Vol. 14, No. 03, pp. 1914-1929, 2024 DOI: 10.23960/jpp.v14.i3.

2024130

Jurnal Pendidikan Progresif

e-ISSN: 2550-1313 | p-ISSN: 2087-9849
http://jurnal.fkip.unila.ac.id/index.php/jpp/

Strategies for Improving 21st Century Competencies in Secondary

Schools in Indonesia: A Systematic Literature Review
*
Kinanti Geminastiti Hilmiatussadiah , Eeng Ahman, Disman, & Dadang Dahlan
Economic Education Study Program, Universitas Pendidikan Indonesia, Indonesia
*Corresponding email: [email protected]

Received: 29 November 2024 Accepted: 13 December 2024 Published: 22 December 2024

Abstract: Objective: This study aims to evaluate strategies to improve 21st century competencies
in secondary schools in Indonesia with a focus on the implementation of learning curricula and digital
literacy mastery. 21st century competencies include critical thinking, creative, communication,
collaboration, character development and citizenship skills. This study will answer research questions
related to what research results are found in reference articles regarding strategies to improve 21st
century competencies of secondary school students in Indonesia, what factors influence the
improvement of 21st century competencies of secondary school students in Indonesia, and how
policies related to strategies to improve 21st century competencies of secondary school students in
Indonesia. Methods: Systematic Literature Review (SLR) with PRISMA approach is the method
used in this research, through identification, screening, eligibility and inclusion stages to analyse 42
relevant articles from 2017-2024 sourced from Google Scholar. Findings: The results show three
main factors that influence the improvement of students‘ competence: teachers’ competence,
curriculum innovation and learning methods, and the role of digital technology. Teacher competence
in digital literacy is the key to successful technology-based learning. Flexible, adaptive and digitisation-
based curriculum innovations can encourage mastery of 21st century competencies, especially through
innovative learning methods such as blended learning and project-based learning. In addition,
digital technology plays an important role in facilitating interactive and effective learning, although
uneven infrastructure remains a challenge in Indonesia. Conclusion: This study suggests the
integration of digital literacy in the curriculum, the improvement of teachers’ competence through
continuous training, as well as the development of technology infrastructure in schools. Education
policies that support curriculum flexibility and technology adoption are believed to improve students’
readiness to face global challenges. This study provides strategic recommendations for educators,
policy makers and educational institutions in designing learning systems that are relevant to the digital
era.
Keywords: curriculum, digital literacy, 21st century competencies.

To cite this article:

Hilmiatussadiah, K. G., Ahman, E., Disman, & Dahlan, D. (2024). Strategies for Improving 21st
Century Competencies in Secondary Schools in Indonesia: A Systematic Literature Review. Jurnal
Pendidikan Progresif, 14(3), 1914-1929. doi: 10.23960/jpp.v14.i3.2024130 .

 INTRODUCTION ethically (Musfikar et al., 2023). Previous research

The growing digital era makes digital literacy shows that the digital literacy competence of high
one of the crucial components that students must school students in Indonesia faces a variety of
have in facing the challenges of the 21st century. challenges and obstacles, such as in the study by
Digital literacy which includes competencies ranging Oktavia dan Hardinata (2020) that only 35% of
from accessing, understanding, evaluating and high school students have adequate digital literacy
utilising digital-based information critically and skills, while most others are still at the stage of
 Hilmiatussadiah et al., Strategies for Improving 21st Century... 1915

