The Role of Teachers in the Implementation of 21st Century Skills at Primary School
DOI:
https://doi.org/10.36232/primadona.v2i01.3916Keywords:
21st century skills, teacher role, primary school, qualitative research, critical thinkingAbstract
This study aims to describe the role of teachers in implementing 21st century skills among primary school students in grades 1 through 6 at SD YPK Ebenheiser Asbaken, Sorong Regency. The research adopts a qualitative approach with a descriptive method. Data were collected through observation, questionnaires, and interviews with six classroom teachers and the school principal. Six students, one representative from each grade, also participated as informants. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing. The results reveal that teachers at SD YPK Ebenheiser Asbaken have implemented the six dimensions of 21st century skills, namely critical thinking, creative thinking, communication, collaboration, technology use, and social interaction. Teachers in the lower grades (grades 1 to 3) have partially integrated these skills, with critical thinking and communication being most prominent. Teachers in the upper grades (grades 4 to 6) demonstrate a more comprehensive application of all six dimensions. The school principal actively supports the implementation by guiding teachers and promoting a 21st century learning environment despite limited facilities and a remote school location. This study contributes empirical evidence on 21st century skill implementation in geographically isolated primary schools in eastern Indonesia, with implications for teacher professional development and curriculum policy.
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