Malaysian Education Research Articles

Validity and Reliability of a Conceptual Framework on Enhancing Learning for Students via Kinect: A Pilot Test

Traditional method of teaching poses two significant problems – not all students learn alike, and the physical interaction needed poses health risk during pandemic. As such, for these students, an alternative learning method such as those that uses natural user interface (NUI) can be considered. This method would be beneficial for kinesthetic type learners and can be conducted remotely. The alternative learning program is a complementary method, thus still incorporates the current subject syllabus. However, the delivery, learning and execution of the syllabus will be varied. In minimizing these gaps found in the current Malaysian education system, a conceptual framework utilizing Microsoft Kinect is proposed. Since this is a new framework, a pilot study is needed to gauge the validity and reliability of the survey instrument prior to embarking on further study on the outcome of the alternative learning program. Face and content validity conducted on the questionnaire were found to be clear, not confusing, and measures what the questions were supposed to measure. Reliability measured using Cronbach’s Alpha indicated values above the acceptable range. Thus, these results indicate that the instrument is valid and reliable to be applied for data collection in the future study to assess the intention of Malaysian students to adopt an alternative medium for learning.

THE INFLUENCE OF METACOGNITIVE SELF-REGULATION ON LEARNING STRATEGIES IN MANDARIN LEARNING

Due to China’s rapid economic development, there has been an increased demand for Chinese language education in Malaysia. The utilization of appropriate language learning strategies plays a crucial role in ensuring successful learning outcomes. Therefore, the objective of this research is to investigate learners’ perception regarding their use of learning strategies in acquiring Mandarin as a foreign language. A quantitative survey was conducted among 148 students enrolled in an Introductory Mandarin course in a public university. The survey employed a 5 Likert-scale and consisted of four sessions which are demographic profile, cognitive components, metacognitive self-regulation and resource management. The collected data were analyzed using SPSS. The findings indicate that the resource management components “environment management” and “help-seeking” received a highest mean scores (M=4.14, 4.15), followed by the cognitive component “rehearsal” (M=4). Conversely, metacognitive self-regulation strategies had the lowest mean score (M=3.78). Furthermore, the research also reveals a strong positive correlation between metacognitive self-regulation, cognitive strategies and resource management strategies in foreign language learning. It is hoped that this study can provide insights for instructors to enhance their teaching approach to facilitate students' learning.

Design and Development Research (DDR) Approach in Designing Design Thinking Chemistry Module to Empower Students' Innovation Competencies

Design and evaluation processes to provide an empirical basis for producing instructional and non-instructional products, tools, and new or improved development models. This method uses various methods, including qualitative and quantitative techniques, and thoroughly examines the literature. The design and development of this chemistry module using design thinking to empower students' innovation competencies are described in this article. The main challenge for the teaching implementation process that is capable of mastering the skills of generating new ideas and solving problems in the real world is preparing teaching materials, consuming time, and putting pressure on the teacher. Teachers need more support resources to translate the expected teaching practices. This effort aims to generate a new perspective in education, especially chemistry education, in developing student innovation competence in secondary schools in Malaysia. Therefore, this study aims to discuss the design and development research (DDR) approach used to develop a design thinking chemistry module using a DDR approach. The researcher will go through three study phases and use several different research approaches in each phase. In the first phase, the researcher investigated the teachers' needs in their pedagogy used in teaching and students' innovation competencies. The second phase is the design and development phase, involving the consensus of twelve experts in various fields, such as chemistry/science, technology, engineering, and mathematics (STEM), curriculum development, module construction experts, and research and innovation planning experts. Consequently, the final phase is implementation and evaluation, focusing on determining the module's effectiveness in teaching and learning. Expert consensus is the primary input in developing modules in Malaysian chemistry education. Malaysian education needs to bring a different educational paradigm and teaching strategy, which includes the impact of teacher pedagogy through design thinking in the future. The conclusion of this article proposes a conceptual framework for the research to contribute to the advancement of design thinking and chemistry education.

A Comparative Study of Gifted Music Programs in Malaysia: The Impact on Tertiary Music Education and Talent Development

This article uses data generated from interviews with three music education practitioners in Malaysia to compare two music education institutions: the Muzik Permata Seni and the Sekolah Seni Malaysia. In so doing, it aims to evaluate the impact of these programs on tertiary music education within Malaysia. Grounded Theory was employed to develop a preliminary theory based on previous research conducted on gifted music students at Sultan Idris Education University in Perak, Malaysia. By employing a similar case sampling approach, this project extends the theory’s transferability to other locations in Malaysia. This article focuses on both understanding the environment in which young musicians in Malaysia grow and identifying factors crucial for their talent development. Additionally, it explores the professional developmental paths available to young musicians in the country. The findings contribute to the ongoing discourse on nurturing musical talent and can serve as a valuable resource for stakeholders seeking to improve the standards of music education in Malaysia.

Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences

PurposeThis study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.Design/methodology/approachThe transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.FindingsBased upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.Originality/valueThis study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.

The key themes of issues and challenges in developing the quality framework for football coaching education in Malaysia

Sports coaching education and development has consistently been a topic of discussion on a global scale. Coaching education is considered to be essential for both sustaining and improving the quality of sports coaching. The development of a quality framework for sports education will serve as a guide to ensure consistency, relevance, and effectiveness in coaching and enable coaches to optimise athlete development and performance. This study aims to discuss the issues and challenges of developing the Malaysia Football Coaching Education Quality Framework. This study uses the qualitative method of Evolved Grounded Theory (EGT). The data from five football coaches (n=5) nationwide from the National Sports School, State Sports School, District Training Centre and Tunas Academy representing the executing group and five football stakeholders (n=5) representing the management group were collected from semii-structured in-depth interviews, observations and writing documents to determine the main issues and challenges. The data were transcribed verbatim and analysed using Atlas.ti software through open coding, axial coding and selective coding processes. The following three themes emerged in the context of issues and challenges in developing the Malaysia Football Coaching Education Quality Framework: 1) Accredited Coaching Course/Coaching Certification, 2) Opportunity to Attend Coaching Course, and 3) Coaching Syllabus. Therefore, the findings will help national football stakeholders develop the Malaysia Football Coaching Education Quality Framework. Through this framework, stakeholders and governing bodies can cooperate to upgrade the existing program and improve the quality of football coaching education in Malaysia. In fact, quality football coaches can help to produce quality footballers in Malaysia. In addition, the Malaysia Football Coaching Education Quality Framework can become a guideline for football coaches in Malaysia

Qualitative Research Approaches in Assessing Challenges During the Pandemic Covid-19

A prosperous family refers to a situation in which a family has adequate access to the physical, economic, social and health resources needed to meet basic needs and improve the quality of life. This article discusses the findings from qualitative data on the new normal life among Malaysians after the COVID-19 pandemic. The methodology used is in line with the objective of building a New Norm Life Model after the COVID-19 pandemic. Round table discussion which involved representatives from several ministries like Ministry of Energy, Science, Technology and Innovation, the Ministry of Education Malaysia, the Ministry of Digital Communications Malaysia, the Ministry of Finance Malaysia, and the Ministry of Health Malaysia. As a result, the government can come out with a better strategy and respond to future public health threats by streamlining physical and digital infrastructure and an adequate and efficient workforce. The government plays a significant role in creating an environment that supports the creation of a prosperous family through policies, social programs, and community empowerment.

A Conceptual Framework for the Individual Factors Fostering the Innovative Work Behaviour of STEM Teachers

This article explores the factors influencing innovative work behavior (IWB) among academics in the field of education, with a specific focus on STEM teachers. The inquiry adopts the conceptual framework of self-determination theory. A literature review methodology is employed, encompassing an examination of journals, conference papers, theses, and a conceptual approach. Variables in this analysis are delineated and measured in accordance with previous research and recommendations. The findings of this study highlight the significance of intrinsic motivation, self-efficacy, and job engagement as pivotal characteristics contributing to the cultivation of innovative work behavior among employees. The study's limitations stem from its reliance on a literature review and the analysis of prior research findings to construct a conceptual framework concerning STEM teachers' innovative work behavior. Future empirical research is recommended to comprehensively elucidate additional factors fostering innovative work behavior. The research findings corroborate earlier studies, suggesting that to bolster Malaysia's standing in the Global Innovation Index (GII) and, indirectly, to advance the goals of the NSTIP 2021-2030 aimed at cultivating a technologically proficient society, educational administrators in Malaysia should actively foster teachers' engagement in innovative work behavior activities, leveraging their competencies and strengths. This study provides valuable insights into the individual factors influencing teachers' propensity for innovative work behavior and their potential to enhance Malaysia's education system.

