4C Skills Research Articles

Coordination of The Apprenticeship Industrial Program with The Siakama Application

This research aims to examine the implementation of the SIAKAMA application in the Apprenticeship Industrial Program. This program was created as a SIAKAMA application to overcome hurdles during the monitoring and evaluation stages. At the monitoring stage, supervising lecturers and field supervisors can use the SIAKAMA application to monitor all Apprenticeship Industrial program student activities in the field, resulting in a good and smooth communication and coordination system. At the evaluation stage, the supervising lecturer and field supervisors in the SIAKAMA application can conduct assessments based on student activities in the field, including daily evaluations and final assessments after the Apprenticeship Industrial Program has been finished. This study employs a quantitative descriptive technique, the Research & Development method, and the 4D development model. A sample of Apprenticeship Industrial Program students from five departments of the Faculty of Engineering, Padang State University, was used in this study. The SIAKAMA application was found to be valid with a value of 0.876, practical with a value of 78.67, and effective with a value of 81.22% after data analysis using SPSS 25. This suggests that implementing the SIAKAMA application to enhance the work competency of Apprenticeship Industrial Program students is viable. The Apprenticeship Industrial Program model represents a modification of the Three Set of Actor development model, yet it hasn't been incorporated with the Industrial Revolution 4.0. Engaging in this Program enables students to acquire 4C skills, including Creativity and Innovation, Critical Thinking and Problem Solving, Communication, and Collaboration.

The Role of Natural Schools in Cultivating 4C Skills to Face the Challenges of the 21st Century

The research uses a qualitative type with descriptive analysis methods: data collection techniques using interviews, observation, and documentation. The research results show that the cultivation of 4C skills is carried out through learning and school programs. Learning at nature schools uses a learning method: Learning with Nature (BBA). Through BBA learning, students are invited to identify problems and conclude problems related to learning. Students are also invited to form groups independently, divide tasks, work creatively, and communicate group work results. Instilling scientific literacy and 4C skills is also done through programs outside of learning. The planned programs include super camps, educational visits/trips, trading agricultural products, and Alek Minangkabau. The results of this research are the basis for conducting studies on instilling and improving 4C skills in elementary schools

Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning

The learning model has an influence on the success of achieving learning objectives. One of the learning models that can improve the skills of students is the RADEC learning model. The syntax contained in the RADEC learning model can help learner-centered learning, namely Read, Answer, Discuss, Explain and Create (RADEC). Currently, collaboration is one of the learning activities that is very popular with students, where currently collaboration skills are found in the 4C skills of the 21st century, however, there are still many students who are still passive in collaborative learning activities. Science and Technology is one of the lessons in the current independent curriculum. This research aims to improve collaboration skills in students using the RADEC learning model. This research uses a classroom action research (PTK) model which is carried out in two cycles consisting of four stages starting from planning, action, observation and reflection. The implementation of learning in this research was carried out using the syntax contained in the RADEC learning model. The selection of research subjects was carried out through purposive sampling techniques and the research subjects in this study were class IV B students with a total of 32 students. Data collection techniques in research are observation and interviews. The results of this research showed an increase from the implementation of cycle I, namely at meeting one and meeting 2 there was an increase of 6.6% and in cycle 2 at meeting 1 and meeting 2 there was an increase of 13.34%. Based on the results of this research, it can be seen that implementing learning using the RADEC learning model can improve students' collaboration skills in science learning. Based on the research that has been done, it can be said that the RADEC learning model can improve student collaboration skills in the learning process which is marked by the fulfillment of collaboration skill indicators by students.

PENERAPAN METODE DISCOVERY LEARNING BERBASIS ICT PADA PEMBELAJARAN TEKS EKSPOSISI KELAS X DI SMAN 1 NGAMPRAH

In the 21st century, it encorages teachers and students to be able to keep up with the times. The 4C skills needed in the 21st century include critical thinking, communication, creative thinking, and collaboration. Process of learning Indonesian there is often a lack of interaction between students and teachers. Therefore, it is necessary to apply the discovery learning method in collaboration with the 4C skills so that the learning process is more impactful and enjoyable. This study aims to determine the response of class X-5 students of SMAN 1 Ngamprah in learning exposition text using discovery learning method. The method used is descriptive qualitative method, the instrument used is a questionnaire in the form of a list of statements addressed to class X-5 students of SMAN 1 Ngamprah. The results of the study concluded that the interest of students in class X-5 with the application of discovery learning method in learning exposition texts was around 93.1% interested and 78% agreed that the discovery learning method in learning exposition texts was effective to be applied to students in class X-5 at SMAN 1 Ngamprah.Keywords:Â Â Â Â Â Â Â discovery learning; exposition texts; SMAN 1 Ngamprah

