Development of 21 Century Skills in Mathematics Learning with STEAM in MTs Negeri 2 Wonogiri

The aim of the research to develop 21 century skills includes 4C (Critical Thinking, Communication, Collaboration, Creativity) in learning mathematics with STEAM in MTs Negeri 2 Wonogiri through a kite-making math program. This qualitative research case study strategy discovery, focuses on the development of 21 century skills including 4C (Critical Thinking, Communication, Collaboration, Creativity) in learning mathematics with STEAM. Data collection techniques include: observation, interviews, documentation, and triangulation/combination. The collection of data is that the researcher participates in the object under study, conducts direct observations, in-depth interviews and documentation studies. Validity test includes: Data Credibility Test, Transferability Test, Dependability Test, Confirmability Test. Data analysis techniques in this study use the Interactive Model of Analysis. A qualitative case study design is based on a kite-making project that integrates 21 Century skills (4C) in mathematics learning with STEAM in MTs Negeri 2 Wonogiri. The conclusions in this study include: 1)Implementation of development Critical Thinking and the results of the Critical Thinking Integration Questionnaire showed 50.32% were categorized as good; 2)Implementation of development Communication and the results of the Communication Integration Questionnaire showed that 52.80% were categorized as very good; 3)Implementation of development Collaboration and the results of the Collaboration Integration Questionnaire showed 50.18% were categorized as good; 4)Implementation of development Creativity and the results of the Creativity Integration Questionnaire showed 52.42% were categorized as very good.

Abstract The aim of the research to develop 21 st century skills includes 4C (Critical Thinking, Communication, Collaboration, Creativity) in learning mathematics with STEAM in MTs Negeri 2 Wonogiri through a kite-making math program. This qualitative research case study strategy discovery, focuses on the development of 21 st century skills including 4C (Critical Thinking, Communication, Collaboration, Creativity) in learning mathematics with STEAM. Data collection techniques include: observation, interviews, documentation, and triangulation/combination. The collection of data is that the researcher participates in the object under study, conducts direct observations, in-depth interviews and documentation studies. Validity test includes: Data Credibility Test, Transferability Test, Dependability Test, Confirmability Test. Data analysis techniques in this study use the Interactive Model of Analysis. A qualitative case study design is based on a kite-making project that integrates 21 st Century skills (4C) in mathematics learning with STEAM in MTs Negeri 2 Wonogiri. The conclusions in this study include: 1)Implementation of development Critical Thinking and the results of the Critical Thinking Integration Questionnaire showed 50.32% were categorized as good; 2)Implementation of development Communication and the results of the Communication Integration Questionnaire showed that 52.80% were categorized as very good; 3)Implementation of development Collaboration and the results of the Collaboration Integration Questionnaire showed 50.18% were categorized as good; 4)Implementation of development Creativity and the results of the Creativity Integration Questionnaire showed