basic skills such as absorbing information and (Kirana et al., 2024). It is recognised that good
using technology for the learning process. In communication skills are the most difficult skills
addition, according to the results of a survey by to acquire by students. Therefore, efforts are
PISA (Programme for International Student needed to improve this competence, one of which
Assessment), the literacy skills of students in is by strengthening digital literacy.
Indonesia in 2018 including digital literacy are at The presence of digital literacy is the
a low level when compared to other countries in foundation that integrates these six 21st century
Southeast Asia. (Hewi & Shaleh, 2020). competencies. Strong digital literacy support for
Digital literacy is inextricably linked to the students can create creative solutions to the
development of 21st century competencies, challenges of this era, collaborate across cultures
which are key for students to succeed in an era and regions through digital platforms, and convey
of globalisation driven by rapid technological their ideas widely (Rahmah et al., 2024). In line
advances. The use of technology is known to have with research by Weninger (2017), that integrating
a positive relationship in enhancing aspects of 21st media and digital literacy into the learning
century competence (Sang et al., 2018). 21st curriculum can improve students’ 21st century
century competencies consisting of critical competencies through customisation to local
thinking skills, creative thinking, communication needs. Therefore, it is important to evaluate and
skills, collaboration, character development, and strengthen digital literacy as a step to prepare a
citizenship are all needed to meet the challenges competent generation that is ready to compete in
of this era. In line with research by Burrus (2013) the 21st century.
It is known that the most important competencies The presence of technology has certainly
for students to have in this era are the ability to solve brought about debates, such as concerns about
problems, think critically, collaborate, think creatively the dangers of dependence on technology and
and innovatively, and skills in communication, all of the role of teachers that could be replaced.
which are part of 21st century competencies. However, according to Greenlaw (2011) The
In this technology-dominated era of presence of technology and digital learning are
globalisation, digital literacy is the foundation for important things that need to be integrated. As a
improving critical thinking skills by processing and teacher, we need to balance traditional
evaluating information to find solutions to pedagogical skills and contemporary approaches
problems. Then, the ability to think creatively in to ensure students are moral, responsible and
using and utilising technology for work, to the engaged in experiential learning, which is aligned
ability to communicate and collaborate in person with the development of 21st century
or through digital platforms. This is supported by competencies.
research that 21st century competencies are highly In an effort to improve students’ 21st
dependent on one’s ability to adapt and utilise century competencies, collaboration between the
technology in a variety of situations, such as work, academic world and various sectors is needed
education, and professional. In addition, to produce creative solutions and new
according to Churchill et al. (2013) Effective use experiences for students based on contextual not
of technology in education can encourage student just textual. In addition, the learning process needs
engagement in the learning process. to emphasise aspects of direct experience and
Students’ digital literacy significantly affects project-based learning. (López, 2021).
their ability to communicate and collaborate based Furthermore, research by (Tijsma, 2020) It is
on digital technology. (Syahfira et al., 2023) and recognised that preparing students with 21st
1916 Jurnal Pendidikan Progresif, Vol. 14, No. 03, pp. 1914-1929, December 2024

century competencies requires clear learning to changing times as a strategy to improve 21st
objectives, collaboration and a learning design century competencies.
that is tailored to students’ abilities and builds on
their experiences.  METHOD
Indonesia’s secondary school education Research Design
system is faced with different challenges in In this research, the Systematic Literature
improving students’ digital literacy. Limited Review (SLR) method was used. This method
technology infrastructure is a challenge for public aims to identify, analyse and synthesise literature
schools, in contrast to private schools and studies relevant to the research topic. The
boarding schools which face more challenges in literature review focuses on the search strategy
terms of learning approaches and access to in exploring as much relevant literature as possible
resources (Harapan, 2022). Singapore, on the and then analysing its relevance to the research
other hand, has developed a learning process that topic (Arief & Sugiarti, 2022).
utilises visualisation tools to support 21st century
competencies. Through the use of digital tools, Search Strategy
students can explore and improve critical thinking The data collection process in this study
skills and increase student participation in the used the PRISMA (Preferred Reporting Items
learning process. (Tan et al., 2016). for Systematic Reviews and Meta-Analyses)
This research uses the literature study framework to identify literature and scientific
research method, this technique can provide an articles in a systematic, transparent manner, and
overview to evaluate the factors that influence avoid duplication of studies (Sarkis-Onofre et al.,
curriculum implementation, starting from the 2021). By using the PRISMA method, systematic
quality of educational inputs including resources review reporting will be more complete and
and teaching materials. Then, in terms of the accurate and assist researchers in compiling
learning process involving technology integration quality reviews (Agrawal et al., 2024) The
and the results or outputs, namely mastery of following is the analysis process using the
digital skills and improvement of 21st century PRISMA method:
competencies. The six 21st century competencies Based on the PRISMA diagram above, it
are the main focus of this evaluation, as digital is known that the literature review analysis process
literacy is the basis for honing these skills. consists of 4 main stages, including:
The questions that can be answered in this
study are what research results are found related 1. Identification
to improving the 21st century competencies of At this stage, the literature search process
secondary school students in Indonesia, what using the Google Scholar database resulted in 100
factors affect the improvement of 21st century articles. Then, these articles were entered into
competencies of secondary school students in the reference management platform for further
Indonesia, and how policies related to strategies processing.
to improve 21st century competencies of 2. Filtering
secondary school students in Indonesia. The screening stage with exclusion criteria
This research aims to contribute included publication periods starting in 2017, non-
recommendations for policy makers, educators, Indonesian language articles, and articles sourced
and educational institutions in planning and from conference papers, book chapters, or
implementing a better curriculum that is adaptive conferences were excluded. At this stage, the
 Hilmiatussadiah et al., Strategies for Improving 21st Century... 1917