The Efforts of Implementing the 21st Century Learning in English Education

This research aims to reveals the efforts of implementing 21st century learning and the challenges faced by respondents in applying 21st century learning in English Education Study program at STAIN Bengkalis. This study was a survey research. The findings indicated that several efforts to implement 21st century learning conducted by lecturers in the English Education Study Program at STAIN Bengkalis included: 1) In general, the lecturers have implemented 21st century learning models such as Collaborative Learning, Project Based Learning, and Problem Based Learning; 2) Lecturers employed student-centered learning methods; and 3) Digital literacy was utilized by lecturers in the teaching processes. Meanwhile, some challenges faced are: 1) Inadequate facilities and infrastructure; 2) Many students still lack proficiency in digital literacy; 3) Students face difficulties in mastering the 4C skills (Critical Thinking and Problem Solving, Communication Skills, Creativity and Innovation Skills, and Collaboration Skills); and 4) The concept and principles of 21st century learning are not fully understood by lecturers and students. In order to support better implementation of 21st century learning, institution should provide enough facilities and a workshop about how to implement 21st learning.

Exploring of the gender variations in 4Cs skills among primary students

The development of 21st-century learning skills must prioritize collaborative problem-solving abilities. These include critical thinking, creativity, cooperation, and communication (4Cs) and the gender-based difference in the proficiencies of these skill have been reported in literature. The purpose of this study was to explore gender differences in 4Cs skills between males and females among the primary students after the execution of an informal program. This research provides an example of a STEM program that uses a problem-solving methodology to encourage students interested in environmental sustainability. The research was conducted with 43 female students and 93 male students. The study used a mixed-method involving qualitative observations of facilitators feedback, quantitative paired t-test and SWOT (strengths, weaknesses, opportunities and threats) analysis to evaluate students’ 4C skills. Results of the study revealed that there were statistically significant differences between males and females. The Shapiro-Wilk test for normality revealed that the data did not have a normal distribution, non-parametric analysis, such as the Mann Whitney U test, Spearman's Rho correlation were used. Findings from the Mann-Whitney U test illustrated that males received significantly greater mean score than females on the critical thinking and communications after the program. The females received more score than males on the collaboration and creativity (p < 0.05). The Spearman's Rho correlation analysis reveals that there is a positive correlation between students’ critical thinking and creativity (both male and Female) (p < 0.001). The development of advanced thinking abilities and creativity through facilitation is argued in this study. In summary, a strengths, weaknesses, opportunities, and threats (SWOT) analysis has demonstrated the effective use of the 4Cs skills throughout the duration of a week-long course. It, thus, can be concluded that the Integrated Problem-solving approach can be used as an alternative approach for empowerment of students’ 4Cs skills. Future research should look at the effects of participants' 4Cs on long-term development in formal education.

Development of a 4C skills evaluation instrument for biology: A validity and reliability study on Indonesian high school students learning

Students need to be proficient in the 4C skills of the twenty-first century (critical thinking, creative thinking, collaboration and communication). However, field conditions are out of step with 21st-century advancements. It is well known that high school biology teachers in Kerinci Regency have never particularly established programs to help students understand the 4C skills. The objective of this study is to develop instruments for measuring 4C abilities in biology learning to help biology teachers apply 4C skills-oriented learning in the class. The instruments developed are: 1) an instrument for evaluating critical thinking abilities in the form of essay questions with a grading rubric. 2) An instrument to evaluate creative thinking skills in the form of questionnaires and essay questions with grading rubrics. 3) An instrument for evaluating collaboration skills in the form of questionnaires and observation sheets. 4) An instrument for evaluating communication skills in the form of questionnaires and observation sheets. Assessment instrument experts, biology education practitioners and high school students from Kerinci Regency, Indonesia were included in the study. Empirical and content validations are used to validate instruments. Instrument reliability also covers the consistency of the validators in filling out the validation form as well as the empirical reliability of the instrument. The research findings indicate that the 4C skills assessment instrument is both valid and reliable. The 4C skills assessment instrument can be used to examine students' 4C skills in biology subject.

