Vocational School Teacher Competence Need Analysis Based on 21st Century Learning For Millennial Generation
Abstract
The purpose of this study is to identify teacher competencies in applying 21st century learning and other competencies that teachers must have in dealing with millennial generation. The research method used in this research was descriptive quantitative. The population of this study was the teachers of the Construction Technology Study Program teachers from 7 Vocational Schools in Bekasi, Depok and Jakarta. The sample of this study was 47 people. The results showed that almost 100% of teachers used technology for learning. The method used is discussion to improve critical thinking through Problem Based Learning (PBL) learning models, Project Based Learning (PjBL), Contextual Learning, Cooperative Learning models. To improve communication and collaboration, teachers give assignments in groups and are discussed and presented. And to increase creativity, teachers provide freedom to find learning resources. In other words, that the teacher has applied 4 C (communication, creativity, collaboration and critical thinking) in learning. However, teachers need training and mentoring to improve competency skills.
Keywords: 21st century learning, competence, millennial generation
References
[1] Kemdikbud. (2013). Retrieved from http://lpmpjogja.kemdikbud.go.id/strategi-pembelajaran-abad-21/.
[2] Lince, R. (2016). Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together. Journal of Education and Practice, vol. 7, issue 6, pp. 206-212.
[3] Holobano, H. (2017). Smart Social Networking: 21st Century Teaching and Learning Skills. Research in Pedagogy, issue 1, pp. 21 – 29.
[4] Martin, C. K., Nacu, D. and Pinkard, N. (2016). Revealing Opportunities for 21st Century Learning: An Approach to Interpreting user Trace Log Data. Journal of Learning Analytics, vol. 3, issue 2, pp. 37–87, doi:10.18608/jla.2016.32.4.
[5] Wagner, T. (2008). Rigor Redefined. Educational Leadership, vol. 66, issue 2, pp. 20-25.
[6] Abdullaha & Osman. (2010). 21st Century Inventive Thinking Skills among Primary Students in Malaysia and Brunei. Procedia Social and Behavioral Sciences, vol. 9, pp. 1646 – 1651.
[7] Teruggi, L. A. and Zuccoli F. (2015). The Status of Twenty-First Century Skills within the University of Milan- Bicocca’s Degree Programme in Primary Education. E- Pedagogium, vol. 2, pp. 75- 87.
[8] Ejsing-Duun, S. and Skovbjerg, H. M. (2016). Copycat or creative innovator? Reproduction as a pedagogical strategy in schools. Electronic Journal of e-Learning, vol. 14, issue 2.
[9] Hendon, S. and Abdullah, S. (2016) Transforming Science Teaching Environment for the 21st Century Primary School Pupils. Malaysian Online Journal of Educational Technology, vol. 4, issue 4.
[10] Cruz, M. and Orange, E. (2016). 21st Century Skills in Teaching of Foreign Language at Primary and Secondary Schools. TOJET. In Turkish Online of Educational Technology.
[11] Trinidad, G., et al. (2013). Teaching 21st Century Competencies: Lessons from Crescent girls’ school in Singapore. Paper presented at the International Conference on Educational Technologies (ICEduTech). Retrieved from https://www.learntechlib.org/p/158209/.
[12] Brown, M. N. and Keeley, S. M. (2007). Asking the Right Questions: A Guide to Critical Thinking. New Jersey: Pearson Prentice Hall.
[13] Srinivas, H. (2011). What is Collaborative Learning? The Global Development Research Center. Retrieved from: http://www.gdrc.org/kmgmt/c-learn/index.html.