Identification of literature studies through Google Scholar database

Identification Removed literature before screening

Literature identified :
from:  Inaccessible literature = 0
Google Scholar  Duplicate Articles = 0
database = 100

Exempt literature:
 Publication period below 2017 = 0
Screened literature =  Not related to the research topic =
100 21
 Sources from book chapters,
conferences, or seminars = 4
 Non-Indonesian language = 0
Filtering

Literature sought to be
retrieved or reviewed = Literature that will not be retrieved or
75 reviewed = 33

Decent literature = 42
Included

Literature included for

analysis = 42

Figure 1. Stages of article retrieval

literature to be reviewed was reduced by 25 4. Inclusion

articles and 75 articles remained.. After going through the eligibility stage, 42
3. Feasibility articles were selected that met the inclusion criteria
The 75 articles were then screened for including published from 2017 to 2024,
eligibility by examining the titles and abstracts to Indonesian language articles, focus on 21st
determine their relevance to the research topic. century competencies, and secondary school
Articles that did not address the topics of digital scope which will then be systematically reviewed.
literacy, 21st century competencies and The data that has been obtained using the
curriculum evaluation were excluded. In this Systematic Literature Review (SLR) method
process, 42 articles were deemed eligible for and through the PRISMA stage will then be
inclusion.. processed further. The data processing technique
1918 Jurnal Pendidikan Progresif, Vol. 14, No. 03, pp. 1914-1929, December 2024

was carried out by grouping literature studies relation to the implementation of the 21st
based on the main themes, research scope and century competencies learning curriculum and
findings. The results of the analysis are then digital literacy. A total of 42 articles were
presented in a structured manner to provide a included in the literature review as according
comprehensive picture of digital literacy, to (Kitchenham & Brereton, 2013), The number
curriculum evaluation, and its relevance in of articles included in a systematic literature
developing 21st century competencies. review is usually less than 50 and more than
10. Therefore, 42 articles were selected to fulfil
Inclusion and Exclusion Criteria the criteria.
To ensure the quality, relevance and focus of The data analysis process was conducted
the studies included in this review, the screening through an evaluation of the quality of the
procedure of inclusion and exclusion criteria was articles based on criteria established in the
clearly included. The inclusion criteria consisted of literature related to research methodology.
literature studies that addressed 21st century These criteria include clarity of research
competencies in Indonesian secondary schools, objectives, relevance of the topic to the
curriculum implementation, and digital literacy. research question, and quality of results
Articles analysed were those that focused on presented. In assessing the quality of literature
practical applications, not just theoretical concepts studies, the articles used were evaluated based
(Gough et al., 2019). on criteria referring to quality evaluation
As such, this criterion ensures that only articles guidelines by Kitchenham & Brereton (2013) in
that significantly enhance the understanding of the the context of a systematic literature review,
relationship between 21st century competencies, which includes clarity of purpose, validity and
curriculum implementation and digital literacy will reliability of methods used, and accuracy of
be included. Furthermore, through this approach it definitions of concepts and terminology applied
is designed to verifythat through effective curriculum in each study.
and digital literacy will have an impact on improving In addition, thematic analysis was used
students’ 21st century competencies which include in this study. According to Braun & Clarke
the ability to think critically, creatively, (2019) Thematic analysis is a method for
communication, collaboration, character identifying, analysing and reporting themes in
development, and citizenship. More detailed qualitative data. In this study, thematic analysis
inclusion and exclusion criteria can be seen in Table was used to analyse the results of the literature
1. found by extracting the main themes that
emerged in the various studies reviewed.
Data Analysis Identification of patterns and similarities in
In this study, a systematic literature findings was carried out and then thematic
review approach was undertaken in the data synthesis was carried out by grouping and
analysis process to assess strategies for connecting findings from various studies based
improving 21st century competencies and their on the themes found.

