Field Study Assessment for Developing 21st-Century Skills

Aris Munandar, Cahyadi Setiawan

and Oot Hotimah

Geography Education, Faculty of Social Sciences and Law, Universitas Negeri Jakarta, Rawamangun Muka St., East

Jakarta, Jakarta, Indonesia

Keywords: Assessment, 21st Century Skills, Fieldstudy.

Abstract: This research aims to develop and test assessment techniques in field study that can foster 21st-century skills.

The research population consisted of all Geography Education students who participated in the field study

socio-economic and mapping activities for the class of 2023 at FIS UNJ, totaling 100 students. Purposive

sampling was used, resulting in a sample of 31 participants divided into two thematic groups: agriculture and

population dynamics. The field study activities took place both on campus and in Sendangsari Village, Gerung

District, Wonosobo Regency, Central Java. The series of activities included pre-field study preparations such

as committee formation, instrument presentation, and proposal submission. The field study phase involved

data collection, data processing, and report drafting. Post-field study activities included presentations in the

form of posters and final reports. The activities were conducted from February to July 2024. A qualitative

method with multiple regression analysis was used to connect assessment technique variables with the

development of 21st-century skills. The assessment techniques involved performance assessment (X1),

portfolio assessment (X2), project assessment (X3), and peer assessment to determine the formation of 21st-

century skills (Y). The research results show that only performance assessment has a partial influence on the

development of 21st-century skills. Portfolio and project assessments did not influence the formation of 21st-

century skills. The highest 21st-century skills developed were digital/IT literacy, creativity, communication,

collaboration, innovation, and critical thinking. An indicator of IT literacy is the ability to access information,

evaluate it, and use the information obtained to solve problems.

1 INTRODUCTION

In the business world, 21st-century skills are

characterized as skills related to learning and

innovation, as well as life and career competencies,

alongside technology and information skills (Wijaya

et al., 2016). Applying scientific learning models,

blended learning strategies, and assessments is crucial

for 21st-century skill development (Redhana, 2019).

Although scientific approaches are included in lesson

plans, in practice, teachers often dominate the

learning process (Redhana, 2019). Active learning

can foster the application of 21st-century skills

(Soares, 2013). Over the last 20 years, education has

shifted towards ICT as a key strategy for 21st-century

education management, including human resource

governance (Sajidan et al., 2018). 21st-century

learning principles emphasize student-centered,

collaborative, contextual, and community-integrated

learning (Bilsen, 2019).

21st-century skills offer an alternative solution for

developing student capabilities in the Fourth

Industrial Revolution era (Kurniawan et al., 2019).

Teachers can incorporate 21st-century skills into their

lesson plans (Luciana, 2020). However, educators

face challenges in implementing 21st-century skills in

schools, primarily due to limitations in IT support and

teachers' design skills (Matematika, 2021). Educators

should have IT literacy competence and attend

workshops to gain 21st-century skills (Handayani,

2017). These skills can be incorporated through the

selection of appropriate learning models and methods

(Aslamiah et al., 2021). Using the STEM framework

in learning can develop 21st-century skills and

character building (Waluyo & Wahyuni, 2021).

Field study assessments should be tailored to both

classroom and field contexts, as there is no existing

model in higher education/universities. field study

assessments should evaluate not only the final report

but also the entire series of activities, including pre-

field study, implementation, and post-field study

phases. Effective field study assessments could serve

580

Munandar, A., Setiawan, C. and Hotimah, O.

Field Study Assessment for Developing 21st-Century Skills.

DOI: 10.5220/0013408300004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 580-585

ISBN: 978-989-758-752-8

as a reference for enhancing 21st-century skills.

These skills are critical competencies that should be

mastered by students from elementary to higher

education levels. This research aims to create an

assessment for field study activities that facilitates the

development of 21st-century skills.

2 METHODS

This study aims to develop and test an assessment

model in field study that can cultivate 21st-century

skills. The study population consists of 100 students

from the Geography Education and Geography

programs at FISH UNJ. Using purposive sampling in

a quantitative method, a sample of 30 students was

selected. The study employs a qualitative approach

with multiple regression analysis. Testing involves

examining the relationship and effect of the

independent variable (X = assessment model) on the

dependent variable (Y = 21st-century skills). This

analysis aims to assess how effectively the

assessment model improves 21st-century skills. The

connection between variables X and Y is described

by the following formula:

Y=X1+X2+X3

Figure 1: Scheme of field study assessment model

development.

3 RESULTS

The field study is a practical learning activity

designed to provide geography students with hands-

on experience in real-world settings. This study

focuses on analyzing how field study projects,

particularly in social, economic, and mapping areas,

contribute to the development of 21st-century skills.

The field study program, conducted by the

Geography Education Program at Universitas Negeri

Jakarta, provides a structured approach to both

fieldwork and skill assessment.

