Malaysian Secondary School Teachers’ Readiness in Implementing 21st Century Learning (PAK21)

Abstract

21st Century Learning or Pembelajaran Abad ke-21 (PAK21), refers to the MOE's initiative which champions a student-centred learning process that is steered by five main elements, which are communication, collaboration, critical thinking, creativity, and values and ethics (4C1V). PAK21 defines the pertinent knowledge, competency, and characteristics that students should embody to be competitively relevant and empowered to take on the challenges of 21 st Century volatilities. PAK21, which was formulated in the second wave of Malaysia Education Blueprint 2013-2025, would generate more creative thinking processes and instil better human values, while preparing the students for the Industrial Revolution 4.0 (IR 4.0). Malaysian teachers should embrace the PAK21 to ensure the students are equipped with the right skills and values for the future. This paper shares some findings on Malaysia secondary school teachers' readiness in implementing PAK21. In specific, the characteristics as 21st century teachers were assessed as well as the level of teachers' readiness in implementing 21st century learning (PAK21). The analysis shows the mean of respondents' selfassessment as 21st century teacher (M=3.6170, SD=.56341) was slightly higher than the mean of respondents' self-assessment on teachers' readiness in implementing PAK21 (M=2.9813, SD=.31161). Analysis also indicates a significant positive strong relationship between the two assessments (r=.715, p<.01), and hence implies higher scores of respondents' assessment as 21 st century teacher are associated with higher scores of respondents' assessment on teachers' readiness in implementing PAK21. Further survey on the professional development was also conducted to see the influences of these programs on teachers' readiness in implementing PAK21. The findings of this study serve to inform educational policy makers and stakeholders on secondary school teachers' readiness to PAK21 and how the current professional development influences their level of readiness.

Pengendalian Kerja Amali dan Cabaran Pembelajaran Abad Ke-21 Dalam Mata Pelajaran Kimia

“…Sehubungan itu, kursus dan latihan ini akan meningkatkan kemahiran dan kompetensi guru untuk mempraktikkannya dengan lebih efektif (Haryani et al, 2021;Lucenario et al, 2016;Mohd Rusdin & Ali, 2018;Priskila et al, 2020;Tyan et al, 2020). Justeru itu, dapat disimpulkan bahawa kesediaan guru memainkan peranan penting dalam memastikan PAK-21 dapat diterapkan terhadap pelajar (Julaihi & Hamdan, 2019). Apabila seseorang guru itu bersedia, maka akan terhasil kualiti pengajaran yang baik (Tyan et al, 2020).…”

“…Pencapaian yang diperoleh pelajar merupakan cerminan hasil pengajaran seorang guru dan hasil pembelajaran seorang pelajar. Pada masa kini, PdPc abad ke-21 mencerminkan kolaborasi tinggi antara guru dan pelajar (Julaihi & Hamdan, 2019).…”

Education Policies for Enhancing Professional Competence in Elementary School Teachers

“…Every education system must be able to make changes towards improving and improving quality (Disas, 2017;Sismanto, 2021).The increasing level of competition in various fields, such as education, can be caused by the rapid progress of technology and scientific knowledge. Teachers have many tasks that involve dedication, personal integrity, and teaching skills that need to be grown and developed consistently, such as in the fields of work, humanity, and society (Julaihi & Hamdan, 2020;N. Singh & Balomajumder, 2021).…”

Industrial Revolution 4.0 Career Agility and Competencies Among Secondary School Counsellors in Preparing Students Future Skills in Malaysia

“…This idea will be more suited to the needs of IR 4.0 with increased automation and computer technology use. Strong educational and human resource development are necessary for a country to increase its level of national competitiveness, according to (Julaihi & Hamdan, 2020).…”