21ST CENTURY LEARNING IN ELEMENTARY SCHOOLS: CHARACTER EDUCATION THROUGH A LITERACY CULTURE

Abstract

The purpose of this research is to provide a detailed understanding of how character education is implemented through literary education in the context of 21st-century classroom instruction in general education. In a school setting, character education is implemented through a conditional habitus process. Implementing literacy practices in an operationally pragmatic manner can be done in a timely manner by adhering to the principle of character-based education. Both are integrated in a 21st-century learning context, even down to the technological level. According to the context of 21st-century education, known as 4C, students need to be taught four competencies, among them: (1) communication; (2) collaboration; (3) critical thinking and problem-solving; and (4) ingenuity. In the context of 21st-century education in Dasar schools, it is anticipated that the presence of synergistic effects in character education through literacy education will materialize in the upcoming generation, which is expected to be the 2045 generation.