PENDAMPINGAN PERENCANAAN PEMBELAJARAN ABAD 21 : 4C, PPK, LITERASI, HIGHER ORDER THINKING SKILL DI MADRASAH
DOI:
https://doi.org/10.15575/jak.v6i2.23691Keywords:
higher order thinking skill, keterampilan abad-21, literasi, perencanaan pembelajaran, pendidikan penguatan karakterAbstract
Abstrak
Paradigma pembelajaran di madrasah berorientasi pada keterampilan abad 21, akan tetapi pada kenyataannya pendidik belum melakukan perencanaan pembelajaran yang sesuai. Tujuan dari pengabdian ini adalah melakukan diseminasi keterampilan abad-21 dan pendampingan pada perencanaan pembelajaran berbasis pada 4C, PPK, literasi dan Higher order Thinking Skill agar penyusunannya sesuai sehingga bermanfaat bagi peserta pengabdian. Metode yang digunakan dalam kegiatan pengabdian adalah pendampingan dengan empat langkah observasi, perencanaan, pelaksanaan, evaluasi. Hasil dari pengabdian ini adalah observasi mendapatkan kesesuaian waktu dan masalah mengenai pemahaman dalam keterampilan abad 21. Perencanaan penyusunan rencana pengabdian yang efektif. Implementasi melaksanakan tes awal pemahaman kegiatan dengan desiminasi pada 4C, PPK, Literasi, Higher Order Thinking Skill dalam perencanaan pembelajaran. Evaluasi didapatkan hasil mengenai keberhasilan pengabdian dan penilaian terhadap narasumber yang memenuhi target. Kegiatan ini telah berhasil dilakukan dan memberikan peningkatan pengetahuan dan keterampilan pada pendidik dalam penyusunan perencanaan pembelajaran berbasis pada keterampilan abad 21. Kesimpulan pendidik telah memperoleh pengetahuan mengenai keterampilan abad-21 dan mampu menyusun perencanaan pembelajaran berbasis pada 4C, PPK, literasi dan Higher Order Thinking Skill.
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Abstract
The learning paradigm in madrasas is oriented towards 21st century skills, but in reality educators have not carried out appropriate lesson plans. The purpose of this service is to disseminate 21st century skills and assist in learning planning based on 4C, PPK, literacy and Higher order Thinking Skills so that the preparation is appropriate so that it is beneficial for the service participants. The method used in service activities is mentoring with four steps of observation, planning, implementation, evaluation. The results of this service are observations of getting appropriate timing and problems regarding understanding in 21st century skills. Planning for the preparation of an effective service plan. Implementation of carrying out an initial test of understanding activities with dissemination on 4C, PPK, Literacy, Higher Order Thinking Skills in learning planning. The evaluation obtained results regarding the success of the dedication and assessment of resource persons who met the target. This activity has been successfully carried out and provided educators with increased knowledge and skills in preparing lesson plans based on 21st century skills. Conclusion educators have acquired knowledge of 21st century skills and are able to develop lesson plans based on 4C, PPK, literacy and Higher Order Thinking Skills.
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