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Purpose The purpose of this article is to evaluate the exploration of 4Cs skills in the application of integrated STEM project-based learning (PjBL) through lesson study activities. The information obtained from the evaluation results is expected to be used by stakeholders in formulating policies and providing input for further learning improvements, which in turn will contribute to enhancing the overall quality of education. Design/methodology/approach This study employed a qualitative research method, with three research approaches: phenomenology, cross-sectional approach and exploratory evaluation of 4C skills through mind mapping. Findings PjBL learning integrated with STEM, through lesson study, provides opportunities for the development of 4C skills at each stage of lesson study. (1) 4CS skills in the PLAN phase were the least developed, followed by SEE, and DO was the most developed; (2) The character of skills in the PLAN phase is preparation, in the DO phase is execution, and in the SEE phase is collaboration with other groups and group independence; (3) There are common keywords from the 4 CS skills in all LS phases, including: problems/issues (Critical Thinking), design/product/project (Creativity), teamwork, work, task distribution (Collaboration), references, information (Communication). (4) The 4CS skills in each phase of lesson study yielded the following data: PLAN tends to involve alternative solutions (Critical Thinking), design (Creativity), preparation (Collaboration) and reference needs (Communication); DO: testing (Critical Thinking), product (Creativity), the team responds quickly (Collaboration), information for improvement (Communication); SEE: seeking ways to solve problems (Critical Thinking), the design phase is complemented by images (Creativity), enthusiastic input from other groups (Collaboration), various ways to obtain information (Communication). Research limitations/implications This study only involved three schools (SMA), so it cannot yet be generalised across various educational contexts and different cultures; additionally, teachers’ readiness in terms of STEM content mastery and lesson study experience is not yet evenly distributed, affecting the consistency of 4Cs development. Practical implications This paper has implications for the continuous evaluation of 4Cs, as the stages of the plan-do-see cycle in LS and the stages of the PjBL-STEM integrated learning process provide space for the development of 4Cs skills and continuous learning improvement, which impacts the quality of education. Originality/value Research on the evaluation of 4Cs exploration using mind mapping, from the results of the application of PjBL-STEM learning through LS, has not been conducted. Some existing articles are the application of integrated PjBL-STEM, PjBL-STEAM, PBL-STEM and STEM learning through LS.
Iksan et al. (Wed,) studied this question.