Microsoft Word - 3 Endang Setyaningsih 15980-52126-3-ED.docx Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 118 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers PBL-STEM Module Feasibility Test for Pre-service Biology Teachers Endang Setyaningsih1, Putri Agustina2, Sofyan Anif3, Che Nidzam Che Ahmad4, Iyan Sofyan5, Alanindra Saputra6, Wan Nasriha Wan Mohamed Salleh7, Destama Einstein Shodiq8, Sania Rahayu9, Muhammad Luthfi Hidayat10 1-3,8,9Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia 4,7Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Malaysia 5Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Indonesia 6Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia 10Faculty of Computer and Information Technology, King Abdulaziz University, Saudi Arabia 10.23917/ijolae.v4i2.15980 Received: October 10th, 2021. Revised: April 22nd, 2022. .Accepted: April 26th, 2022 Available Online: May 1st, 2022.Regularly Published: May 1st, 2022 Abstract Life skills are needed in this era of globalization to be successful in the school environment or outside of school. According to the 2019 World Economic Forum, the world's demand for STEM qualifications and skills is very high now and is likely to continue to increase in the future. Today, 75% of the fastest-growing industrial-scale jobs require skilled STEM workers. Faced with this, to be able to compete, the world of work requires people who can adapt to their new work environment. STEM can empower individuals with the skills to succeed and adapt to new work environments. To get individuals who have STEM skills, individuals who have 21st-century skills are needed. This is because in 21st -century skills 3 skills must be met, namely learning skills, reading and writing skills, and life skills. The purpose of this study was to determine the feasibility of the PBL-STEM module developed for prospective Biology teacher students as an effort to improve 21st- century skills. The method used was the Rosset-based RnD ADDIE model. The ADDIE Teaching Model includes 5 stages, namely analysis, design, development, implementation, and evaluation. The results of the material expert validation show that the average score of the material expert validation results shows a fairly good category with an average of 2.94. The results of practitioner validation show that the average score of practitioner validation results shows a good category with an average of 3.56. The results of the small group readability test showed that the average score on the small group readability test was in the good category with an average score of 3.39. Keywords: 21st century skills feasibility test, PBL-STEM module, new work environments, pre-service biology teachers Corresponding Author: Endang Setyaningsih, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia Email: endang.setyaningsih@ums.ac.id 1. Introduction Life skills are needed in this era of globalization to be successful in school and outside of school. Currently, the world's demand for STEM qualifications and skills is very high and is likely to increase even further in the future (WEF, 2018a). Currently, 75% of the fastest-growing industrial-scale jobs require workers with STEM skills (WEF, 2018b). In the face of this, to be able to compete, the world of work needs people who can adapt to their new work environment. And STEM can empower individuals with the skills to succeed and adapt to new work http://journals.ums.ac.id/index.php/ijolae Indonesian Journal on Learning and Advanced Education Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 119 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers environments. To get individuals who have STEM skills, individuals who have 21st- century skills are needed. This is because in 21st-century skills 3 skills must be met, namely learning skills, reading and writing skills, and life skills. In learning skills, individuals are required to be able to think creatively, think critically, communicate, and collaborate well. As for reading and writing skills, each individual has been equipped since elementary school, and life skills will be obtained when they go directly to the community with the assumption that they can succeed or fail. Applications in the community will be maximally successful if individuals often practice directly (Widanti, 2020). However, hands-on practice is also not enough, as to qualify individuals for any form of conti- ngency, work experience skills, or project or problem based learning experiences are required. Problems in learning in this era of independent learning require a directed solution (Suryawati, 2020). Based on the description above, it can be said that to get individuals who can compete in the global market, individuals who have 21st-century characteristics are needed. Individuals with 21st-century