JPPIPA 10(2) (2024)

Jurnal Penelitian Pendidikan IPA

Journal of Research in Science Education

http://jppipa.unram.ac.id/index.php/jppipa/index

Analysis of 4C Skills (Critical Thinking, Creativity and

Innovation, Collaboration, and Communication) of Physics
Education Students in Facing the Industrial Revolution 4.0
Ulil Azmi1, Safrijal2*, Mulia Rahmi1
1 Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Jabal Ghafur, Sigli, Indonesia.
2 Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Jabal Ghafur, Sigli, Indonesia.

Received:October 7, 2023 Abstract: This research is a qualitative research with a case study design. The
Revised: January 24, 2024 instruments used will be prepared based on the indicators of each 4C skill. The data
Accepted: February 25, 2024 collected will be analyzed through the stages of data reduction, data presentation and
Published: February 29, 2024 conclusions. The research results show students' critical thinking skills on indicator 1
reasoning have an achievement percentage of 34%; indicator 2 thinking as hypothesis
Corresponding Author: testing has an achievement percentage of 47%; indicator 3 analyzing arguments has an
Ulil Azmi achievement percentage of 49%; indicator 4 analysis of possibilities and uncertainties
[email protected] has a percentage of 68% and indicator 5 problem solving and decision making has a
percentage of 73%. The results of students' creative and innovative thinking abilities on
DOI: 10.29303/jppipa.v10i2.5584 indicator 1 of fluency thinking skills have an achievement percentage of 28%; indicator
2 elaboration skill has an achievement percentage of 52%; indicator 3 of flexible
© 2024 The Authors. This open thinking skills (flexibility) has an achievement percentage of 26%; and indicator 4
access article is distributed under a Original thinking skills (originality) has a percentage of 17%. The results of student
(CC-BY License) collaboration skills in indicator 1 contributed to the percentage of achievement of 49%;
indicator 2 time management has an achievement percentage of 54%; indicator 3focus
on taskhas an achievement percentage of 63%; indicator 4 working with other people
has a percentage of 71%; and indicator 5 responsibility has a percentage of 67%.

Keywords: Collaboration; Communication; Creative innovation; Critical thinking; 4C

Introduction the job market in Industry 4.0. World Economic Forum

(2020) mentions the 10 main skills most needed in
The globalization and the 21st century industrial facing the world of work until 2025, namely: analytical
revolution have brought major changes to almost all and innovative thinking, active learning and learning
aspects of life due to advances in science and strategies, complex problem solving, critical thinking
information technology. This rapid progress is and analysis, creativity, originality and initiative,
inseparable from quality and competitive human leadership and social influence, use of technology,
resources (HR). Qualified and competitive human monitoring and control, technology design and
resources are human resources who have skills in programming, resilience, stress tolerance and flexibility
accordance with the needs of the 21st century or what and ideas, problem solving and ideas.
are known as 21st century skills (21st century skills). The five main domains of 21st century skills are
These skills include: digital literacy, intensive digital literacy, intensive thinking, effective
(critical) thinking, effective communication, high communication, high productivity and spiritual and
productivity, good collaboration (both personal and moral values (Osman et al., 2013). Griffin et al. (2015)
social), as well as spiritual and moral values (soft classifies 21st century skills and attitudes as ways to
skills). These skills are a must for HR to be able to face think (knowledge, critical and creative thinking), ways

___________
How to Cite:
Azmi, U., Safrijal, & Rahmi, M. (2024). Analysis of 4C Skills (Critical Thinking, Creativity and Innovation, Collaboration, and Communication)
of Physics Education Students In Facing the Industrial Revolution 4.0. Jurnal Penelitian Pendidikan IPA, 10(2), 695–703.
https://doi.org/10.29303/jppipa.v10i2.5584
Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 695-703

