Exploring the relationship and integration of 21st-century skills in biology learning
DOI:
https://doi.org/10.21009/biosferjpb.57590Keywords:
4C competence, Biological literacy, Creative problem solving, Science process skillsAbstract
The relationship and integration of 4C competences, biological literacy, creative problem-solving, and science process skills in biology learning are rarely analyzed simultaneously. On the other hand, integrating the four skills is important in 21st-century biology learning. The research aim is to explore the relationship and integration of 21st-century skills in biology learning, including 4C competence, biological literacy, creative problem-solving, and science process skills. The research method was quantitative research with a non-experimental explanatory design using 44 participants through filling out questionnaires, which were then analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS) at the 5% significance level. The results prove that 4C competences have a significant influence on biological literacy; 4C competences have a significant influence on creative problem-solving; 4C competences have a significant influence on science process skills; biological literacy has a significant influence on creative problem-solving; biological literacy has a significant influence on science process skills; and creative process skills have a significant influence on science process skills. The research concluded that 4C competences through biological literacy and creative problem-solving skills significantly affect science process skills. The study has direct practical implications for educators in developing innovative biology learning strategies that integrate 21st-century skills through strengthening 4C competencies. This integration is crucial not only for improving biology literacy, creative problem solving, and scientific process skills but also as an essential step in enhancing the quality of future biology teachers.
References
Agolla, J. E. (2022). Developing critical workplace skills through education in Africa: The case of industry 4.0 revolution. In Global Initiatives and Higher Education in the Fourth Industrial Revolution (Vol. 8, pp. 153–194). https://doi.org/10.36615/9781776405619-07
Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), 2172929. https://doi.org/10.1080/2331186X.2023.2172929
Amin, M., Jalal, S., & Amin, H. (2022). Influence of 21st Century Learning Skills on Students’ Academic Performance: Evidence from University Context. Journal of Educational Research and Social Sciences Review (JERSSR), 2(1), 39–44. https://www.jerssr.org.pk/ojs/index.php/jerssr/article/view/54
Chen, P., & Chang, Y. C. (2024). Incorporating creative problem-solving skills to foster sustainability among graduate students in education management. Cleaner Production Letters, 7(July), 100082. https://doi.org/10.1016/j.clpl.2024.100082
Dewi, M. R., & Arifin, Z. (2024). Analysis of 21st Century Skills in the Implementation of Project Based Learning in Biology Learning Merdeka Curriculum. Jurnal Penelitian Pendidikan IPA, 10(4), 2118–2128. https://doi.org/10.29303/jppipa.v10i4.5941
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/10.1016/j.tsc.2022.101229
Feng, L., & Sumettikoon, P. (2024). An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions. International Journal of Educational Technology in Higher Education, 21(1), 1–17. https://doi.org/10.1186/s41239-024-00474-1
Ferniawan, F., Ramdani, A., Rokhmat, J., Jufri, A. W., & Sukarso, A. A. (2025). Research Trends of SDGs Integrated Science Interactive Learning Media to Improve Students’ Science Literacy: Bibliometric Analysis. Jurnal Penelitian Pendidikan IPA, 11(1), 20–29. https://doi.org/10.29303/jppipa.v11i1.9959
Firmansyah, J., & Suhandi, A. (2021). Critical thinking skills and science process skills in physics practicum. Journal of Physics: Conference Series, 1806(1), 12047. https://doi.org/10.1088/1742-6596/1806/1/012047
Fitri, R., Lufri, L., Alberida, H., Amran, A., & Fachry, R. (2024). The project-based learning model and its contribution to student creativity: A review. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(1), 223–233. https://doi.org/10.22219/jpbi.v10i1.31499
Gonzalez‐perez, L. I., & Ramirez‐montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability (Switzerland), 14(3), 1–31. https://doi.org/10.3390/su14031493
