- Title
- Nurturing the 4Cs skills: learning opportunities from global project-based learning
- Creator
- Budiarti, Marini
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2020
- Description
- Masters Research - Master of Philosophy (MPhil)
- Description
- Infusing the 4Cs (Communication, Collaboration, Critical thinking and Problem-solving, and Creativity and Innovation) of twenty-first-century skills in the learning process is mandated by the Indonesian revised 2013 Curriculum. Achieving this outcome is closely associated with teachers and involves using a teaching model that is appropriate to foster their skill set. Experts suggest implementing global project-based learning (Global PBL) in extracurricular activities as a promising teaching model to assist teachers to provide 4Cs skills opportunities for students. The purpose of this study is to investigate how Global PBL in extracurricular settings can facilitate the 4Cs skills as perceived by teachers and students at senior high schools in Central Kalimantan, Indonesia. A sequential explanatory mixed methods design is employed to obtain quantitative data results from an online survey, followed by interviews with teachers, focus groups with students, and observations of group interactions to explain how the 4Cs skills are practised and encouraged by Global PBL during extracurricular activities. Template analysis shows that both teachers and students perceive that Global PBL provides rich learning opportunities for students to use their 4Cs skills. Teachers perceive Collaboration and Critical thinking and Problem-solving to be the most frequent skills demonstrated by students during Global PBL activities, while students report the use of Collaboration and Communication skills more than the other skills. Teachers suggest the alignment of the 4Cs skills with specific emphases: 1) the Communication skill and students’ curiosity; 2) the Collaboration skill and students’ sense of responsibility; 3) the Critical thinking and Problem-solving skill and students’ solution-focused discussions; and 4) the Creativity and Innovation skill and freedom to be creative. In contrast, the students emphasise: 1) the Communication skill in relation to authentic experience; 2) the Collaboration skill and interdependence within groups; 3) the Critical thinking and Problem-solving skill and priority focus on audience orientation; and 4) the Creativity and Innovation skill and their collective creativity efforts. Global PBL demands intense collaboration among students within each school, between students and their international peers, and between teachers and students, and both teachers and students find that students reap benefits from project challenges such as raising cultural awareness (adaptability, open-mindedness, tolerance), enhancing twenty-first-century personality traits (self-direction, resilience, tenacity, persistence) and building positive rapport (student–groupmates and teacher–student relationships). These findings show how the 4Cs skills can be integrated with Global PBL in practice. This will be of value to educators who want to implement a similar teaching model or other constructive teaching models.
- Subject
- 4Cs skills; global PBL; 21st century learning; project based learning
- Identifier
- http://hdl.handle.net/1959.13/1418836
- Identifier
- uon:37397
- Rights
- Copyright 2020 Marini Budiarti
- Language
- eng
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 1 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 271 KB | Adobe Acrobat PDF | View Details Download |