Tabel 1. Inclusion and exclusion criteria

Criteria Inclusion Exclusions
Year of Publication 2017-2024 Before 2017
Population Focus on SMA and SMK Not high school and vocational
students and teachers school students and teachers
 Hilmiatussadiah et al., Strategies for Improving 21st Century... 1919

students and teachers school students and teachers

Document Type Research Articles Not research articles, books,
book chapters, proceedings,
papers, etc.
Language Indonesian Language Not Indonesian language
Access Open Access Closed Access
Purpose Improving 21st century Not 21st century competency
competence improvement

 RESULT AND DISCUSSION of approaches. There was 1 study that used the
Subjects and Objects of Research pre-experimental design method (n=1). Similarly,
The research focused only on students and there was 1 study using participatory action research
teachers at the high school and vocational school method (n=1). There was 1 study using the survey
levels, while some studies focused on teachers method (n=1). Then there were 33 studies that used
(n=27) and on students (n=20), the subjects listed a qualitative approach (n=33). Then there are 2
in the research are the clusters of science, social articles with a quantitative approach (n = 2). Articles
science, language and vocational or vocational with a quantitative approach and quasi-experimental
clusters. methods were 1 article (n=1). Furthermore, there
were 2 studies using a phenomenological qualitative
Year of Publication approach (n = 2) and a descriptive qualitative
In terms of publication year, studies ranged approach as many as 1 study (n = 1).
from 2017 to 2024, with a total of studies published
in 2017 (n=2), 2018 (n=2), 2019 (n=8), 2020 RQ 1: What research results were found
(n=6), 2021 (n=6), 2022 (n=12), 2023 (n=5) and related to improving the 21st century
2024 (n=1). competencies of secondary school students
in Indonesia?
Research Methods Table 2 shows the range of approaches and
Based on the findings of the literature study, it strategies identified to improve the quality of
was found that the research articles used a variety learning and teacher competence to meet the

Table 2. Summary of research findings

No Research Result Author, Year of Research
1 Improving the 21st century competence (Destiana & Utami, 2017), (Somantri, 2021),
of secondary school students in (Fatmayani, 2022), (Widyaningrum et al., 2019),
Indonesia by improving teacher (Rahayuningsih & Muhtar, 2022), (Giantara, 2019),
competence (Priatmoko & Dzakiyyah, 2020)
2 Improving the 21st century (Indarta et al., 2022), (Asy’ari & Hamami, 2020),
competencies of Indonesian secondary (Sumantri, 2019), (Umam, 2021), (Mustafa &
school students through relevant Dwiyogo, 2020)
curriculum implementation
3 Improving the 21st century (Indarta et al., 2022), (Fajri et al., 2021), (Rini et al.,
competencies of secondary school 2023), (Rahayu et al., 2022), (A. Fitriani et al., 2022),
students in Indonesia byapplying (Sutianah, 2021), (Amala et al., 2019)
appropriate learning models.
1920 Jurnal Pendidikan Progresif, Vol. 14, No. 03, pp. 1914-1929, December 2024

