Abstract

ICT competencies and problem-solving skills are the predominant skills that have been broadly implemented in the twenty-first-century educational system. This study aimed to analyze the incorporation of problem-solving skills and ICT competencies into the syllabuses of practical key teaching (PKT) competency in an English Language Education Study Program (ELESP) in Indonesia. Content analysis of syllabuses of PKT competency and the framework of problem-solving skills were based on Bloom’s Taxonomy and Assessment and Teaching of Twenty-First Century Skills project (ATC21S), UNESCO Institute for Information Technologies in Education, and the UNESCO ICT Competency Framework for Teachers in 2018. There was an interconnection between ICT competencies and problem-solving skills. Higher-Order Thinking Skills (HOTS) employed in the cognitive domain involving skills such as analyzing, evaluating, and creating represents problem-solving skills in ICT competencies of knowledge deepening and knowledge creation. However, most of the existing syllabuses of PKT competency have incorporated ICT competencies as tools and media to support teaching and learning to access the information in knowledge acquisition. It means problem-solving skills did not represent HOTS and it is only involved in the analyzing process. Problem-solving skills, including thirteen indicators in the analyzing level, one indicator in the evaluating level, and two indicators in the creating level in the HOTS, were incorporated entirely in the existing syllabuses. Therefore, problem-solving skills can be incorporated into the syllabus component by formulating indicators. These findings contribute to new reference in the educational system to adjust and realign the existing syllabuses to be in line with the problem-solving skills indicators and enrich them with ICT competencies.