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All Journal Publikasi Pendidikan ETERNAL: English Teaching Journal AL ISHLAH Jurnal Pendidikan Jurnal Pengabdian Pada Masyarakat Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah ELT-Lectura Jurnal Pendidikan Jurnal Abdimasa UTAMAX : Journal of Ultimate Research and Trends in Education Comsep : Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Mandiri International Journal of Educational Best Practices
Marwa, Marwa
Dept. Of English, Universitas Lancang Kuning, Pekanbaru. Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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21st Century Skills/4C Skills’ Integration in English Teaching Documents Used in EFL Classroom Marwa; Herlinawati Herlinawati; Herdi Herdi
ELT-Lectura Vol. 10 No. 1 (2023): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v10i1.12026

Abstract

This content analysis research highlights 21st-Century/4Cs skills that characterize the quality of teaching materials integrated to culture in higher education institutions. This research was grounded from teaching documents obtained from the English lecturers, Faculty of Education and Vocational Studies (FADIKSI), Universitas Lancang Kuning, Indonesia from February until July, 2022. The research context was based on teaching documents (teaching syllabus and semester tests) with 4C skills’ integration. There were 16 collected teaching documents consisting of 8 teaching syllabus and 8 semester tests. The checklist of 21st-Century Skills/4Cs rubric covers “Communication”, “Creativity”, “Critical Thinking”, and “Collaboration” was adapted from the CTE Career Ready Practices. This research reveals the integration of 4Cs skills analyzed from teachers’ teaching syllabus and semester tests documents reached the levels of “Meet Competency” and “Approaching competency” levels. This portrait represents teachers’ adequate understanding of 21st-Century skills/4Cs skills. The further research recommends teachers provide and develop classroom environments of 21st-Century skills integrated to culture in the area of teacher professional development.
Investigasi Persepsi Mahasiswa terhadap Literasi Digital dalam Memenuhi Tuntutan Keterampilan Abad 21 M. Fadhly Farhy Abbas; Marwa Marwa
Jurnal Pendidikan Vol 11 No 2 (2023): Jurnal Pendidikan
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/pendidikan.v11i2.3987

Abstract

Penelitian ini didasari dengan adanya kebutuhan untuk menggali persepsi mahasiswa terhadap literasi digital. Penelitian ini bertujuan untuk menginvestigasi persepsi mahasiswa terhadap literasi digital dalam memenuhi tuntutan keterampilan abad 21. Metode penelitian yang digunakan adalah metode kuantitatif dengan rancangan penelitian deskriptif. Data penelitian dikumpulkan dengan menggunakan questionnaire (angket). Yang menjadi responden dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Bahasa Inggris, Fakultas Pendidikan dan Vokasi (FADIKSI) Universitas Lancang Kuning (UNILAK) pada semester 4 tahun akademik 2022/2023. Jumlah mahasiswa tersebut adalah sebanyak 57 orang. Selanjutnya, peneliti menganalisis data yang diperoleh dari hasil angket secara deskriptif. Setelah data dikumpulkan, ditemukan adanya respon yang berbeda-beda dari mahasiswa. Respon mahasiswa tersebut yaitu; sangat setuju, setuju, ragu-ragu, dan tidak setuju dengan didominasi oleh respon yang positif yaitu setuju dan sangat setuju. Akhirnya, kesimpulan dari penelitian ini menunjukkan bahwa secara keseluruhan persepsi mahasiswa terhadap literasi digital dalam memenuhi tuntutan keterampilan abad 21 adalah setuju. Hal ini menandakan bahwa, literasi digital sangat diperlukan oleh mahasiswa demi memenuhi tuntutan keterampilan abad 21 yang dikenal dengan istilah 4c (critical thinking, creativity, communication, collaboration).
EFL STUDENTS’ VIEWS AND EXPERIENCES OF CULTURE LEARNING: ARE THEY WORTHY TO FOSTER INTERCULTURAL COMPETENCE? Marwa Marwa
International Journal of Educational Best Practices Vol 2, No 2 (2018)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v2n2.p1-17

Abstract

Abstract: In the light of globalization, intercultural competence is crucially demanded by the language learners to be successful speakers and mediators in international interaction and communication. This study aims at investigating how the Indonesian EFL students view and undertake the culture learning in their classrooms. This study was a survey research carried out in October and December 2016 in two state universities: 1) University of Riau (UR) located in Riau Province and 2) Brawijaya University (UB) in Malang-East Java. There were a total of 80 participants involved by using random sampling. The student questionnaire (adopted and adapted from HST. Kiet, 2011) consisting of six statements was used. To answer the research question, descriptive statistics analysis (Sum of score, Mean and Standard Deviation) was used to analyse the completed student questionnaire. The findings reveal that the students showed positive attitudes in culture learning purposes; they mainly learned cultural facts oriented to target culture exploration as the dominant cultural learning in the classroom; they used media such as internet, TV and literature as the most dominant cultural learning sources outside the classroom; they found that culture learning benefited them to their EFL learning; and finally they agreed that the target culture should be taught together with the target language in EFL classes. Therefore, it is suggested that future researchers do such an in-depth study pertaining to students’ ICC learning and development in the environment of classroom interactions.
Enhancing 21st Century Skills in the EFL Classroom: Exploring Teachers' Implementation of Group Activities and Assignments Marwa Marwa; Nurfaisal Nurfaisal; Mualiardi Mualiardi; Raudhah Awal; Hengki Irawan
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5355

Abstract

This qualitative study was carried out to investigate how English teachers integrated 4C skills (communication, creativity, critical thinking, and collaboration) into EFL classroom. This study involved two English teachers from an English study program in one university in Pekanbaru, Riau as the research participants. The qualitative data was collected by using interview, observation, and documentation. The researchers analyzed the interview transcripts, observational fieldnotes, and screenshoot documents following the steps of qualitative data analysis by coding, grouping, synthesizing, and making themes and descriptions to answer the research questions. The study reveals that the English teachers integrated the 4C skills into students' learning group activities/assignments via making videos for English learning, making power point for class presentation, making class projects to produce learning products, and having asynchronous online classroom discussions via Google classroom platform. These four major class activities/assignments given by the English teachers were intentionally aimed at developing students’ communication skill, creativity, critical thinking, and collaboration. This study concludes that the four students’ typical learning group activities/assignments instructed by teachers can be used as templates to integrate and develop students’ 4C skills in ELT classes. Future research directions in developing 21st-century skills can be multifaceted, addressing various gaps and limitations in assessment methods, technology integration, cultural contexts, equity and access, and teacher training and professional development.
Co-Authors Budianto Hamuddin Dinata, Marta Fadillah, Siti Hengki Irawan Herdi Herdi Herlinawati Herlinawati M. Fadhly Farhy Abbas Mualiardi Mualiardi Nurfaisal Nurfaisal Raudhah Awal Riska Yuliana Rizki Zaputra Syahdan Syahdan