characters can be obtained if these individuals have STEM skills. Whereas in reality, the application of STEM in Indonesia is currently still minimal. This can be seen from the results of research on STEM in the last five years, from 2015 to 2019 (Setyaningsih et al, 2021). STEM-based science education demands a shift in the mode of the learning process from the conventional mode, namely teacher- centered, which relies on knowledge transfer, to a student-centered learning model that relies on student activity, direct practice, and collaboration. STEM-based science learning needs to be applied in problem-based learning units, where students are challenged critically, creatively, and innovatively to solve real problems, which involve collaborative group (team) activities. STEM-based science learning in the classroom is designed to provide opportunities for students to apply academic knowledge in the real world (Rustaman, 2016). The application of knowledge in the real world is carried out by educators using various learning models. Each learning model has a focal point in its application, such as problem poisoning learning which puts more emphasis on the application of critical thinking (Christidamayani and Kristanto, 2020), then project-based learning which emphasizes treatment through mini-projects, problem-based learning which places more emphasis on raising problems. to find solutions and many other learning models. PBL in particular is problem-based learning. The problems that exist are sourced from the reality around and challenge students so that students can identify. In PBL, the learning process takes place by giving problems which are then identified problems with the aim of students identifying problems that are relevant to the subject matter, then one of them is selected and formulated in the form of a hypothesis. After the identification process is continued with data collection, which will then be processed and checked whether the established hypothesis is true or not with alternative findings and is associated with the results of data processing. Based on this process, the PBL learning model is carried out systematically by building student skills through problem solving, identification, and solutions provided in solving problems (Adiguna, Dantes, & Gunamantha, 2019). Based on this description, the PBL model is suitable to be integrated with the STEM approach. In the application of the PBL learning model integrated with STEM, it is necessary Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 120 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers to have learning media that can make students enthusiastic and motivated to carry out learning activities. One of the learning media that can be used in active learning is the module. The teaching and learning module (PBM) is a PBM reference material that is made to explain the syllabus that has been set in the curriculum. Modules at this time, there are already 2 kinds of forms, namely e- modules and modules. E-modules are often known as virtual modules, which can be accessed via PC, laptop, or android. In this digital era, interactive modules that can be accessed via Android are preferred by students. This is probably because it is something new and unique, and it is very fun to use because many colorful animations or images motivate students to feel at home in reading the e-module (Zamhari et al, 2022). As for the module, it is a learning media that is physically present in the form of sheets that are covered together like a book that can be held in real-time. The purpose of this study was to determine the feasibility of the PBL-STEM module which was developed for prospective Biology teacher students as an effort to impro- ve 21st-century skills 2. Method This research was carried out from January to August 2021 at the Biology Education Study Program, FKIP UMS for students taking Microteching courses during the semester. Even the 2020/2021 Academic Year. This research is a Research and Development (RnD) by adapting the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The product developed is an integrated STEM Problem Based Learning (PBL) learning module. In the analysis stage, the steps taken are needed analysis which includes literature studies and field studies. The literature study was conducted by reviewing the literature and the results of previous research on the development of an integrated PBL STEM module. Field studies are carried out using observation, reviews of existing and currently used products, and interviews. The design phase includes initial product design and preparation for initial product development. At this stage, several activities are carried out such as determining both learning and product development goals, determining parties related to research and development, and determining work proce- dures and product feasibility tests. The development stage includes initial product development, first expert validation, product revision, and second expert validation. The product developed is a STEM integrated PBL learning module. After the draft of the STEM integrated PBL learning module is produced as the initial product, validation (expert review) is carried out. Expert validation consists of material and learning design experts as well as practitioner validation (course lecturers). The results of the first validation then become the basis for the initial product revision. The results of the initial product revision were then re-validated in the second expert validation. 