Abstract
The explanatory mixed-method was conducted to assess prospective biology teachers’ (PBTs) perceptions on thinking as 21st century skills. Data were collected using a quantitative survey method, and an interview with PBTs from Islamic University. 168 (14 men and 154 women) of 195 PBTs participated in filling out the questionnaire. The questionnaire consisted of 24 statements of aspects of critical thinking, problem-solving, creativity, metacognition of the 21st century skill. The confirmatory factor analysis (CFA) and alpha Cronbach tests were used to determine the quality of the instrument. Statistic descriptive, ANOVA, and correlation tests were conducted to analyze the quantitative data. Triangulation was conducted on the results of the interview. The results of the study indicate that (a) most male and female PBTs at Islamic universities have high skills in critical thinking and metacognition; (b) most male and female PBTs at Islamic universities have insufficient skills in problemsolving and creativity skills; (c) the results of this study also showed that there is no relationship between gender and PBTs skills. This study suggested that teachers and education managers in Islamic universities need to apply integrative learning by paying attention to the skills needed by PBTs. Learning applied in classrooms should be based on 21st century skills.
Highlights
In education, assessment of 21st century skills is the important issue (Geisinger, 2016), because it is conducted as a key concept and slogan in the field of education based on 21st century skills (Greiff & Kyllonen, 2016). Teo (2019) stated that over the past two decades, educators have determined strategies to prepare students and prospective teachers on how to navigate through the increasingly globalized world and inter-connected landscape associated with the 21st century
Fitriani et al (2019) conducted research on the exploration of critical thinking of teacher candidates and critical analysis skills based on gender in anatomy and plant development courses, and the results showed that the prospective biology teachers’ (PBTs) critical thinking and critical analysis skills and found a positive correlation between the prospective teacher’s critical thinking and critical analysis skills
The results of the p-value are all items smaller than alpha divided by the number of items, it can be concluded that all items measuring each indicator of thinking are valid
Summary
Assessment of 21st century skills is the important issue (Geisinger, 2016), because it is conducted as a key concept and slogan in the field of education based on 21st century skills (Greiff & Kyllonen, 2016). Teo (2019) stated that over the past two decades, educators have determined strategies to prepare students and prospective teachers on how to navigate through the increasingly globalized world and inter-connected landscape associated with the 21st century. Teo (2019) stated that over the past two decades, educators have determined strategies to prepare students and prospective teachers on how to navigate through the increasingly globalized world and inter-connected landscape associated with the 21st century. Students need these skills (Larson & Miller, 2011). Wang et al (2018) reported that 21st century skills in the. The problem of the study is the unclear classification and terminology of 21st century skills for prospective biology teachers at Islamic universities. No studies have been stated that 21st-century skills must be mastered by prospective biology teacher students at Islamic universities. A study of 21st century skills is needed to determine the type of 21st century skills for prospective biology teacher students at Islamic universities. The study of 21st century skills at
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
