Factors Affecting Junior High School Students' 4C Skills: An Empirical Study

: The purpose of this research is to find out factors that can affecting Junior High School Students' 4C Skills such as self-efficacy, learning motivation, liveliness, mathematical literacy


Introduction
The industrial revolution 4.0 and the rapid development of technology have an impact on the provision of education in the 21st century, making life full of challenges and competition.Challenges in the 21 st century are that humans are required to master technology more and have innovative and characteristic skills (Mardhiyah et al., 2021;Mukaromah, 2020).These changes aim to improve the quality of life of modern society by creating human resources with skills in various fields, including education (Pratiwi et al., 2019;Hasibuan & Prastowo, 2019;Sole & Anggraeni, 2018).
In the world of education, the challenge of the 21 st century is to educate students to have various abilities to compete in filling the job market (Malik et al., 2019).21 st century learning requires students to be more active in learning than teachers, and to have learning abilities and various skills (Pratama et al., 2022;Tanti et al., 2020).The 21 st century challenge capabilities include thinking, working, and living skills in the surrounding environment which combine cognitive, affective, and psychomotor skills and can use ICT (Yulkifli et al., 2019;Meilani et al., 2020).These 21 st century skills are often referred to as 4C skills, namely critical thinking, creative thinking, communication, and collaboration (Meilani et al., 2020;Pramudita et al., 2021).
In fact, the 4C skills of students are still in the low category and need to be improved (Anggreni & Yohandri, 2022;Darmuki et al., 2022;Syahputra et al., 2022).This agrees with the TIMMS and PISA results showing that the ability to think both mathematically and scientifically as well as problem-solving in Indonesia is still relatively low (Abdiyani et al., 2019;Siregar, 2023).Based on TIMSS 2015, the ranking of Indonesian students shows that the mathematics results are ranked 44 out of 49 countries with a score of 397 and science is ranked 45 out of 48 countries with a score of 397, while the 2018 PISA ranking of Indonesian students shows that the results for mathematical literacy are ranked 72 out of 78 countries with a score of 379 and scientific literacy is ranked 70 out of 78 countries with a score of 396 (IEA, 2016;OECD, 2019).4C competence can be achieved through an effective, continuous learning process that involves the active participation of students (Ropii et al., 2019).
To achieve skilled learners in 4C, many factors need to be met.Based on research of Akmam et al., (2019), states that the factors that can affect students' 4C skills are learning motivation, interest in learning, curiosity, self-confidence, self-efficacy, persistence, emotional understanding, strategies used by educators, literacy both reading, mathematics or science, activeness, study time and work on questions, and learning resources used (Adair & Jaeger, 2015;Fernández-García & Fonseca-Mora, 2022;Ismail et al., 2022;Nahar et al., 2022;Zahranie et al., 2020;Indrawati et al., 2019).If these factors are implemented properly, it will produce students who are ready and skilled in 4C to face the demands of 21 st century educational skills.Much research has been conducted to analyze the relationship between self-efficacy, mathematical literacy, scientific literacy, motivation and student activity towards 4C skills, but there is no research design that produces theoretical relationships and provides a complete picture of the relationship between these variables.
The purpose of this empirical research is to find out how self-efficacy, learning motivation, activeness, mathematical literacy, and scientific literacy can significantly influence students' 4C skills.The theoretical model to determine the constructs that affect students' 4C skills is the partial least squares structural equation model (PLS-SEM).In this model, there are 15 proposed hypotheses.The results of this study can be used for further research to determine other variables that affect students' 4C skills.

H1
: Self-efficacy has a significant effect on student 4C skills H2 : Learning motivation has a significant effect on student 4C skills H3 : Liveliness has a significant effect on student 4C skills H4 : Mathematical literacy has a significant effect on student 4C skills H5 : Scientific literacy has a significant effect on student 4C skills H6 : Self-efficacy has a significant effect on student learning motivation H7 : Self-efficacy has a significant effect on student liveliness H8 : Self-efficacy has a significant effect on student mathematical literacy H9 : Self-efficacy has a significant effect on student scientific literacy H10 : Learning motivation has a significant effect on student liveliness H11 : Learning motivation has a significant effect on student mathematical literacy H12 : Learning motivation has a significant effect on student scientific literacy H13 : Student liveliness has a significant effect on student mathematical literacy H14 : Student liveliness has a significant effect on student scientific literacy H15 : Mathematical literacy has a significant effect on student scientific literacy

