Investigating the implementation of 21st century skills in teaching and learning : a survey at ADNI Islamic School /
As education in the 21st century shifts away from being teacher-centred, teaching and learning processes today are affected by the need to equip the young Muslim generation with necessary skills to survive and compete in a global world. Adni Islamic School has been training its teachers to adapt con...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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Kuala Lumpur :
Kulliyyah of Education, International Islamic University Malaysia,
2019
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/3928 |
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| Summary: | As education in the 21st century shifts away from being teacher-centred, teaching and learning processes today are affected by the need to equip the young Muslim generation with necessary skills to survive and compete in a global world. Adni Islamic School has been training its teachers to adapt contemporary teaching and learning strategies in order to ensure that Muslim youth today are at par with other learners around the world. The purpose of this study is to investigate the implementation of 21st century education teaching and learning strategies in Adni Islamic school, particularly focusing on 21st century skills, which are critical thinking skills, communication skills, collaboration skills, creativity and innovation skills, self-direction skills and the skills to use technology as a tool for learning. To fulfil the purpose of this study, critical questions such as 'How do teachers perceive the need of teaching 21st century skills to their students?' and 'To what extent do teachers implement these skills into teaching and learning process?' were posed as research questions. Several learning theories and educational frameworks on 21st century education were reviewed in order to guide the study. The study adapted a quantitative approach and was conducted within the confines of descriptive and inferential paradigm. The findings of the study reveal that teachers' implementation, as well as perception, of 21st century skills in Adni Islamic School is between low to moderate, but with positive indications of further improvement. Evidence supports that these 21st century competences might not necessarily be implemented in the teaching and learning process but, rather, are independent of the curriculum. The researcher recommends coordinated efforts to widen the scope of the study to include other research methodologies as well as exploration of other 21st century skills that relates to other educational theories. The results of the study may provide an insight to the Islamic schools around the world about the significance of these 21st century skills, so as to equip students with necessary skills in order to be able to portray themselves as Muslims who are professional. |
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| Physical Description: | xiii, 116 leaves : colour illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 100-106). |