Influence of Cognitive, Affective, and Conative Elements in Promoting Engineering Problem Solving Skills

Abstract

Problem solving is one of the main challenges that needs to be mastered in engineering learning. This study aimed at looking whether cognitive, affective and conative elements play role in the process of mastering problem solving skills in engineering learning. Cognitive, affective and conative refer to the 'Trilogy of Mind' concept. Educational innovation from 1980-2016 shows that elements proposed in the 'Trilogy of Mind' capable in improving academic achievement. Previous studies conducted among engineering students in polytechnics Malaysia show the importance of cognitive, affective and conative elements in mastering problem solving in learning. This study continued in the process of looking whether cognitive, affective and conative can enhance the engineering learning. Strategy (cognitive), attitude (affective) and initiative (conative) are elements that are found to be able to improve academic achievement through the mastery of problem solving. An in-depth study is referring to the process of looking the relationship between strategy and attitude, initiative and attitude as well as the strategy and initiative. This study uses a survey design with a quantitative approach. The sampling method used is a simple random technique. A total of 100 engineering students from polytechnics were involved in this study. The data is analysed based on inferential statistic. The results showed that planned strategy in problems solving can be influenced by students' attitudes. Besides that, student attitude contributes to student initiative level. Strategy is also associated with initiative in mastering problem solving.

The effect of collaborative problem solving & collaborative project-based learning models to improve the project competences of pre-service teachers

“…In CoLPS, cognitive skills become basic knowledge to solve problems (Graesser et al, 2018). Mohamad et al (2011) and Omar et al (2019) also emphasized that students' mastery of problem-solving is constructed effectively through setting their cognitive strategies and learning styles. As a result, the higher the students' cognitive level, the easier it is for them to master knowledge in completing a task (Ariffin et al, 2020).…”

Pola Faktor Keragaman pada Respons Dikrit

“…Hal ini sesuai dengan yang dinyatakan Hilgard [8] bahwa terdapat tiga aspek yang berpengaruh pada cara berfikir manusia, yaitu kognisi, afeksi, dan konasi atau yang disebut dengan trilogy of mind. Pada penelitian sebelumnya mengenai pengembangan instrument untuk mengukur profil kognisi, afeksi dan konasi pada kelompok mahasiswa teknik menunjukkan bahwa atribut yang mewakili aspek kognisi, afeksi dan konasi belum dibedakan secara jelas [9]. Penelitian lain menyimpulkan bahwa aspek kognisi dan afeksi berpengaruh secara langsung terhadap minat beli ulang pelanggan melalui situs belanja online [10].…”

“…Afeksi didefinisikan sebagai proses yang menekankan pada emosi, kesukaan, atau preferensi individu pada suatu objek atau kejadian [12]. Konasi terdiri dari inisiatif, niat dan keinginan [9]. Tabel 1 menunjukkan indikator-indikator yang digunakan pada setiap aspek.…”

Students’ Perception on the Use of Whatsapp for Learning English at SMP Islam as-Shofa

“…Perception can be characterized as students' acknowledgment and interpretation of sensory information and how understudies react to that information. According to Omar et al, (2019) The type of perception, include: Cognitive, Affective, and Conative. Cognitive is the way to move forward a learner's ability to handle data more deeply, exchange and apply data to new situations, and result in improved and better-retained learning (Winn et al, 2019).…”