In 2024, the field study was conducted in

Garung District, Wonosobo Regency, specifically in

the villages of Sendangsari and Sitiharjo. Garung

District was selected due to its diverse socioeconomic

and environmental characteristics, which present rich

learning opportunities for students. Dividing

participants into various research groups allowed

them to explore a range of topics, including mapping,

livestock management, community leadership, family

education, tourism, population dynamics, disaster

preparedness, women’s roles, formal education,

agriculture, and local trade/SMEs. For this study, our

primary focus was on the groups studying population

dynamics and agriculture.

The field study consists of three phases: pre-

field study (including proposal, instrument

development, and initial presentations), field study

implementation (involving field presentations and

data collection), and post-field study (final posters,

comprehensive reports, and concluding

presentations). In each of these stages, both product

and process evaluations were conducted to assess

how effectively students applied and integrated 21st-

century skills.

Our findings indicate that the field study

approach significantly enhances students'

observational, analytical, and evaluative skills.

Students reported that the immersive nature of field

study helped them bridge theoretical knowledge with

practical realities, improving their understanding of

complex geographic and social interactions.

Additionally, group-based activities promote

essential 21st-century skills like critical thinking,

collaboration, and communication, supporting the

educational goals for preparing individuals for the

modern workforce.

Analysis of data from field activities further

suggests that field study assignments, which require

students to engage directly with communities and

environments, lead to higher engagement and

motivation. Students were better able to develop

context-specific insights and solutions, supporting the

need for direct field experiences in geography

education. The varied outputs—ranging from field

reports to public presentations—serve as evidence of

students’ enhanced abilities in both theoretical

understanding and practical application.

In conclusion, field study is an invaluable tool

for equipping students with essential 21st-century

skills. The structured assessment model used in this

field study, focusing on each phase's deliverables,

provides a comprehensive approach to evaluating

student progress. This model could be beneficial for

other academic programs aiming to develop practical

skills alongside theoretical knowledge.

1. Normality Test

As stated by Ghozali (2011), a regression model

is regarded as normally distributed when the

Field Study Assessment for Developing 21st-Century Skills

581

plotted data corresponds with its diagonal.

Below is the data plotting against its diagonal.

2. Multicollinearity test

Ghozali (2011) states that multicollinearity is

absent if tolerance values exceed 0.10 and VIF

values are below 10.00. In this analysis, the VIF

values are as follows: X1 = 1.058 and X2 =

3.338, indicating no multicollinearity among the

variables.

3. Heteroscedasticity Test (Scatterplot)

Based on Ghozali (2011), heteroscedasticity is

absent if the scatterplot does not display a clear,

wave-like, narrowing or widening pattern, with

points distributed above and below zero. The

scatterplot here shows no discernible pattern,

with points spread above and below zero,

suggesting no heteroscedasticity is present.

4. Individual (t-Test) Significance Testing

Ghozali (2011) notes that if the significance

(sig) value falls below 0.05, the independent

variable (X) has a significant individual impact

on the dependent variable (Y). The significance

values for each variable are as follows:

- Performance (X1): Influences 21st-

century skills (Y) with sig. X1 = 0.00 <

0.05.

- Project (X2): Does not influence 21st-

century skills (Y) with sig. X2 = 0.50 >

0.05.

- Portfolio (X3): Does not influence 21st-

century skills (Y) with sig. X3 = 0.16 >

0.05

The significance values are summarized

in Table 1.

Table 1: Significance Values of Variables

Model

Sig.

Performance

.000

Project

.500

Portfolio

.160

Source: Data Analysis, 2024

5. Simultaneous F-Test (Multiple Linear

Regression)

According to Imam Ghozali (2011), a

significance value of less than 0.05 indicates that the

independent variables (X) have a significant

simultaneous effect on the dependent variable (Y).

The ANOVA table displays a significance value of

0.00, suggesting that X1, X2, and X3 collectively

impact Y with a significance level of 0.00 < 0.05.

Furthermore, the model summary indicates an R

Square of 0.621, meaning that 78% of the variance in

Y is accounted for by X1, X2, and X3.

Table 2. 14 R-square result

Model

R Square

Adjusted

Square

Std. Error of

the

Estimate

Durbin-

Watson

.788

.62

.57

4.4443

2.06

a. Predictors: (Constant), Poster, Performance, Report

b. Dependent Variable: Skills

4 DISCUSSIONS

The assumptions for multiple regression analysis

were met, including tests for normality, homogeneity,

heteroscedasticity (via scatterplot), and

autocorrelation. Therefore, both partial and

simultaneous tests could be conducted. Only the

performance assessment was found to impact the

development of 21st-century skills. This assessment

was based on observations made during meetings,

presentations, and group discussions. To ensure

accuracy, recordings of each activity were reviewed

to align with data gathered in the questionnaires. This

evaluation was conducted individually; participants

who were active received higher scores, with each

participant being assessed only once for performance.

This assessment method was particularly suitable for

field activities, as it aligned with participants'

experiences in the field. This is consistent with

research indicating that assessment in fieldwork

includes evaluating performance, daily records, and

reflections on field experiences (Ferns & Moore,

2012). General assessment criteria were deemed

unsuitable due to their very detailed scoring range,

and because instructors were not trained to identify

and assess different types of collaborative styles (Suto

& Eccles, 2014).