Introduction
Education plays an important role in the survival of the nation and state. The government seeks to improve the quality of education in line with the objectives of national education, which is to improve the quality of education in every type and level of education including reforming education through improving the curriculum. Renewal of national education needs to be carried out in order to achieve a targeted, planned and sustainable education system. The national education system must be able to guarantee equitable education, quality improvement and the relevance and efficiency of education management in facing the challenges of changing lives both locally, nationally and globally [1]. According to Law No. 20 of 2003 Article 3 concerning the National Education System states that: The 21 st century is full of challenges, changes occur very quickly, difficult to predict in all aspects of life [2]. 5514 Development of 21st Century Skills in Mathematics Learning with STEAM in MTs Negeri 2 Wonogiri One of the main roles of education is to prepare future generations to face the challenges of the times. According to Prihadi in Sugiyarti [3] states that: The government designed 21 st century learning through a 2013 curriculum based on students. In formal schools, learning has been demanded to apply 4C (Critical Thinking, Communication, Collaboration, Creativity) abilities. This can be realized quickly not only demands on teacher performance in changing teaching methods, but also the roles and responsibilities of non-formal educators in getting children used to implementing 4C in their daily lives. According to Redhana [4] states that one must master the literacy of technology, information and communication. This literacy is very important for someone in choosing, criticizing, evaluating, synthesizing, and using information. The Industrial Revolution 4.0 in the 21 st century marked the emergence of super computer technology, artificial intelligence, and other digital technology devices. The government prepares it through changes in the national curriculum in the form of a 2013 curriculum based on the 21 st century. According to Hadinugrahaningsih (2017) states that the 2013 curriculum there are demands on each competency covering 3 (three) domains, namely the realm of knowledge, the realm of attitude and the realm of skills [5]. The 2013 curriculum also seeks to improve the balance and the relationship between hard skills and soft skills [6], and use information. The Industrial Revolution 4.0 in the 21 st century marked the emergence of super computer technology, artificial intelligence, Artificial Intelligence (AI), and other digital technology devices. The government prepares it through changes in the national curriculum in the form of a 2013 curriculum based on the 21 st century [7].
The purpose of learning mathematics according to the 2013 Ministry of Education and Culture includes increasing intellectual ability and developing students' character. Learning does not only focus on student learning outcomes, but has an important role in providing the experience of students in terms of the dimensions of mathematics as knowledge, processes and products, application or application, development of attitudes and scientific values.
According to Bell [8] in Dewi Fenita [9] states that project-based learning can be an alternative learning model that supports the improvement of 21 st century skills [10]. Students determine their own collaborative learning processes, conduct research, make creative projects, reflect knowledge they have [11]. One of the project-based learning models is the STEAM learning model (Science, Technology, Art and Mathematics) in the form of mathematical engineering techniques integrated into the learning curriculum, it can be used as an extracurricular activity in the form of STEAM clubs to strengthen the skills of students in scientific disciplines, craft art and mathematics. According to Liliawati [12], the Science of Mathematical Arts Engineering Technology (STEAM) is an extension of the Mathematical Engineering Technology Science (STEM), by including art elements which are positive, rich, and strong elements in civilization and in many ways can take decisive positions. The integration of art in learning can be done by way of students communicating ideas of science through visual information that contains concepts of science combined with pictures, text, and others.
According to data from the Central Statistics Agency [13], human development in Indonesia shows that the Human Development Index (HDI) in 2019 will reach 71.92 [8]. That number increased by 0.53 points or grew by 0.74 percent compared to 2018. According to VIVAnews (2019) states a student ability survey issued by the PISA (Program for International Student Assessment) on Tuesday 3 December 2019 in Paris puts Indonesia in the ranking -72 of 77 countries. The results of the PISA study state that Indonesia scored 371 in the reading category, 379 in mathematics and 396 in science. The results of the PISA assessment provide valuable input for evaluating and improving the quality of education in Indonesia in facing 21 st century challenges [14].
Mathematics learning by teachers is still lacking in making students' intellectual challenges resulting in low ability to solve problems. The learning atmosphere is less pleasant, learning is less contextual for students because there is no opportunity for students to learn according to their wishes, the tendency of teacher centered (teacher-centered learning) causes students to think critically less seriously. Mathematics learning should emphasize providing direct experience to develop students' competencies, be able to understand, explore the surrounding environment in a scientific and natural way. Meaningful learning is expected to form a critical mindset of students that is applied to everyday life in line with the development of creative power, innovation based on the latest developments in science and technology. According to Murtiyasa [15] states that mathematics education research, on the one hand is needed to help solve mathematical learning problems, on the other hand it is also an effort to develop mathematics education The purpose of this research is to find out how the 21 st century skills development includes 4C (Critical Thinking, Communication, Collaboration, Creativity) in learning mathematics with STEAM in MTs Negeri 2 Wonogiri.

