Jurnal of Education,Teaching,and Learning

“EXPLORING THE 21ST CENTURY SKILLS AND

SCIENCE TEACHING PEDAGOGY: PROFILES, READINESS, AND BARRIERS”

(Tomo Djudin, 2020)

Oleh :

Debora Manalu Dinda Lestari Laila Rahmah

(1203111092) (1201111058) (1203111070)

Satrio Halawa Suci Sri Handayani

(1203111101) (1203111064)

PENDIDIKAN GURU SEKOLAH DASAR

FAKULTAS ILMU PENDIDIKAN
UNIVERSITAS NEGERI MEDAN
April 2022
1
 KATA PENGANTAR

Puji dan syukur kami ucapkan kepada Tuhan Yang Maha Esa atas berkat dan rahmat-
Nya sehingga saya masih diberikan kesempatan untuk dapat menyelesaikan Critical Journal
Review inidengan judul: “Exploring The 21 st Century Skills And Science Teaching
Pedagogy:Profiles,Readiness,and Barriers.”Critical Journal Review ini di buat guna
memenuhi penyelesaian tugas pada mata kuliah Pembelajaran IPA SD,semoga Critical
Journal Review ini dapat menambah wawasan dan pengetahuan bagi kami dan para
pembaca.
Dalam penulisan Critical Journal Review ini,penulis menyelesaikannya dengan
berkelompok.Oleh karena itu,penulis mengucapkan terimakasih kepada Orang Tua,teman
dan Dosen Pengampu,Bapak Septian Prawijaya S.Pd.,M.Pd, yang telah memberi arahan
kepada kami.
Saya menyadari bahwa Critical Journal Review ini masih jauh dari kata sempurna
karena masih banyak kekurangan.Oleh karena itu,dengan segala kerendahan hati kami
meminta maaf dan mengharapkan kritik serta saran yang membangun guna perbaikan dan
penyempurnaan ke depannya.
Akhir kata saya mengucapkan selamat membaca dan semoga materi yang ada dalam
Critical Journal Review yang berbentuk makalah ini dapat bermanfaat sebagaimana mestinya
bagi para pembaca.

Medan,23 April 2022

KELOMPOK 6

i
 DAFTAR ISI

KATA PENGANTAR ........................................................................................................................................................ i

DAFTAR ISI…………………………………………………………………………………………………...ii

BAB I .................................................................................................................................................................................. 1

PENDAHULUAN .............................................................................................................................................................. 1

A. Rasionalisasi Pentingnya Critical Journal Review ......................................................................................................1

B. Tujuan Penulisan CJR .............................................................................................................................................................1

C. Manfaat Penulisan CJR ...........................................................................................................................................................1

BAB II ................................................................................................................................................................................ 3

RINGKASAN ISI ARTIKEL ............................................................................................................................................ 3

A. Pendahuluan .............................................................................................................................................................................3

B. Deksripsi Isi ...............................................................................................................................................................................4

BAB III ............................................................................................................................................................................... 7

PEMBAHASAN ................................................................................................................................................................ 7

A. Pembahasan Isi Jurnal ...........................................................................................................................................................7

Jurnal 1 ...............................................................................................................................................................................................7

Jurnal 2 ...............................................................................................................................................................................................7

B. Kelebihan dan Kekurangan Jurnal ....................................................................................................................................8

BAB IV ............................................................................................................................................................................... 9

PENUTUP ......................................................................................................................................................................... 9

A. Kesimpulan ................................................................................................................................................................................9

B. Rekomendasi .............................................................................................................................................................................9

DAFTAR PUSTAKA ..................................................................................................................................................... 10

