Pedagogical Re-Orientation in the 21st Century and its Implications for Islamic Religious Education Learning
DOI:
https://doi.org/10.15575/jis.v5i2.43817Keywords:
inquiry learning, Islamic Religious Education, learner-centered pedagogy, learning strategy, technology integrationAbstract
This research explores how the pedagogical orientation of the 21st century and its implications for IRE learning. The method used in this research is the literature study method. The results of this study reveal that the 21st century brings considerable changes in various aspects of life, including education. The main characteristic of this century is the rapid advancement of technology. These technological advances affect the way of learning, teaching, as well as the way of interacting in education. 21st-century learning emphasizes the achievement of critical thinking, collaboration, communication, and creativity skills (4Cs), as well as information literacy, technology, and life skills. In terms of pedagogical skills, it has shifted from traditional teacher-centered pedagogy to constructivist, learner-centered pedagogy. This pedagogical shift allows learners to actively build knowledge and skills through experience and technology. Learning strategies or methods that can be used in 21st-century learning include flipped classroom, experiential learning, problem-based learning, reflective learning, project-based learning, and inquiry learning. In the learning process, the teacher has an important role not as the only source of material but as a facilitator who creates an effective learning environment. In the context of Islamic Religious Education (IRE) learning, the relevance of 21st-century learning is applied through technology integration, emphasis on the achievement of 21st-century skills, the use of appropriate strategies, and a maximum evaluation process in accordance with the learning model used.
References
Antes, T. A. (2016). French interrogative structures: A new pedagogical norm for the 21st‐century classroom. Foreign Language Annals, 49(3), 596–614.
Archambault, L., Wetzel, K., Foulger, T. S., & Kim Williams, M. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4–11.
Ariyanto, K. N. R., Nursyamsiyah, S., & Tamami, B. (2023). Efektivitas Model Pembelajaran Problem Based Learning (PBL) Pada Mata Pelajaran PAI Kelas VIII di SMP Muhammadiyah Bondowoso. J. Pendidik. Dan, 1(2), 1–10.
Arora, M. (2023). Creating videos: A Pedagogic Tool for 21st Century Teachers of India. Journal of E-Learning and Knowledge Society, 19(3), 82–86.
Asep, A., Mahmudi, M. A., Wahyudi, W., Reni, D. S., Rachmatia, M., Kobi, W., Ermawati, D., Nugroho, P. B., Hilyana, F. S., & Rahmawati, Y. (2024). Model-Model Pembelajaran Merdeka Belajar. Penerbit Mifandi Mandiri Digital, 1(01).
Borinshteyn, E., & Orlenko, I. (2020). Continuous education as the basis of sociocultural adaptation. ScienceRise: Pedagogical Education, 2(35), 21–26.
Breslow, L. (2015). The pedagogy and pleasures of teaching a 21st‐century skill. European Journal of Education, 50(4), 420–439.
Brown, A., & Rich, M. G. (2020). Pedagogy and evaluation: the challenge for business and management degree courses in the 21st century. Electronic Journal of Business Research Methods, 18(2), 84–99.
Budiarti, A., Rahmadani, A., & Fauziati, E. (2022). Perspektif Realisme terhadap Penggunaan Metode Inquiry Learning. Elementa: Jurnal Pendidikan Guru Sekolah Dasar, 4(1).
Clark, J. E. (2010). The digital imperative: Making the case for a 21st-century pedagogy. Computers and Composition, 27(1), 27–35.
Dasopang, M. D. (2017). Belajar dan pembelajaran. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333–352.
Domine, V. (2011). Building 21st-century teachers: An intentional pedagogy of media literacy education. Action in Teacher Education, 33(2), 194–205.
Edeh, N. I., Ugwoke, E. O., & Anaele, E. O. (2022). Effects of innovative pedagogies on academic achievement and development of 21st-century skills of taxation students in colleges of education. Innovations in Education and Teaching International, 59(5), 533–542.
El Mokhtar, K. A., Zerhane, R., El Hammoumi, S., El Mostafa, A., Kaddam, M., Drissi, M. M., & Janati-Idrissi, R. (2023). Pedagogical innovation and the development of 21st century skills and sustainable development in the teaching and learning of life and earth sciences in Morocco. E3S Web of Conferences, 412, 1022.
