Development of Arabic Calligraphy Teaching Materials Based on 21st-Century Skills


The industrial revolution and the emergence of 21st-century skills challenge educators in preparing their students to compete globally. Lecturers are responsible for integrating their teaching with 21st-century skills. This research is one of the efforts to develop teaching materials for Arabic calligraphy courses based on 21st-century skills. The research method used in this study is research and development. The research and development model used adopts the Dick and Carey model, which is summarised in the ADDIE phases, combined with the curriculum design model of Merdeka Belajar Kampus Merdeka (MBKM). The research phases consist of five stages: needs analysis, design of teaching materials, development of teaching materials, implementation of teaching materials, and evaluation of the teaching material product. In the validation process, the researcher used open- and closed-ended questionnaires, product testing through validation and reliability testing, involving subject matter experts, instructional experts, lecturers using the teaching materials, and a small group test involving 20 students from the first semester of the academic year of 2022-2023 in Semester 119. Data collection for expert assessment was done through questionnaires, while one-on-one testing was conducted through interviews. Data analysis used the Guttman scale, scoring 1 for “Yes” and 0 for “No.” Based on the assessment of subject matter experts and lecturers, the developed teaching material was considered very good and in line with the principles of developing 21st-century skills.

Keywords: development of teaching materials, Arabic calligraphy, 21st-century skills

[1] Griffin P, McGaw B, Care E. 2012. Assessment and teaching of 21st century skills. In Assessment and teaching of 21st century skills. Springer. 94-007-2324-5

[2] Skills P. for 21St C. 2011. Framework for 21st century learning. Partnership for 21st Century Skills.

[3] Piirto J. 2011. Creativity for 21st century skills how to embed creativity into the curriculum. Sense Publishers.

[4] Tan J. P. L, Choo S. S, Kang T, Liem G. A. D. 2017. Educating for twenty-first century competencies and future-ready learners: research perspectives from Singapore. In Asia Pacific Journal of Education.

[5] Zubaidah S. 2016. Ketrampilan Abad 21: Ketrampilan yang Diajarkan Melalui Pembelajaran. Seminar Nasional Pendidikan. Conference: Seminar Nasional Pendidikan dengan tema “Isu-isu Strategis Pembelajaran MIPA Abad 21, Program Studi Pendidikan Biologi STKIP Persada Khatulistiwa Sintang, Kalimantan Barat

[6] Trisnawati W. W, Sari A. K. 2019. Integrasi Keterampilan Abad 21 Dalam Modul Sociolinguistics: Keterampilan 4C Collaboration Communication Critical Thinking Dan Creativity. Jurnal Muara Pendidikan

[7] Sumiati A, Lustiyantie N, Iskandar I, Jakarta U. N. 2020. Integrating 21 st century skills into translation classroom : 6(2): 87–96.

[8] Perdue M. 2020. Practicing 21st century skills in the classroom. 6th International Conference on Higher Education Advances 20:85–94.

[9] Muluk S, Habiburrahim H, Rechal SR. 2020. Students’ Awareness and Perception Towards Learning Styles. JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan Dan Pengajaran, 20(2).

[10] Drago WA, Wagner RJ. 2004. Vark preferred learning styles and online education. Management Research News 27(7): 1–13.