Jurnal Profesionalisme Guru is a peer-reviewed journal published by Yayasan Al-Ahliyah Al-Islamiyah. Jurnal Profesionalisme Guru is a journal that discusses everything related to significant new research findings related to research in the scope of education, including: Classroom Action Research, Development of Educational Curriculum, Student Learning Environment, Student Development, Implementation of Educational Technology, Educational Development, Mathematics Education, Science Education, Social Studies Education, Art Education, Religious Education, Administration Management, And All of Educational Discussion. Journal Title : Jurnal Profesionalisme Guru Initials : JPG Frequency : March, June, September, December E-ISSN : Chief Editor : Azmil Hasan Lubis DOI Prefix : https://doi.org/10.62086/jpg Publisher : Yayasan Al-Ahliyah Al-Islamiyah Accreditation : - INDEXED :
Abstract:This journal delves into cognitive learning strategies, an approach that focuses on developing students' thinking abilities. This strategy goes beyond just information acquisition, encouraging students to understand how information can be applied in real-life situations. Cognitive learning strategies emphasize active learning processes, where students engage in organizing, interpreting, and connecting new information with their existing knowledge. This approach also promotes metacognition, the ability of students to be aware of and control their own thinking processes. The primary objective of cognitive learning strategies is to enhance the quality of education by focusing on developing students' thinking abilities. This strategy helps students in building a deeper understanding, developing higher-order thinking skills, increasing motivation and engagement in learning, and preparing them for future challenges. This journal comprehensively discusses various cognitive learning strategies, such as problem-based learning, project-based learning, concept mapping, cooperative learning, differentiated learning, technology-based learning, higher-order thinking questions, and reflection. Each strategy is explained in detail with examples of its application in various learning contexts. This journal also examines the benefits of implementing cognitive learning strategies, which include enhancing students' learning quality, increasing students' motivation and engagement, developing students' character, and preparing students for future challenges. By gaining a deeper understanding of cognitive learning strategies, educators can create more effective learning environments, encourage students to think critically and creatively, and prepare them for future challenges. Cognitive learning strategies are key to building a younger generation that is critical, creative, and innovative, ready to face the challenges of the future.
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The Advantages of Quantum Learning Strategy in Increasing Student Motivation and Achievement
Abstract : Learning is not just a process of transferring knowledge, but rather an inner and intellectual journey that touches the hearts of students. The Quantum Learning learning strategy is present as an approach that places students as the center of learning by combining elements of emotion, real experiences, and meaningful interactions. This study aims to examine the advantages of the Quantum Learning strategy in increasing student motivation and learning achievement through a humanistic and comprehensive approach. By emphasizing the principle that every child has extraordinary potential that can grow in a positive learning environment, this strategy creates a fun, dynamic, and empathetic classroom atmosphere. The learning process no longer feels burdensome, but becomes an inspiring and empowering experience. Through the TANDUR steps (Grow, Experience, Name, Demonstrate, Repeat, Celebrate), students not only understand the material, but also feel the meaning behind it. The results of the study show that Quantum Learning is able to increase students' intrinsic motivation and encourage them to achieve with self-awareness and high learning enthusiasm.
THE EFFECT OF INQUIRY LEARNING STRATEGIES ON STUDENTS' MOTIVATION AND LEARNING OUTCOMES IN ELEMENTARY SCHOOLS
Abstract : The purpose of this study was to determine the effect of study strategies on motivation for learning strategies and the impact of research strategies on elementary school students' learning outcomes. Inquiry Learning is an approach that encourages students to actively learn on their own, ask questions, discover concepts independently, and produce higher participation in the learning process. This study is a literature study that intends to examine inquiry learning strategies to measure how inquiry-based learning affects students' learning motivation and academic achievement at the elementary school level. Through a review of various accredited national journals and scientific articles, it was found that inquiry learning can consistently develop students' active participation, curiosity, and involvement in the learning process. This strategy emphasizes the active involvement of students in finding information from observation, exploration, and discussion, thereby increasing their intrinsic motivation. Previous studies have concluded that this approach is not only effective in encouraging academic achievement, but also strengthening students' critical thinking skills and problem-solving capacity. Therefore, the inquiry learning strategy is recommended as an innovative approach in contextual learning in elementary schools.
