Implementation of 21st Century Learning in Elementary School

Abstract

This study describes the perceptions and implementation of 21^st century learning in elementary schools. This study uses a descriptive qualitative research method. This research is in the form of field research, namely research conducted in real life to find out the specifics and reality of what happened during society at one time—data collection techniques used in this study using observation, interviews, and documentation. The sample used in this study was 25 people, consisting of 5 school principals and 20 madrasah teachers from three provinces, namely Banten, Jakarta and West Java. The results of teacher perceptions of 21^st century learning in elementary schools show that as many as 5 people or 20% of respondents said they knew 21^st century learning from internet sources, 7 people or 28% said they knew 21^st century learning from teacher training, 8 people or 32% knew about learning 21^st century from seminars or workshops, 4 people or 16% of respondents from discussions with colleagues, and 1 person or 4% obtained from scientific journals. While implementing 21^st century learning in elementary schools is included in the very good category, this can be seen from 96% of teachers who have implemented 21^st century learning. Good perceptions of the learning skills possessed by respondents are continuous with the selection of learning models they use, such as problem-based learning, discovery learning, project-based learning, cooperative learning, and direct learning.