Syaiful Islami, Ambiyar, Sukardi, Oriza Chandra, Rizky Ema Wulansari, Anggun Agni Zaus, Mahesi Agni Zaus
This study examines the impact of targeted interventions on the development of 4C skills—critical thinking, communication, collaboration, and creativity—among students in control and experimental groups. Using pre-test and post-test designs, the results revealed significant improvements in the experimental group compared to the control group. The experimental group showed a mean increase of 9,3 points in post-test scores, while the control group exhibited a smaller increase of 3,4 points. Statistical analyses confirmed the homogeneity and normality of the data, with significant differences observed between pre-test and posttest scores in the experimental group (p < 0,05). These findings align with constructivist theories, including Vygotsky’s Zone of Proximal Development and Bloom›s Taxonomy, emphasizing the role of active, student-centered learning in fostering higher-order thinking skills. The results also, highlighting the importance of integrating 21st-century skills into educational practices. The intervention’s success may be attributed to its ability to balance the cognitive load and foster intrinsic motivation through engaging in relevant tasks. This study supports innovative teaching strategies and underscores their transformative potential in modern education. © 2024; Los autores.
Universitas Negeri Padang, Technical and Vocational Education and Training, Padang, Indonesia