El Qory, S. S., Fahmi, M., Jazil, S., & Husna, U. (2022). Penerapan Model Pembelajaran Flipped Classroom Dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Pendidikan Agama Islam. EL-BANAT: Jurnal Pemikiran Dan Pendidikan Islam, 12(1), 87–103.
Engeness, I. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96–114.
Fadholi, A., & Mahmud, M. Y. (2024). Analisis Model Pembelajaran Problem Based Learning Pada Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Fiqih di Mts Mahdaliyah Kota Jambi. IHSAN: Jurnal Pendidikan Islam, 2(2), 151–174.
Faizah, H., & Kamal, R. (2024). Belajar dan pembelajaran. Jurnal Basicedu, 8(1), 466–476.
Fakhrurrazi, F. (2018). Hakikat pembelajaran yang efektif. At-Tafkir, 11(1), 85–99.
Fletcher, K., Wright, C. A., Pesch, A., Abdurokhmonova, G., & Hirsh-Pasek, K. (2024). Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills. Journal of Children and Media, 18(3), 309–321.
Frache, G., Nistazakis, H. E., & Tombras, G. S. (2017). Reengineering engineering education: Developing a constructively aligned learning-by-doing pedagogical model for 21st century education. 2017 IEEE Global Engineering Education Conference (EDUCON), 1119–1124.
Frache, G., Nistazakis, H., & Tombras, G. (2018). Constructing learning-by-doing pedagogical model for delivering 21st century engineering education. Advances in Science, Technology and Engineering Systems, 3(1), 115–124.
Gamage, D., Perera, I., & Fernando, S. (2018). Increasing interactivity and collaborativeness in MOOCs using facilitated groups: A pedagogical solution to meet 21 st century goals. 2018 IEEE Global Engineering Education Conference (EDUCON), 885–892.
Geletu, G. M. (2024). Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia. Power and Education, 17577438241297238.
Goldstein, W. S. (2012). Sociological theory of religion. Religion Compass, 6(7), 347–353.
Goradia, T. (2018). Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives. IAFOR Journal of Education, 6(3), 43–61.
Hardman, J. (2021). Vygotsky’s decolonial pedagogical legacy in the 21st century: back to the future. Mind, Culture, and Activity, 28(3), 219–233.
Harits, M., Sujadi, I., & Slamet, I. (2019). Technological, pedagogical, and content knowledge math teachers: To develop 21st century skills students. Journal of Physics: Conference Series, 1321(3), 32011.
Hermawan, A. (2014). Konsep belajar dan pembelajaran menurut al-ghazali. Qathrunâ, 1(01), 84–98.
Horii, M. (2019). Historicizing the category of “religion” in sociological theories: Max Weber and Emile Durkheim. Critical Research on Religion, 7(1), 24–37.
Hulu, P., Harefa, A. O., & Mendrofa, R. N. (2023). Studi Model Pembelajaran Inkuiri terhadap Pemahaman Konsep Matematika Siswa. Educativo: Jurnal Pendidikan, 2(1), 152–159.
Ibrahim, M. (2023). Hubungan aplikasi Tiktok terhadap minat belajar mahasiswa PAI angkatan 2020.
Juhaeni, S., Nurhayati, R., & Tanzila, A. N. (2020). Konsep dasar media pembelajaran. JIEES: Journal of Islamic Education at Elementary School, 1(1), 34–43.
Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275–286.
Koh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H.-Y. (2015). Technological pedagogical content knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. The Asia-Pacific Education Researcher, 24, 535–543.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212.
Laal, M., Laal, A., & Aliramaei, A. (2014). Continuing education; lifelong learning. Procedia-Social and Behavioral Sciences, 116, 4052–4056.
Leuwol, F. S., & Telelepta, E. G. (2023). Model Pembelajaran Reflektif dengan Kecerdasan Buatan. Insight Mediatama.
Liakopoulou, M. (2011). Teachers’ pedagogical competence as a prerequisite for entering the profession. European Journal of Education, 46(4), 474–488.
