Abstract
Twenty-first-century skills have been long known and used to accelerate teachers' quality and education in Indonesia. The skills that include life and career skills, learning and innovation skills, media, technology, and information skills must be inserted into classroom practices to improve students' learning competencies and learning outcomes. Despite its importance and having been long introduced, there is still limited research conducted on the investigation of primary teachers' readiness to promote classroom skills. Therefore, this study aims to analyse the primary school teachers' readiness to promote 21st-century skills. The readiness was analysed in two dimensions: readiness in terms of 21st-century skills concepts as indicated by self-perception about 21st-century learning and indicated by their readiness in the actual implementation. Six primary school teachers from several schools in Bali were involved. The study used a mixed-method design, and the data were collected using questionnaires, interviews, and direct observation. The data were analysed using descriptive quantitative analysis and supported with qualitative description. The results show that the teachers perceived themselves as ready to implement the skills; however, direct observations show different findings. Some of the skills are not implemented. This finding implies that teachers need to improve their understanding and develop competencies in implementing 21st-century skills.
Highlights
It is universally recognised that to survive in the twenty-first century, students must take much more than the core subjects offered in the school curriculum, and essential computer ability
The term "twenty-first-century sciences" is used frequently in educational circles to relate to the variety of skills and competencies that get beyond what has traditionally been learned in the classrooms, including problem-solving, communication, collaboration, creativity, and SOSHUM Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Volume 10, Number 3, 2020 p-ISSN. 2088-2262 e-ISSN. 2580-5622 innovation
A theory by Trilling and Fadel (2009) about the framework of the 21st century was used. As it was previously mentioned, Trilling and Fadel (2009) state that education in the 21st century is divided into three main skills, namely life and career skills, skills in learning and innovation, and skills in information, media, and technology
Summary
It is universally recognised that to survive in the twenty-first century, students must take much more than the core subjects offered in the school curriculum, and essential computer ability. Others define this term as "data literacy, media literacy, knowledge, communication, and engineering skill. This thought and insight that characterise 21st-century sciences are for educated people and all people who want to act productively in the force. Mukhadis (2013) stated that the 21st century is known as the age of knowledge In this era, all alternative efforts to meet the needs of life in various contexts are more knowledge-based which deal with efforts to meet the needs of knowledge-based education, the development of a knowledge-based, the development and knowledge-based empowering, and industry-based knowledge. As the agents of classroom changes, teachers need to be ready with all the skills to survive in this century
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