RESUMEN
The premise of this study, utilizing content analysis and descriptive qualitative designs, posited that teachers' comprehension of 21st-century/4Cs skills' could define the caliber of educational materials in higher education institutions. The study aimed to ascertain how 21st-century skills were incorporated in teachers' term evaluations and instructional plans, and to explore teachers' understanding of these skills. From 2022 to 2023, this research was carried out at the Faculty of Education in one university in Indonesia. There were 54 documents collected, which included 27 teachers' term evaluations and 27 instructional plans. Four teachers were interviewed to collect information related to their 4Cs competencies' familiarity, opinions, and the challenges of the 4Cs competencies integration. To evaluate the collected documents, this study utilized the Career Technical Education (CTE) Career Ready Practices checklist, a 21st-Century Skills/4Cs rubric encompassing "Communication," "Creativity," "Critical Thinking," and "Collaboration." The research indicated that teachers' term evaluations and instructional plans have incorporated 4C skills in the categories of "Not yet reached competency" and "Approaching competency." The research suggests that teachers' understanding of 4Cs competencies can be initially assessed through their instructional materials, 4Cs competencies, familiarity, positive opinions, and challenges. Teachers must have familiarity with 4Cs competencies in order to provide these skills in their instructional materials/plans and develop teaching with the 4Cs competencies. A multifaceted strategy is needed for the next research, including focused professional development, collaboration among educators, institutional leaders' support, and alignment with larger educational priorities and goals.
RESUMEN
A globalized world demands every country's citizen to proceed to build a creative economy to adapt to the rapid changes that follow. Therefore, promoting social and financial education should be engaged with children early. However, a learning model available to awaken children's socio-financial capabilities is vividly rare, if not none. Furthermore, the Early Childhood Education Institution is the best place for children to experience social and financial education. This research aims to develop a social financial education model for early childhood. This study employed Research and Development (R&D) in the development process of the educational model. The data were collected through questionnaires and focus group discussions. The data analysis used descriptive quantitative and t-tests to explain the results of field studies, FGD, and trials and to measure the effectiveness of models during experimental and operational trials. In the analysis, the researchers found that the Model Script and Financial Social Education Guide for early childhood using loose parts media were very suitable. Further, the t-test result between the pretest and post-test was 0.924 (92.4%) at α = 0.05. In conclusion, the financial social education model using loose parts of media effectively develops children's social and financial abilities.
RESUMEN
The authors in this article would like to invite related parties to carry out updates in the world of education, that the existence of ChatGPT can provide new enthusiasm for all of us to improve in a better direction.
Asunto(s)
Inteligencia Artificial , Educación , Salud Pública , HumanosAsunto(s)
COVID-19 , Alfabetización en Salud , Humanos , Alfabetización , Educación Especial , EscolaridadRESUMEN
This research aims to determine the burnout levels of male and female students on the three subscales of Exhaustion (EX), Cynicism (CY), and Professional Efficacy (PE) and their resilience during the COVID-19 pandemic. This is a non-experimental quantitative, descriptive, and cross-sectional research conducted on students of Riau University. The snowball sampling method was used to obtain data from 131 students consisting of 69 female and 62 male through the distribution of an online questionnaire and analyzed using the independent sample t-test and Pearson Product Moment Correlation. The data distribution showed that burnout on the PE, EX, CY, and resilience is in the high, moderate, and low categories, respectively. The data analysis showed that the burnout variable for the PE and EX indicators in female was higher than for men. Meanwhile, male's CY and resilience indicators were higher than female. This indicates significant differences in burnout and resilience between male and female during the pandemic. The results also showed that there is no correlation between PE and resilience as well as CY and resilience, while EX and resilience show a correlation. This finding shows the psychological condition of students in using distance learning during the pandemic. There is a need for strategies to be implemented to reduce the impact of the pandemic on students for better mental health.