Method
This study uses a survey method that aims to describe a model that measures the 4C skills with 5 exogenous variables: self-efficacy, learning motivation, liveliness, mathematical literacy, and scientific literacy.Research flow can be seen in Figure 2. Students' 4C skills are measured through a survey designed in February 2023.There are 26 indicators from the survey and test results using a 1-4 likert scale adapted in previous research.The indicators are divided into six variables; self-efficacy, learning motivation, liveliness, mathematical literacy, scientific literacy, and 4C skills (Table 1).
Table 1.Experimental Design (Bandura et al., 1999;Greenstein, 2012;Nofrion, 2018;OECD, 2016;Rikawati & Sitinjak, 2020;Treffinger et al., 2002;Uno, 2014)  The survey was validated by the lecturers at master of Physics Education, physics department, Universitas Negeri Padang.The sample in this study was all students at three SMP Negeri in Padang with different accreditation A, B, and C considerations totaling 260 students.The data obtained in this study are from questionnaires and tests.Questionnaires were distributed via google forms while tests were distributed directly to students.Respondent identification can be seen in Table 2. Table 2 shows that the number of female respondents is greater than that of males.Then, based on schools, the majority of respondents came from Junior High School 8 Padang.The second largest number of respondents came from Junior High School 42 Padang, and the last was Junior High School 41 Padang.Data are processed using SmartPLS SEM because the sample size is relatively small, or ten times as many indicators used (Hair et al., 2017;Hair et al., 2023).
To investigate the proposed hypothesis in a theoretical model, partial least squares structural equations have been used.The most significant impact on students' 4C skills will come from the results of PLS-SEM, which made predictions about construction.The PLS-SEM consists of two parts that can be seen in Table 3, which make up the estimation process (Cepeda-Carrion et al., 2019;Ghozali, 2008;J. F. Hair et al., 2017).

Measurement Model Evaluation: Smart PLS-SEM
All constructs of the developed model meet the criteria of internal consistency, convergent validation (Table 4), and discriminant (Table 5).The final theoretical model is shown in Figure 3.
Based on Figure 3 shows that that all indicators have an α value ≥ 0.7, meaning that the indicators can measure what they want to measure in each variable.Or it could be said that each indicator in the instrument is valid and can be used.There are 4 path coefficient values out of 15 relationships that are negative.The negative sign on the path coefficient value means that the relationship formed is in the opposite direction

Structural Model Evaluation: Smart PLS-SEM
The results of the path coefficient are shown in Table 6 and Figure 3.It shows that self-efficacy (SE) has the most influence on students' 4C skills.In addition, all other exogenous variables also affect students' 4C skills except for mathematical literacy variables.Four out of ten relationships between exogenous variables result in no influence between these exogenous variables.Figure 4, shows that there are 6 relationships that have a p-value > 0.05, meaning there is no significant influence between these variables.The model's predictive power from exogenous to endogenous constructs can be seen in Table 7.It shows that the 4C skill construct can be explained by the variables of selfefficacy, mathematical literacy, scientific literacy, learning motivation, and liveliness of 0.730 or 73.0%, while the remaining 27.0% is explained by other variables outside the research model.The construct of learning motivation can be explained by 20.4% by the self-efficacy variable, while the remaining 79.6% is explained by other variables outside the research model.The construct of liveliness can be explained by 26.9% by the variable self-efficacy and learning motivation, while the remaining 73.1% is explained by other variables outside the research model.The construct of mathematical literacy can be explained by 2.0% of selfefficacy, learning motivation, and liveliness while the remaining 98.0% is explained by other variables outside the research model.The scientific literacy construct can be explained by 36.8% of the variables of self-efficacy, learning motivation, liveliness, and mathematical literacy while the remaining 63.2% is explained by other variables outside the research model.
The significance of the prediction model (Q 2 ) for learning motivation (0.112) is weak, liveliness (0.150) is weak, mathematical literacy (0.008) is weak, scientific literacy (0.262) is moderate and 4C skills (0.396) is moderate.It can be concluded that the variables of learning motivation, liveliness, mathematical literacy, scientific literacy, and 4C skills have good observation values because Q > 0. The effect size is based on Table 8 which has the greatest effect is self-efficacy on 4C skills and which has the smallest effect is self-efficacy on mathematical literacy.

