Pre-Learning Supervision Evaluation: Integration of 4Cs and 21st Century Graduate Profile Dimensions

Twenty-first-century education requires the mastery of critical thinking, creativity, communication, and collaboration skills (the 4Cs) and their integration into instructional practices. Research indicates that the implementation of the 4Cs into lesson plans remains suboptimal, both in terms of the equitable distribution of indicators and their alignment with the Pancasila Graduate Profile dimensions. This underscores the need for an in?depth evaluation at the pre-instructional stage to assess lesson plan readiness in supporting 21st-century competencies. This study offers a novel, comprehensive evaluation of chemistry lesson plans on the topic of redox reactions, emphasizing the integration of the 4C skills and eight dimensions of the Pancasila Graduate Profile. A systematically developed supervision matrix instrument was employed, covering document components, learning objectives, instructional strategies, assessment, learning media, and classroom management, providing a holistic overview of lesson plan readiness. The study aimed to: (1) evaluate the pre-instructional stage through analysis of lesson plans on redox reactions with a focus on the integration of the 4Cs and Graduate Profile dimensions, and (2) assess lesson plan readiness to support effective, contextual, and competency-oriented 21st?century learning. This study employed a descriptive qualitative approach, with senior high school (SMA/MA) chemistry lesson plans as the research object. Data were collected through document analysis, indirect observation, and evaluator triangulation. The results indicate that instructional planning was developed comprehensively and aligned with problem-based learning (PBL), the understanding by design (UbD) framework, the 4Cs, and the Pancasila Student Profile. However, improvements are needed through the explicit inclusion of learning outcomes and the completion of reflective documents such as teacher journals. Teachers are advised to explicitly incorporate learning outcomes in the learning objective flow to clarify the link between objectives and expected achievements, as well as to incorporate teacher journals as a medium for continuous reflection. In addition, the explicit articulation of 4C skills and Pancasila Student Profile dimensions in lesson plan documents should be reinforced to ensure more directed and effective instructional implementation.