Masek, A., & Suhadi, N. A. (2018). Teacher Pedagogical Constructs Based on 21st Century Learning Model For Theoretical Subject Delivery In School. Journal of Physics: Conference Series, 1049(1), 12051.
Mayasari, V., Indyastuti, D. L., & Daryono, D. (2024). Pedagogic Competence of Lecturers with Non-Educational Backgrounds in the Challenges of 21st Century Learning. Salud, Ciencia y Tecnología-Serie de Conferencias, 3, 996.
Nasrudin, E., Surahman, C., & Sumarna, E. (2024). Konsep Media dalam QS An-Naml Ayat 29-31 dan Implikasinya bagi Pengembangan Media Pembelajaran PAI. Journal of Qur’an and Hadith Studies, 13(2), 233–243.
Nurdiani, N., Rustaman, N. Y., Setiawan, W., & Priyandoko, D. (2019). Preparing 21st-century teacher candidates through embryology learning with technological pedagogical and content knowledge (TPACK) framework. Journal of Physics: Conference Series, 1157(2), 22113.
Papp, T. A. (2020). A Canadian study of coming full circle to traditional Aboriginal pedagogy: A pedagogy for the 21st century. Diaspora, Indigenous, and Minority Education, 14(1), 25–42.
Pavlov, I. P. (1932). The reply of a physiologist to psychologists.
Priscilla, C., & Yudhyarta, D. Y. (2021). Implementasi pilar-pilar pendidikan UNESCO. Asatiza: Jurnal Pendidikan, 2(1), 64–76.
Rahman, A. N. (2020). Penerapan Model Pembelajaran Reflektif untuk Meningkatkan Kemampuan Penalaran Matematis. Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika Dan Statistika, 1(1), 1–6.
Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118(3), 219.
Rosnaeni, R. (2021). Karakteristik dan asesmen pembelajaran abad 21. Jurnal Basicedu, 5(5), 4334–4339.
Sadiran, S. (2011). Kritik Teori Belajar Menurut Pandangan Islam. Al-Mabsut: Jurnal Studi Islam Dan Sosial, 2(1), 35–48.
Schlam Salman, J., & Inbar-Lourie, O. (2023). Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century. Language Teaching Research, 13621688231179516.
Shafiee, N. S., & Ghani, M. A. (2022). The influence of teacher efficacy on 21st century pedagogy. International Journal of Learning, Teaching and Educational Research, 21(1), 217–230.
Shah, R. K., & Campus, S. (2021). Conceptualizing and defining pedagogy. IOSR Journal of Research & Method in Education, 11(1), 6–29.
Sikhakhane, M., Govender, S., & Maphalala, M. C. (2020). Investigating pedagogical paradigm shift in the 21st century teaching and learning in South African secondary schools. International Journal of Education and Practice, 8(4), 705–719.
Siswandari, Y., Hadi, M., & Astuti, S. A. (2023). Pengaruh Model Pembelajaran Flipped Classroom Terhadap Keaktifan dan Hasil Belajar Siswa. Al Mumtaz: Jurnal Pendidikan Dan Sosial Keagamaan, 2(1), 108–132.
Suryaningsih, N. M. A. (2024). Studi Literatur: Implementasi Experiential Learning Terhadap Kemampuan 4C Anak Usia Dini. Aulad: Journal on Early Childhood, 7(3), 820–827.
Thorndike, E. L. (2013). Education psychology: Briefer course. Routledge.
Udris-Borodavko, N., Oliinyk, V., Bozhko, T., Budnyk, A., & Hordiichuk, Y. (2023). Aesthetics and semiotics in 21st century visual communications: Pedagogical and sociocultural aspects. Research Journal in Advanced Humanities, 4(4), 22–40.
Undari, M. (2023). Pengaruh penerapan model PJBL (Project-Based Learning) terhadap keterampilan abad 21. Jurnal Tunas Bangsa, 10(1), 25–33.
Vasil, M., Weiss, L., & Powell, B. (2019). Popular music pedagogies: An approach to teaching 21st-century skills. Journal of Music Teacher Education, 28(3), 85–95.
Vázquez-Cano, E. (2021). Artificial intelligence and education: A pedagogical challenge for the 21st century. Educational Process: International Journal (EDUPIJ), 10(3), 7–12.