to learn (literacy and soft skills), and ways to learn with also requires the development of abilities such as
other (personal, social, and civic responsibilities). critical thinking so that students are able to analyze
Several experts have defined critical thinking. problems and make decisions to solve problems
Facione (2011) states that critical thinking is self- (Sipayung et al., 2018).
regulation in deciding (judging) something produce As the main competency needed in the 21st
interpretation, analysis, evaluation, and inference, as century, 4C skills need to receive good guidance in
well as presentation of use a piece of evidence, concept, education at tertiary institutions, as well as education at
methodology, criteria, or contextual considerations on the high school level (Pasquinelli et al., 2021). In this
which it is based decisions are made... . The definition research, a case study will be carried out to obtain the
of critical thinking according to Proulx (2004) is a 4C profile of FKIP Unigha Physics education students.
process according to steps for analyzing, testing, and The results of this study can be used as a form of
evaluating arguments. Skills Critical thinking is a evaluation of higher education learning in an effort to
cognitive skill related to the mind (Cotrell, 2005; Polat prepare professional teacher candidates, as well as a
et al., 2020; Saputri et al., 2019). Trilling et al. (2010) baseline for improving 4C abilities with more
define critical thinking as the ability to analyze, innovative and effective learning models so that
interpret, evaluate, summarize, and gather information. students become graduates with competencies that are
According to Ennis (1996) Critical thinking is a in line with the demands of the 21st century. In
reflective way of thinking that makes sense or is based accordance with the focus and Research Master Plan of
on reason focused on determining what to believe and Jabal Ghafur University for 2020-2024.
do. Based on the description above, 4C Skills (Critical
4C Skills (Critical Thinking, Creativity and Thinking, Creativity and Innovation, Collaboration,
Innovation, Collaboration, and Communication) is a and Communication) is very urgent to be learned in
soft skill which in its daily implementation is far more college. Therefore in this paper discuss about Analysis
useful than mastering hard skills (Thornhill-Miller et of 4C Skills (Critical Thinking’ Creativity and
al., 2023). Arief (2012) states that in addition to having Innovation; Collaboration; and Communication) of
hard skills, graduates from tertiary institutions are also Physics Education Students in Facing the Industrial
required to have soft skills in order to be successful in Revolution 4.0.
their work.
Most universities in Indonesia, in preparing their Method
graduates for skills in the 21st century, have made
various efforts to achieve this goal. One of the efforts The variables in this study are critical thinking
being made is to renovate the curriculum, such as skills, creativity and innovation, collaboration skills
providing opportunities for students to take various and communication skills (4C). To obtain the 4C
elective courses both within the university itself and profile, a case study design was used in this qualitative
outside the university. The aim is to improve their soft research. Meanwhile, the subjects in this study were
skills, especially mastery of 4C skills. Besides that, the students of the Physics education study program, the
most important thing is to change the implementation Faculty of Teaching and Education, Jabal Ghafur
of education and teaching so that students besides University.
mastering hard skills are also appropriate for mastering The instruments used will be prepared based on
soft skills in the form of 4C skills. This is a challenge for the indicators of each 4C skill. The instrument used to
teachers to innovate in conducting learning. Finken et measure critical thinking skills refers to the Cambridge
al. (1993) categorized critical thinking skills into six critical thinking skills indicator (Black, 2012; Harjo et
components, namely: 1) focus, 2) supporting reasons, 3) al., 2019). Creativity and innovation instruments refer
reasoning, 4) organization, 5) conventions and, 6) to the new heuristic framework (Hughes et al., 2018;
integration. Plummer et al., 2022; Scuttari et al., 2021; Sternberg et
The Indonesian Ministry of Education and Culture al., 2022). The collaboration instrument refers to Scoular
has adopted the concept of 21st century education into et al. (2020). The communication instrument refers to
the national education curriculum. Where learning is Yakob's science communication skills.
reflected into four learning objectives called the 4C
skills (Critical Thinking, Creativity and Innovation,
Collaboration, and Communication) (Astuti et al., 2019;
Susilo, 2015; Zubaidah, 2020). Therefore, learning is not
only limited to the ability to master the concepts of a
field of science such as mastering physics concepts, but

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 Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 695-703