Integration of 4C Skills on Student Worksheets Prospective Professional Physics Teacher in West Sumatra

The 21st century is an era full of challenges which requires the world community to improve the way they think, learn, work and live in the worldin order to keep up with the rapid progress of information technology. The aim of this research is to determine the extent of integration of 4C skills in student worksheets. This research uses a quantitative approach, with descriptive research type. The object of this research is a student worksheet on Light and Optical Instruments created by 10 prospective professional physics teachers at one of the state universities in West Sumatra. This research instrument is in the form of a questionnaire prepared based on the 4C skill indicators formulated by R.T. Kelley, etc. in the form of positive statements. Based on the analysis that has been carried out on student worksheets made by prospective professional physics teachers, it can be concluded that the content of 4C skills consisting of critical thinking skills is in the high category, while creative thinking skills, communication skills and collaboration skills are in the high category medium category. This research is expected to be able to provide information and an overview of the extent of the distribution of 4C skill content on student worksheets

4C Skills, Must Have untuk Generasi “Gen Z” di Kampar, Provinsi Riau

The phrase "Gen-z" refers to the generation born between 1997 and 2012. This generation has a global mindset and sees technology as their fundamental necessity. In other words, Gen-Z already outperforms the previous generation in terms of ICT/ICT skills. However, not all of the archipelago's Gen Z are yet proficient in navigating the digital age. Furthermore, the abilities required to become a competent individual include more than just being qualified to utilize ICT. As a result, today's youth must be capable of critical thinking and problem solving, as well as communication, teamwork, and creativity. According to the facts on the ground, many young people still do not comprehend the four soft skills and do not recognize the necessity of possessing the soft skills known as the 4C talents. This community service intends to introduce these 4C abilities and how crucial they are for the generation living in the twenty-first century, the digitalization century.The results of this Community Service are, (1) students of MAN 2 Kampar-Riau understand critical thinking and problem solving, communication, collaboration, and creativity skills, (2) students improve their 4C skills, (3) Students able to implement these 4 skills in their daily lives since they got enlightened about the knowledge from the given PkM, (4). Another goal of this PkM is to create the younger generation, especially Gen Z, who are aware of the massive changes in this digital era, are digitally savvy and encourage them to think critically and be able to solve problems, communicate well and effectively, collaborate with teams, be innovative and creative.

Menumbuhkembangkan Keterampilan 4C Melalui Problem Based Learning (PBL) Terintegrasi Role Playing dan Game Quizziz

This research discusses the use of the Problem Based Learning (PBL) learning model which is integrated with the Role Playing method and the Quizziz game platform in improving 4C skills (Critical Thinking, Communication, Collaboration, and Creativity) in 4th grade elementary school students in understanding the rights and obligations of students. Pancasila Education lessons. In the 21st century era of education, the need to develop these essential skills is crucial to prepare students to face an ever-changing environment. PBL, with a focus on solving problems relevant to everyday life, is integrated with role playing and Quizziz games as an innovative solution in learning. The research method used is descriptive qualitative with a focus on an integrated learning approach. The research was conducted at SD Negeri Semarangan 1 involving 25 grade 4 students as research subjects. Data was collected through documentation and observation techniques. The results of the research show that through structured learning steps, such as student orientation towards problems, student organization for learning, individual and group investigation guidance, development and presentation of work results, as well as analysis and evaluation of the problem solving process, 4C skills can grow and develop in student. Students engage in collaboration, communication, creativity, and critical thinking while undergoing these learning stages.&#x0D; &#x0D; Keywords: PBL, role playing, quizziz.&#x0D;

Analysis of 4C Skills (Critical Thinking, Creativity and Innovation, Collaboration, and Communication) of Physics Education Students in Facing the Industrial Revolution 4.0

This study aims to analyze the 4C ability level of FKIP Jabal Ghafur University students. The subjects of this study were 42 students of the Physics education study program. This research is a qualitative research with a case study design.Data collection was carried out through observation, questionnaires and interviews. The instruments used will be prepared based on the indicators of each 4C skill. The data collected will be analyzed through the stages of data reduction, data presentation and conclusions. The research results showstudents' critical thinking skills on indicator 1 reasoning have an achievement percentage of 34%; indicator 2 thinking as hypothesis testing has an achievement percentage of 47%; indicator 3 analyzing arguments has an achievement percentage of 49%; indicator 4 analysis of possibilities and uncertainties has a percentage of 68% and indicator 5 problem solving and decision making has a percentage of 73%. The results of students' creative and innovative thinking abilities on indicator 1 of fluency thinking skills have an achievement percentage of 28%; indicator 2 elaboration skill has an achievement percentage of 52%; indicator 3 of flexible thinking skills (flexibility) has an achievement percentage of 26%; and indicator 4 Original thinking skills (originality) has a percentage of 17%. The results of student collaboration skills in indicator 1 contributed to the percentage of achievement of 49%; indicator 2 time management has an achievement percentage of 54%; indicator 3focus on taskhas an achievement percentage of 63%; indicator 4 working with other people has a percentage of 71%; and indicator 5 responsibility has a percentage of 67%. The results of student communication skills on indicator 1 koral communication skillspercentage of achievement of 74%; and indicator 2kscientific communication skillshas an achievement percentage of 41%.