3. Result and Discussion Microteaching is a teaching exercise as an effort to prepare the ability of prospective teachers or to improve the ability of teachers to deal with complex and simplified learning tasks (Sukirman, 2012). This research is development research that aims to develop a PBL-STEM learning module for prospective Biology teacher students in microteaching courses. The development stage is limited to the small-scale field trial stage. The trial was conducted in the form of a limited trial consisting of several stages, namely material expert validation (PBL- Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 121 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers STEM), practitioner validation (microtea- ching lecturers), and a small group readability test. The data obtained at the material expert validation stage are in the form of assessments, opinions, and suggestions on the suitability of the material contained in the module, in this case, the accuracy of PBL- STEM integration in the Microteaching course and ensuring that the material in the module is scientifically correct. The results of material expert validation on the PBL-STEM module are presented in Table 1. Table 1 shows that the average total score of the material expert validation results shows a good category with a score of 2.94. Table 1. Data Validation of Material Experts Aspect Score Category Conformity with the principles of developing teaching materials 2.00 Good Enough Content Feasibility 2.50 Good Enough Language 4.00 Very Good Presentation 3.00 Good Graphics 3.25 Good Medium 2.94 Good If seen from each aspect of the validation, which was assessed as the very good namely the use of language in the module with a score of 4 round category good seen in the module presentation and the graphic images used in the module with a score of 3 and 3.25. Then the score is quite good, from the validator stating that the aspect of conformity with the principles of developing teaching materials and also in the content section, shows a score of 2 and 2.5. From the total results of the validation of the module material by experts, it can be concluded that the PBL-STEM module is feasible and can be used in teaching microteaching. The distribution of the PBL- STEM module validation scores by experts can be seen in Figure 1. Figure 1. The Results of the Validation of the PBL-STEM Module by Experts The feasibility of the data obtained from the validation results of the Microteaching lecturers in the form of opinions, suggestions, and criticisms of the developed module Advantages 19% Appearance 20% Format 20% Languages 21% Presentation 20% Result of Module PBL-STEM Validation by Experts Advantages Appearance Format Languages Presentation Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 122 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers adjusted to the characteristics of the Microteaching course with PBL-STEM integration in learning activities. The results of practitioner validation are presented in Table 2. Table 2 shows that the average score of practitioner validation shows a good category with an average score of 3.56. Table 2. Validation of Experts on Data Aspect Score Category Conformity with the principle of developing teaching materials 3.67 Very Good Content Feasibility 3.50 Good Language 4.00 Very Good Presentation 3.40 Good Graphics 3.25 Good Moderate 3.56 Good When viewed from each aspect of the validation by the practitioner, which was assessed in the very good name on the use of language and the principle of conformity with the development of teaching materials in the module with a score of 4. category good seen in the content feasibility presentation of the module, and graphic images used in the module with a score of 3.40 and 3.25. Then the value is quite good, nothing. From the total results of module validation by practitioners, it can be concluded that the PBL-STEM module is feasible and can be used in teaching microteaching. The distribution of the PBL-STEM module validation scores by practitioners can be seen in Figure 2. Figure 2. PBL-STEM Module Validation Results by