4 Improving the 21st century (Faridi & Lutfi, 2023), (Rahayuningsih & Muhtar,
competencies of secondary school 2022), (D. Fitriani et al., 2023), (Rusmana, 2020),
students in Indonesia by (Hidayat & Khotimah, 2019), (Aryana et al., 2022),
enhancingdigital skills, use of (Rosnaeni, 2021), (M Choirul Muzaini et al., 2024),
technology and digitaliteration. (Elitasari, 2022), (Rahayu et al., 2022), (Hasnah,
2023), (Rini et al., 2023), (Warsita, 2017),
(Anggraeni & Sole, 2018)

demands of the 21st century. Pedagogic competencies, one of the main factors is the
competence is recognised as a key component competence of teachers in schools. Starting from
supporting effective learning, particularly in pedagogic, social, personal, professional
vocational education and other fields relevant to competencies with additional digital skills are
21st century needs (Destiana & Utami, 2017; needed in creating a learning process that
Somantri, 2021). Adjusting the curriculum to local supports digital literacy and improves critical
and global needs, including the implementation thinking, creative thinking, collaboration, and
of the independent curriculum, is considered communication skills. This is in line with research
important to equip students with relevant by Destiana dan Utami (2017) that teachers‘
competencies in the digital era and society 5.0. pedagogic competence needs to be continuously
(Indarta et al., 2022; Umam, 2021), integration trained to strengthen teachers’ competence in
of 21st century competencies, such as supporting the development of 21st century
collaboration, communication, creativity, and competencies. Furthermore, teachers must also
problem solving, into the curriculum through have adequate digital competence to face
strategies such as project-based learning, curriculum transformation that is adaptive to the
academic supervision, and teaching factory presence of technology. (Faridi & Lutfi, 2023).
(Fatmayani, 2022; Sutianah, 2021). Digital In line with research by Demissie et al. (2022)
technology is seen as a tool that support innovation that teachers‘ digital competence is an important
in learning, teaching materials, increased factor in supporting the development of students’
interaction, as well as assessment effectiveness 21st century competencies. Through training and
(Hidayat & Khotimah, 2019; Warsita, 2017; a positive attitude towards technology, barriers
Haris et al, 2022) in the process of integrating technology into
learning activities can be overcome.
RQ 2: What factors influence the improvement In its implementation, there are many
of 21st century competencies of secondary challenges such as competency gaps and lack of
school students in Indonesia? structured training. In addition, teachers’ low
Based on the findings, it is known that in an awareness of the need to improve competencies
effort to improve 21st century competencies in in the digital era hinders the transformation and
students, there are three main factors that influence integration of 21st century competencies in the
it, namely teacher competence, curriculum and learning process (Faridi & Lutfi, 2023). The
learning methods, and the role of digital changing era followed by curriculum changes and
technology. the adaptation of technology that is increasingly
developing can be overcome through workshops
The Role of Teacher Competence in or intensive training and increased academic
Improving 21st Century Competencies supervision (Somantri, 2021) dan (Fatmayani,
Many factors can influence the successful prepared for the future labour market.
development of students’ 21st century (McGunagle & Zizka, 2020).
 Hilmiatussadiah et al., Strategies for Improving 21st Century... 1921

