Measuring mathematics and science teachers’ perception on thinking and acting in 21st-century learning

Year 2020, Volume: 8 Issue: 4, 1319 - 1328, 15.12.2020

M Haviz , Ika Maris

https://doi.org/10.17478/jegys.747395

Cited By: 2

Abstract

The purpose of this study was measured the Islamic university mathematics and science teachers (IU-MSTs) perception on thinking and acting in 21st-century learning (TA21stCL). An explanatory sequential mixed method design was used to conduct the study. Data were collected by using TA21stCL questionnaires. The TA21stCL questionnaire contains 16 indicators and 42 statements that consists of critical thinking (CritT), problem-solving (PS), creativity (Creat), and metacognition (Metacog), communicating (Comm), debating (Deb), collaborating (Col), digital literacy (DL), and technological literacy (TL). Data were obtained from a total of thirty-one IU-MSTs (the subjects taught include math= 9, bio= 11, physics=8 and chemistry=3) that have taught at Islamic universities located in the province of West Sumatra, Indonesia. To complete the findings, participants were asked to answer several questions about the application of 21st century skills in the learning process. Based on the ANOVA and Scheffe tests, the differences in teacher perceptions based on teaching subject (TS) were found on the technology literacy factor (TechLit) with a score of 4,146 * at P <.05 and 2.59 in the preferred teaching. The finding of the study showed that Islamic university mathematics and science teachers (IU-MSTs) stated that problem-solving (PS), creativity (Creat), and technology literacy (TechLit) skills as 21st century skill were important competencies to be mastered at Islamic university. This finding showed that the 21st century skill were important competencies to be mastered at Islamic university. In other words, the most important competencies to be mastered by students in Islamic University, on thinking skills was problem-solving (PS) and creativity (Creat), and on acting was technology literacy (TechLit). This study also recommends the use variaty of learning methods in 21st century learning to equip students with problem-solving (PS) and creativity (Creat) and Technological literacy (TechLit) skills.

Keywords

problem solving, creativity, technology literacy, TA21stCL, Islamic university mathematics and science teachers (IU-MSTs)