DEVELOPMENT OF PROBLEM BASED LEARNING MODEL TO IMPROVE STUDENTS' PROBLEM SOLVING ABILITIES
Abstract: This study aims to develop an effective Problem Based Learning (PBL) learning model in improving students' problem-solving abilities. This model was developed through the stages of design, validation, and limited trials with the Research and Development (R&D) approach using the Borg & Gall development model. The subjects of the study were grade XI students at a public high school. Data were collected through observation, interviews, validation questionnaires, and problem-solving ability tests. The results of the study showed that the developed PBL model had high validity and practicality based on expert assessments and teacher and student responses. Limited trials also showed a significant increase in students' problem-solving abilities after the implementation of this model. Thus, this PBL model is feasible to be applied in learning to support the development of critical thinking and problem-solving skills in students.
AFFECTIVE LEARNING STRATEGIES IN FORMING STUDENTS' RESPONSIBLE CHARACTERS
Abstract: The formation of responsible character is one of the main goals of character education in the school environment. Affective learning strategies play an important role in instilling moral and ethical values that encourage students to act consciously, honestly, and consistently towards their duties and obligations. This study aims to describe various affective learning strategies applied by teachers in forming students' responsible character and to analyze the effectiveness of implementing these strategies in the context of learning in secondary schools. The method used is descriptive qualitative with data collection techniques in the form of observation, interviews, and documentation studies. The results of the study indicate that affective approaches such as teacher role models, habituation, giving awards, value reflection, and project-based learning are very effective in forming students' responsible attitudes. In addition, the emotional involvement of teachers and warm interactions with students are also supporting factors in fostering students' affective awareness of the importance of being responsible in everyday life, both in and outside of school.
TEACHER IDENTITY AS A FORM OF TEACHER PROFESSIONALISM
Abstract: This study aims to examine how the formation of teacher identity contributes to improving professionalism in carrying out their educational duties. Teacher identity includes values, ethics, commitment, and integrity which overall shape the professional character of a teacher. The research method used is a qualitative approach with case studies in several junior high schools in city X. Data were collected through in-depth interviews, observations, and documentation studies of teachers who have been considered to have high professionalism. The results of the study indicate that strengthening teacher identity through ongoing training, self-reflection, and positive work environment supports greatly influences the improvement of teaching quality and professional responsibility. Thus, the development of teacher identity is a crucial aspect in realizing teachers who are not only academically competent, but also have high integrity in carrying out their role as educators.
COGNITIVE LEARNING THEORY AND ITS APPLICATION IN ISLAMIC RELIGIOUS EDUCATION LEARNING
Abstract: This study aims to examine the application of cognitive learning theory in Islamic Religious Education (PAI) learning and how this theory can improve students' understanding and skills. Cognitive learning theory that emphasizes mental processes in acquiring knowledge, such as information processing, memory, and problem solving, has strong relevance in the context of religious education. This study uses a qualitative approach through literature studies and observations to explore the application of cognitive theory in PAI learning. The results of the study indicate that the application of cognitive theory in PAI learning can improve students' understanding of religious concepts, link religious values to everyday life, and develop critical thinking skills. The strategies used, such as problem-based learning and the use of interactive media, have proven effective in helping students organize religious knowledge systematically. In addition, this theory encourages a more active learning process, where students not only receive information but are also involved in problem solving and in-depth discussions. Overall, this study shows that cognitive learning theory can be used as a strong basis in designing more effective PAI learning strategies that are in accordance with the demands of current educational developments.
IMPLEMENTATION OF AFFECTIVE APPROACH IN LEARNING: A STUDY IN HIGH SCHOOL
Abstract: The dominance of cognitive-based learning in Senior High Schools causes the affective aspect to tend to be neglected, whereas the formation of students' attitudes, values, and emotions is very important in building the character of students as a whole. This study aims to examine the implementation of the affective approach in learning at the senior high school level through a literature review. The research method used is descriptive qualitative with data collection techniques based on literature studies from various scientific sources. The results of the study indicate that the affective approach can increase learning motivation, discipline, and interpersonal relationships between teachers and students. The implementation of affective strategies also has a positive impact on the formation of student character, such as empathy, responsibility, and cooperation. However, its implementation still faces various obstacles such as minimal teacher training, time constraints, and pressure on academic achievement. Therefore, it is necessary to strengthen educational policies and professional training to support the integration of the affective approach in the learning process on an ongoing basis.
