Mathematics novice teacher readiness in implementing 21st century learning

Abstract

Teachers have a vital role in teaching 21st century skills to students. This study focuses on analyzing the readiness of novice teachers with less than five years of teaching experience in implementing learning to stimulate critical thinking skills after references of implementing this skill was given to them. This research was descriptive research with a sample of 23 novice mathematics teachers in Mataram City, Indonesia. The instrument used was a critical thinking skill test, questionnaire, and interview guidelines. The results of the study showed that after given the study references and discussion was conducted, more than 95% of novice teachers were ready enough to teach critical thinking in class. In the view of duration of teaching service year, more than 50% of novice teacher were in high level readiness to teach critical thinking in all category of year service after the intervention conducted. It was recommended to provide the teacher with references about implementing critical thinking in class to maintain teacher professional quality in teaching.

Keywords

• critical thinking
• teacher development
• 21st century skill
• Novice math teacher

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