DISCREPANCY BETWEEN PERCEIVED AND OBSERVED REALITY ABOUT THE 21ST CENTURY SKILLS IMPLEMENTATION AT PRIMARY SCHOOL

Luh Gd Rahayu Budiarta,Ni Luh Made Juli Candra Ningsih,Ni Nyoman Padmadewi

doi:10.30650/ajte.v3i1.1402

Luh Gd Rahayu Budiarta, Ni Luh Made Juli Candra Ningsih + Show 1 more

Open Access

https://doi.org/10.30650/ajte.v3i1.1402

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Abstract

ABSTRACT For preparing the Indonesian students that mastering the 21st century skills, the teachers as the intermediary of the students and the government should be ready to implement each. Meanwhile, from the teachers' readiness, there might be differences between their perception and observed reality. For this reason, the study was to investigate the discrepancy between perceived and observed reality on the implementation of the 21st century skills by the English teachers at primary school. This study is needed to conduct to get real information about the teachers' readiness for implementing 21st century skills. This research had arranged in the Primary School of Tabanan regency during the English teaching and learning. Six English teachers used as the subject related to their perception and reality of the implementation of 21st century skills. A mix-method design used to collect the data with the quantitative way for teachers perceived and descriptively for observed reality. The questionnaire, observation checklist, document, and interview guide were the method for data collection. The result showed that there was a discrepancy between the teachers’ perceived and observed reality about the implementation of 21st century skills at primary school. The discrepancy was the teachers do not ready to implement the 21st century skills, but they perceived the opposed. Keywords: Discrepancy, 21st Century Skills, Teaching English, Primary School

Highlights

The phenomena of the 21st century influenced the lifestyle of people worldwide
There was the novelty of the newest study that this study found out how the teachers can truly implement 21st century skills after they know and do 21st century skills
Rusdin 92018) found that the teachers’ level of readiness were high the present study found that the teachers were not ready in implementing the 21st century skills. 3.2 Discussion

Summary

Introduction

The phenomena of the 21st century influenced the lifestyle of people worldwide. The 21st century skills should be implemented for students in early learning, school, beyond school, and around the world. Et al, (2018), In Indonesia, to prepare Indonesian students with the 21st century skills, the Indonesian National Ministries of Technology, Research, and Higher Education always tries to develop the educational system. One of the development is the newest curriculum that wellknown as curriculum 2013. As cited in Ismayanti (2016), Permendikbud number 21 in 2016 about primary and secondary education content standards already mentions the implementation of 21st century skills on Indonesian education

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