In contrast, portfolio and project assessments

did not significantly impact the development of 21st-

century skills. The portfolio assessment included

various products, such as field study posters, while

the project assessment involved final activity reports.

These assessments were conducted in groups, making

it challenging to accurately evaluate individual

contributions. Group-based scoring for projects does

not reflect the skills of each individu, as the same

score is assigned to all group members. All

participants were required to engage in field activities

regardless of their economic, intellectual, or physical

status (Behrendt & Franklin, 2014). This group

mechanism facilitated a dialog of giving and

receiving among group members, resulting in a

deeper and more mature understanding (Murniati,

2021).

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

582

The collective nature of the portfolio and

project work often meant only a few group members

were actively involved, leading to equal scoring

regardless of participation. Similarly, project reports

were submitted by study groups and combined into a

final report for evaluation, which did not account for

individual efforts. This method reflects only the

group’s collective output rather than individual skills,

as the report preparation process was completed

collectively, without detailed insight into individual

contributions All participants had to take part in field

activities irrespective of their economic, intellectual,

or physical status (Behrendt & Franklin, 2014), and

this group mechanism encouraged a dialog that led to

a deeper understanding among members (Murniati,

2021).

The statistical results indicate that the overall

field study assessment model significantly impacts

21st-century skill development. The field study

sequence—from proposal drafting, meetings,

instrument preparation, field study implementation in

the field, to group presentations—contributed to skill

formation. Overall, field study fostered the 21st-

century skills identified in the questionnaire and

confirmed by peer statements, mentors, and the field

study coordinator. These skills align with

competencies in the questionnaire that are relevant to

21st-century requirements. The following is a graph

depicting the 21st-century skills developed as a result

of the field study.

Figure 2: 21

Century Skills

The highest-developed 21st-century skills

observed were IT literacy, creativity, communication,

collaboration, innovation, and critical thinking.

Indicators of IT literacy encompass the capability to

access, assess, and utilize information to address

problems. Participants demonstrated their skills by

gathering information from a variety of sources, both

primary (directly from respondents in the field) and

secondary (from accessible references). Through

these project activities, students gained practical,

real-world knowledge. Digital literacy should

continue to be developed to ensure that internet users

are responsible for the information they obtain,

including data security and privacy (Naufal, 2021).

To foster responsible information use, a broader

understanding of access, analysis, and critical

evaluation is needed. Digital literacy scored an

average of 3.70, categorized as good, and

technological demands have enhanced students’

abilities to search for and process information

(Asmawi & Arnentis, 2015). Training, workshops,

and extracurricular activities can also improve 21st-

century skills (Oliquino, 2019). Students can now

assess and understand information using available

technologies (Khoirunnisa & Habibah, 2020).

Critical thinking received a lower score, with

areas such as effective reasoning, rational thinking,

and foundational decision-making identified as

needing improvement. Enhancing critical thinking

skills is essential for processing information

effectivelyIndividuals with robust critical thinking

skills can use ideas or information, seek out additional

relevant data, and assess and adapt it to develop the

most effective solutions (Hatami et al., 2017).

Connecting learning to real-life contextual problems

can help train students to think critically (Sajidan et

al., 2018). However, the current implementation of

field studies was less effective in fostering rational

thinking and foundational decision-making. It is

important to incorporate tasks or projects that

encourage problem-solving. Group-based projects

frequently depend on group leaders, which can hinder

the development of individual critical thinking skills,

since grades for these projects or portfolios are

distributed equally among all members, irrespective

of their individual contributions. While group

projects teach students how to create structured

written reports, tasks are frequently dominated by

more knowledgeable students (Fikri, 2020). On the

other hand, research shows that critical thinking is

enhanced through project-based learning (Utomo et

al., 2018). The project-based learning model that

incorporates video projects positively contributes to

the development of students' critical thinking and

creativity skills (Nusfiyah, 2024).

5 CONCLUSIONS

The sequence of activities in the field study included

proposal preparation, meetings, instrument

development, field implementation, and group

presentations. Overall, the field study contributed to

the development of 21st-century skills. In the partial

analysis, performance assessments were found to

influence the development of these skills among

Century Skills

Field Study Assessment for Developing 21st-Century Skills

583

participants, whereas portfolio and project

assessments did not have a significant impact. This

was because the portfolio and project assessments

were group-based, making them less effective for

measuring individual skills. The results of the

performance assessments can also be applied to other

outdoor activities, such as field trips and outings.

In the simultaneous analysis, the overall

assessment model had a significant impact on the

development of 21st-century skills. The most

enhanced skills included IT literacy, creativity,

communication, collaboration, innovation, and

critical thinking. Indicators of IT literacy consisted of

the ability to access, evaluate, and apply information

to resolve problems. Participants demonstrated their

IT literacy by gathering information from various

sources, both primary (directly from respondents in

the field) and secondary (from readily available

references).

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