FAR EASTERN UNIVERISTY

INSTITUTE OF EDUCATION – GRADUATE STUDIES

AY 2019 - 2020

Name: CRISTO, JOY MARIETTE B. MAELT 241 – METHODS OF RESEARCH

Journal Article Critique #1

Rusdin, N. M. (2018). Teachers’ Readiness in Implementing 21st Century Learning.

International Journal of Academic Research in Business and Social Sciences, 8(4), 1293–

1306.

The article by Norazlin Mohd Rusdin seeks to identify teachers’ readiness in implementing 21st

century learning. It is clear from the abstract that the research is aimed to the perception of teachers

in their readiness to teach the 21st century skills. Since teachers play the main role in determining

the outcomes of 21st century learning, teachers’ perception and understanding towards an

innovation in education influence their action, decision and practice in classroom were given

importance in the study. The implication of the study is that teachers are ready to implement 21st

century learning in classroom and an action has to be taken to promote teachers to further their

study at the higher level and improve their understanding, knowledge and skills in teaching.

This research is carried out to identify the level of teachers’ readiness and factors that correlate

teachers’ understanding in implementing 21st century learning. The factors that were considered

are gender, academic level, and teaching experience. It gets confusing as the researcher identified

the factors as it might not be the factors that teachers perceive to affect their readiness.

The research is a quantitative method in survey design and involved 107 teachers from different

states in Malaysia. According to the researcher there are four items correspond to respondents’
demography: gender, age, academic level and teaching experience. The researcher adapted a

questionnaire the was already developed and validated.

Since the methodology utilized is quantitative, the researcher already knows what he/she is

searching as he provided the factors that could influence teachers’ perception of their readiness.

The researcher seeks to get precise measurement of those factors. The weakness of the study is

could have been more in-depth if the researcher chose to apply a qualitative approach or a mixed

method to get the perception of the teachers as it well show the teachers individual perspective of

their readiness. Although quantitative data is more efficient and able to test hypotheses, but it may

miss contextual details that are important if the study intends to seek the opinion and perception

of teachers.

Overall, this article isn’t very straightforward as the discussion were redundant, it keeps on

repeating same information all through out the article. The researcher repeated the data shown in

the table and does delve deeper on the analysis of these quantitative data. The article is relevant to

the teaching-learning process but was not able to give concrete answers to the aims and objectives

of the study.
Journal Article Critique #2

Ulinnuha M., & Indartono, S. (2019).Teacher Readiness Level Facing Technology Demands,

Pedagogical Skills and Development of School Culture in the 21st Century, Advances in

Social Science, Education and Humanities Research, volume 317

This article aims to explain the importance of integrating the role of technology and pedagogical

skills in the 21st century learning process and building a school culture that can shape the attitudes,

personality, and character of students.

The description above which has explained all the demands that must be fulfilled by a teacher in

the 21st century, the author tries to explain the importance of integrating the role of technology

and pedagogical skills in the learning process in the 21st century and building a school culture that

can shape students' attitudes, personality, and character.

The method used in this research is descriptive research. Descriptive research is research that is

used to describe a situation or phenomena as they are. Data sources are obtained through several

articles, journals, proceedings, and books. The results of this study show that teachers must have

broader skills in teaching, managing classes effectively, building, developing, and managing

relationships with students and the school community, believing the use of technology to be more

effective in the learning process and building a good school culture to shape the morale of students.

In this type of research, the researcher does not give certain treatment or action to the object of

research. All activities or events run as they are. The data collection technique used is by searching

for the latest literacy and information regarding the role of technology and pedagogical skills and

school culture in 21st century learning.

The method used by the researcher addressed the “what-question” as it examines journals and

books that can provide answers to the importance of the technology. The sample size or number

of journal and books used for the study were not mentioned so the data could be sufficient if it

used only small number of references. However, the discussions were able to summarize and point

out key ideas significant to the aim of a study. Future research on teachers readiness in using

technology in their pedagogical practices based from their own perspectives or the students’

perspective could give more data to provide evidence on the claims of readiness of both the teacher

and the students.

Journal Article Critique #3

Kivunja, C. (PhD). (2014). Innovative Pedagogies in Higher Education to Become Effective

Teachers of 21st Century Skills: Unpacking the Learning and Innovations Skills Domain of the

New Learning Paradigm, International Journal of Higher Education. Vol. 3, No. 4; 2014

This paper aims to determine the skills in demand in the 21st century Digital world, and the ways

these skills can be effectively taught to present and future studies, so they are prepared as they face

life after college. Kivunja (2014) calls this “the new learning paradigm” (p.85). Unfortunately,

those skills are not yet included in many of the learning outcomes prescribed by most educational

jurisdictions or required to be assessed in high-stakes state and national examinations. It is essential

that policy makers, across all nations, and in particular higher education providers, have a firm

understanding of the skills most in demand in the 21st century Digital World, how those skills

relate to the orthodoxy academic standards, and how those skills can be effectively taught.

This paper answers these questions in four ways. First, it gives a brief review of literature that

highlights the meaning of effective teaching and its importance in pedagogy. Second, it reviews

literature on the new learning paradigm that will equip learners with 21st century skills and

explains what the 21st century skills are. Third, arguing that those skills constitute a new way of

effective teaching and learning, the paper articulates the different domains of the new learning

paradigm which comprise these skills. Fourth, it discusses the first of the domains – the Learning

and Innovations Skills domain – so as to explain how the skills in this domain can be effectively

taught to enable higher education students to graduate well equipped with the skills most in

demand for success in today’s knowledge-based, Digital World.

The researcher was able to comprehensively discuss previous and present related literature and

studies that gave the overview of the 21st century skills. There are a sufficient number of references

cited in the study and in-depth discussion of each skills mentioned.

Overall the article gave an adequate data and discussion needed as it relies on the review of related

studies that will address the objective of the study.