Table 1. Percentage Category Table 2. Results of Critical Thinking Ability

Percentage Achievement (%) Percentage Achievement (%) Percentage
Thinking Indicator Critical
80 < PK ≤ 100 Very high Achievement
60 < PK ≤ 80 Tall Reasoning 34%
40 < PK ≤ 60 Currently Think as Hypothesis test 47%
20 < PK ≤ 40 Low Analyze argument 49%
0 < PK ≤ 20 Very low Probability analysis and uncertainty 68%
Solution to problem and retrieval 73%
The grouping of students' critical thinking skills, decision
creativity and innovation, collaboration skills and
communication skills (4C) is classified into five Table 2 above shows the results of students' critical
categories, namely very low, low, medium, high and thinking skills. In indicator 1 reasoning has an
very high categories. The percentage of critical thinking achievement percentage of 34%, indicator 2 thinking as
skills is shown in Table 1. hypothesis testing has an achievement percentage of
47%, indicator 3 analyzing arguments has an
Result and Discussion achievement percentage of 49%, indicator 4 analysis of
possibilities and uncertainties has a percentage of 68%.
4C skills (Critical Thinking, Creativity and and indicator 5 problem solving and decision making
Innovation, Collaboration, and Communication) are has a percentage of 73%.
skills that are considered important in today's digital The results of critical thinking skills in indicator 1
era (Siregar et al., 2023). These skills include the ability regarding reasoning have an achievement percentage
to think critically, think creatively and innovate, work of 34% included in the medium category. In this aspect,
with others, and communicate well. To build 4C skills, the researcher analyzes students' abilities in reasoning,
more are built through learning activities such as: using that is, any object whose density is greater than the
learning models that are more demanding of student density of water will surely sink when immersed in the
activities, proposing authentic problems to be solved water. Students were asked to drop a stone into the
cooperatively or collaboratively, independent river while playing the otok-otok boat on the bank of
assignments that demand creativity and innovation, the river. After that students are asked to define sinking
online learning, and presenting papers in scientific and floating.
forums and published in scientific journals. The skills When an object is under gravity the object
that are trained will be brought by graduates when experiences a buoyant force in the opposite direction.
they work. So that the state of the object in the liquid is related to
The results of research in Europe show that a the difference in gravity and buoyancy (Besson, 2004;
person's success in the business world is 80% Wibowo et al., 2023). The definitional mistake
determined by his soft skills and only 20% is mentioned by the students is that density does not
determined by his hard skills. This is in line with the always cause objects to sink or float. The floating otok-
US-based Partnership for 21st Century Skills (P21) otok ship gets a buoyant force greater than its weight,
which states that the competencies that must be at the same time, if the otok-otok ship is placed
possessed by human resources in the 21st century are: vertically into the water, the ship will sink. So the
critical thinking skills Critical Thinking Skills, Creative location of the mistake is that not all sinking or floating
Thinking Skills, communication skills, and conditions are caused by density, but more precisely
collaboration skills. caused by the difference in gravity and
Critical thinking skills measured in this study buoyancy.students' critical thinking abilities can only
consist of indicators which include: reasoning, thinking be identified if they are first introduced to these
as hypothesis testing, analyzing arguments, analysis of abilities through the implementation of an appropriate
possibilities and uncertainties, problem solving and learning model, which can lead students to intelligent
decision making. thinking (Halpern et al., 2021).
Critical thinking skills in indicator 2 about
thinking as hypothesis testing which has a percentage
of 47% in the medium category. In this aspect the
researcher analyzes the abilitystudentinnotice that the
block of wood stays floating in the same position in the
cup. The phenomenon written in the problem isa cup of
water with a small wooden block floats into an
elevator. Then, studentasked toshows that the
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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 695-703

