Herlinawati Herlinawati, Marwa Marwa, Ismail Noriah, Liza Ledya Oktavia, Situmorang Dominikus David Biondi
Master of Pedagogy, Universitas Lancang Kuning, Indonesia.
Universiti Teknologi MARA Cawangan Johor, Malaysia.
Heliyon. 2024 Aug 3;10(15):e35148. doi: 10.1016/j.heliyon.2024.e35148. eCollection 2024 Aug 15.
The premise of this study, utilizing content analysis and descriptive qualitative designs, posited that teachers' comprehension of 21st-century/4Cs skills' could define the caliber of educational materials in higher education institutions. The study aimed to ascertain how 21st-century skills were incorporated in teachers' term evaluations and instructional plans, and to explore teachers' understanding of these skills. From 2022 to 2023, this research was carried out at the Faculty of Education in one university in Indonesia. There were 54 documents collected, which included 27 teachers' term evaluations and 27 instructional plans. Four teachers were interviewed to collect information related to their 4Cs competencies' familiarity, opinions, and the challenges of the 4Cs competencies integration. To evaluate the collected documents, this study utilized the Career Technical Education (CTE) Career Ready Practices checklist, a 21st-Century Skills/4Cs rubric encompassing "Communication," "Creativity," "Critical Thinking," and "Collaboration." The research indicated that teachers' term evaluations and instructional plans have incorporated 4C skills in the categories of "Not yet reached competency" and "Approaching competency." The research suggests that teachers' understanding of 4Cs competencies can be initially assessed through their instructional materials, 4Cs competencies, familiarity, positive opinions, and challenges. Teachers must have familiarity with 4Cs competencies in order to provide these skills in their instructional materials/plans and develop teaching with the 4Cs competencies. A multifaceted strategy is needed for the next research, including focused professional development, collaboration among educators, institutional leaders' support, and alignment with larger educational priorities and goals.
本研究采用内容分析和描述性定性设计，其前提假设是教师对21世纪技能/4C技能的理解能够界定高等教育机构教材的质量。该研究旨在确定21世纪技能是如何纳入教师的学期评估和教学计划中的，并探索教师对这些技能的理解。2022年至2023年，这项研究在印度尼西亚一所大学的教育学院开展。共收集了54份文件，其中包括27份教师学期评估和27份教学计划。研究还采访了四位教师，以收集与他们对4C能力的熟悉程度、看法以及4C能力整合所面临挑战相关的信息。为了评估所收集的文件，本研究使用了职业技术教育（CTE）职业准备实践清单，这是一个涵盖“沟通”“创造力”“批判性思维”和“协作”的21世纪技能/4C评分标准。研究表明，教师的学期评估和教学计划在“尚未达到能力水平”和“接近能力水平”类别中纳入了4C技能。该研究表明，教师对4C能力的理解可以通过他们的教学材料、4C能力、熟悉程度、积极看法和挑战来初步评估。教师必须熟悉4C能力，以便在他们的教学材料/计划中提供这些技能，并以4C能力开展教学。后续研究需要一个多方面的策略，包括有针对性的专业发展、教育工作者之间的协作、机构领导的支持以及与更大的教育优先事项和目标保持一致。
