Sustainability Level Analysis of the Application of 21st Century Skills By University Students

Indra Primahardani, Sri Erlinda, Supentri Supentri


In order to meet the challenge of 21st-century skills, every human resource must be prepared with complex problem-solving skills. Colleges, particularly state colleges in Pekanbaru City, have a vested interest in helping their students develop 21st-century skills. To overcome these problems, we need a 21st-century approach for college students, particularly Riau University students. No one has yet evaluated the long-term viability of the use of 21st-century talents at Riau University. As a result, the author is interested in doing research to develop a strategy to improve students' 21st-century abilities at the University of Riau. The study was conducted solely on Riau University students. The Simple Random Sampling Technique was used to choose the samples. Riau University has a total of 35.785 students spread across the faculty. Based on the necessary sample size chart, the number of samples necessary is 654, with a confidence rating of 99% and a margin of error of 5%. As the results of the analysis, it is possible to identify multidimensional sustainability status at a value of 74.88, where this value is in the range of 50,01–75,00, with a fairly sustainable category. This condition gives the idea that the updating of 21st-century skills by students at Riau University is only in a sufficient category, or, in a state of warning to stakeholders. Riau University can ensure that its students not only have strong academic knowledge but also have the relevant and necessary skills to cope with the complex dynamics of the 21st century by implementing robust strategies and involving all stakeholders.


Sustainability; 21st Century Skills; Student of Riau University


Alhamlan, Suad, Haya Aljasser, Asma Almajed, Haila Almansour, and Nidhal Alahmad. "A Systematic Review: Using Habits of Mind to Improve Student's Thinking in Class." Higher Education Studies 8, no. 1 (2018): 25-35.

Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. Turkish Online Journal of Educational Technology-TOJET, 19(1), 21-39.

Bahng, E., & Lee, M. (2017). Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach. International Electronic Journal of Elementary Education, 10(2), 225-241.

Borga, L. G. (2019). Children’s own time use and its effect on skill formation. The Journal of Development Studies, 55(5), 876-893.

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.

Care, E., Scoular, C., & Griffin, P. (2016). Assessment of collaborative problem-solving in education environments. Applied Measurement in Education, 29, 250–264.

Chalkiadaki, A. (2018). A Systematic Literature Review of 21st-Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1-16.

Erbas, C., & Demirer, V. (2019). The effects of augmented reality on students' academic achievement and motivation in a biology course. Journal of Computer Assisted Learning, 35(3), 450-458.

Fernandez-Rio, J., & Menendez-Santurio, J. I. (2017). Teachers and students’ perceptions of a hybrid sport education and teaching for personal and social responsibility learning unit. Journal of Teaching in Physical Education, 36(2), 185-196.

Giesenbauer, B., & Müller-Christ, G. (2020). University 4.0: Promoting the transformation of higher education institutions toward sustainable development. Sustainability, 12(8), 3371.

Grewal, D., Kroschke, M., Mende, M., Roggeveen, A. L., & Scott, M. L. (2020). Frontline cyborgs at your service: How human enhancement technologies affect customer experiences in retail, sales, and service settings. Journal of Interactive Marketing, 51(1), 9-25.

Guo, P., Saab, N., Wu, L., & Admiraal, W. (2021). The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning. Journal of Computer Assisted Learning, 37(5), 1479-1493.

Ilori, M.O. and Ajagunna, I. (2020), "Re-imagining the future of education in the era of the fourth industrial revolution", Worldwide Hospitality and Tourism Themes, Vol. 12 No. 1, pp. 3-12.

Iñiguez-Berrozpe. T., and E. Boeren, (2020). “Twenty-First Century Skills for All: Adults and Problem Solving in Technology Rich Environments,” Technology, Knowledge and Learning, Volume 25 (4) pp. 929-951,

Jalinus, N. (2021). Developing blended learning model in vocational education based on 21st century integrated learning and industrial revolution 4.0. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(8), 1239-1254.

Katuna. B (2019), "Effective Academic Leadership", Degendering Leadership in Higher Education (Great Debates in Higher Education), Emerald Publishing Limited, Bingley, pp. 19-61.

Lee, J., & Martin, L. (2019). Investigating students’ perceptions of motivating factors of online class discussions. International Review of Research in Open and Distributed Learning, 18(5), 148-172.