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3). https://doi.org/10.1016/j.rmal.2022.100027
Imjai, N., Aujirapongpan, S., & Yaacob, Z. (2024). Impact of logical thinking skills and digital literacy on Thailand’s generation Z accounting students’ internship effectiveness: Role of self-learning capability. International Journal of Educational Research Open, 6, 100329. https://doi.org/10.1016/j.ijedro.2024.100329
Ismawati, E., Hersulastuti, Amertawengrum, I. P., & Anindita, K. A. (2023). Portrait of Education in Indonesia: Learning from PISA Results 2015 to Present. International Journal of Learning, Teaching and Educational Research, 22(1), 321–340. https://doi.org/10.26803/ijlter.22.1.18
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
Kartowagiran, B., & Rohaeti, E. (2021). A Critical Thinking Assessment Model Integrated with Science Process Skills on Chemistry for Senior High School. European Journal of Educational Research, 10(1), 285–298. https://doi.org/10.12973/eu-jer.10.1.285
Kocak, O., Coban, M., Aydin, A., & Cakmak, N. (2021). The mediating role of critical thinking and cooperativity in the 21st century skills of higher education students. Thinking Skills and Creativity, 42, 100967. https://doi.org/10.1016/j.tsc.2021.100967
Kusuma, A. S. H. M. (2023). Correlation in biological literacy and critical thinking skills of science students through problem-based learning model integrated by macromedia flash. Jurnal Pijar Mipa, 18(3), 369–375. https://doi.org/10.29303/jpm.v18i3.4928
Maulina, D. (2020). Bio-literacy perspective: A Study of implementation of ourdoor learning-based science process skills in plant introduction. Jurnal Bioedukatika, 8(1), 31–37. https://doi.org/10.26555/bioedukatika.v8i1.15067
Melesse, D., Menkir, S., Yemata, G., & Seifu, A. (2025). Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts. Education Inquiry, 1–17. https://doi.org/10.1080/20004508.2025.2453256
Mercan, G., & Köseoğlu, P. (2022). Examining the Scientific Creativity of Biology Teacher Candidates According to their Problem-Solving Skills. Batı Anadolu Eğitim Bilimleri Dergisi, 13(2), 1423–1439. https://doi.org/10.51460/baebd.1064850
Nasir, E. D. M., & Andrew, D. (2022). Application Of 4C Elements in Online Project-Based Learning to Assist Students’ Communication Skills and Problem-Solving Skills for Biology. International Journal of Advanced Multidisciplinary Research and Studies, 3(5), 468–478. https://shorturl.at/Z12Qd
Nugroho, A. (2025). Students’ Interest in Science Declines, UGM Expert Reveals Causes. Universitas Gadjah Mada. https://tinyurl.com/254dkw8k
Orakci, Ş. (2023). Structural relationship among academic motivation, academic self‐efficacy, problem solving skills, creative thinking skills, and critical thinking skills. Psychology in the Schools, 60(7), 2173–2194. https://doi.org/10.1002/pits.22851
Osiesi, M. P., & Blignaut, S. (2025). Impact of the teacher education curriculum on the development of 21st-Century skills: Pre-service teachers’ perceptions. Social Sciences and Humanities Open, 11(January), 101317. https://doi.org/10.1016/j.ssaho.2025.101317
Paek, S. H., Katz-Buonincontro, J., Park, H. J., Osuagwu, O., & Hurwich, T. (2025). How might creative problem-solving be related to prosocial motivation? An exploratory pilot study. Learning and Individual Differences, 118, 102606. https://doi.org/10.1016/j.lindif.2024.102606
Perdana, D., Saptasari, M., & Susanto, H. (2023). The effects of inquiry project-based learning on the increasing student’s science literacy skills and creative thinking skills. AIP Conference Proceedings, 2569(1), 20025. https://doi.org/10.1063/5.0131311
Ponsiglione, A. M., Amato, F., Cozzolino, S., Russo, G., Romano, M., & Improta, G. (2022). A Hybrid Analytic Hierarchy Process and Likert Scale Approach for the Quality Assessment of Medical Education Programs. Mathematics, 10(9). https://doi.org/10.3390/math10091426
Primasari, R., Miarsyah, M., & Rusdi, R. (2020). Science literacy, critical thinking skill, and motivation: A correlational study. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 273–282. https://doi.org/10.22219/jpbi.v6i2.11124
Putri, R. Y., Puspaningtyas, N. D., & Hadi, W. (2024). Students’ Mathematical Creative Thinking Skills in Solving PISA Problems: A Case in Indonesia. Kalamatika: Jurnal Pendidikan Matematika, 9(2), 233–249. https://doi.org/10.22236/KALAMATIKA.vol9no2.2024pp233-249