Implementing Active and Innovative Learning Strategies in the Learning and Teaching Process
Abstract: In the ever-evolving world of education, the learning and teaching process can no longer rely on conventional methods that are one-way. Education is truly a living process, involving human interaction between educators and students. This study aims to explore the application of active and innovative learning strategies that place students as the main subjects in the learning process. With a humanistic approach, this strategy encourages emotional, intellectual, and social involvement of students through meaningful and contextual activities. The method used involves literature studies. The results of the study indicate that active and innovative learning increases students' learning motivation, sense of responsibility, and critical thinking skills. In addition, a harmonious relationship between teachers and students is formed stronger, creating a learning environment that supports the growth of each individual's potential. The conclusion of this study confirms that a learning approach that prioritizes human values not only makes the learning process more effective, but also makes learning more meaningful so that it is beneficial for the lives of students.
IMPLEMENTATION OF COLLABORATIVE LEARNING STRATEGIES TO IMPROVE STUDENTS' THINKING SKILLS
Abstract: This study aims to examine the implementation of collaborative learning strategies as a learning approach that can improve students' abstract thinking skills. Abstract thinking is an important aspect of cognitive development that allows students to understand complex concepts, make generalizations, and analyze logical relationships between ideas. However, in reality, many students have difficulty in developing abstract thinking skills due to the limited learning methods that stimulate in-depth discussions and critical exploration of ideas. Collaborative learning strategies are based on the theory of social constructivism which emphasizes the importance of interaction between students in the process of building knowledge. Through collaborative activities such as group discussions, joint problem solving, and presentation of ideas, students are encouraged to exchange ideas, reflect on ideas, and construct understanding collectively. This study uses a qualitative and quantitative approach with a pretest-posttest design to measure the development of abstract thinking skills before and after the implementation of this strategy. The results of the study indicate that the systematic implementation of collaborative learning can significantly improve students' abstract thinking skills. Students become more active in critical thinking, ask reflective questions, and are able to understand non-concrete concepts better. In addition, it was also found that the learning atmosphere became more open and participatory
The Urgency of Learning Strategies Effective In Teaching Learning Process
Abstract: This journal discusses effective learning strategies, which aims to determine the definition of effective learning strategies, namelya method or approach used by teachers to help students achieve learning goals more effectively and efficiently. The method used inexplanation of effective learning strategies is a qualitative descriptive method. This method focuses on conceptual understanding and in-depth analysis of effective learning strategies based on literature and credible sources of information. The results of the analysis show that effective learning strategies are a method or approach used by teachers to help students achieve efficient learning goals. As forThe uses or objectives of this effective learning strategy are:1)The development of students' intellectual abilities, 2) The development of students' cognitive abilities, 3) The increase in verbal information abilities, namely the ability to absorb knowledge and the meaning of information, 4) Increased motor skills, 5) The development of attitudes and values towards a better direction.
Abstract: This study examines the implementation of cooperative learning strategies in the context of education. Cooperative learning is a student-centered learning approach where they work together in small groups to achieve a common goal. Through a descriptive qualitative approach, this study aims to analyze various types of cooperative learning strategies, their effectiveness in improving learning outcomes, and the challenges of their implementation in learning practices. Data was collected through literature studies, classroom observations, and interviews with educators. The results showed that the implementation of cooperative learning strategies was positively correlated with increased academic achievement, social skill development, learning motivation, and students' critical thinking skills. The main challenges in implementation include time allocation, heterogeneous group formation, and assessment of individual contributions. This study concludes that cooperative learning strategies are an effective approach to improving the quality of learning when implemented with a proper understanding of the basic principles and supported by careful planning.
