P21 sebagai Kerangka Asas Kemahiran Abad Ke-21 Guru Matematik: Satu Tinjauan Konseptual Kritis
DOI:
https://doi.org/10.37134/perspektif.vol17.sp.10.2025Keywords:
Guru Matematik, Kemahiran Abad ke-21, Kerangka P21, Pemikiran Kritis, Kreativiti, Kolaborasi, Komunikasi, Literasi Digital, Komuniti Pembelajaran Profesional (PLC)Abstract
Kertas konsep ini meneliti secara kritis Kerangka Partnership for 21st Century Skills (P21) sebagai asas untuk membangunkan kemahiran guru matematik dalam menghadapi cabaran abad ke-21. Transformasi global menuntut guru matematik perlu mengajar bukan sahaja kandungan matematik tetapi juga kemahiran abad ke-21 seperti pemikiran kritis, kreativiti, kolaborasi dan komunikasi (4C). P21 adalah kerangka yang paling praktikal dan holistik berbanding model lain seperti OECD Learning Compass 2030, ATC21S, dan DigComp 2.2, serta memberikan panduan operasional yang jelas dan mudah diterjemah ke dalam pedagogi dan pentaksiran matematik serta integrasi literasi digital, selari dengan aspirasi kurikulum Matematik. Pelaksanaan P21 menghadapi cabaran seperti tahap kesediaan guru, sistem peperiksaan berpusat yang ketat, dan jurang digital antara kawasan bandar dan luar bandar. Namun, P21 menyediakan asas praktikal yang boleh disesuaikan dengan keadaan Malaysia, diperkukuhkan melalui komuniti pembelajaran profesional (PLC) dan diselaraskan dengan dasar pendidikan. Pendekatan ini dapat membantu merealisasikan aspirasi kurikulum matematik negara dengan pelaksanaan sebenar di sekolah
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