Lynch, S. J., Peters-Burton, E. E., Behrend, T., House, A., Ford, M., Spillane, N., Matray, S., Han, E., & Means, B. (2018). Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components. Journal of Research in Science Teaching., 55(5), 712–748.

Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities. International Journal of Instruction, 12(2), 417-434.

Malik, R.S. (2018). Educational Challenges in 21st Century and Sutainable Development. Journal Sstainable Development Education and RResearch. vol. 2, no. 1, pp. 9–20, doi:

Maré, S., & Mutezo, A. T. (2021). The effectiveness of e-tutoring in an open and distance e-learning environment: evidence from the university of south africa. Open Learning: The Journal of Open, Distance and e-Learning, 36(2), 164-180.

Mumford, Michael D., and Tristan McIntosh. (2017). "Creative thinking processes: The past and the future." The Journal of Creative Behavior 51(4): 317-322.

Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in Implementing 21st Century Skills Competence in Vocational Education Learning. International Journal of Evaluation and Research in Education, 10(4), 1229-1236.

Nurjanah, D., & Putro, A. A. Y. (2023). Implementasi Penggunaan Media Pembelajaran pada Kemampuan Berpikir Kritis Siswa Kelas IV Sekolah Dasar. Pendekar: Jurnal Pendidikan Berkarakter, 6(2), 152-161.

Nurtanto, M., Sofyan, H., Pardjono. P., Suyitno, S. (2020). Development model for competency improvement and national vocational qualification support frames in automotive technology. International Journal of Evaluation an Research in Education (IJERE). vol. 9, no. 1, pp. 168-176.

Olszewski‐Kubilius, P., Subotnik, R. F., Davis, L. C., & Worrell, F. C. (2019). Benchmarking psychosocial skills important for talent development. New Directions for Child and Adolescent Development, 2019(168), 161-176.

Orazbayeva, K.O. (2016). Professional Competence of Teachers in the Age of Globalization. International Journal of Environmental and Science Education, 11(9), 2659-2672. doi:10.12973/ijese.2016.714a

Pedersen, H., Söderström, S., & Kermit, P. S. (2021). “The fact that I can be in front of others, I am used to being a bit behind”: how assistive activity technology affects participation in everyday life. Disability and Rehabilitation: Assistive technology, 16(1), 83-91.

Persky, A. M., Medina, M. S., & Castleberry, A. N. (2019). Developing critical thinking skills in pharmacy students. American journal of pharmaceutical education, 83(2).

Ramdhan, M. (2021). Metode penelitian. Cipta Media Nusantara.

Rawlinson, J.G. (1981). Creative Thinking and Brainstorming (1st ed.). Routledge.

Sari, F. F. K., & Atmojo, I. R. W. (2021). Analisis Kebutuhan Bahan Ajar Digital Berbasis Flipbook untuk Memberdayakan Keterampilan Abad 21 Peserta Didik pada Pembelajaran IPA Sekolah Dasar. Jurnal Basicedu, 5(6), 6079-6085

Scott, Chyntia, L.S. (2015). The futures of learning 2: What kind of learning for the 21st Century? (ERF Working Paper No. 14). Paris: UNESCO Education Research and Foresight.

Shear, L., Novais, G., Means, B., Gallagher, L., & Langworthy, M. (2010). ITL researchdesign. Menlo Park: SRI International Retrieved from

Smith, S. A., Patmos, A., & Pitts, M. J. (2018). Communication and teleworking: A study of communication channel satisfaction, personality, and job satisfaction for teleworking employees. International Journal of Business Communication, 55(1), 44-68.

Stehle, S.M & Peters, B. (2019) International Journal of STEM Education (2019) 6:39

Tomasello, M. (2018). The normative turn in early moral development. Human Development, 61(4-5), 248-263.

Wang, B., Liu, Y., & Parker, S. K. (2020). How does the use of information communication technology affect individuals? A work design perspective. Academy of Management Annals, 14(2), 695-725.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective.

In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic Press.



  • There are currently no refbacks.

Copyright (c) 2024 Indra Primahardani

Al-Ishlah Jurnal Pendidikan Abstracted/Indexed by:




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.