ONLINE LEARNING STRATEGY (DISTANCE LEARNING)
Abstract: This study aims to explore how distance learning (PJJ) strategies are implemented by educators to create meaningful and effective learning experiences, despite the absence of face-to-face interaction. The primary focus of this research is to describe the strategies employed by teachers in managing instructional content, selecting appropriate media, using technology, and adapting to the diverse conditions of learners. A descriptive quantitative approach was applied using a literature review method, in which data were obtained from various academic sources, journals, and relevant literature. The findings indicate that successful distance learning requires carefully planned strategies, particularly in analyzing instructional materials, choosing suitable learning media, maximizing the use of technology, and conducting continuous evaluations. Systematic strategies have been proven to support student autonomy and encourage active participation, even in the absence of physical classroom settings. Nevertheless, the research also identifies several challenges, including limited access to technology, low student motivation, lack of parental support, and persistent digital inequality in certain areas. Based on these findings, it can be concluded that the effectiveness of distance learning is highly dependent on the teacher's ability to implement adaptive strategies, the availability of adequate infrastructure, and strong collaboration between educators, students, and parents. Online learning is not solely about the use of digital tools, it is also about maintaining student motivation, fostering emotional connections, and creating a human-centered learning environment despite physical distance. With the right strategy and empathetic approach, distance learning can evolve into an inclusive and sustainable educational model.
INQUIRY LEARNING STRATEGIES IN ISLAMIC RELIGIOUS EDUCATION
Abstract: This research aims to examine the inquiry-based learning strategy within the context of Islamic religious education, in order to enhance understanding and mastery of Islamic concepts through an active and exploratory approach. The methodology used is literature review, by analyzing various sources such as books, journals, and related articles concerning the implementation of inquiry strategies in Islamic religious education. The results of the study indicate that applying inquiry strategies can increase students' activeness in the learning process, deepen their understanding of Islamic concepts, and foster a balanced attitude of critical thinking and faith. This strategy is effectively implemented through approaches that adapt to the characteristics of students and the learning context, thereby creating an interactive and meaningful learning atmosphere. Thus, inquiry-based learning strategies can serve as an effective alternative in teaching Islamic religious education to improve the quality of learning and the development of students' character.
The Effectiveness of Expository Strategies in Improving Students' Understanding of Islamic Religious Education Subjects
Abstract: This study aims to examine the effectiveness of expository strategies in improving students' understanding of Islamic Religious Education subjects. Through a literature study approach, the study describes the basic concepts of expository strategies, the challenges faced in their implementation, and various efforts to develop learning techniques that are relevant to the needs of today's students. The findings of the study indicate that expository strategies still have an important role in delivering conceptual and normative material systematically. However, the success of this strategy is highly dependent on innovation in delivery methods, such as the use of digital learning media and varied learning approaches, in order to adapt to the learning styles and needs of digital generation students. Thus, the development of adaptive and contextual expository strategies is key to improving the quality of students' understanding and supporting a more effective and meaningful Islamic Religious Education learning process in the modern era.
IMPLEMENTATION OF PROBLEM-BASED LEARNING IN IMPROVING STUDENTS' CRITICAL THINKING ABILITIES
Abstract: This study aims to analyze the implementation of the Problem-Based Learning (PBL) learning model in improving students' critical thinking skills. Problem-Based Learning is a learning approach that focuses on solving real-world problems that can stimulate students to think critically, analytically, and creatively. This study was conducted in grade X of high school involving 40 students who were divided into two groups: an experimental group that was implemented with PBL and a control group that used conventional learning methods. Data were collected through critical thinking ability tests, observations, and interviews. The results showed that the experimental group that was implemented with PBL showed a significant increase in critical thinking skills compared to the control group. In addition, students also showed higher motivation and active involvement in the learning process. Therefore, PBL can be an effective alternative in improving students' critical thinking skills in high school
COLLABORATIVE LEARNING STRATEGY ISLAMIC EDUCATION
Abstract: This research is driven by a deep desire to understand the application of collaborative learning models and strategies in education. Collaboration, amidst the dynamics of teaching and learning, fosters understanding and strengthens relationships among individuals. More than a mere technique, collaborative learning creates a space for sharing thoughts, active listening, and collective growth in the pursuit of knowledge. This participatory learning environment values each student, irrespective of background or ability. This research explores the values that enrich cognitive aspects and cultivate a humane learning experience, fostering trust, empathy, and shared responsibility essential elements in shaping well-rounded individuals inside and outside the classroom. The research method employed is a literature review, gathering data from journals and books. The results indicate that collaborative learning benefits students, facilitating classroom discussions, promoting critical thinking, and encouraging active argumentation.