acceleration of the lift does not affect the buoyant force. The result of this research is that students 4Css
Better understanding of the nature of learning and skills using collaborative inquiry learning model are
creating academic situations where learning leads to better than students 4Cs skills using conventional
analytical, critical and creative skills (Sudarisman, learning at SMA Negeri 14 Medan. Then, it is hoped
2015). that they will be able to produce humans who are in
Critical thinking skills on indicator 3 analyze accordance with the demands of the industrial era 4.0.
arguments which have an achievement percentage of With 4Cs skills, they can gain and increase cooperation
49% in the very moderate category. In this aspect the in a group to solve certain problems, increase their
researcher analyzes the abilitystudentin terms tolerance for peer opinions, try to think critically and
ofconducted trials after adding a paper clip in the creatively to solve problems related to something.
middle of the plane by giving the same speed using his Keyword: 4Cs skills, industrial revolution era 4.0
hands so that the paper plane could fly. The (Daulay et al., 2021).
phenomenon written in the problem is when a paper
airplane starts hovering in the air, what determines Table 3. Results of Creative and Innovative Thinking
how long the airplane flies in the air is the amount of Thinking Indicator Creative and Percentage
air lift on the plane's wings, the greater the lift on the Innovative Achievement
wings of the plane, the longer the plane will fly. Fluent thinking skills 28%
Students are then asked to concludeThe difference in Detailing skills (elaboration) 52%
Flexible thinking skills (flexibility) 26%
airflow velocity at the top and bottom of the airplane
Original thinking skills (originality) 17%
wing will produce different pressures at the top and
bottom of the airplane wing. The ability to conclude
Table 3 shows the results of students' creative and
can be trained by applying the concepts, principles and
innovative thinking abilities in indicator 1 fluency
skills they have learned to solve the problems they face
thinking skills with an achievement percentage of 28%;
or conclude them (Fakhriyah, 2014).
indicator 2 elaboration skill has an achievement
The ability to think critically on indicator 4 of the
percentage of 52%; indicator 3 of flexible thinking skills
possibility and uncertainty analysis has an achievement
(flexibility) has an achievement percentage of 26%; and
percentage of 68% belonging to the high category. this
indicator 4 Original thinking skills (originality) has a
aspectstudenttoldput a load in a toy boat as shown in
percentage of 17%.
the picture and mark the water level.Studentasked to
The results of the ability to think creatively and
provide an explanationwhat happens to the surface of
innovatively in indicator 1 regarding fluency thinking
the water if the weight in the toy boat is moved into the
skills have an achievement percentage of 28% which is
water.The student's explanation in this case is that
included in the low category. In this aspect, the
when the load is transferred to the water, the volume of
researcher analyzes the students' ability to try to find a
the boat that is immersed becomes smaller, and the
way to get across to the KJA so they can witness the
volume of the load that sinks is smaller than the
release of 1000 lanterns which are similar to small hot
volume of the load and the boat so that the water level
air balloons and made of oil paper and a simple fire
is lower/falls. This can be done by learning with an
source. After searching for a solution, they found two
active debate strategy that can train students' critical
empty tin drums, a pile of rope, and three sticks of
thinking skills (Pramesswari et al., 2016).
wood. Students are trying to design a device that can
Critical thinking skills on indicator 5 regarding
float to make it easier for them to cross to the KJA.
problem solving and decision making with an
To make flying lanterns, start with: (1-6
achievement percentage of 73% in the high category.
elaborations, 7 originals), namely: Preparing the tools
Students' mastery of concepts in measuring the volume
and materials needed such as oil paper, aluminum foil,
of chess pieces made of wood is in the high category.
cotton, straws, kerosene, copper wire, etc.),Prepare the
To get accurate and valid results, students use
incendiary part from aluminum foil and cotton, Prepare
Archimedes' concept, namely by dipping and pressing
the shape of the lantern from oil paper, Prepare the
all chess pieces with wire (as shown in the picture) into
frame for the burner, Assemble the body of the lantern
a container filled with water, so that the volume of
with the burner frame, Fly the lantern by burning the
water spilled is equal to the volume of the chess pieces.
cotton, then release it to air, and So that the light of the
Critical thinking is the ability to assess epistemic
lanterns can be enjoyed longer in the KJA as night
knowledge from available information so that subjects
lights and saving energy, the lanterns can be tied with
are confident in making decisions or actions based on
ropes and then installed at the ends of the KJA so that
this information (Pasquinelli et al., 2021).
they become a substitute for lamps from electrical
energy. Fluent thinking skills have the following