Project-Based Learning (PjBL) Practice in Technical and Vocational Education and Training (TVET) in Indonesia and Malaysia: A Comparative Study

This qualitative-comparative study examined the use of Project-Based Learning (PjBL) in Technical and Vocational Education and Training (TVET) institutions in Indonesia and Malaysia. It observed the use of PjBL as a student-centered learning method to bridge the gap between academic knowledge and practical skills required for the changing needs of the job market. Empirical research in Indonesia demonstrates that PjBL improves students' collaboration, communication, and interpersonal abilities. The implementation of PjBL in Politeknik Negeri Padang (PNP) Indonesia follows a structured approach categorized into small, medium, and large-scale projects, integrating various subjects and fostering interdisciplinary collaboration among students. Similarly, in Malaysia, PjBL supports efforts to restructure TVET to satisfy industrial demands, particularly at institutions such as Kolej Komuniti Selayang (KKSY) and Politeknik Sultan Idris Shah (PSIS). The Malaysian model stresses regular review and weekly assessment of student projects, with the goal of improving students' critical thinking, problem-solving, and innovative skills. However, there are significant variances in the evaluation time and the duration of project application between Indonesia and Malaysia. Overall, the comparative analysis offers insight on the changing pedagogical approaches in TVET schools in Indonesia and Malaysia, highlighting the importance of PjBL in preparing students to face the recent globalized workforce.

Embedding higher order thinking skills in Islamic history (Sirah) education in Malaysia

<span lang="EN-US">The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (</span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US">) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation.</span>

A Pilot Study in Southern Region Primary School: Are Design and Technology Teachers Ready to Teach Programming?

This is a pilot study on the teachers’ competency in teaching programming education in primary schools. In response to the growing demand for professionals in the field of computer science, many countries have started to promote programming to young students. Malaysian education also in line with this change. Programming education in primary schools can be highly beneficial for kids as it can develop their logical thinking, creativity, and problem-solving skills.The implementation of an effective programming education needs teachers with good competency. The aspect of competence intended in this study refers to 3 elementsin KSA Model which consist of knowledge, skills, and attitude. A quantitative survey was employed to explore the competency of primary school Design and Technology (D&T) teachers in programming. The data was gathered through Google Form online survey. The survey was announced through programming workshop called “Scratch for All” held in Universiti Teknikal Malaysia (UTeM), Melaka. The teachers involved are from 46 schools across three southern Malaysian states, Melaka, Negeri Sembilan, and Johor. As the purpose of this pilot study is to verify the items in questionnaire, the result obtained showed that the items for programming knowledge among D&T teachers had a reliability index of = 0.903, the programming skills items were at = 0.945, and the items measuring teachers' attitudes towards programming were at = 0.933. All the result showed a good determining factor for the planned study. As conclusion, all items in sections (b), (c), and (d) can be used in the planned study to identify the competency of D&T teachers regarding the teaching of programming in primary schools.

Geospatial Technology Intervention Module in Learning and Facilitation (L&F) Amongst Form Two Geography Students

Technological evolution in the 21st Century Learning and Facilitation (L&F) have been significantly affirmed by the Ministry of Education Malaysia (MOE). Nonetheless, the present scenario still indicates the snag of technological development in the education system such as the application of geospatial technology in the subject of Geography in Malaysia which is not significant. Generally, Learning and Facilitation (L&F) of Geography subjects concern conventional activities that do not help much in improving the Spatial Thinking Skills (STS) and student interest. Ergo, Geospatial technology has been observed to have the potential to increase STS and student interest in Geography subjects. This study aims to develop a Geospatial technology intervention module based on the theory of Cognitive Learning, Theory of Constructivism and Bloom’s Taxonomy Theory. The formation of this module adopts Sidek Module Construction Model (MPMS) as the main motivation to complete this module. The contents of the module are also identified through a more comprehensive and analytical and extensive review of past studies done. This study creates draft modules that have four submodules namely Geography Skill, Physical Geography, Human Geography and Area Geography. The module is anticipated to be implemented as an effective L&F material especially in enhancing STS and attracting students to Geography subjects.

Systematic Literature Review: What Factors Influence Talent Management Among Secondary School Teachers in Malaysia?

Talent management is regarded as a critical component in ensuring an organization's long-term viability. Furthermore, talent management for the education sector in Malaysia has recently captured attention of researchers. On the other hand, despite the fact that the focus in the context of talent management was clearly stated in the Malaysia Education Blueprint 2013–2025, talent management in education still has room for improvement in order to ensure a better future for our education sector. For example, only few researchers are conducting research on aspects of talent management in education, such as talent identification, teacher talent development, teacher retention, school talent culture, and so on. As a result, the primary goal of this article is to review the research article with a systematic review as an added value. PRISMA is used to guide the review process (the Preferred Reporting Items for Systematic Review and Meta-Analyses). To obtain the published article, however, three databases were used: Scopus, Web of Science, and Google Scholar. According to the articles, four themes emerged from the articles. The themes are as follows: 1) teacher talent identification; 2) professional development for teachers; 3) teacher retention; and 4) school talent culture. As a result of the thematic analysis in this SLR article, the talent management for education model and approach can be used by policymakers, school administrators, and others to ensure that teachers in their organization are retained.