Practitioners After going through the expert validation stage, the module was tested in a readability test stage small group. The small group readability test aims to identify and correct the most glaring errors in the module such as typos, letter errors, image placement errors, etc. as well as to assess the clarity of the content, whether it is easy to understand, easy to understand, attractive appearance, and legibility. The small group readability test Suitibility 21% Graph 18% Content 20% Languages 22% Presentation 19% Result of Module PBL-STEM Validation by Practisioner Suitibility Graph Content Languages Presentation Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 123 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers was conducted on 15 students who had taken the microteaching course. The results of the small group readability test are presented in Table 3. Table 3 shows the average score on the small group readability test is in the good category with an average score of 3.39. Table 3. Data of Small Group Readability Test Results Aspect Score Category Learning module format 3.44 Good Language used in the module 3.52 Good Presentation of a learning module 3.45 Good Display of learning module 3.33 Good Benefits of the module in developing 21st-century skills 3, 25 Good Moderate 3.39 Good When viewed from each aspect of the readability test validation by small groups, none are assessed in the very good categories good seen in the format module language, module display, presentation of the module, and the benefits of the module used in the module with a score from 3.25 to and 3.52. Then the value is quite good, nothing. From the total results of the module limitation test by small groups, it can be concluded that the PBL-STEM module is feasible and can be used in teaching microteaching. The distribution of the PBL-STEM module validation scores by practitioners can be seen in Figure 4. Figure 3. Results of the PBL-STEM Module Readability Test Data from material experts, practitioners, and small group readability tests were analyzed descriptively with the percentage technique to obtain an assessment percentage to get test decision. The summary of test data analysis is presented in Table 4. Advantages 19% Appearance 20% Format 20% Languages 21% Presentation 20% Result of Module PBL-STEM Readibility Test Advantages Appearance Format Languages Presentation Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 124 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers Table 4. Results of Trial Data Analysis Phase % Category Decision Material Expert Validation 73.50 Good Revision Practitioner Validation 89.00 Very Good No Revision Small group readability test 84.75 Very Good No Revised Average 82.41 Very Good No Revised Based on Table 4 it is known that in general when viewed from the average percentage of assessment, the PBL-STEM Module is in the very good category with an average percentage of 82.41, and the decision the test is not revised. However, based on suggestions from material experts and practitioners, the module was improved to further improve the quality of the developed module. STEM-based science education demands a shift in the mode of the learning process from conventional teacher-centered modes, which rely on knowledge transfer, to student- centered learning modes, which rely on activeness, hands on, and students. Collabo- ration. STEM-based science learning needs to be applied in problem-based learning units, where students are challenged critically, creatively, and innovatively to solve real problems, which involve collaborative group (team) activities. STEM-based science learning in the classroom is designed to provide opportunities for students to apply academic knowledge in the real world (Rustaman, 2016). PBL is problem-based learning. The problems that exist are sourced from the reality around and challenge students so that students can identify. In PBL, the learning process takes place by giving problems which are then identified problems with the aim of students identifying problems that are relevant to the subject matter, then one of them is selected and formulated in the form of a hypothesis. After the identification process is continued with data collection, which will then be processed and checked whether the established hypothesis is true or not with alternative findings and is associated with the results of data processing. Based on this process, the PBL learning model is carried out systematically by building student skills through problem-solving, identification, and solutions provided in solving problems (Adiguna, Dantes, & Gunamantha, 2019). Based on this description, the PBL model is suitable to be integrated with the STEM approach. The success of learning by integrating PBL-STEM is determined by the ability of teachers to design and implement PBL- STEM-based learning. Therefore, prospective Biology teacher students need to be trained to design and implement PBL-STEM-based learning. The development of this module has a target so that prospective teacher students can integrate PBL-STEM in microlearning design. 