Authentic Learning Model with Multiple Source for 21st-century in Higher Education”

DOI

10.2991/icems-17.2018.32How to use a DOI?

Keywords

Multiple Source Learning Access, Authentical Learning, 21st-century paradigm

Abstract

Purpose This article is aims to Multiple Source Learning Acces and Authentical Learning for 21st-century "Reinventing Paradigm of Higher Education Relevance” Responding to Global Perspective In this study, the researcher will use qualitative methods, to examine the condition of the natural object, in which the researcher is a key instrument, conducted the data collection techniques combined, the data analysis is inductive, and qualitative research results further emphasize the significance of the generalization. The research approach used in Literacy Research. The learning paradigm of the 21st-century strengthens students' ability to think critically, to control information technology communications and collaboration. Education is an activity to develop cognitive, affective, psychomotor, education is not just the transfer of knowledge, but also more (the value of transmission). Therefore, learning outcomes are not solely to achieve instructional goals (instructional effects), but also the impact of drover (nurturant effect), which is considered creative productively. Furthermore, students have high creativity with great curiosity (curiosity). Authentic learning typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, multiple source and perspectives, ways of working, habits of mind, and community. Authentic activities enable learners to make choices and reflect on their learning activity, both individually and as a team or community. Interdisciplinary perspective: Relevance is not confined to a single domain or subject matter specialization. Instead, authentic activities have consequences that extend beyond a particular discipline, encouraging students to adopt diverse roles and think in interdisciplinary terms and Integrated assessment: Simulation-Based Learning, Student-Created Media, Inquiry-Based Learning (Open Learning Initiative), Peer-Based Evaluation, Working with Research Data, Open education, multi access learning, Reflecting and Documenting Achievements.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Ria Hedhiana
AU  - Mochammad Noviadi Nugroho
AU  - Sri Rahayu
PY  - 2017/10
DA  - 2017/10
TI  - Authentic Learning Model with Multiple Source for 21st-century in Higher Education”
BT  - Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017)
PB  - Atlantis Press
SP  - 164
EP  - 169
SN  - 2352-5398
UR  - https://doi.org/10.2991/icems-17.2018.32
DO  - 10.2991/icems-17.2018.32
ID  - Hedhiana2017/10
ER  -