Beyond the Test Score: The Broader Use of MUET in Malaysian Higher Education

The present study seeks to explore the test use and consequences of the Malaysian University English Test (MUET), a high-stakes university entry test in Malaysia that is used as an entry requirement for undergraduate education in Malaysia. It is deemed important to look into the consequences, particularly its washback associated with the use and interpretation of MUET as these consequences need to be understood in relation to the context in which the test is being implemented. Evaluation of large-scale assessment programs that are implemented to enhance educational quality involves investigating both their intended and unintended consequences. Therefore, this study sets out to examine both the intended and actual use and consequences of the MUET. Participants of this study include MUET test developers and students who have already taken the MUET and are currently situated in a diverse educational environment. A qualitative method was employed by means of document analysis and focused-group discussion. It was found that MUET has an impact in academic contexts as the students’ experience of taking MUET has improved their proficiency in English as well as their motivation to learn English.

Teachers’ Insight on Digital Competencies and Maturity among School Administrators in Sarawak, Malaysian Schools

Digital in education is always evolving at a quick pace and Malaysia experienced a slower rate of adaption among the some Southeast countries. the administrators at the schools possess inadequate digital competence. This article aims to investigate the competence of school administrators from the perspective of teachers, as well as to classify Malaysian schools' level of digital maturity. Moreover, digital maturity is a prerequisite for the success of digital transformation, yet research on digital maturity in Malaysian education is lacking. Six Malaysian teachers participated in a Focus Group Discussion (FGD) by utilising a qualitative method. This study identified school administrators' competence for digital leadership are vision and mission, digital culture, digital professional development, digitally go-forward, digital safety and digital resilience. The subthemes are problem-solving, communication, teamwork, creativity, critical thinking, ethical and cultural awareness, adaptability, self-direction, technical skills, lifelong learning, and information management. Malaysian schools' digital maturity, as measured by the Educational Process-Capability Digital Maturity (EPCMM), is at level 3, which is designated as "Management." In order to empower and improve school administrators' competences to fully integrate digital technology into daily administrative tasks while leading the digital cultural changes in their schools, it is helpful to know the level of digital maturity in Malaysian schools.

The Development Framework and Uses of the Thematic Modules in Teaching and Learning Primary School Skills

To uphold education in Malaysia, especially Malay language education, and enhance the ability of Malay language skills at the primary level, a reform in teaching and learning Malay language education at the primary level is required. Language teaching strategies use a variety of principles, techniques, and approaches to meet the concept of integration in the National Philosophy of Education. The thematic approach is an approach that will be taught through the topics or themes selected following the time, place, and interest in moving a teaching and learning process as a vehicle and medium to gain knowledge, skills, and values translated into language teaching through listening and speaking skills, reading, and writing. Various issues related to learning language skills include teacher teaching capabilities, the quality of teaching in the classroom, and applying lesson plans. The framework is based on the modified instruction design steps from the ADDIE model, consisting of the need for analysis, the design and development phase, and the implementation and evaluation phase. Overall, this framework explains the steps that need to be implemented to develop and evaluate the usability of the thematic module aimed at improving the Malay language learning strategy among primary school students in listening, reading, speaking, and writing.

Defining the Collaborative-Constructivism Based Learning and Teaching Approach in Malaysian Primary Schools in Supporting the Hybrid Learning of Visual Arts Education: A Fuzzy Delphi Method Study

Education in Malaysia has undergone transformation and reformation over decades to meet contemporary needs. In the era of Industrial Revolution 4.0 (IR4.0) has brought direct impact to the field of education, as a steppingstone for generating future workforce. To meet these demands, 21st century learners who have the potential to shape a competitive future nation by possessing 21st century skills: critical thinking, creativity, collaboration, and communication. Therefore, the transformation in learning and teaching practices is necessary following the rapid development in information, communication, and multimedia technology. Even now, Malaysian mainstream educators continually report that they need better understandings and knowledge to be proficient in supporting individualized, personalized, and differentiated learning to stimulate the improvement of learner-centred learning, not the traditional teaching and learning process with teacher-centred. This study upholds a new defining on current learning and teaching practices-based collaborative and constructivism in supporting hybrid learning of Visual Arts Education (VAE) to improve the quality of learning and develop learners holistically equipped with 21st century skills needed in this century. This study focuses on utilizing the Fuzzy Delphi method to achieve a consensus on the elements of hybrid learning practices based on the theories of collaborative and constructivism for VAE. The findings identify a comprehensive and clearer framework for the educators with a guideline covering the learning outcomes, learning contents, delivery strategies and forms of assessment that are key for educators in hybrid learning practice for VAE. It offers a versatile judgement, clearer framework, and better structured prospect to help facilitate learning process for the learners to enhance their knowledge and skills, and competencies, as well as help the educators have better readiness and clearer role alignments.

