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All Journal Journal of Nonformal Education Zeniusi Journal
Moses Adeleke Adeoye
Al-Hikmah University ilorin Nigeria
Education Other

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Empowering Learning: Pedagogical Strategies for Advancing 21st Century Skills and Quality Education Moses Adeleke Adeoye; Entika Fani Prastikawati; Yusuff Olatunji Abimbowo
Journal of Nonformal Education Vol. 10 No. 1 (2024): Community education and community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i1.1451

Abstract

The United Nations Sustainable Development Goal 4 (SDG 4) underscores the significance of quality education for all, emphasizing the want for inclusive and equitable learning opportunities that vend lifelong learning and the acquisition of essential capabilities. In the continually evolving academic sphere, the cultivation of 21st-century abilities has emerged as a pivotal element in ensuring the provision of incredible knowledge of experiences.  This paper scrutinises pioneering pedagogical tactics designed to foster the improvement of 21st-century abilities within the context of quality education. Through examination of present instructional literature and a meticulous evaluation of practical coaching methodologies, this observation endeavours to illuminate powerful teaching strategies that foster critical thinking, ingenuity, collaboration, and virtual literacy among students. Moreover, this examination delves in addition into the position of teachers in fostering those abilities and investigates the ability to demand situations and opportunities linked with the implementation of those processes in diverse academic settings. By exploring the juxtaposition of pedagogy and 21st-century skills, this study aims to offer actionable insights for educators, policymakers, and invested stakeholders eager to cultivate resilient and adaptable learning environments.
Dampak Rendahnya Dukungan Orang Tua Terhadap Prestasi Akademik Dan Kondisi Emosional Siswa Moses Adeleke Adeoye; Ridho Kurniawan; Rahaji Sinaga
Jurnal Zeniusi Vol 3 No 1 (2026): Vol III. No I. Juni 2026
Publisher : Insan Zenius Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70821/zj.v3i1.91

Abstract

This study aims to analyze the impact of low parental support on student achievement and emotional well-being at the secondary education level. Using a qualitative approach and descriptive survey methods, data were collected through open-ended questionnaires distributed online to students in several urban areas in Indonesia, and triangulated through interviews and consultations with guidance and counseling teachers. The results indicate that low parental involvement, both academically and emotionally, has a direct impact on decreased learning motivation, limited understanding of material, and impaired psychological well-being. Students who do not receive attention or validation from their parents tend to experience feelings of neglect, stress, and ongoing anxiety. Furthermore, negative parental responses to academic failure exacerbate the emotional distress experienced by students. These findings emphasize the importance of active and empathetic parental involvement in supporting children's learning. This study recommends the need for strategic collaboration between schools and families through parenting training, teacher-parent communication forums, and family-based intervention programs to create a supportive and sustainable educational ecosystem.
Co-Authors Entika Fani Prastikawati Rahaji Sinaga Ridho Kurniawan Yusuff Olatunji Abimbowo