Training effect on teacher ability to implement the 21st century skills in learning

Abstract

This study aims to evaluate the effect of training on the ability of teachers to implement 21st-century skills learning at the Construction Engineering Vocational School in Yogyakarta. According to the training objectives, descriptive and inference statistics methods measure teacher learning achievement in developing 4C skills. A total of 42 Vocational High School teachers were taken as samples, representing three groups of subjects, basic subjects of expertise (C1), basic skill programs (C2), and competency skills (C3). Data analysis was carried out using descriptive analysis techniques and Manova analysis. Content validation of the research instrument was carried out through expert judgment involving three experts, and the instrument was declared valid, with the Aiken V coefficient of 0.60. The results showed: (1) the level of implementation of learning to develop 4C skills (critical thinking, creativity, collaboration, and communication) at the Construction Engineering Vocational School in Yogyakarta in the good category; (2) obstacles to the implementation of 4C learning are related to teachers' understanding of low 4C learning, overloaded teacher workloads, and the academic abilities of Vocational High School students who are at medium and low levels; and (3) the level of implementation of 4C learning between subject groups is significantly different, while that based on teacher participation in 4C learning training is not significant. Keywords: teacher ability; vocational high school; 21st-century skill; training effect.