The Effect of Self-Efficacy on 4C Skills
H1 is accepted (t = 16.41 > 1.96, p-value < 0.05).This means that self-efficacy has a significant effect on 4C skills.This is in line with previous research which stated that self-efficacy can influence critical thinking skills, creative thinking, communication, and collaboration which are dimensions of the 4C skills (Amirian et al., 2023;Du et al., 2019;Parimita et al., 2020;Wardani et al., 2023;Yulikhah et al., 2019).Self-efficacy is students' belief in themselves which can help students in communicating with their environment.Self-efficacy can influence a student's problem solving (Nur et al., 2023).A person who has high self-efficacy will diligently try to master the learning task compared to students who have low self-efficacy.The higher the self-efficacy of students, the higher the confidence to meet the demands of learning (Agnah et al., 2019).It will have an effect on the ability to think critically, too if students possess high levels of self-efficacy (Umam et al., 2023).The Effect of Learning Motivation on 4C Skills H2 is accepted (t = 5.19 > 1.96, p-value < 0.05).This means that learning motivation has a significant effect on 4C skills (Loes, 2022;Musa, 2019;Sudrajat & Disman, 2021).Motivation is an encouragement that directs students to achieve learning goals that are inside and outside themselves so that they can defend themselves to achieve certain goals.Motivation to learn is one of the important factors in the success of learning (Sari et al., 2021).The higher the learning motivation of students, the higher the 4C skills (Fajari et al., 2020).Bandura states that there is a significant relationship between critical thinking and metacognitive variables, such as motivation and self-efficacy beliefs.Motivation activates the cognitive resources and conative attitudes that enable individuals to face the challenges inherent in the creative process (Agnoli et al., 2018).

The Effect of Liveliness on 4C Skills
H3 is accepted (t = 3.20 > 1.96, p-value < 0.05).This means that liveliness has a positive effect on 4C skills.Student liveliness is one of the basic elements that are important for the success of the learning process (Asti & Andriyani, 2022).Active students can be formed if teachers improve student involvement through increasing student perceptions.Active learning will bring students to be even better while participating in the learning process which includes cognitive, affective, and psychomotor aspects (Hariandi & Cahyani, 2018).

The Effect of Mathematical Literacy on 4C Skills
H4 is rejected (t = 1.19 < 1.96, p-value > 0.05).This means that mathematical literacy does not significant affect 4C skills.This result is different from previous research which stated that there was a significant influence of mathematical literacy on critical thinking skills, which is one of the indicators of 4C skills (Pambudi et al., 2020).There are external factors that can influence students' 4C skills other than mathematical literacy.Mathematical literacy is an individual's ability to use mathematical concepts, procedures, facts, and mathematical tools to formulate, use, explain, interpret, and predict phenomena in various contexts and situations.Mathematical literacy activity is an activity or activity in formulating, compiling, and interpreting mathematics as the main ability in learning mathematics.

The Effect of Scientific Literacy on 4C Skills
H5 is accepted (t = 2.02 > 1.96, p-value < 0.05).This means that Scientific literacy has a significant effect on 4C skills (Ridzal & Haswan, 2023).Scientific literacy is a need and goal of learning in the 21st century and industrial revolution 4.0 (Izzah, 2023;Nilyani et al., 2023).The importance of thinking and acting skills is highlighted in science literacy.The results of research conducted by Glaze (2018) state that improving scientific literacy skills is not only influenced by the ability to memorize and apply science concepts in class, but is influenced by depth of thinking, understanding of the scientific process of knowledge so that students can find their own concepts by exploring their knowledge, things.This can happen if a person is able to think critically about the knowledge he is dealing with.The weak influence between critical thinking skills and scientific literacy is thought to be caused by students' low interest in reading (Primasari et al., 2020).