UTILISING GOOGLE CLASSROOM TO DEVELOP LINGUISTIC ACCURACY IN WRITING AMONG ESL LEARNERS

In the era of globalisation, the education system in Malaysia has undergone multiple drastic changes from time to time. A different education strategy is essential to impact students' success positively. In the Malaysian education system, Google Classroom replaced VLE-Frog to enhance teaching and learning in Malaysian schools. Technology has gained importance in all stages of education, and Google Classroom is one such tool that is free and has gained popularity quickly. The spread of COVID-19 has affected multiple sectors, including Malaysia's education sector. The decision to close schools during the Movement Control Order (MCO) has caused a severe problem for the learning environment. Therefore, the Ministry of Education (MOE) has taken proactive steps to solve this problem. Most schools carried out online teaching during this period. Teaching and learning recently emphasised online platforms, where Google Classroom is the primary application used in the Malaysian education system. As a teaching aid, Google Classroom can make learning more meaningful and effective. Therefore, this research investigates Google Classroom's effectiveness in developing linguistic accuracy in writing among ESL learners. Findings conclude that Google Classroom is a practical application to enhance linguistic accuracy in writing. Google Classroom is expected to be an essential application for learning English among Malaysian secondary school students. Currently, students have accepted using Google Classroom as a new learning norm. The positive outcomes observed in terms of linguistic accuracy suggest that Google Classroom has the potential to revolutionize the field of ESL education. However, it is essential to acknowledge that effective implementation requires thoughtful pedagogical strategies and ongoing teacher professional development. Additionally, digital access and technological literacy should be considered to ensure equitable educational opportunities for all ESL learners.

KiPPs DALAM PEMBELAJARAN TOPIK PEMBEZAAN DAN PENGAMIRAN

Even though they have spent eleven years in the Malaysian education system, many students at the matriculation level are acknowledged to have weaknesses in the subject of Mathematics. The academic achievements of SES (Four Semester System) students in the field of mathematics appear disappointingly moderate. This is attributed to challenges in understanding mathematical concepts, leading to low academic performance. This study aims to examine the effectiveness of the use of Differentiation and Integration Fan (KiPPs) in learning differentiation and integration topics among SES students at Kelantan Matriculation College. In this study, a total of 36 SES students from Module I and Module 3 Semester II Session 2020/2021 were involved. Data collection was carried out using TOV scores, Quiz 1, Quiz 2, and the results of the second term examination (PSPM II), as well as observations during the learning process. Observational study findings indicated that students were more active in answering questions posed by the lecturer. This suggests that the innovative actions taken in this research are appropriate and effective. Various obstacles were encountered by the researcher throughout the study; however, the researcher felt satisfied seeing the students with low achievements actively participating and expressing enjoyment while answering the researcher's practice questions. Therefore, different approaches are needed for some students to understand and master the skills that will be used in the learning process. This study should be implemented across various streams and modules to assess overall effectiveness.

THE RELATIONSHIP BETWEEN DIGITAL COMPETENCIES AND 21ST CENTURY SKILLS OF TECHNOLOGY STUDENTS’ CONSTRUCTION OF VOCATIONAL COLLEGES

Now digitalization-based learning is needed because it is in line with the Malaysian Education Development Plan 2013-2025 which is to utilize ICT to improve the quality of education in Malaysia. Therefore, the development of technology must be in line with 21st century learning because it is interdependent and has elements that are closely related to each other. However, the acceptance of students the change in the education system has become one of the constraints for the development of technology today. In fact, the probability of constraints in terms of applications or technological devices the less sophisticated ones used by students also restrict the skills of the 21st century and digital competencies among students are well developed. Therefore, the purpose of this study is to find out the relationship between digital competencies and 21st century skills based on the elements that have been provided This study utilizes an online survey and face to face, which is distributed to the students to investigate their relationship between digital skills and 21st century skills. In this study uses a quantitative method, involving use level of certificate in questionnaires to obtain data. Overall, the results of the study show a Mean of Competency digital m= 3.85, 21st century skills m= 3.95. While the mean for relationship is m=4.20. The findings of this study there is a good relationship between the digital element of competence and 21st century skills towards students.