Aug 2026· Journal of Studies in Science and Mathematics Education· Vol 6, pp. 1–15· 0 citations· 15 references
TL;DR
The study concludes that the integration of innovative instructional practices fosters active learning and meaningful knowledge construction, thereby enhancing students’ academic achievement and preparedness for real-world challenges.
Abstract
This
study examines the role of innovative instructional practices in developing
21st-century skills in Biology education among secondary school students.
Persistent underachievement in Biology, particularly in Nigeria, has been
largely attributed to the continued reliance on traditional teacher-centered
pedagogies that emphasize rote memorization rather than meaningful
understanding and skill acquisition. Drawing on constructivist learning theory,
particularly the works of Ausubel, Novak, and Piaget, the study explores how
learner-centered approaches can enhance students’ cognitive engagement and
knowledge construction. Adopting a qualitative descriptive approach, the study
synthesizes evidence from existing literature and instructional practices to
analyze the effectiveness of innovative
strategies, including concept mapping, 5E learning cycle, inquiry-based
learning, project-based learning, collaborative learning, field-based
activities, jigsaw strategy, and the integration of classroom technology.
Findings from the literature review indicate that these strategies
significantly improve students’ conceptual understanding, critical thinking,
problem-solving abilities, collaboration, communication skills and core
competencies required for the 21st century. The study concludes that the
integration of innovative instructional practices fosters active learning and
meaningful knowledge construction, thereby enhancing students’ academic
achievement and preparedness for real-world challenges. It recommends sustained
teacher professional development, curriculum innovation, and improved access to
instructional resources to support effective implementation in secondary school
Biology classrooms
21st-century skills are essential competencies that need to be developed from the elementary school level to prepare students for future challenges. This study aimed to explore the role of innovative learning in strengthening 21st-century skills among elementary school students within the context of the Merdeka Curriculum. This study employed a qualitative case study design. The participants consisted of three elementary school teachers from two districts in Bogor Regency, Indonesia, who had implemented innovative learning practices in their classrooms. Data were collected through open-ended questionnaires and thematically analyzed in NVivo 12 using the stages of open coding, axial coding, and selective coding. The findings revealed that innovative learning practices, such as project-based learning, problem-based learning, collaborative discussion, and the integration of digital media, contributed positively to strengthening students’ critical thinking, creativity, communication, collaboration, and problem-solving skills. Innovative learning also encouraged active student participation, increased students’ confidence, and created more meaningful and student-centered learning experiences. Teachers played an important role as facilitators, guiding students through collaborative, context-based learning activities. However, the implementation of innovative learning still faced several challenges, including limited learning facilities, time constraints, and differences in students’ learning abilities. This study concludes that innovative learning plays an important role in strengthening 21st-century skills in elementary schools and highlights the need for continuous teacher support, adequate learning facilities, and collaborative learning environments to sustain implementation.
2026 February httpdx.doi.org10.33578 Jurnal Pendidikan Guru, jpfkip.v15i1.192-213 Waode Sitti Fatimah et al. Sekolah Dasar, Wiworo Retnadi et al.· Primary Jurnal Pendidikan Gu...· 0 citations
This study explored the pedagogical strategies and challenges experienced by Technical-Vocational-Livelihood (TVL) teachers in fostering 21st-century competencies among learners. Anchored on Constructivist Learning Theory, the study examined how teachers design and implement instructional activities, assessment practices, and learning experiences that promote critical thinking, communication, collaboration, creativity, and digital literacy. A qualitative descriptive research design was employed, involving seven TVL teachers from selected public secondary schools. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that teachers employ a variety of learner-centered and industry-aligned pedagogical strategies, including experiential learning, scaffolded industry simulation, project-based activities, collaborative learning, and technology-supported instruction. These approaches enable students to engage in authentic workplace-related experiences while developing both technical and transferable competencies. The study further found that teachers implement differentiated instruction and competency-based assessment practices to accommodate diverse learner needs and evaluate both technical performance and workplace readiness skills. Despite these positive practices, teachers encountered several challenges, including limited instructional resources, insufficient laboratory equipment, varied levels of student readiness, technological skill disparities, administrative workload, and time constraints in balancing technical competencies with 21st-century skill development. Teachers nevertheless demonstrated adaptability and resilience in addressing these challenges through collaborative and contextualized instructional approaches. The study concluded that fostering 21st-century competencies in TVL education requires a holistic approach that integrates technical mastery, soft skills development, authentic learning experiences, and continuous teacher innovation. Strengthening institutional support, industry partnerships, resource provision, and professional development opportunities is essential to enhance the effective implementation of competency-based and learner-centered vocational education.
