International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue X, October 2022|ISSN 2454-6186
Tomo Djudin
Physics Education Department of Education and Teacher Training Faculty,
Tanjungpura University, Pontianak, Westkalimantan-Indonesia
Abstract: The emergence of initiatives to improve quality of teaching-learning process in 21th century should be mainly used to guide the instructors which might impact the learning outcome in present day students and how any subject matter should be taught in the future aligning to learning goals. This paper provides brief review of cluster of education research, a concrete definition of teaching pedagogies, and an exemplar of physics instructional intervention developed by using metacognitive strategy integrated with learning transfer of mathematics knowledge.
Keywords: skills for 21 th century, intervention, challenges in learning, clusters of instructional intervention, teaching pedagogy practice
I. INTRODUCTION
Education is the primary service provided by a government or society to prepare its future generation workforce. Therefore, one of the goals of education should meet the demands of the changing world. National Research Council of United States (2012), for instance, confirmed that knowledge and skills in the 21th century must be transferably developed for students’ life and work. Educators are required to focus their efforts on the learners’ needs, not only to deliver effective teaching-learning approaches. The instructional practices should also continuously align to the education goals of the times. These aims emphasize to transition from over content-based drilling and memorization towards fostering higher-order Although the work environment and information technology is now rapidly changing, however the numerous issues regarding teaching strategy to solve problems, conceptual change, interdisciplinary knowledge, transfer of learning (Kohl and Finkelstein, 2006; Robello et al.,2015) and interest in learning physics (Hidi et al., 2004; Hadzigeorgiou, 2017) remain a core and current emphasis in the learning of conceptual understanding and problem solving (Kwok, 2018). Study of Kohl and Finkelstein (2006), for instance, concluded that the use of mathematical, pictorial, graphical and expressive presentations of mathematics knowledge could increase on problem solving skills of students in physics thinking skills including reasoning, creativity, and open problem solving (Koenig et al., 2012).