4. Conclusion The results of the material expert validation show that the average score of the material expert validation results shows a fairly good category with an average of 2.94. The results of practitioner validation show that the average score of practitioner validation results shows a good category with an average of 3.56. The results of the small group readability test showed that the average Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 125 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers score on the small group readability test was in the good category with an average score of 3.39. 5. References Akhdinirwanto, RW, Agustini, R., & Jatmiko, B. (2020). Problem-based learning with argumentation as a hypothetical model to improve the critical thinking skills of junior high school students. Indonesian Journal of Science Education, 9(3), 340– 350. https://doi.org/10.15294/jpii.v9i3.19282 Anies R. Basedan. (2014). Education Emergency in Indonesia Indonesian education. Ministry of Education and Culture of the Republic of Indonesia. Aryalina, D., & Riyanto, R. (2016). Problem- Based Learning Model in Biology Education Courses to Develop Teaching Competencies of Pre-service Teacher Inquiry. Journal of Educational Horizons, 1(1), 47–57. https://doi.org/10.21831/cp.v1i1.8364 Baran, M., Maskan, A., & Education, M. (2010). Cyprus Journal of Education Effects of project-based learning on electrostatic achievement of pre-service physics teachers, 5(December), 243–257. Cristidamayani, AP., & Kristanto, YD. (2020). The Effects of Problem Posing Learning Model on Students' Learning Achievement and Motivation. Journal on Learning and Advanced Education (IJOLAE), 2(2), 100–108. Digital, PB, Improvement, U., Abad, K., Guru, C., Basis, S., Model, M., … Purwakarta, K. (2010). self-report, 1–15. Dwyer, C., Hogan, M., & Stewart, I. (2014). Dwyer, C., Hogan, M., & Stewart, I. (2014). 'An integrated critical thinking framework for the 21st century'. Thinking Skills & Creativity, 43–52. Haji, AG, Safriana, & Safitri, R. (2015). The use of problem-based learning to increase student learning independence and to determine students' conceptual understanding of rotational dynamics in SMA Negeri 4 Banda Aceh students. Indonesian Journal of Science Education, 4(1), 67–72. https://doi.org/10.15294/jpii.v4i1.3503 Khaeroningtyas. N, Ana Permanasari, JH (2016). Indonesian Journal of Science Education to Improve Science Literacy in Junior High Schools, 5(1), 94–100. https://doi.org/10.15294/jpii.v5i1.5797 Koretsky, MD, & Vauras, M. (2019). Productive Discipline Involvement in Groups of High and Low Achievers: Observations of Three Contexts of Collaborative Science Learning. Lucky, A., & Lucky, A. (2019). Collection- Based Education by Distance and Face- to-face: Learning Outcomes and Academic Dishonesty, 414–428. Ludwig, PM, Nagel, JK, & Lewis, EJ (2017). Student learning outcomes from a medical innovation pilot course with undergraduate nursing, engineering, and biology students. https://doi.org/10.1186/s40594-017- 0095-y Marnita, Taufiq, M., Iskandar, & Rahmi. (2020). The effect of the problem-based blended learning model on students' critical thinking skills in the thermodynamics course. Indonesian Journal of Science Education, 9(3), 430– 438. https://doi.org/10.15294/jpii.v9i3.23144 Maskur, R., Latifah, S., Pricilia, A., Walid, A., & Ravanis, K. (2019). The 7E learning cycle approach to understanding thermal phenomena. Indonesian Journal of Science Education, 8(4), 464–474. https://doi.org/10.15294/jpii.v8i4.20425 Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of the critical thinking skills of junior high school students through primary education project-based learning. Indonesian Journal of Science Education, 7(1), 54–65. https://doi.org/10.15294/jpii.v7i1.10495 Nuswowati, M., Susilaningsih, E., Ramlawati, & Kadarwati, S. (2017). Implementation of problem-based learning with the vision of green chemistry to improve students' creative Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 126 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers thinking skills and creative actions. Indonesian Journal of Science Education, 6(2), 221–228. https://doi.org/10.15294/jpii.v6i2.9467 Oktasari, D., Jumadi, Warsono, Hariadi, MH, & Syari, EL (2019). 