teachers’ technical skills in order to produce competencies, the focus of teaching needs to be
intellectually and morally competent students. linked to efforts to enhance student creativity
Character strengths are highly relevant to 21st through innovative learning methods.
century competencies by focusing on teachers’ Innovative learning methods such as
interpersonal and intrapersonal development that blended learning can be a solution by combining
can help students develop optimally (Lavy, 2020). traditional approaches with technology to support
Teacher competencies must be digital literacy (Rini et al., 2023). Other learning
systematically reviewed through pedagogic methods such as the project citizen-based
training, digital competency enhancement and method can help students to hone their
academic supervision. Pedagogical digitalisation collaboration skills, improve creativity,
can be a solution to improve teaching quality to communication, and critical thinking. (Fajri et al.,
support students’ digital literacy needs to improve 2021).
21st century competencies (Rahayuningsih & Furthermore, through project-based
Muhtar, 2022). In addition, according to Pineida learning and focusing on the application of
(2011) Continuous teacher training in teaching STEAM (Science, Technology, Engineering, Art,
competencies and the latest technology needs to Mathematics) approach in the learning process
be emphasised. This way, teachers can be can enrich students’ learning experience and
effective drivers of change in supporting a relevant develop 21st century competencies through
and adaptive curriculum. critical thinking, problem solving, collaboration,
and creativity. (Hadinugrahaningsih et al., 2017).
Curriculum Innovation and Learning In addition, experiential learning methods
Methods to Improve 21st Century can be implemented to support practical learning
Competencies so that students can understand more because
In addition to teacher competence, the learning process is based on contextual
curriculum innovation is an important factor to experiences, this can improve 21st century
support the mastery of 21st century competencies (Priatmoko & Dzakiyyah, 2020).
competencies, especially in the context of digital Similarly, the transformative learning approach in
literacy. Through an integrated curriculum order to build student character through
approach that combines theory and practice, it interactive learning is also related to the
can increase the relevance of learning to global development of 21st century competencies
needs (Asy’ari & Hamami, 2020). According to (Rahmawati, 2018). Interactive learning can also
Fitriani et al. (2023) A total curriculum reform in be achieved through the flipped classroom
Indonesia is necessary to address the challenges method, which is known to have the potential to
of the digital era by focusing on increased improve 21st century competencies by
digitalisation and flexible curriculum. Educational transforming classroom dynamics to suit the
institutions need to update the curriculum by learning context. In this flipped classroom method,
focusing more on skills such as teamwork or students will be actively involved as the teacher
collaboration, communication, and problem acts as a facilitator (Latorre-Cosculluela, 2021).
solving so that graduating students are better Innovation through such approaches,
prepared for the future labour market. methods and curricula is important in supporting
(McGunagle & Zizka, 2020). effective learning processes and promoting
According to Mróz & Ocetkiewicz (2021), learners’ 21st century competencies. In order to
In supporting the development of 21st century produce optimal outputs, it is necessary to adjust
1922 Jurnal Pendidikan Progresif, Vol. 14, No. 03, pp. 1914-1929, December 2024

and change the curriculum towards digitalisation, Indonesia’s uneven infrastructure and
including flexible curriculum design so that students relatively low literacy levels make implementing
can develop 21st century competencies more technology in the learning process to improve 21st
deeply. (Cholilah et al., 2022). Approaches such century competencies a challenge (Elitasari,
as interdisciplinary curriculum can be applied 2022). The need to strengthen school
given its relevance as it can align learning with infrastructure needs to be fulfilled to support
21st century competencies. Integrating various students‘ learning process as well as the fulfilment
disciplines including technology into it will provide of technological devices and the use of ICT to
a broader understanding for students. Through develop critical thinking skills and enhance
this interdisciplinary curriculum approach, it can students’ creativity (González pérez & Ramírez
provide a holistic approach to teaching students montoya, 2022).
with relevant learning objectives and encourage In addition, improving educational
them to connect knowledge from various fields infrastructure and technology training for teachers
and improve communication skills (Drake & can help make critical thinking skills-based
Reid, 2020). assessments relevant to the needs of the 21st
The results of curriculum implementation century curriculum (Rosnaeni, 2021). In line with
must be evaluated to ensure its success. Outputs research by (Hidayat & Khotimah, 2019) that
in the form of digital literacy skills and 21st utilising digital technology, such as online learning
century competencies are the main indicators of platforms, can improve the interaction and
success in curriculum implementation. Research effectiveness of learning activities, provided that
by Anggraeni dan Sole (2018) highlighted the the digital literacy of teachers and students needs
importance of digital infrastructure to support to be improved. Furthermore, the integration of
student collaboration, so curriculum evaluation ICT (Information and Communication
can provide strategic insights to improve the Technology) in the teaching of each subject is
quality of education and equip students with 21st necessary to improve students’ competence.
century competencies. (Pineida, 2011). Research by (Ahmad et al.,
2013) It is known that the application of ICT in
The Role of Digital Technology in the learning process can focus on cognitive and
Enhancing 21st Century Competencies technical skills as well as the development of
Digital technology has a crucial role in critical thinking skills, to problem solving.
developing digital literacy and 21st century Pedagogy technology-based learning can be
competencies. Technology can help and facilitate designed by teachers to design learning that
teachers to overcome learning loss and improve develops the 21st century with the integration of
the quality of learning (Haris et al., 2022). ICT and consideration of contextual factors that
Technology can be an important input that can influence learning design, such as student
strengthens the digital learning process and needs and characteristics, technology availability,
promotes 21st century competencies in students. socio-cultural conditions, and learning
This is supported by research Rusmana (2020) environment. (Koh, 2015).
which highlights that integrating digital skills in the The role of technology can be measured
curriculum can encourage learners to be better by the extent to which these inputs can support
prepared for the challenges of the modern world. the learning process to produce outputs in the
Thus, it is important to help students understand form of adequate digital literacy. Thus, the
the of technology for their lives. (Pineida, 2011). implementation of technology in different types
 Hilmiatussadiah et al., Strategies for Improving 21st Century... 1923