LAMPIRAN .................................................................................................................................................................... 11

ii
 BAB I
PENDAHULUAN

A. Rasionalisasi Pentingnya Critical Journal Review

Critical Journal Review (CJR) sangat penting buat kalangan pendidikan terutama buat mahasiswa
maupun mahasiswi karena dengan mengkritik suatu jurnal maka mahasiswa/i ataupun si pengkritik
dapat membandingkan dua jurnal dengan tema yang sama,dapat melihat mana jurnal yang perlu
diperbaiki dan mana jurnal yang sudah baik untuk digunakan berdasarkan dari penelitian yang telah
dilakukan oleh penulis jurnal tersebut,setelah dapat mengkritik jurnal maka diharapkan mahasiswa/i
dapat membuat suatu jurnal karena sudah mengetahui bagaimana kriteria jurnal yang baik dan benar
untuk digunakan dan sudah mengerti bagaimana cara menulis atau langkah-langkah apa saja yang
diperlukan dalam penulisan jurnal tersebut.

B. Tujuan Penulisan CJR

Critical journal Review ini dibuat bertujuan untuk belajar melalui pemenuhan tugas mata kuliah
Pembelajaran IPA SD Universitas Negeri Medan untuk membuat Critical Journal Review (CJR) sehingga
dapat menambah pengetahuan untuk melihat atau membandingkan dua atau beberapa jurnal yang baik
dan yang benar.Setelah dapat membandingkan maka akan dapat membuat suatu jurnal karena sudah
dapat membandingkan mana jurnal yang sudah baik dan mana jurnal yang masih perlu diperbaiki dan
juga karena sudah mengerti langkah-langkah dari pembuatan suatu jurnal.

C. Manfaat Penulisan CJR

Manfaat penulisan Critical Journal Review ( CJR), yaitu :
1. Dapat membandingkan dua atau lebih jurnal yang direview.
2. Dapat meningkatkan analisis kita terhadap suatu jurnal.
3. Supaya kita dapat mengetahui teknik-teknik penulisan CJR yang benar.
4. Dan dapat menulis bagaimana jurnal yang baik dan benar.
5. Menambah pengetahuan kita tentang isi-isi dari jurnal-jurnal penelitian.

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 D. Identitas Artikel dan Jurnal yang direview
NO Identitas Jurnal Jurnal 1 Jurnal 2
1. Judul Artikel EXPLORING THE 21ST CENTURY Preservice teachers’ self-efficacy
SKILLS AND SCIENCE TEACHING to teach primary science based on
PEDAGOGY: PROFILES, READINESS, ‘science learner’ typology
AND BARRIERS

2. Nama Jurnal Journal of Education, Teaching, and International Journal of Science

Learning Education

3. Edisi Terbit Edisi Pertama Edisi Pertama

4. Pengarang Artikel Tomo Djudin Christina M. Norris, Julia E. Morris

& Geoffrey W. Lummis
5. Penerbit Universitas Tanjungpura, Pontianak, Routledge Taylor & Francis
Indonesia Group
6. Kota terbit Pontianak London

7. Nomor ISSN 2477-8478 2292–2308

8. Alamat Situs https://www.google.com/url?sa=t& https://journal.stkipsingkawang.a

rct=j&q=&esrc=s&source=web&cd= c.id/index.php/JETL/article/view

&cad=rja&uact=8&ved=2ahUKEwj3 /1738

zciX8an3AhXExjgGHSJHBtwQFnoEC
AwQAQ&url=https%3A%2F%2Fjou
rnal.stkipsingkawang.ac.id%2Finde
x.php%2FJETL%2Farticle%2Fview
%2F1738%2Fpdf&usg=AOvVaw15Z
yitz0EJocC5vtXtFA1g

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 BAB II
RINGKASAN ISI ARTIKEL
A. Pendahuluan

The institution of schooling worldwide faced substantial pressures due to the significant
economic, technological, and sociological shifts (Saavedra & Opfer, 2012; Tan et al., 2017) which should
be anticipated to evolve and respond to the learning needs and social futures of student lives. Therefore,
the purpose of education should not be just to train professional workers or scientists, but also to
introduce students to a scientific way of thinking that will make them better citizens (Kwok, 2018).