Rahmonova, G. Z. qizi. (2025). Pedagogical and Psychological Characteristics of Developing Students’ Scientific Literacy Based on PISA International Assessment Program Requirements. European International Journal of Pedagogics, 5(02), 27–30. https://inlibrary.uz/index.php/eijp/article/view/66598
Rehiara, R. E., Kawatu, P. J., Rophi, A. H., Megawati, R., & Jesajas, D. R. (2024). The Relationship Between the Implementation of 4C with Biology Learning Outcomes and Soft Skills of High School Students in Jayapura City. Jurnal Penelitian Pendidikan IPA, 10(12), 10188–10195. https://doi.org/10.29303/jppipa.v10i12.9490
Rehman, T. U. (2025). The transformative impact and evolving landscape: A comprehensive exploration of the globalization of higher education in the 21st century. Journal of Further and Higher Education, 1–16. https://doi.org/10.1080/0309877X.2025.2457537
Ridzal, D. A., & Haswan, H. (2023). Analysis of the correlation between science literacy and critical thinking of grade eight students in the circulatory system. Jurnal Pijar Mipa, 18(1), 1–5. https://doi.org/10.29303/jpm.v18i1.4469
Samson, P. L. (2015). Fostering student engagement: Creative problem-solving in small group facilitations. Collected Essays on Learning and Teaching, 8, 153–164. https://doi.org/10.22329/celt.v8i0.4227
Saraiva, E., Silva, S., Castro, J., Araújo, D., Almeida, C., & Azevedo, M. M. (2025). Students’ summer internships in a research centre: The impact on scientific literacy and the choice of a career in the STEM fields. Heliyon, 11(4), 1–11. https://doi.org/10.1016/j.heliyon.2025.e42472
Sari, I. N., Mahanal, S., & Prabaningtyas, S. (2024). The complexity science problem-based learning: Correlation of science literacy and concept mastery to problem-solving skills. Jurnal Pendidikan Biologi Indonesia (JPBI), 10(3), 920–927. https://doi.org/10.22219/jpbi.v8i3.22992
Semilarski, H., & Laius, A. (2021). Exploring Biological Literacy: A Systematic Literature Review of Biological Literacy. European Journal of Educational Research, 10(3), 1181–1197. https://doi.org/10.12973/eu-jer.10.3.1181
Sujadi, I., Budiyono, Kurniawati, I., Wulandari, A. N., Andriatna, R., & Puteri, H. A. (2023). The Abilities of Junior High School Students in Solving PISA-Like Mathematical Problems on Uncertainty and Data Contents. Jurnal Penelitian Dan Pengembangan Pendidikan, 7(1), 102–109. https://doi.org/10.23887/jppp.v7i1.51931
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students’ Learning Outcomes. International Journal of Instruction, 14(3), 873–892. https://doi.org/10.29333/iji.2021.14351a
Suryanto, H., Degeng, I. N. S., Djatmika, E. T., & Kuswandi, D. (2021). The effect of creative problem solving with the intervention social skills on the performance of creative tasks. Creativity Studies, 14(2), 323–335. https://doi.org/10.3846/cs.2021.12364
Susilowati, N. E., Muslim, M., Efendi, R., & Samsudin, A. (2022). PISA 2021 creative thinking instrument for students: Physics teachers’ perceptions. Indonesian Journal of Science and Mathematics Education, 5(2), 194–209. https://doi.org/10.24042/ijsme.v5i2.12439
Suwono, H., Ndzani Latifatur, R., Muhammad, S., & and Fachrunnisa, R. (2023). Interactive socio-scientific inquiry for promoting scientific literacy, enhancing biological knowledge, and developing critical thinking. Journal of Biological Education, 57(5), 944–959. https://doi.org/10.1080/00219266.2021.2006270
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences, 59, 110–116. https://doi.org/10.1016/j.sbspro.2012.09.253
Wardani, W., Prayitno, B. A., & Mahardiani, L. (2025). Effectiveness of E-module based on problem research based learning (PRBL) on students’ science process skills. Jurnal Penelitian Pendidikan IPA, 11(1), 615–622. https://doi.org/10.29303/jppipa.v11i1.10007
Wawak, S., Teixeira Domingues, J. P., & Sampaio, P. (2024). Quality 4.0 in higher education: reinventing academic-industry-government collaboration during disruptive times. The TQM Journal, 36(6), 1569–1590. https://doi.org/10.1108/TQM-07-2023-0219
Wulandari, B. C., Rusilowati, A., & Saptono, S. (2021). The Development of Performance Assessment Instrument Integrated 4C for Measuring Science Process Skills in the Science Experiments of Elementary School Students Article Info. Journal of Primary Education, 10(2), 233–2241. https://doi.org/10.15294 /jpe.v10i2.34456
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Biosfer: Jurnal Pendidikan Biologi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