THE EFFECT OF THE IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL ON STUDENTS' LEARNING OUTCOMES
Abstract: This study aims to determine the effect of the application of the Problem Based Learning (PBL) model on student learning outcomes in certain subjects at the level of critical thinking skills, problem solving, and students' collaborative abilities. The PBL model is a learning approach that places students as active subjects in the learning process through solving challenging and meaningful contextual problems. This study uses a quasi-experimental method with a non-equivalent control group design. The population in this study were all grade XI students in one of the State Senior High Schools, while the sample was taken purposively consisting of two classes: one class as an experimental group taught using the PBL model, and one class as a control group taught using conventional methods. The instruments used were multiple-choice learning outcome tests to measure cognitive aspects, as well as student activity observation sheets to support quantitative data
The influence of cognitive learning theory on the quality of student learning
Abstract: This study aims to examine the influence of cognitive learning theory on the quality of student learning. Student learning progress can be measured through indicators of academic improvement, learning independence, metacognitive abilities, and social and communication skills. The application of this theory also encourages students to be more creative and independent in learning. However, the success of this strategy is largely determined by the teacher's understanding of cognitive theory. Teachers who understand cognitive principles will find it easier to design active and meaningful learning, such as through group discussions, peer tutors, concrete media such as "sate pidak", and collaborative learning. Such learning strategies not only increase student involvement but also create a fun and effective learning atmosphere. Therefore, cognitive learning theory is an important basis for creating student-centered education and supporting optimal learning progress. This study concludes that students' cognitive learning theory in the success of student learning quality is not enough only for the will but also encouragement and support and the role of teachers in teaching their students optimally.
Abstract: This study aims to analyze the application of abstract cognitive learning strategies in improving students' high-level thinking skills in biology subjects at the high school level. Abstract cognitive strategies involve the use of concepts, principles, and logical thinking that are not directly related to concrete objects, but rather to complex mental processes such as analysis, synthesis, and evaluation. The method used in this study is a qualitative study with a descriptive approach, which is carried out through observation, interviews, and documentation studies at SMA Negeri 3 Padangsidimpuan. The results of the study indicate that the use of strategies such as advance organizers, analogies, concept maps, and reflective discussions can help students understand abstract material more deeply and develop critical thinking skills. In addition, learning that is directed at mental representation and integration of conceptual knowledge has been shown to increase students' active participation in the learning process.
Problem-Based Learning Strategy in Improving Students' Religious Understanding in Islamic Religious Education Subjects
: This research aims to explore problem-based learning (PBL) strategies in enhancing students' religious understanding in Islamic Religious Education (PAI) subjects. PBL is an approach that prioritizes solving real-life problems relevant to everyday life, encouraging students to develop critical thinking skills and connecting religious teachings with social contexts. Research results show that the application of PBL in PAI learning can enhance students' understanding of Islamic teachings in a deep and practical manner. In addition, PBL also strengthens students' social skills, such as cooperation and communication, and enhances their learning motivation. However, there are challenges in implementing PBL, such as teacher readiness, time constraints, and the diversity of students' backgrounds. Therefore, it is recommended that teachers be provided with training related to PBL, as well as the development of relevant learning resources to address these challenges. PBL has proven effective in enhancing students' religious understanding in Islamic Religious Education (PAI) subjects.
TECHNOLOGY-BASED PAI LEARNING STRATEGIES TO IMPROVE STUDENTS' UNDERSTANDING
: This study aims to examine the effectiveness of technology-based Islamic Religious Education (PAI) learning strategies in improving students' understanding at the secondary school level. The background of this study is based on the low interest and understanding of students in PAI material delivered conventionally. This study uses a quantitative method with a quasi-experimental approach involving two groups of students, namely the experimental group using technology-based learning media (such as interactive videos, digital quizzes, and online learning applications), and the control group using conventional methods. Data were collected through pre-tests and post-tests to measure students' understanding before and after treatment. The results of the analysis showed that there was a significant increase in students' understanding in the experimental group compared to the control group. The use of technology has been shown to increase student engagement, enrich learning experiences, and clarify abstract concepts in PAI. This study concludes that technology-based learning strategies are an effective alternative in improving students' understanding of Islamic Religious Education material. The recommendations of this study are aimed at teachers to integrate technology into the learning process in order to create more interesting and interactive learning.