Research Method
This research is a directed qualitative research carried out to examine the development of 21 st century skills in mathematics learning with STEAM in MTs Negeri 2 Wonogiri. This qualitative research has a case study strategy, focusing its studies on selected aspects 21 st century skills including 4C (Critical Thinking, Communication, Collaboration, Creativity) on mathematics learning with STEAM based on the interests of the researchers' interests and interests.
A qualitative case study design is based on a kite-making project that integrates 21 st Century skills (4C) in mathematics learning with STEAM in MTs Negeri 2 Wonogiri.
Integration of several subjects in learning mathematics with the STEAM model will build students' understanding of the material and its relationship with other subjects.  Table 1 shows the steps in learning with the STEAM model. Delivering information to students on the importance of mastering mathematics as a strong foundation in mastering other disciplines. Curiosity about the results of 21 st century (4C) skill development in mathematics learning with STEAM at MTs Negeri 2 Wonogiri. Delivery of information will use a project-based mathematics learning model (PjBL) to support skills improvement in the 21 st century (4C). Giving an understanding of project-based mathematics learning (PjBL) that students can determine their own collaborative learning process, conduct research, create creative projects, reflect the knowledge they have. Delivered that project-based learning (PjBL) is a STEAM (Science, Technology, Art and Mathematic) learning model in the form of mathematical art engineering techniques integrated into the learning curriculum. The integration of art in learning is done by communicating scientific ideas through visual information containing science concepts combined with images, text, and others.

Data
There are two data, namely: Data from field research results, in the form of data directly from the field called primary data; and documentation data, in the form of relevant past research data in the form of international scientific journals, also called secondary data. Both data are based on ownership in the form of internal data and external data Data Source Data sources include: Primary Data. Data obtained directly from respondents (data sources) through questionnaires, interviews, observations, reflective journals; and Secondary data obtained from existing sources including: notes or documentation in the form of attendance, student data, photos.
The research subjects were 31 students of class VIII B, consisting of 21 men and 10 women. The cognitive abilities of students of class VIII B in preparation for learning mathematics vary.

Resource
Resource persons in this study are the Head (Drs.Mujiyono, S.Ag.M.Pd.) And Deputy Head of Curriculum Affairs (Suyanto, S.Pd.) At MTs Negeri 2 Wonogiri.

Data Analysis
Data analysis techniques in this study used the Miles and Huberman model. According to Miles & Huberman [16] in Sumardjoko [17] consists of three main components including: data reduction, data presentation, and drawing conclusions or verification. The three components are involved in the process and are interrelated and determine the final results of the analysis. In this study, researchers used an Interactive Model of Analysis.
When the data collection was over, the researcher began trying to draw conclusions by verifying them based on everything contained in the data reduction and data presentation. Before the researcher concludes the process of formulating his research conclusions, the activity of deepening the field of study data is carried out for the robust results of the research.

Discussion and Results
STEAM integration in project-based mathematics learning is done by applying 6 stages in project-based learning. Table 3 describes mathematics lessons with a project to make a kite in an integrated manner in the STEAM learning model. Students and their groups are directly involved in PjBL. Investigating and sharing data / information between students about what needs to be known in the material of the Kite shape. Each student is encouraged to collaborate with his group to dig, know the general shape of the kite, how to draw it, how to make, how to modify, create and know the nature of the kite. Expansion of ideas: students with their groups discuss conveying their respective ideas, making compromises in making classical and modern kites. Each student and their group are encouraged to always apply 4C in making kite projects. Express the subject with art elements: students and their groups express their artistic ability to decorate, beautify the shape of the kite (for example: painted, colored, kite color combinations). Technology integration can be seen from the use of ICT in obtaining information related to kites, for example equipment selection, materials, and sizes. 3 Engineering Engineering integration is demonstrated by the working principle of making a kite.

Arts
Integration of arts (arts) indicated the existence of student activities related to the design of the kite model.

