at Foundation level. However, in establishing the androgogical learning theory it became necessary to consider the seemingly inflated false dichotomy between pedagogy and androgogy by way of highlighting learning theories that underpin project based learning. Furthermore, the paper shows how skills that are thought to be transferable from "Project" to other components fall short due to "Project" being a subject on its own rather than an approach which compromises the envisaged androgogic effectiveness. Nonetheless, benefits of "Project" as a subject component are presented in the form of soft skills which are mainly the expected learning outcomes. Therefore, the paper proposes the implementation of project based learning in ensuring pedagogical relevance and androgogic effectiveness among higher education providers and further demonstrates the extent at which this is realised in the university college where the study was conducted followed by recommendations based on the findings of this study.
This paper describes current research exploring the adaption of the Bridge21 pedagogical model for the provision of a Computer Science (CS) Continuing Professional Development (CPD) Programme for ...post-primary/high school teachers in the Republic of Ireland. This paper outlines the design of the programme and explores the delivery of two, week long CS CPD interventions delivered in the authors' home institution over the summer of 2014. The interventions were designed to help teachers develop expertise in areas such as computational thinking, programming and game design, text based programming and hardware configuration. The Bridge21 Learning and Activity Models were used throughout each workshop delivery and teachers were invited to use the same models in their own delivery of CS classroom activities. An Exploratory Case Study approach, using Evaluation Theory, informed data collection, coding and analysis procedures. Teacher reactions towards the Bridge21 CS CPD programme were investigated. Analysis indicate that teacher reaction towards the programme was positive and that teachers intended to use elements of the Bridge21 Learning and Activity model for CS delivery in the classroom.
Pregled literarnovednega raziskovanja slovenske kratke pripovedne proze v zadnjem desetletju se osredotoča na monografske publikacije in tiste antologije ter prispevke, ki so pomembno prispevali k ...izoblikovanju sodobne slovenske teoretske in zgodovinske zavesti o kratki prozi. Pozornost je usmerjena na metodološke razlike v obdelavi ter na tuje in slovenske referenčne kroge, iz katerih izhajajo posamezni raziskovalci. Ohranja se tradicionalno zgledovanje po preciznejši nemški literarni teoriji ter se dopolnjuje s sodobnimi evropskimi in ameriškimi referencami.
O slovenski kratki prozi Alenka Žbogar
Slavistična revija,
01/2013, Volume:
61, Issue:
1
Journal Article
Peer reviewed
Open access
Pregled literarnovednega raziskovanja slovenske kratke pripovedne proze v zadnjem desetletju se osredotoča na monografske publikacije in tiste antologije ter prispevke, ki so pomembno prispevali k ...izoblikovanju sodobne slovenske teoretske in zgodovinske zavesti o kratki prozi. Pozornost je usmerjena na metodološke razlike v obdelavi ter na tuje in slovenske referenčne kroge, iz katerih izhajajo posamezni raziskovalci. Ohranja se tradicionalno zgledovanje po preciznejši nemški literarni teoriji ter se dopolnjuje s sodobnimi evropskimi in ameriškimi referencami.
Information and communication technologies are being rapidly integrated in education worldwide. The aim of introducing Information and communication technologies is to increase access, aid ...instruction, develop 21 st century skills, and improve education quality. However, uptake faces barriers of costs, teacher training, and unequal access. This study focuses on key technologies - Internet, computers, multimedia, and smartboards- analyzing their potential to enable collaborative, engaging, and personalized learning. It also examines challenges like distraction, costs, and teacher issues. This research paper will examine how the transition from traditional classroom settings to technology-enabled learning environments has impacted teaching methods and the overall learning experience. It will analyze the benefits of Information and communication technologies innovations like smartboards and online learning platforms in modernizing education delivery.
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