Pre-Learning Supervision Evaluation: Integration of 4Cs and 21st Century Graduate Profile Dimensions
Keywords:
Pre-Learning Supervision; RPP Evaluation; 4C Skills; Graduate Profile Dimensions; 21st Century CompetencyAbstract
The 21st century education requires the mastery of critical thinking, creativity, communication, and collaboration (4Cs) skills integrated into instructional practices. The research findings indicate that the implementation of 4Cs in Lesson Plans (Rencana Pelaksanaan Pembelajaran/RPP) remains suboptimal, both in terms of the equitable distribution of indicators and their alignment with graduate profile dimensions. This condition highlights the importance of in-depth evaluation at the pre-instructional stage to assess the readiness of lesson plans in supporting twenty-first-century competencies. The novelty of this article lies in offering a comprehensive evaluative approach to lesson plans on the topic of Redox Reactions, emphasizing the integration of 4Cs skills and eight graduate profile dimensions. A systematically developed supervision matrix instrument was employed, encompassing document components, learning objectives, instructional strategies, assessment, learning media, and classroom management, thereby providing a holistic overview of lesson plan readiness. The objectives of this study were: (1) to evaluate the pre-instructional stage through analysis of lesson plans on Redox Reactions with a focus on the integration of 4Cs and graduate profiles, and (2) to assess lesson plan readiness in supporting effective, contextual, and competency-oriented twenty-first-century learning. This study employed a descriptive qualitative approach with senior high school (SMA/MA) chemistry lesson plans as the research object. Data were collected using several triangulation techniques, including document analysis, indirect observation, and evaluator source triangulation. The results indicate that instructional planning was developed comprehensively and aligned with Problem-Based Learning (PBL), Understanding by Design (UbD), 4Cs, and the Pancasila Student Profile; however, it still requires strengthening through the explicit inclusion of Learning Outcomes (Capaian Pembelajaran/CP) and the completion of reflective documents such as teacher journals. Recommendations. Teachers are advised to strengthen the explicit inclusion of Learning Outcomes within the Teaching and Learning Flow (Alur Tujuan Pembelajaran/ATP) to clarify the relevance between objectives and expected achievements, as well as to incorporate teacher journals as a medium for continuous reflection. In addition, the explicit articulation of 4Cs skills and Pancasila Student Profile dimensions in lesson plan documents should be reinforced to ensure more directed instructional implementation.
https://doi.org/10.26803/ijlter.25.2.22
References
Anderson, R. C., & Huttenlocher, J. (2020). Beyond standardized testing: Improving formative assessment in classroom practice. Journal of Educational Measurement, 57(2), 123–145. https://doi.org/10.1111/jedm.12245
Brandt, J. O., Barth, M., Merritt, E., & Hale, A. (2021). A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability. Journal of Cleaner Production, 279, 123749. https://doi.org/10.1016/j.jclepro.2020.123749
Brock, J. D., et al. (2021). Instructional supervision and the COVID-19 pandemic: challenges and adaptations for supervisors and teachers. ScholarWorks.
Dahlan, T. (2024). An integrated approach to the 4C skills. ERIC.
Daud, Y., Dali, P. D., Khalid, R., & Fauzee, M. S. O. (2018). Teaching and learning supervision, teachers’ attitude towards classroom supervision and students’ participation. International Journal of Instruction, 11(4), 513–526. https://doi.org/10.12973/iji.2018.11432a
Davis, T., & Autin, B. (2020). Differentiated instruction and formative assessment: Enhancing learning for all students. Journal of Education Research, 113(2), 175–189. https://doi.org/10.1080/00220671.2019.1668526
Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2021). Problem-based learning: What works and why? A review of the literature. Medical Education, 55(5), 463–474. https://doi.org/10.1111/medu.14404
Farrell, T. S. C. (2020). Reflective practice in language education. Routledge.
