Typology of Questions from Indonesian Language Teachers Participating in Professional Education Teachers (PPG) in Position according to the Characteristics of 21st Century Learning

Author (s) : Sudjalil1 ; Rina Wahyu Setyaningrum1 ; Nuria Reny Hariyati2 ; Ahmad Rokhis Rizqoon1
Institution : 1 Universitas Muhammadiyah Malang, Indonesia 2 Akademi Farmasi Surabaya, Indonesia
Category : Article, IJMMU
Topics : Typology; Teacher Questions; Characteristics; 21st Century Learning; Higher Order Thinking Skills

The characteristics of 21st century learning are marked by the implementation of the Independent Learning Curriculum which gives teachers the freedom to improve their students’ critical thinking,
creative thinking, communication, and collaboration skills. Teacher Professional Education (PPG) is a government program, one of the goals of which is to improve teacher professional competence. In relation to this, the purpose of this study is to describe the typology of questions from Indonesian language teachers participating in PPG in the initial, core, and final learning activities according to the
characteristics of 21st century learning. This study uses a qualitative approach with a descriptive method. The research data were analyzed using a design that presented by A. Michael Huberman and Matthew B. Miles. The data analysis model used is the flow model of analysis whose process is carried out with the following steps: (1) data selection, (2) data presentation, (3) data reduction, and (4) drawing conclusions.
Based on the results of the study and discussion, it was concluded that the typology of questions from Indonesian language teachers participating in PPG in Service is in accordance with the characteristics of 2nd century learning: 1) the type of question uses question words, what, whether, how, why, how many, why, and which, does not use words but with question intonation, for example already?, do you think it is important to discuss?, okay the third one? 2) in the initial learning activities, teacher questions are more dominant in improving students’ communication skills compared to critical, creative, and collaborative
skills, 3) in the core learning activities, teacher questions are more dominant in improving critical and creative thinking skills compared to collaboration and communication skills, 4) in the final learning
activities, teacher questions are more dominant in improving critical and communicative thinking skills compared to creative and collaborative skills.

Article can be downloaded here >> https://ijmmu.com/index.php/ijmmu/article/view/6703/5453