Mapping 21st-Century 4C Skills to the Pancasila Student Profile: A Content Analysis of the English for Nusantara Grade 8 Textbook
DOI:
https://doi.org/10.31849/70mqgp63Keywords:
analysis textbook, english for nusantara, pancasila student profile, 21st century skills, 4C skillsAbstract
In the era of Society 5.0, the Indonesian educational landscape has shifted toward integrating global competencies and national values through the Merdeka Curriculum. This study examines the representation of 21st-century skills (4Cs) in the English for Nusantara Grade 8 textbook and their alignment with the Profil Pelajar Pancasila. Using a qualitative content analysis design, the study systematically examined 246 instructional tasks and activities across all chapters. The instructional task served as the unit of analysis, and each task was deductively coded using predefined indicators of Critical Thinking, Creativity, Communication, and Collaboration. A task could receive more than one 4C code when multiple skills were represented within the same task. The findings identified Critical Thinking as the most frequently represented component (64.23%), followed by Collaboration (19.11%), Communication (9.76%), and Creativity (6.91%). The prevalence of Critical Thinking suggests a strong representation of higher-order thinking demands in the textbook and can be analytically mapped onto the Bernalar Kritis dimension of the Profil Pelajar Pancasila. However, the limited representation of Creativity indicates a potential gap in the representation of the Kreatif dimension, as most tasks are structured rather than open-ended. Similarly, the presence of Collaboration and Communication can be interpreted as reflecting elements associated with Gotong Royong and communicative competence, respectively, although these findings describe the content of the textbook rather than its effects on students’ learning or character development. This study concludes that the textbook provides substantial representation of analytical skills while offering comparatively fewer opportunities for creative expression. As a pedagogical implication, educators and material developers may consider supplementing textbook activities with more open-ended and divergent-thinking tasks to provide broader opportunities for developing 21st-century skills.
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