Furtak, E. M., & Penuel, W. R. (2019). Coming to terms: Addressing the persistence of “formative assessment” as a label for all kinds of assessment. Assessment in Education: Principles, Policy & Practice, 26(5), 638–654. https://doi.org/10.1080/0969594X.2019.1593107
Ganal, N. N., Guiab, M. R., & Sario, M. L. P. (2019). Assessing the training needs of teachers on the 21st century pedagogical skills and personal development. The Normal Lights, 13(2), 177–200. https://doi.org/10.56278/tnl.v13i2.1391
Herlinawati, H. (2024). The integration of 21st century skills in the curriculum and instructional plans of teachers in the Philippines. Heliyon, 10(5), e29028. https://doi.org/10.1016/j.heliyon.2024.e29028
Herlinawati. (2024). Integrating local culture into science education: Enhancing student engagement and relevance of learning. International Journal of Instruction, 17(1), 145–162. https://doi.org/10.29333/iji.2024.1719a
Hidayah, N., Ngabiyanto, & Wadiyo, W. (2024). Implementasi Projek Penguatan Profil Pelajar Pancasila tema rekayasa teknologi dalam penguatan keterampilan 4C pada siswa sekolah dasar [Implementation of the Pancasila Student Profile Strengthening Project with the theme of technological engineering in strengthening 4C skills in elementary school students]. Jurnal Pendidikan, 9(4), 22585. https://doi.org/10.23969/jp.v9i04.22585 Journal Universitas Pasundan
Jumhur, A. A., Fitriyati, F., & Arief, R. R. (2024). Implementation of problem-based learning to improve critical thinking ability of vocational students in Jakarta. European Journal of Education Research, 13(3), 187–195. https://doi.org/10.24018/ejedu.2024.13.3.860
Kain, C., Koschmieder, C., Matischek-Jauk, M., & Bergner, S. (2024). Mapping the landscape: A scoping review of 21st century skills literature in secondary education. Teaching and Teacher Education, 151, 104739. https://doi.org/10.1016/j.tate.2024.104739
Kementerian Pendidikan Dasar dan Menengah. (2025). Peraturan Menteri Pendidikan Dasar dan Menengah Nomor 10 Tahun 2025 tentang Standar Kompetensi Lulusan pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah [Peraturan Menteri][ Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 concerning Graduate Competency Standards in Early Childhood Education, Basic Education, and Secondary Education [Ministerial Regulation]. Berita Negara Republik Indonesia 2025/410.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2019). Teacher perceptions of formative assessment and feedback practices in mathematics education in Tanzania. Assessment in Education: Principles, Policy & Practice, 26(5), 1–23. https://doi.org/10.1080/0969594X.2019.1593106
Liu, T., & Aryadoust, V. (2024). Orchestrating teacher, peer, and self-feedback to enhance learners’ cognitive, behavioral, and emotional engagement and public speaking competence. Behavioral Sciences, 14(8), 725. https://doi.org/10.3390/bs14080725
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: A systematic literature review. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1–17. https://doi.org/10.1186/s43031-021-00042-x
Mok, S. Y., & Staub, F. C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies. Teaching and Teacher Education, 107, 103484. https://doi.org/10.1016/j.tate.2021.103484
Newell, J., Torres, P., & Kim, H. (2023). Understanding by Design and authentic assessment: Aligning curriculum, instruction, and evaluation for 21st century learning. Journal of Curriculum Studies, 55(4), 521–540. https://doi.org/10.1080/00220272.2023.2201156
Nicholus, T., Essel, H. B., & Owusu, R. K. (2023). The role of problem-based learning approach in teaching and learning physics: A systematic review. Education Research International, 2023, 1–16. https://doi.org/10.1155/2023/3119043
Rahmadani, R., Santoso, H., & Widodo, A. (2021). Integration of 4C skills into learning by using the project-based learning model. Journal of Physics: Conference Series, 1882(1), 012145. https://doi.org/10.1088/1742-6596/1882/1/012145
Rehman, M., Alotaibi, F., & Alzahrani, M. (2024). Project-based learning as a catalyst for 21st-century skills and student engagement in the math classroom. Heliyon, 10(4), e160197. https://doi.org/10.1016/j.heliyon.2024.e160197
Rehman, M., Liu, S., & Khan, A. (2024). Project-based learning as a catalyst for 21st-century skills and student engagement. Teaching and Teacher Education, 135, 104293. https://doi.org/10.1016/j.tate.2023.104293
Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988
Ronfeldt, M., et al. (2024). Cultivating stronger coaching in clinical mentors [Research article]. Journal for Educational Practice.
Ronfeldt, M., Truwit, M., Bardelli, E., Schaaf, K., & Smith, B. (2024). Cultivating stronger coaching in clinical mentors: An experimental evaluation of the Mentors Matter professional development initiative. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737231183414
Sunardi, S., & Doringin, F. (2020). The 4Cs Learning Model in Teacher Professional Development Program. Humaniora, 11(2), 153–159. https://doi.org/10.21512/humaniora.v11i2.6508
Toh, R. Q. E., Koh, K. K., Lua, J. K., Wong, R. S. M., Quah, E. L. Y., Panda, A., … & Radha Krishna, L. K. (2022). The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: A systematic scoping review. BMC Medical Education, 22, 531. https://doi.org/10.1186/s12909-022-03589-z
Toh, R. Q. E., Koh, K. K., Lua, J. K., Wong, R. S. M., Quah, E. L. Y., Panda, A., … & Radha Krishna, L. K. (2022). The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: A systematic scoping review. BMC Medical Education, 22, 531. https://doi.org/10.1186/s12909-022-03589-z
Trilling, B., & Fadel, C. (2021). 21st century skills: Learning for life in our times. Jossey-Bass.
U-Sayee, C. R., et al. (2021). Supervisory practices and challenges faced by senior high school principals: implications for instructional supervision. International Journal of Educational Research.
Winaryati, E.., Munsarif, M.., Mardiana, & Suwahono. (2021). Model-model Evaluasi Aplikasi dan Kombinasinya [Application Evaluation Models and Their Combinations]. Penerbit KMB Indonesia. ISBN: 978623-5679-14-3
Wiyono, B. B., Lusi, I., & Oktaviani, D. (2022). Implementation of group and individual supervision: Effects on teacher motivation and performance. PLOS ONE.
Zhou, Z. H. (2018). A brief introduction to weakly supervised learning.National ScienceReview. Oxford University Press. https://doi.org/0.1093/nsr/nwx106
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Eny Winaryati, Muhammad Munsarif, Iwan Junaedi, Utomo Utomo, Alya Dwi Arianty, Asiva Khoirunisa, Kafitra Marna Ibrahim
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