Affective Learning Strategies In Improving Students' Character
: Affective learning strategies play an important role in shaping students' character. Good character is not only formed through cognitive teaching, but also through strengthening emotional and social values that can encourage students to become more responsible, caring, and ethical individuals. Affective learning includes the process of forming attitudes, values, and behaviors based on the influence of experiences and social interactions during the learning process. In the context of education, affective learning strategies involve the use of approaches that focus on emotional involvement, internal motivation, and the development of students' empathy for others. Teaching that encourages self-reflection, group discussions, and activities that prioritize social values can strengthen the formation of students' character. This approach aims to increase students' moral and social awareness, develop their ability to manage emotions, and foster a sense of responsibility in various aspects of life. Overall, the application of affective learning strategies can be the key to forming a balanced character, strengthening social relationships in the school environment, and improving the overall quality of education.
: Abstract inquiry learning strategy is an approach that emphasizes the active involvement of students in discovering more abstract concepts or principles through exploration, investigation, and problem solving. In this strategy, the teacher plays a role in guiding students to understand concepts through investigative learning experiences. Problem-Based – Students are invited to investigate questions or problems that require high-level thinking. Exploratory and Reflective – Students explore concepts that they do not yet understand in depth and reflect on their findings. Inductive – Learning begins with concrete experiences or specific cases, then more abstract conclusions are drawn. Concept-Oriented – The focus is on understanding abstract principles, concepts, or theories. Emphasizes the Thinking Process – Students are encouraged to develop critical, analytical, and creative thinking skills. Steps in Inquiry Learning Strategy Problem Formulation – The teacher provides problems that encourage students to think and investigate Data and Information Collection – Students seek information from various sources, conduct experiments, or analyze available data
The Influence Of Implementation Of Expository Strategies On Students' Learning Activities
This study aims to analyze the effect of implementing an expository strategy on the learning activities of students who have an abstract thinking style. Expository strategy is a learning method that is informative, systematic, and oriented towards delivering material directly by educators. Students with an abstract thinking style tend to understand concepts through a theoretical approach, deductive thinking, and are able to process information conceptually. This study uses a quantitative approach with a quasi-experimental method, involving high school students who have been identified as having a tendency to think abstractly through psychometric instruments. The results of the analysis show that the expository strategy has a significant positive effect on increasing students' understanding of concepts, metacognitive activities, and intellectual interest. However, the limitations of this strategy lie in the lack of social and emotional interactions that can hinder students' active involvement in the long term. Therefore, it is recommended that the expository strategy be combined with a reflective and participatory approach to optimize the student learning process holistically. This study contributes to the development of learning strategies that are adaptive to the cognitive characteristics of students, especially those who have a tendency to think abstractly.
Islamic Religious Education Learning Strategy In The Digital Era
This study aims to explore learning strategies in Islamic Religious Education (PAI) in the digital era through a qualitative literature study approach. The study was conducted by analyzing in depth various relevant literature to understand the impact of the development of information and communication technology on PAI learning methods. The findings show that the use of technology such as online learning platforms, mobile applications, multimedia, and social media can increase student access and participation in the Islamic religious learning process. In addition, the application of technology in learning strategies has been shown to help strengthen students' understanding of religious values, although it presents challenges such as the accuracy of information and the influence of the digital environment. In conclusion, PAI learning in the digital era requires a comprehensive and integrated approach so that technology can support the main goal of education, namely forming a character with noble morals according to Islamic teachings.
Quantum Learning Strategy is a learning approach designed to create a fun, effective, and meaningful learning experience through the integration of various educational, psychological, and neuroscience theories. This strategy emphasizes the importance of emotional, physical, and intellectual involvement of students in the learning process by prioritizing principles such as a conducive learning environment, the creation of a positive atmosphere, active learning, and individual learning styles. Quantum Learning combines elements of accelerated learning, neuro-linguistic programming (NLP), and motivational and communication techniques, so as to build self-confidence, interest in learning, and better learning outcomes. In its implementation, the teacher acts as a facilitator who designs learning by paying attention to the visual, auditory, and kinesthetic aspects of students, as well as the use of tools and strategies such as mind mapping, music, simulations, and group work. Previous studies have shown that Quantum Learning can significantly increase students' learning motivation, conceptual understanding, and social skills. Therefore, this strategy is very relevant to be applied in the context of 21st century learning that demands creativity, collaboration, and independent learning.