TEACHER STRATEGIES IN FACING IN THE CHALLENGES OF 21st CENTURY EDUCATION

Education in the 21st century faces complex challenges, especially in the context of shifting paradigms toward modern education. This article outlines the definition of education as a conscious effort to develop spiritual potential, self-control, personality, intelligence, noble character, and necessary skills. The paradigm shift in 21st-century education requires teachers to adapt to the developments of the times, particularly in the implementation of suitable educational strategies. Challenges for 21st-century teachers involve aspects of technology, multiculturalism, active learning, and accountability. Teachers must overcome technological gaps, confront changes in teaching methods, and meet the demands of 21st-century skills. This research aims to understand teacher strategies in facing the challenges of 21st-century education using a qualitative descriptive analysis approach. The research findings indicate that teachers employ strategies such as collaborative learning, blended learning, project-based learning, problem-based learning, design-based learning, and inquiry-based learning. These strategies aim to enhance 4C skills (communication, collaboration, creativity, and critical thinking) essential for meeting the demands of the 21st century. By implementing these strategies, teachers can overcome challenges and prepare students for a future full of change and complexity.

Mathematics Teachers in Teaching 4C Skills: School-University Perspective

In the 21st century, teacher education is required to look for new ways to improve the quality of mathematics teachers. However, the facts seen from the PISA test show that the achievement of Indonesian students is always low. Additionally, the OECD reports that only 1% of students in Indonesia are able to answer questions at a low level. The research aims to identify and find out what teacher educators face in preparing mathematics teachers with 4C skills and knowing solutions to 4C difficulties. The research method is a qualitative exploratory case study with a single case study design. The subjects were teachers at schools and prospective teachers at universities. Data collection techniques using documents and interviews. Ten prospective teachers from a university perspective and ten in-service teachers from a school perspective. The data analysis technique uses the constant comparative analysis method. The research results found five common challenges: lack of learning ability and motivation among prospective teachers, pedagogical challenges, lack of capacity and conceptual understanding of 4C skills among teacher educators, lack of supporting programs and facilities, and political challenges. Another finding is that teacher capacity is the two main concerns; universities must implement new, dynamic learning systems to equip mathematics teacher graduates with resources that teach 4C skills innovatively.

Improving the quality of mathematics teacher education: An integrated approach to the 4C skills

In the current century of openness, teachers must learn new methods to improve their competence in mathematics lessons. Universities must ensure the quality of prospective mathematics teachers who are competent in teaching mathematics with 4C skills. However, the fact is, that teaching 4C skills is very difficult. So the purpose of this study is to analyze the obstacles of prospective teacher educators in teaching their 4C skills. The research method used is qualitative with data collection techniques through interviews and documentation on 12 prospective teachers from the perspective of universities and 12 teachers from the perspective of those who are already on duty in schools. Data analysis techniques with comparative constant analysis. The results found that there were five obstacles, namely the lack of ability and motivation of prospective teachers, pedagogical obstacles, and lack of understanding of concepts in 4C skills among mentoring prospective teachers, minimal supporting programs and facilities, and interests in politics. It was also found that prospective teachers and teacher capacity were two important problems. In conclusion, it is important to focus on 4C skills and rethink how universities can educate and train future teachers. Recommendations, so that mathematics teacher education programs use a new dynamic learning system to equip mathematics teacher graduates with superior resources. The registration process needs to be controlled to retain prospective mathematics teachers in developing their knowledge and skills to teach the 4C skills.

Revitalizing 21st-Century Education Through Technology-Based Learning Management at SD Negeri 54 Banda Aceh

This research aims to analyze and explain technology-based learning management at State Elementary School 54 Banda Aceh to support the revitalization of 21st century education. Revitalization of education is a necessity to accommodate the challenges that arise along with technological developments. Learning management plays an important role in creating changes that support the revitalization of education that is able to respond to the dynamics of current developments. This research was carried out at State Elementary School 54 Banda Aceh. This research use desciptive qualitative approach. The results of the research show that the Principal of State Elementary School 54 Banda Aceh has carried out good management and supervision regarding the challenges and benefits of implementing technology-based learning. This aims to support the revitalization of 21st century education with a focus on 21st century learning and technology that emphasizes students' 4C skills and the activities carried out need to be controlled according to plan so that learning objectives are achieved. Management of technology-based learning at State Elementary School 54 Banda Aceh includes planning, organizing, coordinating and supervising carried out by the school principal.