The Effect of Self-Efficacy on Learning Motivation
H6 is accepted (t = 8.80 > 1.96, p-value < 0.05).This means that self-efficacy has a significant effect on learning motivation.These results are in line with several studies that state that self-efficacy has a positive and significant effect on learning motivation (Farihah & Rakasiwi, 2020;L. S. Rahayu & Dian, 2022;Wahyuddin, 2022).Self-efficacy is the ability to organize and carry out part of the activities needed to achieve the desired goals.Self-efficacy has a high effect on motivation, effort, choice, and persistence that leads to achieving academic goals (Maraghi et al., 2018).Self-efficacy can provide the basis for human motivation, well-being, and personal achievement and influence the success of the learning process and academic achievement of students (Ibnah & Rosidin, 2018;Yuliyanto et al., 2019).Someone who has high self-efficacy means that person has a plan to deal with the desired goal.

The Effect of Self-Efficacy on Liveliness
H7 is accepted (t = 5.34 > 1.96, p-value < 0.05).This means that self-efficacy has a significant effect on liveliness.These results are in line with studies that state that self-efficacy has a positive and significant effect on learning liveliness (Ridwan et al., 2019).The activeness of students in the learning process is a very important thing to note to obtain optimal goals in the learning process (Prasetya & Harjanto, 2020).To have high liveliness, one must also have high self-efficacy.Selfefficacy can influence a number of individual stress and anxiety experiences such as when individuals engage themselves in an activity.Self-efficacy also influences the choice of activities, goals, and efforts as well as the continuation of actions to achieve certain goals despite obstacles, difficulties, and despair in classroom activities.

The Effect of Self-Efficacy on Mathematical Literacy
H8 is rejected (t = 0.28 < 1.96, p-value > 0.05).This means that self-efficacy does not significant affect mathematical literacy.There are external factors that can influence students' mathematical literacy more than selfefficacy.Mathematical literacy is the ability to understand and utilize the basics of mathematics in everyday life.Mathematical literacy allows individuals to know the function or application of mathematics in everyday life and apply it to make the right decisions as citizens who contribute to development, have empathy and the ability to reflect.One of the personal factors that can cause students' low mathematical literacy is students' self-efficacy (Ananda & Wandini, 2022).Selfefficacy seeks to understand the function of self-control when adjusting thoughts, providing motivation, and supporting oneself, as well as adjusting in the realm of emotional and psychological management.Students who have high self-efficacy can solve a problem with enthusiasm, tenacity, and courage.Even though someone has good abilities, if he does not have high selfefficacy, good learning results will be difficult to achieve (Andriani et al., 2023).

The Effect of Self-Efficacy on Scientific Literacy
H9 is rejected (t = 1.22 < 1.96, p-value > 0.05).This means that self-efficacy has no significant effect on scientific literacy and there are many external factors that influence scientific literacy.This is different from previous research which states that self-efficacy influences students' scientific literacy (Ozgen, 2013).A high level of self-efficacy will help a person create a feeling of calm when facing difficult problems or activities.Students with high self-efficacy will say that they are able to learn the material given in class and have confidence that they can work well.to improve students' scientific literacy, we need to pay attention to student self-efficacy (Wiarsana, 2020).The existence of differences in background, culture, and conditions of the samples when the research was carried out may also be a factor that causes the hypothesis to be rejected.Another thing that might cause the hypothesis to be rejected is because there are many other factors outside the research model that can have a significant influence on scientific literacy.

The Effect of Learning Motivation on Liveliness
H10 is accepted (t = 4.47 > 1.96, p-value < 0.05).This means that learning motivation has a significant effect on liveliness.In line with previous research which states that learning motivation affects the liveliness of students (Aristya & Darminto, 2019).Student activity in learning is all physical and non-physical activities of students in the process of optimal teaching and learning activities so as to create a conducive classroom atmosphere.Learning motivation and liveliness in the learning process are very important to achieve good learning outcomes (Tegeh et al., 2019).Student active participation is very influential in the process of thinking, emotional, and social development.Some of the efforts that teachers can make in developing student learning activeness in learning are by increasing student interest, arousing student motivation, and using media in learning.Student involvement in learning, makes children actively involved in the learning process.

The Effect of Learning Motivation on Mathematical Literacy
H11 is rejected (t = 1.59 < 1.96, p-value > 0.05).This means that learning motivation does not a significant effect on mathematical literacy.There are external factors that can influence students' mathematical literacy more than learning motivation.Learning motivation is one aspect that can affect students' mathematical communication skills (Aqilah et al., 2021).Learning motivation is one of the most important things to improve mathematical literacy skills.With a student's learning motivation, it will make students more critical in dealing with a problem (Amelia et al., 2023).