Kumar and Chander as cited in Wei & Othman (2017) argued that 21st century pedagogy was (1)
problem solving; (2) proficiency in high-level thinking; (3) collaborative; (4) technology; (5) reflection;
(6) fostering technological skills, information and media; (7) "Project-based learning" and (8) appraisal.

Given the importance of primary teachers having teaching pedagogy 21st century, assessing the
readiness teachers have for these skills is at the centre of research. In this context, I referred to Wei &
Othman (2017) that confirmed the eight strategies, they are; high order thinking skills, project-based
learning, reflection, collaborative skills, authentic assessment, problem-solving, technology, and
knowledge construction. The process of relating to new knowledge and accomodating it into the existing
conceptual framework will support further learning, and in time will cultivate creativity and originality,
develop new cognitive habits, and also improves critical thinking skills (Herring, 2012).

A primary school teacher is the first formal education influence on young children, making their
role pivotal to the development of learning and teaching (Fitzgerald, Dawson, & Hackling, 2013).
Research of in-service primary teachers has shown that many feel uncomfortable teaching science or
that they are not prepared to teach it due to low self-efficacyin science (Bergman & Morphew, 2015).

Although many educators agreed on the issues essential to improving the teacher teaching
quality, however, until now in Indonesia especially in Pontianak, there are only a few empirical studies
that assess the elementary teachers’ practice to cultivate 21st century students skills and science
teaching pedagogy.

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 B. Deksripsi Isi

This study concluded that the readiness of public primary school teachers in Pontianak in
implementing the 21st century skills and science teaching pedagogy practice is an insufficient
category.In compliance with teachers’ readiness in implementing educational innovations, Rogan and
Mosha (DeSimone et al., 2002) argued that the effectiveness of the teacher depends on her competence
(academically and pedagogically), efficiency (ability, workload, and commitment), teaching and learning
resources and methods, and support from education administrators and supervisors. Teacher
professional development programs seem to provide opportunities for teachers to look for new roles,
develop new instructional techniques, and improve themselves both as educators and as individuals. In
Gender's (Yadov, 2011) view, professional development includes formal experiences such as attending
workshops, participating in professional meetings, and mentoring and informal experiences such as
reading professional publications, watching television documentaries related to an academic discipline.