Wahyuni, E., & Fitriana, F. (2021). Implementasi model pembelajaran project based learning (pjbl) dalam meningkatkan hasil belajar peserta didik pada mata pelajaran pendidikan agama islam SMP Negeri 7 Kota Tangerang. Tadarus Tarbawy: Jurnal Kajian Islam Dan Pendidikan, 3(1).
Yusri, M. (2022). Best Practice Peningkatan Prestasi Belajar Seni Budaya Melalui Pembelajaran Experiential Learning Kelas X TKJ SMK Negeri 3 Balikpapan. TEACHING: Jurnal Inovasi Keguruan Dan Ilmu Pendidikan, 2(3), 334–341.
Archambault, L., Wetzel, K., Foulger, T. S., & Kim Williams, M. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4–11.
Ariyanto, K. N. R., Nursyamsiyah, S., & Tamami, B. (2023). Efektivitas Model Pembelajaran Problem Based Learning (PBL) Pada Mata Pelajaran PAI Kelas VIII di SMP Muhammadiyah Bondowoso. J. Pendidik. Dan, 1(2), 1–10.
Arora, M. (2023). Creating videos: A Pedagogic Tool for 21st Century Teachers of India. Journal of E-Learning and Knowledge Society, 19(3), 82–86.
Asep, A., Mahmudi, M. A., Wahyudi, W., Reni, D. S., Rachmatia, M., Kobi, W., Ermawati, D., Nugroho, P. B., Hilyana, F. S., & Rahmawati, Y. (2024). Model-Model Pembelajaran Merdeka Belajar. Penerbit Mifandi Mandiri Digital, 1(01).
Borinshteyn, E., & Orlenko, I. (2020). Continuous education as the basis of sociocultural adaptation. ScienceRise: Pedagogical Education, 2(35), 21–26.
Breslow, L. (2015). The pedagogy and pleasures of teaching a 21st‐century skill. European Journal of Education, 50(4), 420–439.
Brown, A., & Rich, M. G. (2020). Pedagogy and evaluation: the challenge for business and management degree courses in the 21st century. Electronic Journal of Business Research Methods, 18(2), 84–99.
Budiarti, A., Rahmadani, A., & Fauziati, E. (2022). Perspektif Realisme terhadap Penggunaan Metode Inquiry Learning. Elementa: Jurnal Pendidikan Guru Sekolah Dasar, 4(1).
Clark, J. E. (2010). The digital imperative: Making the case for a 21st-century pedagogy. Computers and Composition, 27(1), 27–35.
Dasopang, M. D. (2017). Belajar dan pembelajaran. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333–352.
Domine, V. (2011). Building 21st-century teachers: An intentional pedagogy of media literacy education. Action in Teacher Education, 33(2), 194–205.
Edeh, N. I., Ugwoke, E. O., & Anaele, E. O. (2022). Effects of innovative pedagogies on academic achievement and development of 21st-century skills of taxation students in colleges of education. Innovations in Education and Teaching International, 59(5), 533–542.
El Mokhtar, K. A., Zerhane, R., El Hammoumi, S., El Mostafa, A., Kaddam, M., Drissi, M. M., & Janati-Idrissi, R. (2023). Pedagogical innovation and the development of 21st century skills and sustainable development in the teaching and learning of life and earth sciences in Morocco. E3S Web of Conferences, 412, 1022.
El Qory, S. S., Fahmi, M., Jazil, S., & Husna, U. (2022). Penerapan Model Pembelajaran Flipped Classroom Dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Pendidikan Agama Islam. EL-BANAT: Jurnal Pemikiran Dan Pendidikan Islam, 12(1), 87–103.
Engeness, I. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96–114.
Fadholi, A., & Mahmud, M. Y. (2024). Analisis Model Pembelajaran Problem Based Learning Pada Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Fiqih di Mts Mahdaliyah Kota Jambi. IHSAN: Jurnal Pendidikan Islam, 2(2), 151–174.
Faizah, H., & Kamal, R. (2024). Belajar dan pembelajaran. Jurnal Basicedu, 8(1), 466–476.
Fakhrurrazi, F. (2018). Hakikat pembelajaran yang efektif. At-Tafkir, 11(1), 85–99.
