Innovative and Value-Based Learning Design in the Context of 21st-Century Learning

Titi Hendrawati

doi:10.58905/jse.v6i2.720

Authors

Titi Hendrawati Sekolah Tinggi Agama Islam Haji Agus Salim Cikarang, Bekasi, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i2.720

Keywords:

HOTS, Pancasila Student Profile, 4C Skills, TPACK, Vocational Education

Abstract

Industry 4.0 and Society 5.0 are reshaping vocational education by demanding graduates who are not only technically competent but also able to think critically and creatively, collaborate and communicate (4C), use technology responsibly, and demonstrate strong character. This study analyzes an innovative, value-based learning design at SMK Al-Amin Cikarang Utara that integrates 4C skills, higher-order thinking skills (HOTS), the TPACK framework, and Pancasila Student Profile values. Using a qualitative descriptive case study, data were collected through in-depth interviews with the vice principal and three productive teachers, classroom observations of project-based learning, and analysis of KOSP documents and teaching modules/lesson plans, then analyzed using the Miles and Huberman model. The findings show that teachers embed these pillars in initial diagnostic assessments, Project-Based Learning, the use of digital media, and authentic assessments of products, processes, and reflections. The design positions teachers as learning experience designers who bridge the transfer of knowledge and values, supporting the development of competent, independent, and characterful vocational graduates. This study was limited to one educational unit, so the findings cannot be generalized widely and suggest opportunities for comparative research across diverse vocational school contexts.

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