of schools can be optimised to support the continue to monitor and evaluate the curriculum
mastery of 21st century competencies equally. and continue to develop and update it to make
it more relevant to the challenges and needs of
RQ 3: What are the policies related to students in the future.
strategies to improve the 21st century 5. Ensure adequate infrastructure. The
competencies of secondary school students in government should ensure that all schools have
Indonesia? the same infrastructure and access to
21st century competencies that include technology. Budget allocation needs to be done
critical thinking, creative thinking, collaboration effectively. With adequate infrastructure
and communication are skills that students must support, improving 21st century competencies
have. Therefore, there is a need for policies that through the learning process will be easier.
lead to increased student competence by 6. Teacher competency development. Teachers
integrating technology in the learning process to are an important element and are directly
flexible curriculum transformation according to the related to the learning process involving
needs of the times. Based on the results of the students. Therefore, teachers must have both
literature review, several things can be done by pedagogical and professional competencies in
teachers, government, and policy makers in an order to deliver the material well. Teacher
effort to encourage the development of training and certification needs to be carried
increasingly complex 21st century competencies. out, especially the mastery of 21st century
competencies, digital literacy and the use of
1. Promote digital literacy. This can be done technology. The government or institutions can
through policies such as integrating digital organise special training programmes for
literacy in the curriculum. In its implementation, teachers to improve their competencies such
regular training on the use of technology for as the latest techniques in learning that are
teachers needs to be improved, in addition to increasingly developing.
creating a supportive environment for students
to be able to access technology effectively. Limitations and Further Research
2. Promoting 21st century competencies through One of the shortcomings of this research is
appropriate learning methods In order to that the source of the articles used is only taken
promote student competencies, the existing from Google Scholar. This is due to the focus of
curriculum should focus on developing 21st the research which is specifically aimed at students
century competencies. This in Indonesia who use the applicable Curriculum,
3. can be done through a variety of learning so the scope of the literature analysed is limited.
methods that support the process of creative In addition, the articles referenced are only
thinking, critical thinking, character from 2017-2024, so it is possible that it cannot
development, citizenship, collaboration and cover all relevant research outside of that year.
communication. Approaches such as project- for this reason, future researchers are expected
based learning, problem-based learning, to expand the range of research references.
field trips, forum group discussions, and
experiential learning can be applied.  CONCLUSION
4. Curriculum evaluation and transformation. The The importance of flexibility and adaptation
curriculum used should be flexible and adaptive in curriculum design to deal with rapid social and
to changes in society and according to needs. technological changes in education. The relevance
The government or policy makers must of curriculum effectiveness that matches the needs
1924 Jurnal Pendidikan Progresif, Vol. 14, No. 03, pp. 1914-1929, December 2024

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