Mathematics
Mathematical integration is seen when students apply the characteristics of a kite.  Assess or test results The first meeting, namely: Assessing the ability to control the material of the kite; Assessing the application of ICTs in choosing kite models/designs. Meeting II namely: Assessing the process of making modern kites; Judging in the selection of tools and materials; Assessing students in the development of 21 st century skills (4C) Meeting III namely: Assessing the process of making modern kites; Assessing in the selection of tools and materials; Assessing students in the development of 4C Meeting IV namely: Assessing the process of making a classic kite; Judging in the selection of tools and materials; Assessing students in the development of 4C Meeting V, namely: Assessing students to present the results of group project work using the project appraisal rubric that has been made; 4C Development 6 Evaluating experience Experience evaluation activities are carried out to reflect the mathematics learning activities that have been carried out.; Giving students the opportunity to convey the obstacles they experienced, conveying their feelings during the mathematics learning activities (the kite making project); Developing students' communication honestly, convey it openly. Constraints and feelings of students can be known through the Student Reflection Journal. Table 4 describes the 21 st century skills that can be developed in learning mathematics using the STEAM model. The results of the finished kite project are presented by each group. In each presentation, you will see various shapes / models of various kites. We can compare the extent of each group's creative ability. The final results of the presentation of each group obtained a similarity in the form of conclusions from the flat shape of the kite (regarding the general shape, properties, materials, tools, methods / techniques for making it)   Figure 1 shows the activities of students in finding kite designs using the internet network at schools.

Critical thinking
An increase in the ability to think higher level is indicated by: The statement shows an increase in the ability to evaluate (able to judge, deny, or support an idea and provide reasons that can strengthen the answers obtained).
The The statement showed an increase in the ability to create (design a way to solve problems or integrate information into the right strategy).
The occurrence of analytical skills is indicated by: The statement shows the process of predicting or drawing conclusions or decisions from appropriate information.

Based on observations obtained that each member of the group (6 groups) there is an interaction of arguments (opinions) by deductive thinking (how to draw conclusions from general matters to specific problems) and inductive (ways of drawing conclusions from special things to problems general in nature) in a kite making project and that is perfectly valid. (Researcher, Observation, Friday March 13, 2020)
The statement shows that students consider the validity of the argument (opinion) by deductive and inductive thinking.

All students in each group argue (argue) based on supporting data that what is expressed as an answer contains an element of truth "(Student 7, Reflection Journal, Monday 2 March 2020)
The statement shows the use of supporting data in explaining why the method used in the answer is correct.
An increase in mind processing is indicated by: "I think by reading a lot from various mathematics books, we can answer question and get new knowledge and learn to analyze the results of a kite making project assignment" (Student 13, Interview, Friday 6 March 2020) The statement shows an increase in reading.

Answering the question there must be symmetry in the frame and wings of the kite so that it is easy to fly and lift up/better even with varying shapes/models/designs. " (Student 27, Observation, Friday 6 March 2020)
The statement shows an increase in the imagination of students.

Learners can identify the relationship between the symmetry of the kite and the natural state (air). (Student 28, Reflection Journal, Monday 9 March 2020)
The statement shows the emergence of soul energy that gives strength in realizing the imagination.
Based on these data it can be seen that students have developed Critical Thinking.  Figure 10 shows the activity of making a kite by discussing from the design to gluing the paper. The opinion above shows the creation of effective communication between students.

Communication
The occurrence of the delivery of thoughts, ideas effectively in various forms and contents both verbally, written, and multimedia, shown by: In The statement shows students know how to assess their effectiveness and impact.
The occurrence of effective communication in a variety of environments (including multilingual and multicultural), indicated by: In the implementation of the kite making project all students actively communicate in their class, utilizing language skills with their culture as a characteristic of these students. (Researcher, Observation, Monday 9 March 2020) "In my opinion the formed group is good, fit and comfortable because between us (group members) can interact well, give each other input so that the kite-making project is quickly completed." (Student 17, Interview, Monday 9 March 2020) The statement shows that there is effective communication in a variety of (multilingual) environments.
The exchange of information, ideas, feelings that produces changes in attitude, good relations between students through messages / information exchange from various socioeconomic and environmental diversity (Researcher, Observation, Friday 6 March 2020) The statement shows the existence of effective communication in various (multicultural) environments.
Based on these data it can be seen that students have developed Communication.