Supporting Institution

IAIN BAtusangkar

Project Number

B-870.a/ln.27/R. IV/TL.00/04

Thanks

IAIN Batusangkar and all participants

References

• Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2019). Development frameworks of the Indonesian partnership 21st-century skills standards for prospective science teachers: A Delphi Study. Jurnal Pendidikan IPA Indonesia, 8(1), 89-100.
• Ainley, J., Fraillon, J., Schulz, W., & Gebhardt, E. (2016). Conceptualizing and measuring computer and information literacy in cross-national contexts. Applied Measurement in Education, 29(4), 291-309.
• Al-Gaseem, M., Bakkar, B., & Al-zoubı, S. (2020). Metacognitive thinking skills among talented science education students. Journal for the Education of Gifted Young Scientists, 8(2), 897-904.
• Al-Hilli, W. H. (2019). Using software’s and technology in solving mathematics problem to motivate and accelerate the learning process. Eurasia Journal of Mathematics, Science and Technology Education, 15(3), em1670.
• Ami̇n, S., Utaya, S., Bachri̇, S., Sumarmi̇, S., & Susi̇lo, S. (2020). Effect of problem-based learning on critical thinking skill and enviromental attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743-755.
• Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487-500.
• Bakır, S., & Öztekin, E. (2014). Creative thinking levels of preservice science teachers in terms of different variables. Journal of Baltic Science Education, 13(2), 231-242.
• Chai, C. S., Deng, F., Tsai, P. S., & Koh, J. H. (2015). Assessing multidimensional students’ perceptions of twenty-first century learning practices. Asia Pacific Education Review, 16(3), 389–398.
• Common Core State Standards Initiative. (2011). About the standards. Retrieved February 2, 2019 from https://www.corestandards.org/about-the standards
• Creswell, J. W. (2014). Research Design; Quantitative, Qualitative and Mixed Method Approaches (4th ed.). California: SAGE Publication, Inc.
• Damar, S. Y., Özdemir, Ö. F., & Unal, C. (2015). Pre-service physics teachers’ metacognitive knowledge about their instructional practices. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1009-1026.
• Drake, S. M., & Reid, J.L. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31-50.
• Duran, M., & Dökme, İ. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908. https://doi.org/10.12973/eurasia.2016.02311a
• Elder, L. (2007). Another brief conceptualization of critical thinking. Retrieved February 12, 2018 from https://www.criticalthinking.org/pages/defining-critical-thinking/766
• Ercikan, K., & Oliveri, M. E. (2016). In search of validity evidence in support of the interpretation and use of assessments of complex constructs: discussion of research on assessing 21st century skills. Applied Measurement in Education, 29(4), 310-318. https://dx.doi.org/10.1080/08957347.2016.1209210
• Fry, S., & Seely, S. (2011). Enhancing preservice elementary teachers' 21st-century information and media literacy skills. Action in Teacher Education, 33(2), 206-218. https://dx.doi.org/10.1080/01626620.2011.569468
• Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them? Applied Measurement in Education, 29(4), 245-249. https://dx.doi.org/10.1080/08957347.2016.1209207
• Greenstein, L. (2012). Assesing 21st century skill. A guide to evaluating mastery and authentic learning. California: SAGE Company.
• Haviz, M. (2016). Designing and developing the integrated learning model on embryology. Transylvanian Review, 24(7), 1043-1052. https://transylvanianreviewjournal.org/index.php/TR/article/view/2998
• Haviz, M., Karomah, H., Delfita, R., Umar, M. I. A., & Maris, I. M. (2018). Revisiting generic science skills as 21st century skills on biology learning. Jurnal Pendidikan IPA Indonesia, 7(3), 355-363. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/12438
• Haviz, M., Lufri, Fauzan, A., & Efendi, Z. M. (2012). Pengembangan model pembelajaran integratif pada biologi perkembangan hewan: analisis kebutuhan pengembangan. Ta'dib, 15(1), 1-14. https://ecampus.iainbatusangkar.ac.id/ojs/index.php/takdib/article/viewFile/213/212
• Herde, C.N., Wüstenber, S & Greiff, S. (2016). Assessment of complex problem solving: what we know and what we don’t know. Applied Measurement in Education, 29(4), 265-277. https://doi.org/10.1080/08957347.2016.1209208
• Holland, D. D., & Piper, R. T. (2014). A technology integration education (TIE) model: Millennial preservice teachers’ motivations about technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Educational Computing Research, 51(3), 257–294. https://doi.org/10.2190/ec.51.3.a
