INTEGRASI KETERAMPILAN ABAD KE-21 DALAM KURIKULUM PENDIDIKAN TINGGI

Abstract

Higher education institutions are required to integrate 21st-century skills into their curricula so that graduates are prepared to meet the demands of the workforce. However, theoretically, this process ideally requires a complex institutional transformation that cannot be achieved instantly, whereas conditions at the research site actually show achievements that are nearly optimal. This gap underlies the present study, which aims to explore the strategies and implementation patterns of integrating 21st-century skills into the curriculum, as well as to identify the factors that support their success. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, semi-structured interviews, and documentation studies, then analyzed using the Miles and Huberman interactive analysis technique, strengthened by source triangulation. The results show that successful integration was achieved through alignment between curriculum planning, the implementation of project-based and problem-based learning, and a sustainable authentic evaluation system. This success was underpinned by four synergistic factors: lecturers' readiness, institutional facility support, active student engagement, and a consistent feedback mechanism. These findings confirm that the integration of 21st-century skills is not the result of a single factor but rather an integrated learning ecosystem, while also contributing to the achievement of SDG 4 and SDG 8.