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characteristics: spark many ideas in solving problems; cross to the KJA even if you don't find wood for
provide many ways or suggestions for doing various rowing.
things; work faster and do more than others Alternative solutions, so that they can still cross,
(Munandar, 2014). namely: Using a dynamo to rotate the propeller that
Thinking abilitycreative and innovativeon has been prepared so that it pushes the assembled boat,
indicatorselaboration skills have an achievement and Using the KJA rope to the edge of the lake,
percentage of 52% medium category. In this aspect the students get on the raft, then hold the rope then moves
researcher analyzes the abilitystudentinmake a Lantern the boat towards the KJA. Originality is the ability of
design when you have successfully crossed the KJA students to give unusual answers that are different
while enjoying the night of releasing 1000 Lanterns. from others where answers are rarely given by most
To make flying lanterns, start with: (1-6 people and the answers are original from the thoughts
elaborations, 7 originals), namely: Preparing the tools of each student (Munandar, 2014).
and materials needed such as oil paper, aluminum foil,
cotton, straws, kerosene, copper wire, etc.), Prepare the Table 4. Skill Results Collaboration
incendiary part from aluminum foil and cotton, Prepare Indicator Collaboration Percentage Achievement
the shape of the lantern from oil paper, Prepare the concontribution 49%
frame for the burner, Assemble the body of the lantern Wherejemen Time 54%
with the burner frame, Fly the lantern by burning the Focus on the task 63%
Working with Originality 71%
cotton, then release it to air, and So that the light of the
Responsibility 67%
lanterns can be enjoyed longer in the KJA as night
lights and saving energy, the lanterns can be tied with
Table 4 above shows the results of student
ropes and then installed at the ends of the KJA so that
collaboration skills in indicator 1, the percentage
they become a substitute for lamps from electrical
contribution to achievement is 49%; indicator 2 time
energy. The elaboration or detailed thinking aspect is
management has an achievement percentage of 54%;
the student's ability to detail and find various
indicator 3 focus on taskhas an achievement percentage
approaches to problem solving (Rubenstein et al., 2020).
of 63%; indicator 4 working with other people has a
Thinking ability creative and innovative on
percentage of 71%; and indicator 5 responsibility has a
indicator 3 analyze flexible thinking skills (flexibility)
percentage of 67%.
has an achievement percentage of 26%very low
Results Student collaboration skills in indicator 1
category. In this aspect the researcher analyzes the
regarding the contribution of the achievement
ability student in terms of designing a tool to cross the
percentage of 49% are included in the medium
lake to Floating Net Cages (KJA) instead of a boat, they
category. In this aspect the researcher analyzes
started designing by connecting two can drums with
mahastudents in conducting group discussions in
three wooden sticks using a rope. After it has been
giving ideas and participating. Collaboration skills are
designed, the tool is placed on the surface of the lake
the skills of working together, synergizing with each
water and is ready to be used as a crossing tool.
other, adapting to various roles and responsibilities,
However, the students had a problem, they could not
and respecting differences. In collaborating there will
find wood to pedal to push the raft towards the KJA.
be mutual filling in of deficiencies with the strengths of
Removing or lifting a paddle that has sunk to the
the other so that the problems encountered can be
bottom of the lake is: Hooking a rope on a 6-meter long
resolved properly in an atmosphere of togetherness.
bamboo stick and then hooking it to the paddle at the
A person is said to have the ability to collaborate,
bottom of the lake and then pulling it slowly, Using a
if he fulfills the three components of collaboration
submarine robot to attach the buoy to the paddle at a
ability (three dimensions of collaboration), namely:
depth of 5 meters, and waiting for the lake water to
demonstrates the ability to work effectively and respect
dry, so that it can reach it easily. Flexible thinking
the diversity of team members; Demonstrating
(flexibility) is a person's ability to produce ideas that
flexibility and willingness to accept other people's
consist of various categories or the ability to see various
opinions in achieving common goals, and taking on
objects or problems from various points of view
shared responsibility in working collaboratively and
(Munandar, 2014).
appreciating the contribution of each team member
Thinking ability creative and innovative on
(Trilling et al., 2010).
indicator 4original thinking skills (originality) has an
The results of student collaboration skills on
achievement percentage of 17%with low category. In
indicator 2 regarding time management have an
this aspect the researcher analyzes the ability student in
achievement percentage of 54% which is included in
answering an alternative solution so that you can still
the medium category. In this aspect the researcher
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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 695-703