• Idawati, İ., Setyosari, P., Kuswandi, D., & Ulfa, S. (2020). Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills. Journal for the Education of Gifted Young Scientists, 8(2), 651-665. https://doi.org/10.17478/jegys.652212
• Jia, Y., Oh, Y. J., Sibuma, B., LaBanca, F., & Lorentson, M. (2016). Measuring twenty-first century skills: development and validation of a scale for in-service and pre-service teachers. Teacher Development; An International Journal of Teachers' Professional Development, 20(2), 229-252. https://dx.doi.org/10.1080/13664530.2016.1143870
• Kan’an, A. (2018). The relationship between Jordanian students’ 21 st century skills (Cs21) and academic achievement in science. Journal of Turkish Science Education, 15(2), 82-94. https://doi.org/10.12973/tused.10232a
• Kaufman, K. J. (2013). 21 ways to 21st century skills: Why students need them and ideas for practical implementation Journal. Kappa Delta Pi Record, 49(2), 78-83. https://dx.doi.org/10.1080/00228958.2013.786594
• Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123. https://dx.doi.org/10.1080/00228958.2011.10516575
• Listiana, L., Susilo, H., Suwono, H., & Suarsini, E. (2016). Empowering students’ metacognitive skills through new teaching strategy (group investigation integrated with think talk write) in biology classroom. Journal of Baltic Science Education, 15(3), 391-400. http://journals.indexcopernicus.com/abstract.php?icid=1211248
• Lucas, B. (2016). A five-dimensional model of creativity and its assessment in schools. Applied Measurement in Education, 29(4), 278-290. http://dx.doi.org/10.1080/08957347.2016.120920
• Nur, S., Zubaidah, S., Mahanal, S., & Rohman, F. (2020). ERCoRe learning model to improve creative-thinking skills of preservice biology teachers. Journal for the Education of Gifted Young Scientists, 8(1), 549-569. https://doi.org/10.17478/jegys.673022
• Salehudi̇n, M. (2019). The influence of creative learning assisted by instagram to improve middle school students’ learning outcomes of graphic design subject. Journal for the Education of Gifted Young Scientists, 7(4), 849-865. https://dx.doi.org/10.17478/jegys.626513
• Sang, G., Liang, J. C., Chai, C. S., Dong, Y., & Tsai, C. C. (2018). Teachers' actual and preferred perceptions of twenty-first century learning competencies: A Chinese perspective. Asia Pasific Education Review, 19(3), 307-317. https://doi.org/10.1007/s12564-018-9522-0
• Son, J., & Lee, M.Y. (2020). Exploring the relationship between preservice teachers’ conceptions of problem solving and their problem-solving performances. Int. J of Sci and Math Educ. https://doi.org/10.1007/s10763-019-10045-w
• Suwono, H., Pratiwi, H. E., Susanto, H., & Susilo, H. (2017). Enhancement of students’ biological literacy and critical thinking of biology through socio-biological case-based learning. Jurnal Pendidikan IPA Indonesia, 6(2), 213-220. https://doi.org/10.15294/jpii.v6i2.9622
• Taber, K. S. (2017). The use of Cronbach’s alpha when developing and reporting research instrument in science education. Res. Sci. Educ. 48(6):1273–1296. https://doi.org/10.1007/s11165-016-9602-2
• Tachie, S. A. (2019). Meta-cognitive skills and strategies application: How this helps learners in mathematics problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 15(5), em1702. https://doi.org/10.29333/ejmste/105364
• Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170-178. https://doi.org/10.1016/j.lcsi.2019.03.009
• Tiruneh, D.T., De Cock, M. & Elen, J. (2018). Designing learning environments for critical thinking: Examining effective instructional approaches. Int J of Sci and Math Educ 16(6), 1065–1089. https://doi.org/10.1007/s10763-017-9829-z
• Tiruneh, D.T., De Cock, M., Weldeslassie, A.G., Elen. J., & Janssen, R. (2017). Measuring critical thinking in physics: Development and validation of a critical thinking test in electricity and magnetism. Int J of Sci and Math Educ 15(4), 663–682. https://doi.org/10.1007/s10763-016-9723-0
• Tursucu, S., Spandaw, J., de Vries, M. J. (2020). The effectiveness of activation of prior mathematical knowledge during problem-solving in physics. Eurasia Journal of Mathematics, Science and Technology Education, 16(4), em1837. https://doi.org/10.29333/ejmste/116446
• Unver, A. O. (2015). Thinking in terms of variables: the concept of the shadow. Journal of Baltic Science Education, 14(3), 295-310. https://journals.indexcopernicus.com/abstract.php?icid=1161058
• Wartono, W., Hudha, M. N., & Batlolona, J. R. (2018). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview? Eurasia Journal of Mathematics Science and Technology, 14(2), 691-697. https://doi.org/10.12973/ejmste/80632
• Zainuddin, Z., & Perera, C. J. (2017). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115-126. http://dx.doi.org/10.1080/0309877X.2017.1356916