Learning Strategy to Develop Critical Thinking, Creativity, and Problem-Solving Skills for Vocational School Students

Samani, Muchlas; Sunwinarti, Sunwinarti; Putra, Bima A.W.; Rahmadian, Reza; Rohman, J. N.

doi:10.21831/jptk.v25i1.22574

Cited by 18 publications

(13 citation statements)

References 6 publications

(8 reference statements)

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“…The way a person solves problems is influenced by his creative thinking. Several researchers have shown a relationship between creative thinking and problem solving (Demir Barutcu, 2017;Hashimoto, 1997;Hasret & Savaş, 2019;Leung, 1997;Puspitasari et al, 2018;Samani et al, 2019). And, when it comes to learning styles, several researchers have conducted research related to the relationship between learning styles and creative thinking, namely (Eishani et al, 2014;Friedel & Rudd, 2006;Kassim, 2013).…”

Section: Discussionmentioning

confidence: 99%

Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

rosita¹,

Manuharawati²,

Khabibah³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.</p>

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Section: Discussionmentioning

confidence: 99%

Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

rosita¹,

Manuharawati²,

Khabibah³

2021

EUROPEAN J ED RES

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“…In the 21st century, teacher job is complex and difficult job in line with large and rapid changes with school environment driven by science and technology, vital changes, globalization and the environment (Dewi et al 2020). Samani, et al (2019) studied to find out the best learning strategy to make strides basic considering, imagination, and problem-solving abilities. The result appeared that the usage of contextualized learning issues might progress students' understanding aptitudes.…”

Section: Abstract Learning Strategy; Cognitive; Metacognitive; Affect...mentioning

confidence: 99%

English Learning Strategies by the Second Grade Students at a State Junior High School in Kupang, Indonesia (A Case Study)

Beeh

Baun²

2022

Rand. Inter. Edu. Ling. Sci. J.

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Learning and mastering English will not be possible if from the beginning we do not have a strong determination. After having a strong determination, all you need to do is find the right English learning strategy. The students used different learning strategies in learning English as a foreign language. This study is designed to find out types of English language learning strategies are used by the students and the factors influencing the choice of learning strategy. On the basis of the nature of the data, a qualitative approach is appropriate to this study. Data were obtained by questionnaire and interview. The result of the analysis revealed that the students used three types of strategies in learning English. The types of strategies are cognitive, metacognitive and social/affective strategies. The more dominant strategy that is used by the students is social/ affective strategy. While the factor influencing their choices of strategies are classified into internal and external factors.

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“…I prefer explaining simple things related to students ' real life, such as, about the danger of free radicals." (Teacher 10) The teacher's view does not comply with recent development on the importance of providing students, including those at the vocational schools, with HOTS to prepare them for entering the workplace in the 4.0 Industrial Revolution era [11], [12].…”

Section: Teachers' Beliefs About Higher-order Thinking Skillsmentioning

confidence: 99%

“…Developing students' critical thinking, creativity, and problem-solving is also crucial for vocational school students to prepare them for the rapid change in the workplace due to technology development [11]. Vocational school students who are competent in HOTS are better prepared for work [12].…”

Section: Introductionmentioning

confidence: 99%

Assessing Students' Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools

Driana

Susilowati

Ernawati

et al. 2021

Jurnal Pendidikan Teknologi dan Kejuruan

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The success of efforts in developing students' higher-order thinking skills (HOTS) to face the complex challenges in the 21st century also depends on how teachers implement classroom assessments. Studies on teachers' knowledge and practices have been conducted at different levels of education. However, studies that involved teachers in vocational senior secondary schools are still limited. Therefore, this qualitative study aimed at exploring chemistry teachers' knowledge of HOTS, their assessment practices, and the barriers encountered. Ten chemistry teachers from three public and six private vocational senior secondary schools in South Jakarta were involved in this study. Data were collected through semi-structured interviews conducted between August and September 2019. The findings revealed that almost all chemistry teachers believed that providing students in vocational senior secondary schools with HOTS was essential. However, knowledge of HOTS among most teachers was still inadequate, contributing to their unpreparedness in assessing the skills. Misunderstanding about higher-order thinking was also revealed, such as associating higher-order thinking with item difficulties. The teachers in this study considered students' factors as barriers in cultivating HOTS in chemistry learning in vocational senior secondary schools, such as lack of motivation, low academic ability, and lack of reading habits. The teachers also mentioned the shortage of facilities as another barrier that inhibited their efforts in fostering HOTS in chemistry learning. Proper teacher professional development programs are needed to increase teachers' understanding of HOTS assessment and help them develop various strategies for fostering HOTS among vocational senior secondary school students.

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Learning Strategy to Develop Critical Thinking, Creativity, and Problem-Solving Skills for Vocational School Students

Cited by 18 publications

References 6 publications

Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

English Learning Strategies by the Second Grade Students at a State Junior High School in Kupang, Indonesia (A Case Study)

Assessing Students' Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools

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