Fletcher, K., Wright, C. A., Pesch, A., Abdurokhmonova, G., & Hirsh-Pasek, K. (2024). Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills. Journal of Children and Media, 18(3), 309–321.
Frache, G., Nistazakis, H. E., & Tombras, G. S. (2017). Reengineering engineering education: Developing a constructively aligned learning-by-doing pedagogical model for 21st century education. 2017 IEEE Global Engineering Education Conference (EDUCON), 1119–1124.
Frache, G., Nistazakis, H., & Tombras, G. (2018). Constructing learning-by-doing pedagogical model for delivering 21st century engineering education. Advances in Science, Technology and Engineering Systems, 3(1), 115–124.
Gamage, D., Perera, I., & Fernando, S. (2018). Increasing interactivity and collaborativeness in MOOCs using facilitated groups: A pedagogical solution to meet 21 st century goals. 2018 IEEE Global Engineering Education Conference (EDUCON), 885–892.
Geletu, G. M. (2024). Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia. Power and Education, 17577438241297238.
Goldstein, W. S. (2012). Sociological theory of religion. Religion Compass, 6(7), 347–353.
Goradia, T. (2018). Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives. IAFOR Journal of Education, 6(3), 43–61.
Hardman, J. (2021). Vygotsky’s decolonial pedagogical legacy in the 21st century: back to the future. Mind, Culture, and Activity, 28(3), 219–233.
Harits, M., Sujadi, I., & Slamet, I. (2019). Technological, pedagogical, and content knowledge math teachers: To develop 21st century skills students. Journal of Physics: Conference Series, 1321(3), 32011.
Hermawan, A. (2014). Konsep belajar dan pembelajaran menurut al-ghazali. Qathrunâ, 1(01), 84–98.
Horii, M. (2019). Historicizing the category of “religion” in sociological theories: Max Weber and Emile Durkheim. Critical Research on Religion, 7(1), 24–37.
Hulu, P., Harefa, A. O., & Mendrofa, R. N. (2023). Studi Model Pembelajaran Inkuiri terhadap Pemahaman Konsep Matematika Siswa. Educativo: Jurnal Pendidikan, 2(1), 152–159.
Ibrahim, M. (2023). Hubungan aplikasi Tiktok terhadap minat belajar mahasiswa PAI angkatan 2020.
Juhaeni, S., Nurhayati, R., & Tanzila, A. N. (2020). Konsep dasar media pembelajaran. JIEES: Journal of Islamic Education at Elementary School, 1(1), 34–43.
Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275–286.
Koh, J. H. L., Chai, C. S., Benjamin, W., & Hong, H.-Y. (2015). Technological pedagogical content knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. The Asia-Pacific Education Researcher, 24, 535–543.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212.
Laal, M., Laal, A., & Aliramaei, A. (2014). Continuing education; lifelong learning. Procedia-Social and Behavioral Sciences, 116, 4052–4056.
Leuwol, F. S., & Telelepta, E. G. (2023). Model Pembelajaran Reflektif dengan Kecerdasan Buatan. Insight Mediatama.
Liakopoulou, M. (2011). Teachers’ pedagogical competence as a prerequisite for entering the profession. European Journal of Education, 46(4), 474–488.
Masek, A., & Suhadi, N. A. (2018). Teacher Pedagogical Constructs Based on 21st Century Learning Model For Theoretical Subject Delivery In School. Journal of Physics: Conference Series, 1049(1), 12051.
Mayasari, V., Indyastuti, D. L., & Daryono, D. (2024). Pedagogic Competence of Lecturers with Non-Educational Backgrounds in the Challenges of 21st Century Learning. Salud, Ciencia y Tecnología-Serie de Conferencias, 3, 996.
Nasrudin, E., Surahman, C., & Sumarna, E. (2024). Konsep Media dalam QS An-Naml Ayat 29-31 dan Implikasinya bagi Pengembangan Media Pembelajaran PAI. Journal of Qur’an and Hadith Studies, 13(2), 233–243.
Nurdiani, N., Rustaman, N. Y., Setiawan, W., & Priyandoko, D. (2019). Preparing 21st-century teacher candidates through embryology learning with technological pedagogical and content knowledge (TPACK) framework. Journal of Physics: Conference Series, 1157(2), 22113.
