MEMBANGUN KONSEP ASESMEN 4C YANG KONTEKSTUAL: STUDI TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE PADA GURU BAHASA INDONESIA DI SEKOLAH PENGGERAK DENPASAR

Building a contextual 4C assessment concept: A study of technological, pedagogical, and content knowledge of indonesian language teachers at Sekolah Penggerak Denpasar

Abstract

This study aims to describe the implementation of the Technological Pedagogical and Content Knowledge (TPACK) approach in assessing 4C skills—Critical thinking, Creativity, Collaboration, and Communication—among Indonesian language teachers at Sekolah Penggerak (Driving Schools) in Denpasar. The background of this research stems from the need to develop an assessment concept that evaluates not only cognitive aspects but also 21st-century skills relevant to the implementation of the Merdeka Curriculum. This research employed a mixed-methods design with a sequential exploratory model. The qualitative phase involved in-depth interviews, classroom observations, and document analysis of assessment instruments, followed by a quantitative phase using validated questionnaires as a supplementary data source. The findings reveal that most teachers have understood the dimensions of TPACK, particularly in integrating technology to support project-based and portfolio-based assessments. However, the application of 4C assessment remains focused on communication and collaboration, while critical thinking and creativity are not yet systematically assessed. The synthesis of qualitative and quantitative data led to the development of a contextual TPACK-based 4C assessment concept suited to the characteristics of Indonesian language learning in Sekolah Penggerak. This concept emphasizes digital collaboration, portfolio-based reflection, and authentic performance assessment. The study recommends strengthening teachers’ competencies in fully integrating TPACK and developing a sustainable 4C assessment model to support the realization of the Profil Pelajar Pancasila (Pancasila Student Profile).