Usability of M-PA21 module to improve teachers' metacognitive regulation in teaching and application of 21st century basic skills

Abstract

Teachers face the challenges in producing students with 21stcentury basic skills encompassing communication, collaborative, critical and creative thinking, as well as values and ethical. The reasons are the teachers do not have enough knowledge and skills to implement student-centered teaching, applying 21st-century basic skills, and teachers' thinking skills which are metacognition is at a low level. To overcome this problem, the Metacognitive Skills Training Module in the Teaching and Application of 21st Century Basic Skills (M-PA21) was developed. The training module needs to be evaluated for usability to see if it can solve the teachers' existing problems. Therefore, the study aims to evaluate the usability of the M-PA21 module to improve the teachers' metacognitive regulation in teaching. Evaluation of module usability was conducted through field test involving 16 respondents consisting of secondary school teachers. The data collection was done through module usability questionnaire, micro-teaching observation, and document analysis. The questionnaires of module usability were analyzed using SPSS version 24.0 by determining mean value, while observation data was analyzed thematic. Document analysis supports the evaluation of questionnaires and observation findings. Overall, the findings show that the M-PA21 module can enhance teachers' metacognitive regulation in the teaching and application of basic skills of the 21st century.