Julie Ann Bag-ao, Zenyam Baldesoto, Quedelyn Balo et al.· The International Review of...· 0 citations
Biology education plays a central role in developing scientific literacy, critical thinking, and an informed understanding of living systems. Effective biology teaching increasingly depends on the availability and appropriate use of instructional materials, the integration of emerging technologies, and pedagogical approaches that respond to diverse learner needs. The chapters in this volume examine selected issues in biology education and science pedagogy. The first chapter assesses teachers’ awareness and utilisation of instructional materials in teaching biology among senior secondary school students in Bassa, Plateau State, Nigeria. The second chapter explores the role of artificial intelligence in biology practical teaching within faculties of science and higher education institutions. The third chapter investigates the interaction effects of innovative pedagogical strategies and gender on students’ academic achievement in biology in Jos North, Plateau State, Nigeria. By bringing together studies on instructional resources, artificial intelligence, and learner achievement, this volume highlights the importance of evidence-based and technology-aware approaches in biology education. The chapters demonstrate how effective teaching practices, appropriate digital tools, and inclusive pedagogical strategies can contribute to more meaningful and responsive learning environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in biology education, science teaching, educational technology, pedagogy, and student learning outcomes. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
Maria Abah Agbefa, A. Anene, Kamji Nendirmwa Blessing et al.· 0 citations
The shift in 21st-century educational paradigms demands that elementary school students develop high-level competencies, particularly critical thinking skills, which are often underutilized in traditional teacher-centered classrooms. This study aims to improve students’ critical thinking skills through the implementation of the Problem-Based Learning (PBL) model assisted by animated video in Pancasila Education learning in grade IV. This study used a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, which consists of four stages: planning, acting, observing, and reflecting. The subjects were 28 students of class IV.B at SD Negeri Jongkang, Sleman Regency, Yogyakarta, in the 2025/2026 academic year. Data were collected through observation, critical thinking tests, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results showed a significant improvement in students' critical thinking skills from cycle I to cycle II. In cycle I, the mastery percentage was only 18% (5 out of 28 students) with an average score of 64.4. This increased substantially in cycle II to 75% (21 out of 28 students) with an average score of 82.7. These findings reinforce the effectiveness of the PBL model assisted by animated video in improving elementary school students' critical thinking. Implicatively, this research contributes to the development of active learning strategies aligned with modern competency demands in the context of Pancasila Education.
Lutfiana Nurohmah, W. Wuryandani· Attadrib Jurnal Pendidikan G...· 0 citations
Education has evolved from traditional teacher-centered systems to modern learner-centered approaches that emphasize creativity, participation, and technology integration. This study compares traditional and modern educational philosophies by examining their theoretical foundations, teaching methods, curriculum design, and learning outcomes. Traditional education, influenced by thinkers such as Plato, Aristotle, and Confucius, focuses on discipline, structured curriculum, and knowledge transmission. In contrast, modern educational ideas inspired by John Dewey, Jean Piaget, and Paulo Freire emphasize student-centered learning, critical thinking, collaboration, and experiential education. Using a mixed-method approach that includes literature review and survey-based analysis, the study evaluates factors such as teaching strategies, curriculum flexibility, student engagement, and academic outcomes. The findings suggest that while traditional education provides strong foundational knowledge and discipline, modern approaches better promote creativity and problem-solving skills. The study concludes that a hybrid model combining the strengths of both systems is most effective for meeting the demands of contemporary education.
Noah Wright, Isabella Moore· International Journal of Inn...· 0 citations
This research is motivated by the demands of 21st-century education, which requires students to possess various essential skills, such as critical thinking, creativity, communication, and collaboration (4Cs). However, in reality, the learning process in elementary schools still tends to be teacher-centered, thus not being able to fully develop these competencies optimally. Therefore, the presence of the Independent Curriculum is a strategic effort to encourage more flexible, student-centered, and contextual learning according to student needs. The purpose of this study is to determine how the implementation of the Independent Curriculum improves the 21st-century competencies of elementary school students and to identify supporting and inhibiting factors in its implementation. This study uses a qualitative approach with a descriptive type. The research subjects included teachers and students in elementary schools that have implemented the Independent Curriculum. Data collection techniques were carried out through observation of learning activities, in-depth interviews with teachers, and documentation studies of learning materials. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the implementation of the Independent Curriculum has a significant impact on improving students' 21st-century competencies. In the learning process, teachers have begun to implement various innovative learning models such as Project-Based Learning (PjBL), problem-based learning, and differentiated learning tailored to student characteristics. This encourages students to be more active, independent, and directly involved in the learning process. Students demonstrate improvements in critical thinking skills through problem-solving activities, increased creativity through learning projects, communication skills through presentations of work results, and collaboration skills through group work. In addition, the Independent Curriculum also provides space for teachers to integrate real-life contexts and the surrounding environment into learning, so that learning becomes more meaningful and relevant for students. Implementation. The Pancasila Student Profile also helps strengthen the formation of student character that aligns with 21st-century competencies. However, this study also found several obstacles in the implementation of the Independent Curriculum, including teachers' limited understanding in designing and implementing project-based learning, limited supporting facilities and infrastructure, and the persistence of students who are not accustomed to learning patterns that require activeness and independence. In addition, the administrative burden on teachers and limited training are also inhibiting factors in optimizing the implementation of this curriculum. Based on the research results, it can be concluded that the implementation of the Merdeka Curriculum is effective in improving 21st-century competencies in elementary school students, particularly in critical thinking, creativity, communication, and collaboration. To support optimal success, teacher competency improvement is needed through ongoing training, adequate facilities and infrastructure, and support from various parties
Risma Hartati, Elisabeth Ruthana Lasmaria Sinaga, Enjel Monica Br Sinulingga et al.· Jurnal Ilmu Sosial dan Human...· 0 citations
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