Özet:

The purpose of this study was measured the Islamic university mathematics and science teachers (IU-MSTs) perception on thinking and acting in 21st-century learning (TA21stCL). An explanatory sequential mixed method design was used to conduct the study. Data were collected by using TA21stCL questionnaires. The TA21stCL questionnaire contains 16 indicators and 42 statements that consists of critical thinking (CritT), problem-solving (PS), creativity (Creat), and metacognition (Metacog), communicating (Comm), debating (Deb), collaborating (Col), digital literacy (DL), and technological literacy (TL). Data were obtained from a total of thirty-one IU-MSTs (the subjects taught include math= 9, bio= 11, physics=8 and chemistry=3) that have taught at Islamic universities located in the province of West Sumatra, Indonesia. To complete the findings, participants were asked to answer several questions about the application of 21st century skills in the learning process. Based on the ANOVA and Scheffe tests, the differences in teacher perceptions based on teaching subject (TS) were found on the technology literacy factor (TechLit) with a score of 4,146 * at P <.05 and 2.59 in the preferred teaching. The finding of the study showed that Islamic university mathematics and science teachers (IU-MSTs) stated that problem-solving (PS), creativity (Creat), and technology literacy (TechLit) skills as 21st century skill were important competencies to be mastered at Islamic university. This finding showed that the 21st century skill were important competencies to be mastered at Islamic university. In other words, the most important competencies to be mastered by students in Islamic University, on thinking skills was problem-solving (PS) and creativity (Creat), and on acting was technology literacy (TechLit). This study also recommends the use variaty of learning methods in 21st century learning to equip students with problem-solving (PS) and creativity (Creat) and Technological literacy (TechLit) skills.

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