The Effect of Learning Motivation on Scientific Literacy
H12 is rejected (t = 0.47 < 1.96, p-value > 0.05).This means that learning motivation does not significant affect scientific literacy.This is in line with other research (Mayasari, 2023) and different from the results of previous research which stated that there was an influence of learning motivation on students' scientific literacy (Jufrida et al., 2019;Syah et al., 2020).This can happen because of the different characteristics of the respondents from previous research and also many other external factors that can affect scientific literacy such as the selection of textbooks, misconceptions, learning that is not contextual, and students' reading abilities (Fuadi et al., 2020).Scientific literacy is a person's ability to apply his knowledge to identify questions, construct new knowledge, provide scientific explanations, draw conclusions based on scientific evidence, and the ability to develop a reflective mindset so that he is able to participate in overcoming issues and ideas related to science.

The Effect of Liveliness on Mathematical Literacy
H13 is accepted (t = 2.15 > 1.96, p-value < 0.05).This means that liveliness affects mathematical literacy and has a significant effect.Mathematical literacy skills help someone to understand the role or use of mathematics in everyday life and use it to make the right decisions.To increase students' mathematical literacy, students are required to be active in learning.The quality of learning will be improved and students' results will be influenced by the existence of proactive activities (Fricticarani & Maksum, 2020).Student liveliness in the learning process can stimulate and develop their talents, students can also practice critical thinking, and can solve problems in everyday life.

The Effect of Liveliness on Scientific Literacy
H14 is rejected (t = 1.46 < 1.96, p-value > 0.05).This means that liveliness does not a significant effect on scientific literacy.This could possibly occur due to differences in background, culture and condition of the samples when the research was carried out.However, mathematical literacy has a mediating effect on the influence of activeness and scientific literacy.These results indicate that mathematical literacy strengthens the relationship between activeness and scientific literacy.In this case, it is concluded that students' scientific literacy depends on scientific literacy which is influenced by mathematical literacy.Literacy skills are very important for various human activities, such as communicating with other people and knowing various information about the occurrence of an event (Hadiprayitno et al., 2021;Mellyzar et al., 2022;Mulyana & Desnita, 2023).Active participation of students in the learning process will lead to a higher degree of teacher and student interaction, which can be very beneficial for developing knowledge and skills leading to increased achievement (Rahayu et al., 2018;Yasiro et al., 2021).

The Effect of Mathematical Literacy on Scientific Literacy
H15 is accepted (t = 15.46 > 1.96, p-value < 0.05).This means that mathematical literacy has a significant effect on scientific literacy.Learning mathematics can encourage students to build a concept which is the basis for solving problems.Someone who has numeracy literacy skills will be able to recognize or understand which mathematical ideas can be used to solve a problem in the daily life they face (Putri et al., 2021).Science learning cannot be separated from numbers and mathematical calculations.To have good scientific literacy skills, someone also needs to have good mathematical literacy skills.Mathematical literacy can influence science learning because mathematical literacy can improve students' ability to make decisions or predict using numbers and symbols in the form of graphs, charts, tables and strengthen the ability to solve problems in everyday life and then analyze them in various forms (Isa et al., 2023;Khakima et al., 2021).

Conclusion
The findings from the PLS-SEM analysis show that the 4C skills are significantly influenced by self-efficacy, learning motivation, liveliness, and scientific literacy.The variable that most influence 4C skills is self-efficacy.Thus, students will be ready to face the demands of the Industrial Revolution 4.0 by thinking critically, developing creative ideas, being able to communicate and work together or collaborate, and learning actively and interactively.The limitation of this research is that it was only conducted in three Junior High Schools Negeri in Padang City, Indonesia.This research also only analyzes five factor variables on 4C skills.Therefore, many other factors can influence the 4C skills beyond the factors in this study.
size (f 2 ): the effect of exogenous to endogenous constructs if f 2 0.02, 0.15, and 0.35 have small, medium, and large effects.

Table 3 .
Estimation Process in PLS-SEM

Table 4 .
Consistency Reliability and Covergent Validity

Table 7 .
R and Q square

Table 8 .
F square