According to Saavedra and Opfer (2012), the 21st century skills and pedagogy in the science of
learning can be distilled into nine points that can address new learning needs, are: (1) Make the
curriculum relevant. To be effective, any curriculum must be relevant to students’ lives; (2) Teach
through the disciplines. Learning through disciplines entails learning not only the knowledge of the
discipline but also the skills associated with the production of knowledge within the discipline. Through
disciplinary curriculum and instruction students should learn why the discipline is important, how
experts create new knowledge, and how they communicate about it; (3) Simultaneously develop lower
and higher-order thinking skills. Lower-order exercises are fairly common in existing curricula, while
higher-order thinking activities are much less common. Higher-level thinking tends to be difficult for
students because it requires them not only to understand the relationship between different variables
(lower-order thinking) but also how to apply—or transfer—that understanding to a new, uncharted
context (higher-order thinking); (4) Encourage transfer of learning. Students must apply the skills and
knowledge they gain in one discipline to another. They must also apply what they learn in school to other
areas of their lives. This application—or transfer—can be challenging for students (and for adults as
well); (5) Teach students to learn how to learn. There is a limit to the skills, attitudes, and dispositions
that students can learn through formal schooling. Therefore, educating them for the 21st century
requires teaching them how to learn on their own. To do so, students need to be aware of how they learn.
Teachers can develop students’ metacognitive capacity by encouraging them to explicitly examine how
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they think, it is also important for students to develop positive mental models about how we learn, the
limits of our learning. and indications of failure; (6) Address misunderstandings directly. Learners have
many misunderstandings about how the world works, and they hold onto these misconceptions until
they have the opportunity to build alternative explanations based on experience. To overcome
misconceptions, learners of any age need to actively construct new understandings; (7) Promote
teamwork as a process and outcome. Students can discuss concepts in pairs or groups and share what
they understand with the rest of the class. They can develop arguments and debate them; (8) Make full
use of technology to support learning. Technology offers the potential to provide students with new ways
to develop their problem solving, critical thinking, and communication skills, transfer them to different
contexts, reflect on their thinking and that of their peers, practice addressing their misunderstandings,
and collaborate with peers—all on topics relevant to their lives and using engaging tools; (9) Foster
students’ creativity. Like intelligence and learning capacity, creativity is not a fixed characteristic that
people either have or do not have. Rather, it is incremental, such that students can learn to be more
creative. In contrast to the common misconception that the way to develop creativity is through
uncontrolled. Creative development requires structure and intentionality from both teachers and
students and can be learned through the disciplines.
Novice teachers are defined as those with little or no mastery teaching pedagogy experience.
However, there is no determination of the status novice or experienced teacher in terms of years of
teaching experience (Gatbonton, as cited Mahmoudi and Ozkana, 2015). In this study, the author refers to
a teacher who serves less than 10 (ten) years of teaching experience as a novice and more as an
experienced teacher.
According to DeSimone et al. (2002), factors that could affect a teacher in implementing teaching
pedagogy practice could be categorized as (1) professional development factors; (2) personal factors; (3)
institutional factors; and (4) technological factors. These factors will be referred to in this investigation.
First, Professional development factors. During the training program, preservice and in service,
the teachers’ received values, theories of learning, model of teaching, professional development
programs, and the opportunity for managing effective learning. Training design factors which include the
incorporation of the learning principles, the sequence of training materials and the job relevance of the
training content, level of satisfaction with the knowledge, skills and abilities have a strong influence on
the interest of the teachers to implement the science teaching pedagogy in the classroom. For a
successful professional development program, teachers need to be involved in determining their learning

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needs and participate in school-based learning opportunities, continuously supported, information-rich,
and facilitating theoretical understanding and collaborative problem-solving.
Second, Personal factors. These are all factors related to the individual teacher, such as knowledge
and skills. Beliefs, time availability and engagement in the use of technology in teaching. Some of them,
for instance, argued that higher-order thinking skills are not appropriate to develop to elementary
school students in the lower classes, especially for first, second, and third-grade students. Limited time
due to the high workload of teaching including administrative tasks is also regarded as barrier factors.
All teachers in public elementary schools in Pontianak has a compulsory workload are more than 24
hours a week. Meantime, more than 50% of teachers are veteran teachers who cannot operate
computers.
Third, Institutional factors. The system of the school consists of administration through
motivation; rewards, incentives and financial support to teachers, support from peers, participation in
decision making, and availability of technological tools are factors that influenced the teachers’ practice
in the 21st century teaching pedagogy. Most (more than 75%) elementary school teachers in Pontianak
are limited technological resources. Besides, environmental factors such as availability of electricity and
classroom settings as other factors determining the technology uptake by teachers. Fourth, Technological
factors. Two technological factors that affect continuous use of technology are: ease of use and
effectiveness, ease of use refers to the convenience, adequacy, reliability, and user friendly of the
technology, whereas effectiveness refers to the likelihood of the long tangible benefits for the institution,
improved learning and communication. Related to the two factors, most teachers, especially veteran
teachers, could not operate well the program available on the computers. They lack the use of technology
to support their learning.

