Student Worksheets as a Tool for Developing 4C Skills: Implications for Sustainable Science Education in Elementary Teacher Education

Abstract The purpose of this study was to determine the effect of tasks given by lecturers in the form of worksheets on the 4C skills (Critical Thinking, Communication, Collaboration, Creativity) of elementary teacher education student. This study used a quantitative approach with a survey design involving 400 elementary teacher education students in Indonesia selected by simple random sampling technique. Findings from the PLS-SEM analysis on the measurement model showed that the convergent validity test value through factor loading for communication skills (CMC), collaboration (CLB), critical thinking (CTC), creativity (CTV), and lecturer assignments (C) was greater than 0.6 and the Average Variance Extracted (AVE) value was greater than 0.5. The reliability test value through composite reliability (CR) for each variable is greater than 0.7 and the Cronbach’s Alpha value is greater than 0.6, indicating that this instrument is valid and reliable. In addition, the results showed that the tasks given by lecturers through worksheets had a significant influence on the various 4C skills of students. This study supports the Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education, by providing empirical evidence on the effectiveness of the worksheets in developing essential 21st century skills among elementary teacher education student. Improved 4C skills contribute to the provision of inclusive, equitable and quality education and promote lifelong learning opportunities for all. Therefore, the findings of this study can be a useful guide in developing tested and measurable instruments in line with the goals of continuing education.