analyzes how mahastudents in completing skills through textbook learning, and the appearance of
assignments, but late beyond the allotted time, causing textbooks is less attractive (Sholekha, 2023).
group assignments to extend the time limit for their
work. Collaborative learning is carried out based on a Table 5. Skill Results Communication
model which explains that knowledge can be created in Percentage Achievement (%)
Percentage Achievement
a population whose members actively interact with one Indicator Communication
another, share experiences, and take on asymmetric Koral communication skills 74%
roles or different roles (Mustadi, 2014). Kscientific communication skills 41%
The results of student collaboration skills on
indicator 3 aboutfocus on taskhas an achievement Table 5 above shows the results of student
percentage of 63% included in the high category. In this communication skills on indicator 1 koral
aspect the researcher analyzes how mahastudent fthe communication skillspercentage of achievement of
focus is mostly on what needs to be done and most of 74%; and indicator 2 scientific communication skillshas
the tasks are well done. Collaboration skills are the an achievement percentage of 41%. The results of
ability to participate in every activity to build student communication skills on indicator 1 koral
relationships with others, respect relationships and communication skills the percentage of achievement of
teamwork to achieve the same goals. Students are 74% is included in the high category. In this aspect the
responsible for being shown by consistently attending researcher analyzes how kabilitygreatstudentin
group meetings on time (Diana et al., 2021). presenting practical results. Oral communication skills
The results of student collaboration skills in are a person's ability to communicate through speaking
indicator 4 about working with others have a and feedback that can be given directly. Oral
percentage of 71% included in the high category. In this communication skills include skills in job interviews,
aspect the researcher analyzes how mahastudents often seminars, workshops, public speaking, formal speeches
(3 times) listen to other people's opinions well and and presentations. Communication skills are skills
often (3 times) help others, but it doesn't make it easy in needed by teachers in speaking, listening, overcoming
group work. Collaboration skills are the ability of verbal communication barriers, understanding
individuals to interact with individuals or individuals nonverbal communication from students and being
with groups to achieve goals by working together, able to solve conflicts constructively (Santrock, 2007).
respecting each other, being involved in tasks, and The results of student communication skills on
being able to produce ideas collaboration as a learning indicator 2 kscientific communication skillshas an
process to plan and work together, to consider different achievement percentage of 41% included in the
and to participate in discussions by brainstorming, medium category. In this aspect the researcher analyzes
listening, and supporting others (Greenstein, 2012). how kabilitygreatstudentin presenting practical
The results of student collaboration skills on reports. Scientific communication skills are physical
indicator 5 regarding responsibility have a percentage activities that are usually seen in physical activities
of 67% included in the high category. In this aspect the such as writing, typing, sports, and so on. Skills can be
researcher analyzes how mahastudentoften active in realized if students are aware of motor movements that
helping groups and often independent of others to do require coordination in them (Muhibin, 2003).
assigned work. Collaboration skills are actively
contributing, working productively, showing flexibility Conclusion
and compromise, showing responsibility, and showing
respect (Grenstein, 2012). The research results show students' critical
The research results show that the 4C skills which thinking skills on indicator 1 reasoning have an
include critical thinking, communication, collaboration achievement percentage of 34%; indicator 2 thinking as
and creativity have been included in the textbook. 4C hypothesis testing has an achievement percentage of
skills are integrated in textbooks in pre-learning, 47%; indicator 3 analyzing arguments has an
student activities, materials, and evaluation. Textbooks achievement percentage of 49%; indicator 4 analysis of
are used as learning resources in learning activities, possibilities and uncertainties has a percentage of 68%
namely discussions (critical thinking skills), written and indicator 5 problem solving and decision making
assignments (communication and creativity), and has a percentage of 73%. The results of students'
group assignments (collaboration). The obstacles to the creative and innovative thinking abilities on indicator 1
use of textbooks that contain 4C skills in learning at of fluency thinking skills have an achievement
Islamic high schools are that the number of textbooks is percentage of 28%; indicator 2 elaboration skill has an
insufficient, there is less emphasis on integration of 4C achievement percentage of 52%; indicator 3 of flexible
thinking skills (flexibility) has an achievement
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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 695-703

