Development of high order thinking skills in Indonesian teachers

Surjanti, Jun; Prakoso, Albrian Fiky; Kurniawan, Riza Yonisa; Sakti, Norida Candra; Nurlaili, Eka Indah

doi:10.17853/1994-5639-2022-3-104-125

Cited by 8 publications

(7 citation statements)

References 36 publications

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“…With the holding of the Teaching Practice activity, it is hoped that it will have a good impact on preparing students to become teachers. This is in line with the research conducted by (Moeriyati & Wulandari, 2023); They explain that the Teaching Practice Program affects student readiness to become teachers; the better the process of implementing School Field Introduction activities, the more prepared students are to become teachers and vice versa (Surjanti et al, 2022).…”

Section: Introductionsupporting

confidence: 85%

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

Devi,

Kurniawan,

Majid

2023

Int. J. Emerg. Res. Rev.

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Objective: In the realm of education, the effectiveness of teaching practices and the readiness of teachers to navigate the challenges of the classroom environment have garnered substantial attention. One pivotal aspect that has emerged in educational research is the concept of self-efficacy – the belief in one's capabilities to accomplish tasks and produce desired outcomes. Self-efficacy is known to significantly influence various aspects of an individual's professional life, including teaching. The correlation between self-efficacy, teaching practice, and teacher readiness has been a subject of interest for educators and researchers alike. This research aims to determine the effect of self-efficacy and teaching practice on readiness to be a teacher through interest in becoming a teacher as a mediation variable. We used an online questionnaire to identify 435 college students for this study. Method: We applied partial least squares structural equation modelling (PLS-SEM) to analyze the research model. Results: The results showed that the exogenous variables, namely self-efficacy and teaching practice, significantly affected the readiness to become teachers directly. Novelty: Whereas indirectly, self-efficacy does not affect readiness to become a teacher through an interest in becoming a teacher. However, it differs from the teaching practice variable, which indirectly affects readiness to become a teacher through an interest in becoming a teacher.

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Section: Introductionsupporting

confidence: 85%

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

Devi,

Kurniawan,

Majid

2023

Int. J. Emerg. Res. Rev.

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“…Ju. Surjanti, A. F. Prakoso, R. Y. Kurniawan et al substantiate that modern education, the vector of development of which is established taking into account the direction of development of Russian society, has begun to experience the need for the formation of critical thinking in both students and teachers (Surjanti et al, 2022). The expansion of almost all areas of production and the introduction of increasingly innovative forms and methods requires the educational process to constantly develop and introduce the most effective techniques and approaches to training future specialists.…”

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

Formation of Critical Thinking of Future Teachers While Designing Quest Rooms for Didactic Purposes

2023

European Journal of Contemporary Education

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The actual problem of higher education is the search for effective forms of education. Such forms have didactic potential for intellectual development (systemic, critical and foresight thinking) along with creativity, teamwork in the training of future specialists. This study aims to explore how engaging next-generation teachers in the creation of inquiry spaces influences the formation of their critical thinking abilities.An analysis of scientific papers on the problem of learning gamification, the use of digital resources for the formation of critical thinking was used to obtain theoretical generalizations. The escape room is designed using interactive technologies.Research results. The manifestation of critical thinking perception becomes apparent in the context of equipping specialists for the digital economy. Quest rooms is described as a tool with large educational potential for the formation of critical thinking. In their work, the authors provide a clear definition as well as a comprehensive overview of the principles and mentor guidance for students actively participating in designing quest rooms to achieve didactic outcomes.In conclusion, student participation in the development of educational escape rooms will enhance the opportunities for fostering critical thinking skills as a universal competence in the preparing specialists in demand by the digital economy.

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“…Ju. Surjanti A. F. Prakoso, R. Y. Kurniawan et al argue that 21st-century educators should be able to nurture creative students who can think critically [12]. Scientists propose to develop critical thinking in the learning process through the formation of high-order thinking skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Formation of critical thinking of future teachers while designing a quest as a collection of puzzles

Mamaeva,

Markov,

Shilova

et al. 2023

P Sci Edu

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Problem and goal. An urgent problem in higher education is the search for effective forms of learning that have didactic potential in terms of developing systematic, critical, creative, and other types of thinking demanded by the digital society. The authors propose to actively involve students in designing quests in the format of a collection of puzzles to develop critical thinking as a universal skill that meets the challenges of transformation and globalization. The purpose of the study is to study the influence of the participation of future teachers in the activity of constructing a quest as a collection of puzzles on the level of formation of their critical thinking. Research methods. At the stage of obtaining theoretical generalizations, an analysis of scientific works on the problem of gamification of learning and the use of digital resources for the intellectual development of the individual was used. The questions of the author's test for diagnosing critical thinking were compiled taking into account Bloom's classification. The quest, as a series of tasks united by a single didactic plot, is implemented in the environment of the Kvestodel designer. 60 students of Vyatka State University (Russian Federation) were involved in the design of a collection of puzzles for educational purposes. Training program - Pedagogical education, bachelor's level. Statistical processing of data was performed using Pearson's χ2 (chi-square) criterion. Results. Collections of puzzles are designed and used in the study of the disciplines “Modern Information Technologies” and “Technologies of Social and Professional Interaction” according to the following plan: analysis of educational needs and capabilities of teachers; studying the digital resource and its functionality; working in an environment for designing an escape room; presentation and defense of the project; application of a complete series of tasks in practice. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 6.533; p < 0.05). In conclusion, the conditions are formulated under which, involving students in the design of quests as a collection of puzzles, will contribute to the creation of additional resources for the development of critical thinking: highly creative activity, participation in discussions, selection of sources and search for information, analysis of opinions (decisions), individual and group work on thinking through a series of tasks.

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Development of high order thinking skills in Indonesian teachers

Cited by 8 publications

References 36 publications

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

Formation of Critical Thinking of Future Teachers While Designing Quest Rooms for Didactic Purposes

Formation of critical thinking of future teachers while designing a quest as a collection of puzzles

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