Open AccessProblem-based learning and 21st-century skills: Are they compatible?
Author(s) -
Ni Komang Arie Suwastini,
Ni Wayan Nilam Puspawati,
Ni Luh Putu Sri Adnyani,
Gede Rasben Dantes,
Zulidyana Dwi Rusnalasari
Publication year - 2021
Publication title -
edulite/edulite: journal of english education, literature, and culture
Language(s) - English
Resource type - Journals
eISSN - 2528-4479
pISSN - 2477-5304
DOI - 10.30659/e.6.2.326-340
Subject(s) - syntax , problem based learning , computer science , limiting , mathematics education , higher order thinking , 21st century skills , order (exchange) , active learning (machine learning) , critical thinking , artificial intelligence , teaching method , psychology , engineering , mechanical engineering , finance , economics , cognitively guided instruction
Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.