percentage of 26%; and indicator 4 Original thinking Besson, U. (2004). Students’ conceptions of fluids.
skills (originality) has a percentage of 17%. The results International Journal of Science Education, 26(14),
of student collaboration skills in indicator 1 contributed 1683–1714.
to the percentage of achievement of 49%; indicator 2 https://doi.org/10.1080/0950069042000243745
time management has an achievement percentage of Black, B. (2012). An overview of a programme of
54%; indicator 3focus on task has an achievement research to support the assessment of Critical
percentage of 63%; indicator 4 working with other Thinking. Thinking Skills and Creativity, 7(2), 122–
people has a percentage of 71%; and indicator 5 133. https://doi.org/10.1016/j.tsc.2012.04.003
responsibility has a percentage of 67%. The results of Cotrell, S. (2005). Critical thinking skill. New York:
student communication skills on indicator 1 koral Palgrave Macmillan.
communication skills percentage of achievement of Daulay, N. H., Sani, R. A., & Rahmatsyah. (2021). An
74%; and indicator 2kscientific communication skills analysis of 4c skill on heat in facing the industrial
has an achievement percentage of 41%. The research revolution era 4.0. Journal of Physics: Conference
results obtained are relevant for the research, who Series, 1811(1), 012002.
stated that the greatest 4c skill contained in the https://doi.org/10.1088/1742-
student's worksheet was critical thinking. In addition, 6596/1811/1/012002
the highest 4C skills contained in the student's Diana, P., Isriyah, U., Dewi, W. S., Akmam, A., & Sari,
worksheet where critical thinking skills, and the lowest S. Y. (2021). The Availability Analysis Of 21st
was collaboration skills. This indicates that critical Century Skill Indicators On Physics Worksheet Of
thinking skills have been applied to the student Senior High School Grade X Semester 1 In
worksheet, but overall, 4C skills have not been fully Pasaman Districts. Pillar of Physics Education, 14(3),
implemented. 169. https://doi.org/10.24036/11144171074
Ennis, R. H. (1996). Critical thinking. Prentice-Hall.
Acknowledgments Facione, P. a. (2011). Critical Thinking: What It Is and
Thank you to the students of Physics education study Why It Counts. Insight assessment.
program, the Faculty of Teaching and Education, Jabal
Fakhriyah, F. (2014). Application of Problem Based
Ghafur University who have helped in this research.
Learning in Developing Students’ Critical
Author Contributions Thinking Ability. Journal of Indonesian Science
Safrijal contributes to conceptualizing the research idea, Education, 3(1), 95–101.
developing products, analyzing data, and writing https://doi.org/10.15294/jpii.v3i1.2906
articles. Mulia Rahmi, a supervisor in research activities to Finken, M., & Ennis, R. (1993). Illinois Critical Thinking
article writing, reviewed and edited. Essay Test. Departement of Educational Policy
Studies University of Illinois.
Funding Greenstein, L. M. (2012). Assessing 21st century skills: A
This research was self-funded by the author.
guide to evaluating mastery and authentic learning.
Conflicts of Interest Corwin Press.
The authors declare that there is no conflict of Griffin, P., McGaw, B., & Care, E. (2015). Assessment
interest regarding the publication of this paper. and teaching of 21st century skills. In Assessment
and teaching of 21st century skills (Vol. 9789400723).
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