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Background: To enhance pedagogical competence, teacher education programme must develop 21st-century skills, specifically the 4C (critical thinking, creative thinking, collaborative thinking, and communication). Objective: This study aims to optimise the implementation of the 4C skills within micro-teaching sessions in the primary school teacher education programme. Methodology: A survey method was utilised, employing observation sheets and questionnaires as instruments. The study involved 235 students from the department of elementary school teacher education in Universitas Sebelas Maret. Results: The findings indicate that aspects such as lesson planning and preparation, implementation, student involvement in micro-teaching, student participation, use of technology, and reflection and feedback from instructors are below 50%. Additionally, the integration of critical thinking, creative thinking, collaboration, and communication in micro-teaching sessions has yet to be achieved. Unique Contribution: This study highlights the gaps in the current implementation of microteaching, particularly the under-integration of 4C skills, which are essential for modern educational practices. Conclusion: The current micro-teaching practices in the Department of Elementary School Teacher Education need to be revised to foster 4C skills among students. Key Recommendation: Comprehensive strategies should be developed and implemented to integrate 4C skills into micro-teaching sessions, including enhanced instructor training and the use of technology to facilitate interactive and collaborative learning environments.

Some research about identifying the differences between male and female students’ written communication skills has been done before. However, the previous research only focused on qualitative studies. Therefore, there is still a lack of empirical proof of the result. This study aims to test whether a significant difference exists between male and female students' written mathematical communication skills and identify their performance difficulties. The subjects were 14 male and 14 female students at the junior high school. The instrument was a test of mathematical communication skills on quadrilateral topics. The research method used was a mixed method with a sequential explanatory design. The data were analyzed using Mann-Whitney U to measure the difference between male and female students’ written mathematical communication skills, and document analysis was conducted to analyze their difficulties in performing written mathematical communication. The results showed that even though there is no significant difference between written mathematical communication skills between male and female students, there is a significant difference when viewed from each indicator. In addition, the difficulties experienced by male and female students are difficulties expressing mathematical ideas using mathematical symbols, using facts and concepts to solve problems, and operating algebraic forms.

The first purpose of this systematic review is to describe how empirical studies on the applications of the 5E instructional model are distributed according to certain variables. The second purpose is to determine how the 5E model has shown a trend in empirical studies in the transition from inquiry-based teaching to STEM education over the years within the scope of learning outcomes of the 5E model. A total of 74 empirical articles out of the 201 obtained from the initial search with the keyword '5E model' in the Web of Science (WoS) and Education Resources Information Center (ERIC) databases were subjected to descriptive and content analysis. The outstanding conclusion from the synthesis of these empirical studies in which the 5E model was implemented is that the 5E model, which has had a broad impact for a long time, focused on its effects on sublevel thinking levels of Bloom's taxonomy (knowledge, understand), and its effects on higher-order thinking levels, which have a crucial place in science education, are overshadowed. Based on these results, a 'skill-based STEM instructional model' with an activity set prepared by the model has been proposed in this study concerning 21-st century skills based on the 5E model. [ABSTRACT FROM AUTHOR]