STEM-Smart Physics E-Module to Promote Conceptual Understanding and 4C Skills of Students

The application of communication information in 21st-century learning has become popular to promote various students’ skills. This study investigates the impact of the STEM-integrated smartphone-based physics E-module (STEM-Smart Physics E-Module) to promote students’ conceptual understanding and Communication, Collaboration, Critical Thinking, and Creativity (4C) skills. This research method can be classified into a quasi-experimental method. The research design was based on a post-test-only control group design. Instruments for collecting data consisted of two types: written tests to assess conceptual understanding and performance assessment sheets to assess the three components of students’ 4C skills. The results show that the application of STEM-Smart Physics E-Module positively impacts students’ conceptual understanding and three components of the 4C skills, namely creative thinking, critical thinking, and communication.

Problem Based Learning Models on Critical Thinking Ability in Science Lessons of Grade V Elementary School

21st century learning requires students to have 4C skills, one of which is critical thinking. Critical thinking is a potential that students must train early and must continue to be developed. Therefore, the process of implementing learning in the classroom must be able to train and improve students' critical thinking skills with real problems in science material. This study aims to analyze the effect of Problem Based Learning Model on critical thinking skills in science lessons of grade V elementary school students. This type of research is a pseudo-research with a research design of Nonequivalent Control Group Design. The research sample was grade V elementary school students totaling 61 students. The data collection method used was the test method and the instrument used was an essay test question equipped with an assessment rubric. The analysis technique used descriptive statistical analysis techniques and inferential statistics t-test. The results of data analysis obtained the average critical thinking ability of the experimental group 75.8 and the control group 65.5. Based on the results of the t-test analysis, obtained tcount = 5.65 &gt; ttable = 2.001 at a significance level of 5% with df = 59, then H0 is rejected and Ha is accepted. So, it can be concluded that there is a significant effect of the application of problem-based learning model on critical thinking skills in science lessons of grade V elementary school students.

Application of the Steam Approach in Efforts to Improve 4c Skills in Elementary School Students

This research is motivated by the need for renewal in the learning process and the importance of students having 4C skills in the 21st century. The purpose of this research is to describe the application of the STEAM approach to improve 4c skills. This research uses a descriptive qualitative approach. The data collection techniques used are observation, tests, questionnaires and documentation. The result of this research learning process is that the STEAM approach is effectively used. High category students understand the material and get perfect scores. Medium category students are able to understand the material with few errors, and the location of the error is understanding the nature of spatial shapes. Meanwhile, low category students have not been able to understand the material with many errors, and the errors is in understanding the nature of spatial shapes and how to draw shapes that do not match the achievement indicators

Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model

The 21st century skills are skills that really need to be developed to face the current digitalization era. Looking at the current conditions, students' 21st century skills are not very prominent and are not well developed so that students need new innovations that can support 4C skills. The purpose of this study was to analyze the 21st century skill profile of first semester Elementary School Teacher Study Program students in the elementary physics basic concepts course. This type of research is descriptive research. The sample of this research was 110 students selected with a specific purpose or by purposive sampling technique. The data collection techniques used are questionnaires, interviews, and observation. The data were analyzed using descriptive statistics which would show the percentage of the number of students per category. The results of this study indicate that for creative thinking skills, collaboration and communication the percentage of students is in the near standard category. As for creative thinking skills, the percentage of students is in the substandard category. This shows that students' 21st century skills still need to be improved. learning activities that facilitate the emergence of 21st century skills need to be carried out continuously or continuously so that students are accustomed to and achieve the desired standards. The conclusion of this study is that students' 21st century skill profiles in digital learning with CTL are in a status close to a good standard, except for creative thinking skills that still require some extra treatment to improve them.

Factors Affecting Junior High School Students' 4C Skills: An Empirical Study

The purpose of this research is to find out factors that can affecting Junior High School Students' 4C Skills such as self-efficacy, learning motivation, liveliness, mathematical literacy, and scientific literacy can significantly influence students' 4C skills. This study is quantitative research using a survey method. In addition, the effect of each construct on the 4C skills is estimated through the Partial Least Square Structural Equation Model (PLS-SEM). The research results show that self-efficacy, scientific literacy, learning motivation and activeness have a significant effect on 4C skills. Mathematical literacy does not have a significant effect on 4C skills, but scientific literacy has a mediating effect on the relationship between mathematical literacy and 4C skills. Therefore, it is expected that students will further improve their skills in realizing the demands of globalization.