Integration of 21st Century Skills (4C) in Extracurricular Robotics
DOI:
https://doi.org/10.17977/um065.v7.i2.2027.9Keywords:
Character, Educational innovation, Robotics extracurricular, Social studies educationAbstract
This study examines how 21st-century skills (4C) are internalized within a post-revitalization robotics extracurricular ecosystem at a public senior high school in East Java. Using a qualitative case study, data were obtained from eight purposively selected informants (one principal, one supervising teacher, and six students) through semi-structured interviews, participant observation, and document analysis. Data were analyzed iteratively through organizing, memoing, initial coding, category development, cross-source comparison, and thematic consolidation. Credibility was strengthened through method and source triangulation and member checking. The findings identify three interrelated processes. First, critical thinking and creativity developed through diagnosing technical failures, testing alternatives, revising designs, and producing context-responsive technologies such as ACF TEHNO and RATA OBAMA. Second, collaboration and communication developed through role specialization, peer tutoring, egalitarian discussion, and technology-literacy outreach. Third, institutional support sustained the program, while resource constraints prompted a resilience-related social-entrepreneurship initiative through the Simple Math Tool (ATM). Rather than merely showing that robotics supports 21st-century skills, this study explains how 4C competencies were progressively enacted and internalized through recurring technical, social, and reflective practices in a post-revitalization extracurricular setting.References
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Copyright (c) 2026 Muhamad Abdul Roziq Asrori, Yessy Erma Kusuma Santi, Dian Septi Nur Afifah
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