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

Authors : M HAVİZ, Ika MARİS

Pages : 1319-1328

Doi:10.17478/jegys.747395

View : 16 | Download : 6

Publication Date : 2020-12-15

Article Type : Research Paper

Abstract :The purpose of this study was measured the Islamic university mathematics and science teachers insert ignore into journalissuearticles values(IU-MSTs); perception on thinking and acting in 21st-century learning insert ignore into journalissuearticles values(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 insert ignore into journalissuearticles values(CritT);, problem-solving insert ignore into journalissuearticles values(PS);, creativity insert ignore into journalissuearticles values(Creat);, and metacognition insert ignore into journalissuearticles values(Metacog);, communicating insert ignore into journalissuearticles values(Comm);, debating insert ignore into journalissuearticles values(Deb);, collaborating insert ignore into journalissuearticles values(Col);, digital literacy insert ignore into journalissuearticles values(DL);, and technological literacy insert ignore into journalissuearticles values(TL);. Data were obtained from a total of thirty-one IU-MSTs insert ignore into journalissuearticles values(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 insert ignore into journalissuearticles values(TS); were found on the technology literacy factor insert ignore into journalissuearticles values(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 insert ignore into journalissuearticles values(IU-MSTs); stated that problem-solving insert ignore into journalissuearticles values(PS);, creativity insert ignore into journalissuearticles values(Creat);, and technology literacy insert ignore into journalissuearticles values(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 insert ignore into journalissuearticles values(PS); and creativity insert ignore into journalissuearticles values(Creat);, and on acting was technology literacy insert ignore into journalissuearticles values(TechLit);. This study also recommends the use variaty of learning methods in 21st century learning to equip students with problem-solving insert ignore into journalissuearticles values(PS); and creativity insert ignore into journalissuearticles values(Creat); and Technological literacy insert ignore into journalissuearticles values(TechLit); skills.
Keywords : problem solving, creativity, technology literacy, TA21stCL, Islamic university mathematics and science teachers IU MSTs,