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 BAB III
PEMBAHASAN
A. Pembahasan Isi Jurnal

Jurnal 1 Jurnal 2
Tujuan penelitian To explore the extent of teachers’ To investigates the type of science
readiness in anticipating he demands learner entering into postgraduate
of 21st century skills and science preservice primary teacher
teaching pedagogy practice eduaction and how different
learner types influence teacher
self-efficacy and theri effectiveness
to teach science
Subjek penelitian 120 public primary school teachers in One-year australian graduate
pontianak diploma of education primary
program
Assesment data This study was conducted Data was derived from a modified
Quantitaively in survey descriptive STEBI-B questionnaire and focus
method and surveyed using group discussion that provided a
questionnaire in public primary deeper insight into the survey
school. data.
Metode penelitian Quantitaively in survey descriptive Quantitative method
method
Langkah penelitian This study started by using Qualititative and quantitative data
questionnaire in public primary were collected in a traditional pre
school. Wich there are 120 of 1197 and post test survey that included
teacher that selected to perticipated text response question along with
in this study. a quantitative modified STEBI-B
instrument
Hasil penelitian The result is shown from table III-XII The result is shown from table I-IV,
figure I and II
Kesimpulan This study concluded that the This study highlighted thjat

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 readiness of public primary school although the PSTE anf STOE scores
teachers in pontianak in were lower than other group,
implementing the 21st century skills these are participant han the
and science teaching pedagogy greatest increase in their PSTE
practice is an insufficient category. post test scores

B. Kelebihan dan Kekurangan Jurnal

1. Dari Aspek ruang lingkup isi artikel

Dari kedua jurnal yang sudah direview menurut kelompok kami sudah cukup luas mengenai
keterampilan mengajar guru.Dan juga hasil penelitian yang cukup detail disertai dengan tulisan yang banyak
tetapi isi pada artikel journal ini terlalu panjang jadi yang membaca jurnal ini bisa merasa jenuh walaupun
bahasa yang digunakan bagus
2. Dari Aspek tata bahasa artikel
Pada Jurnal yang direview maupun kedua jurnal kurang memiliki aspek tata bahasa yang bagus karena
terdapat beberapa kalimat yang tidak menggunakan EYD,sebaiknya isi jurnal sesuai dengan penulisan EYD
secara keseluruhan agar hasil penelitian yang terdapat dalam jurnal mudah untuk dimengerti dan dianalisis
namun dapat juga ditambahkan kosa kata bahasa inggris bagi pembaca.Selain itu,penulis juga seharusnya lebih
memperhatikan penggunaan tanda baca untuk jurnal karena terdapat beberapa penggunaan tanda baca yang
berlebihan.

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 BAB IV
PENUTUP
A. Kesimpulan

This study concludes that the readiness of public elementary school teachers in Pontianak in
applying the pedagogy of teaching skills and science in the 21st century is in the poor and immature
category.The profile of teachers' responses to the pedagogical aspects of science teaching practice is very
diverse. However, the practice performance of experienced teachers and novice teachers did not differ
significantly. In addition, inhibiting factors can be categorized as professional,personal,institutional,and
technological development factors.In-service teacher training for ICT integration should be directed at
building teacher skills and competencies in applying science teaching pedagogy.Further researchers may
consider conducting new studies that may help in establishing new approaches to in-service teacher
training .

B. Rekomendasi

Science learning will be more meaningful and attached to students when students are directly
involved in learning. We as educators must be able to design a lesson that provides direct experience to
students, so that what we convey will remain attached to the memory of students .

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 DAFTAR PUSTAKA

Neisler, Otherine et al. 2016. “STEM S Kills in the 21 St C Entury E Ducation.” researchGate 7(December
2018): 1–16.
Norris, Christina M., Julia E. Morris, and Geoffrey W. Lummis. 2018. “Preservice Teachers’ Self-Efficacy to
Teach Primary Science Based on ‘Science Learner’ Typology.” International Journal of Science
Education 40(18): 2292–2308. https://doi.org/10.1080/09500693.2018.1528645.

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 LAMPIRAN
a. Cover Buku Utama

b. Cover Jurnal Pembanding

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2.
a) Halaman Judul jurnal Utama

b) Halaman Judul Jurnal Pembanding

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