Collaboration
The ability to work effectively in groups and with mutual respect is shown by: All students in each group are able to work together effectively shown by the active cooperation of each member, mutual respect, promoting aspects of deliberation, a sense of brotherhood, a sense of kinship, a sense of mutual respect "(Researcher, Observation, Monday 2 March 2020) The statement shows the ability to work effectively in groups.
"I feel that a team and its members are a way to practice working together, respecting the opinions of others, practicing mutual respect for the success of the project/work to be achieved." (Student 2, Interview, Monday 9 March 2020) The statement shows the existence of mutual respect between students. Personal flexibility, willingness to help one another, compromise to achieve common goals are indicated by: "In my opinion we must be flexible, able to adapt to the environment, willing to accept input from critics and suggestions for our good, must not force our will, compromise for the success of a task/job." (Student 18, Interview, Monday 9 March 2020) The statement shows personal flexibility. March 2020) The statement shows the willingness to help each other. "In our opinion, deliberation to obtain agreement / consensus is very important in a group/team. We must put aside our sense of self-will, selfishness, superiority. We must compromise for the achievement and success of a work/project. " (Student 19, Interview, Friday 6 March 2020) The statement shows a compromise to achieve common goals.
The process of working productively with others, being responsible and contributing to the work. Students working collaboratively in groups can produce more knowledge, indicated by: "Group 6 members jointly worked actively to complete the making of the kite." (Student 24, Interview, Friday March 13, 2020) The statement shows the process of working productively with others.
All group members from group 1 to group 6  The statement shows that the process of collaborative work in groups can produce more knowledge.
Based on these data it can be seen that students have developed Collaboration.

Creativity
The ability to use various ways to generate ideas for example through brainstorming (discussion) is shown by: In the process of discussion between groups seen all members of the group brainstorm (discussion) to generate ideas in the project.

(Journal of Student Reflections, Monday 2 March 2020)
The statement shows the process of generating ideas through brainstorming (discussion).
The existence of making new ideas and adding ideas is indicated by: In the process of discussion between groups, it was apparent that all group members added ideas to the success of the project work in the group. (Researcher, Observation, Monday 2 March 2020) The statement shows that the application of the Creativity skill is the addition of ideas.
The process of elaborating, refining, analyzing, evaluating original ideas to enhance and maximize creative endeavors is indicated by: In The statement shows the notion that failure is an opportunity to learn.
"We have to use a strong and lightweight kite frame, we should choose to use bamboo that is really dry and old" (Student 11, Interview, Monday 9 March 2020) "In this study we can express our ideas and opinions to decorate kites in the most attractive form possible." (Student 30, Observation, Friday March 13, 2020) The statement shows the understanding that creativity and innovation are part of a long series of processes.
Based on these data it can be seen that students have developed Creativity. Integration of Critical Thinking in Learning Mathematics with STEAM. Based on Table 6, respondents stated that 50.32% were categorized well and 49.68% were categorized very well on Critical Thinking in learning mathematics with STEAM.
The results of the analysis of interviews with observational students, Reflection Journal of Students and Questionnaire on Critical Thinking in learning mathematics with STEAM from students obtained the results: a. Implementation of the development of Critical Thinking. b. Based on the results of the Critical Thinking Integration Questionnaire in learning mathematics with STEAM from students 50.32% were in the good category and 49.68% were in the very good category.  Based on Table 9, respondents stated 47.58% were categorized well and 52.42% were categorized very well on Creativity in learning mathematics with STEAM.

Integration of Communication in Mathematics Learning with STEAM
The results of the analysis of interviews with students observations, Reflection Journal of Students and Questionnaire Creativity in learning mathematics with STEAM from students obtained the results: a. Implementation of development Creativity. b. Based on the results of the Integration Questionnaire Creativity in learning mathematics with STEAM of the students 47.58% were categorized well and 52.42% were categorized very well.

Conclusions
Based on research that has been done can be concluded as follows: a.