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.
Learning should be designed to provide opportunities for students to be active and develop the skills needed in the 21st century. The Teams Games Tournament learning model which is abbreviated as ...Teamament is a cooperative learning model that is student-centred and oriented to the competencies needed in the 21st century. The research was carried out in two cycles by applying the Teams Games Tournament (Teagament) learning model with Crossword Puzzles (TTS) on the subject of Plant and Animal Reproduction Systems. Data collection techniques through learning outcomes tests, observation, and documentation. The results showed an increase in student activity and learning outcomes after the implementation of the action. The percentage of student activity increased from 40% at the end of the first cycle to 66.7% at the end of the second cycle. The percentage of students' learning completeness increased from before the action, cycle I and cycle II, respectively 36.7%, 46.7%, and 70%. It can be concluded that the application of the Teams Games Tournament (Teagament) learning model with Crossword Puzzle (TTS) media can increase the activity and learning outcomes of class IX C students of SMP Negeri 1 Bumijawa semester 1 of the 2019/2020 academic year on the subject of Plant and Animal Reproduction Systems
Only recently have international relations scholars started to seriously examine the influence of collective memory on foreign policy formation and relations between states and peoples. The ways in ...which the memories of past events are interpreted, misinterpreted, or even manipulated in public discourse create the context that shapes international relations.Power and the Pastbrings together leading history and international relations scholars to provide a groundbreaking examination of the impact of collective memory. This timely study makes a contribution to developing a theory of memory and international relations and also examines specific cases of collective memory's influence resulting from the legacies of World War II, the Holocaust, and September 11. Addressing concerns shared by world leaders and international institutions as well as scholars of international studies, this volume illustrates clearly how the memory of past events alters the ways countries interact in the present, how memory shapes public debate and policymaking, and how memory may aid or more frequently impede conflict resolution.
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