Papp, T. A. (2020). A Canadian study of coming full circle to traditional Aboriginal pedagogy: A pedagogy for the 21st century. Diaspora, Indigenous, and Minority Education, 14(1), 25–42.
Pavlov, I. P. (1932). The reply of a physiologist to psychologists.
Priscilla, C., & Yudhyarta, D. Y. (2021). Implementasi pilar-pilar pendidikan UNESCO. Asatiza: Jurnal Pendidikan, 2(1), 64–76.
Rahman, A. N. (2020). Penerapan Model Pembelajaran Reflektif untuk Meningkatkan Kemampuan Penalaran Matematis. Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika Dan Statistika, 1(1), 1–6.
Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118(3), 219.
Rosnaeni, R. (2021). Karakteristik dan asesmen pembelajaran abad 21. Jurnal Basicedu, 5(5), 4334–4339.
Sadiran, S. (2011). Kritik Teori Belajar Menurut Pandangan Islam. Al-Mabsut: Jurnal Studi Islam Dan Sosial, 2(1), 35–48.
Schlam Salman, J., & Inbar-Lourie, O. (2023). Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century. Language Teaching Research, 13621688231179516.
Shafiee, N. S., & Ghani, M. A. (2022). The influence of teacher efficacy on 21st century pedagogy. International Journal of Learning, Teaching and Educational Research, 21(1), 217–230.
Shah, R. K., & Campus, S. (2021). Conceptualizing and defining pedagogy. IOSR Journal of Research & Method in Education, 11(1), 6–29.
Sikhakhane, M., Govender, S., & Maphalala, M. C. (2020). Investigating pedagogical paradigm shift in the 21st century teaching and learning in South African secondary schools. International Journal of Education and Practice, 8(4), 705–719.
Siswandari, Y., Hadi, M., & Astuti, S. A. (2023). Pengaruh Model Pembelajaran Flipped Classroom Terhadap Keaktifan dan Hasil Belajar Siswa. Al Mumtaz: Jurnal Pendidikan Dan Sosial Keagamaan, 2(1), 108–132.
Suryaningsih, N. M. A. (2024). Studi Literatur: Implementasi Experiential Learning Terhadap Kemampuan 4C Anak Usia Dini. Aulad: Journal on Early Childhood, 7(3), 820–827.
Thorndike, E. L. (2013). Education psychology: Briefer course. Routledge.
Udris-Borodavko, N., Oliinyk, V., Bozhko, T., Budnyk, A., & Hordiichuk, Y. (2023). Aesthetics and semiotics in 21st century visual communications: Pedagogical and sociocultural aspects. Research Journal in Advanced Humanities, 4(4), 22–40.
Undari, M. (2023). Pengaruh penerapan model PJBL (Project-Based Learning) terhadap keterampilan abad 21. Jurnal Tunas Bangsa, 10(1), 25–33.
Vasil, M., Weiss, L., & Powell, B. (2019). Popular music pedagogies: An approach to teaching 21st-century skills. Journal of Music Teacher Education, 28(3), 85–95.
Vázquez-Cano, E. (2021). Artificial intelligence and education: A pedagogical challenge for the 21st century. Educational Process: International Journal (EDUPIJ), 10(3), 7–12.
Wahyuni, E., & Fitriana, F. (2021). Implementasi model pembelajaran project based learning (pjbl) dalam meningkatkan hasil belajar peserta didik pada mata pelajaran pendidikan agama islam SMP Negeri 7 Kota Tangerang. Tadarus Tarbawy: Jurnal Kajian Islam Dan Pendidikan, 3(1).
Yusri, M. (2022). Best Practice Peningkatan Prestasi Belajar Seni Budaya Melalui Pembelajaran Experiential Learning Kelas X TKJ SMK Negeri 3 Balikpapan. TEACHING: Jurnal Inovasi Keguruan Dan Ilmu Pendidikan, 2(3), 334–341.
Downloads
Published
2025-04-09
Issue
Section
Articles
License
Copyright (c) 2025 Ega Nasrudin, Udin Supriadi, Agus Fakhruddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).