Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study

A Afandi ,Sajidan Sajidan ,Muhammad Akhyar ,N Suryani

doi:10.15294/jpii.v8i1.11647

Abstract

In the 21st century, students from all levels of education face extreme global competition, technology that is driven by information, and rapid media-saturation. These dramatic accelerational challenges are the reason why the educational system must prepare students with the skills needed in the era of globalization. Based on a document published by The Board of National Education Standards in 2010 on the importance of establishing a framework for 21st-century education in Indonesia, the necessity of appropriate standards has become very important to the current educational system. This paper aims to discuss conceptual frameworks for prospective science teachers in Indonesia. Using an extensive literature review of three document (P21, enGauge-21CS, and ATC21S) and group discussion with a two-round Delphi study, we have constructed the Indonesian Partnership for 21st-Century Skills Standards (IP-21CSS) based on an agreement between 15 panelists. From the results of this study, we have established four IP-21CSS that were perceived by panelists as appropriate standards for prospective science teachers in Indonesia ranging from 4.5 to 5 or in the high level. These standards include: (1) 4Cs (critical thinking, creative thinking, collaboration, and communication); (2) ICTs (technology, media, and information literacy); (3) spiritual values (religious beliefs and spiritual awareness); and (4) character building (teachersâ€™ attitudes and scientific attitudes). Therefore, it concludes that the implementation of 21st-century education learning that emphasizes each IP-21CSS indicator needs to be considered as an essential component in the courses process for prospective science teachers in Indonesia.

Highlights

The explosion of information, the rapid development of technology, and the widespread globalization in the 21st century bring out the concern of many practitioners, educators, and international organizations in the world about what skills sets students should have for the future
The result becomes evidence that essentially the demands of the skills contained in the three documents have similar content, and there is reflect on fitness among the various competency frameworks, indicating a degree of agreement among researchers in the field (The Ontario Public Service, 2016)
The need based on the mandate by law of Indonesian national education system No 20/2003 article 3 which states that the goal of Indonesian national education is “... the development of the potential of learners to become a man of faith and cautious to God Almighty, be noble, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen”

Summary

Introduction

The explosion of information, the rapid development of technology, and the widespread globalization in the 21st century bring out the concern of many practitioners, educators, and international organizations in the world about what skills sets students should have for the future The students, in the 21st century and in many levels of education, will be faced with the boom of digital technology and information, impacting the growth of the millennial generation (DiLullo et al, 2011; Wehling, 2007; Bickham et al, 2008). One of the characteristics of the millennial generation is their affinity with the digital world (Kolnhofer-Derecskei et al, 2017). They grow up with internet facilities, smartphones, unlimited access to information, and social media as the norm, and they always expect convenience in communication with only a few minutes of “search time” on the PC and a few clicks of a mouse (PwC, 2011; Lau, 2011)

Objectives

Methods

Results

Conclusion