Analysis of Vocational High School Teachers’ Abilities in Sarolangun to Integrate 21st Century Skills Through School Leadership Perception
DOI:
10.29303/jppipa.v11i3.10508Published:
2025-03-25Issue:
Vol. 11 No. 3 (2025): MarchKeywords:
21st Century Skills, Educational Technology, Information Literacy, Technological Literacy, Vocational TeachersResearch Articles
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Abstract
This study aims to analyze the ability of vocational teachers in Sarolangun to integrate 21st century skills based on school leaders’ perceptions. A descriptive quantitative approach using Partial Least Square-Structural Equation Modeling (PLS-SEM) was employed, involving 110 respondents from 24 vocational high schools in Sarolangun Regency. Results revealed that teachers demonstrated high proficiency in critical thinking and innovation (82.64), information literacy (82.64), and communication and collaboration skills (79.85). Structural analysis identified significant relationships between skill aspects, with information literacy exerting the strongest influence on critical thinking and problem solving (path coefficient 0.788). The research model explained 67.2% of the variation in teachers’ technological literacy skills. The findings conclude that developing 21st century skills among vocational teachers requires a holistic and comprehensive approach to teacher training and professional development, as these skills are highly interrelated.
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Author Biographies
Dessy Marlyna, Universitas Negeri Padang
Jonni Mardizal, Universitas Negeri Padang
M. Giatman, Universitas Negeri Padang
Waskito, Universitas Negeri Padang
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Copyright (c) 2025 Dessy Marlyna, Jonni Mardizal, M. Giatman, Waskito
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