3D Page-Flipped Worksheet on Impulse-Momentum To Develop Students' Scientific Communication Skills. Indonesian Journal of Science Education, 8(2), 211– 219. https://doi.org/10.15294/jpii.v8i2.15737 OZCAN E. AKGUN, Robert M. Capraro, MMC and JRM (Eds. . . (2013). Technology in STEM Project-Based Learning. Sense Publishers, PO Box 21858 , 3001 AW Rotterdam, The Netherlands Retrieved from https://www.sensepublishers.com/ Parno, Yuliati, L., Hermanto, FM, & Ali, M. (2020) Comparative case study of high school students Domain of physical science literacy competence with the method used different: PBL-stem education, PBL, and conventional learning Indonesian Science Education Journal, 9(2), 159–168. https://doi.org/10.15294/jpii.v9i2.23894 Pursitasari, ID, Suhardi, E., Putra, AP, & Rachman, I. (2020) Improving Students' Critical Thinking Ability Through Context-Based Inquiry Learning Indonesian Science Education Journal, 9(1), 97–105. https://doi.org/10.15294/jpii.v9i1 .21884 Putra, PDA, & Iqbal, M. (2016) Implementation of a serious game inspired by the Baluran national park to improve students' critical thinking skills Indonesian Science Education Journal, 5(1), 10 1–108. https://doi.org/10.15294/jpii.v5i1.5798 Redhana, IW (2019). 21st Century Skills in Chemistry Learning. Journal of Chemical Education Innovation, 13(1). Saguni, F. (2013). The Effectiveness of Problem Based Learning, Jigsaw Type Cooperative Learning, and Lecture Methods as Problem Solving. Educational Horizons, 207–219. Samodra, YTJ (2000). The influence of the learning model on understanding the concept of play. Journal of Learning, 5(1), 302–310. Setyaningsih, E., Che Ahmad, CN., Adnan, M., & Anif, S. (2021). Literature Review: Development of STEM Learning in Indonesia Based on Variation of Subject, Media, and Strategy of Study from 2015 to 2019. Review of International Geographical Education, 11(4), 1023– 1033. Skills, SP, & Disparities, R. (2020). Science Process Skills and Critical Thinking in Science, Indonesian Journal of Science Education 9(4), 489–498. https://doi.org/10.15294/jpii.v9i4.24139 Sugiyarti, L., Arif, A., & Mursalin. (2018). 21st Century Learning in Elementary School. Proceedings of the National Seminar and Discussion on Basic Education, 439–444. Sukisman Purtadi, RLP &. (2010). Thematic Chemistry Learning in Basic Chemistry Courses as a Problem-Based Learning Model. Journal of Educational Horizons, 3(3), 392–402. https://doi.org/10.21831/cp.v3i3.398 Suryawati, E., Suzanti, F., Zulfarina, Putriana, AR, & Febrianti, L. (2020). Implementation of local learning worksheets based on environmental issues to strengthen environmental literacy. Indonesian Journal of Science Education, 9(2), 169–178. https://doi.org/10.15294/jpii.v9i2.22892 Susanti, Zulkardi, and YH (2018). Intermodular Teaching Experiments, 97– 106. Wenno, IH (2010). Model of Science Module Development Based on Problem Solving Methods Based on Student Characteristics in Learning in SMP/MTs. Journal of Educational Horizons, 2(2), 176–188. https://doi.org/10.21831/cp.v2i2.338 Widarti, HR, Rokhim, DA, & Syafruddin, AB (2020). Development of teaching materials for electrolysis cells based on the stem-PBJL approach assisted by Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 4 (2) (2022) 118-127 127 PBL-STEM Module Feasibility Test for Pre-service Biology Teachers learning videos: A need analysis. Indonesian Journal of Science Education, 9(3), 309–318. https://doi.org/10.15294/jpii.v9i3.25199 Widowati, A., Nurohman, S., & Anjarsari, P. (2017). Develop science learning materials with an authentic inquiry learning approach to improve problem solving and scientific attitude. Indonesian Journal of Science Education, 6(1), 32–40. https://doi.org/10.15294/jpii.v6i1.4851 World Economic Forum. (2018a). Future Jobs Report. Economic Development Quarterly (Vol. 31). World Economic Forum. (2018b). Future Jobs Report 2018 | World Economic Forum. Research Report, (January), 135. Retrieved from https://www.weforum.org/reports/the- future-of-jobs-report- 2018%0Ahttp://reports.weforum.org/fut ure-of-jobs -2016/shareable- infographics/%0Ahttp://reports.weforum .org/future-of-jobs-2016/chapter-1-the- future-of-jobs-and- skills/%0Ahttps://www.weforum .org/rep Yulianisa, Rizal, F., Oktaviani, & Abdullah, R. (2018). Review of 21st Century Skills (21st Century Skills) Among Vocational Teachers (Case Study: SMK Negeri 2 Solok). Journal of Civil Engineering and Vocational Education, 5(3), 1–8. Zaki, NAA, Zain, NZM, Noor, NAZM, & Hashim, H. (2020). Developed a serious in-game learning analytic conceptual model for parent education. Indonesian Journal of Science Education, 9(3), 330– 339. https://doi.org/10.15294/jpii.v9i3.24466 Zamhari, M., Ridzaniyanto, P., Kangkamano, T. (2022). Interactive Android Module Development Containing Three Chemical Representation Levels on Material of Salt Hydrolysis. Indonesian Journal on Learning and Advanced Education (IJOLAE), 4(1), 45–56. Zubaedah, S. (2016). 21st Century Skills: Skills Taught Through Learning. Journal of Educational Research, (December 2016), 1–17