Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners

Jarvis, Mary Ann; Baloyi, Olivia B.

doi:10.1016/j.ijans.2020.100195

Cited by 41 publications

(36 citation statements)

References 29 publications

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“…Curriculum 2013 Revised Edition requires the implementation of assessments that encourage students to develop answers, not only choosing the answers provided. This is in line with the statement of the Minister of Education and Culture that HOTS is deliberately implemented to encourage the critical culture of students, so their thinking process can be seen from the answer (Jarvis & Baloyi, 2020;Nguyen and Nguyen, 2017;Pilten, 2010;Yang, 2015;Yee et al, 2015). The students' high-order thinking skills are expected to apply in problem-solving to confront the real problems around them.…”

Section: Introductionsupporting

confidence: 65%

“…In the higher-order thinking processes, the student demonstrates an understanding of information and reasoning, not merely recalling (Jarvis & Baloyi, 2020;Lee, 2014;Wing et al, 2014). According to Widana (2017), the questions of HOTS in the context of the assessment to measure skills of (1) transferring one concept to the other ones; (2) processing and applying the information; (3) searching the connection of the different variety of information; (4) using the information to solve problems; and (5) studying the ideas and information critically.…”

Section: Introductionmentioning

confidence: 99%

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Developing a Higher Order Thinking Skill-Oriented and Metacognitive-Based Assessment for Vocational School Students

Rahayu¹,

Hasanah

Wiliandri

2020

JPBM

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This study aims to provide an assessment instrument oriented to Higher-Order Thinking Skills (HOTS) based on metacognitive skill. The research product was analyzed for feasibility using a validation test of constructs and contents. The assessment instrument was measured with the difficulty and different levels of the questions. A valid product is tested to acknowledge the user's response. The results showed that the construct and content validation is valid, with 94 percent and 91 percent, respectively. The analysis of the different levels of the question showed a good different result. It implies that the instrument points lead to HOTS, which can improve students' metacognitive skills. The revised instrument was tested to the users, with the response was about 86.17 percent. The validation result from the experts and the response of the user can be concluded that the instrument of the HOTS-oriented and metacognitive-based assessment is entirely feasible, so it can be used as a guideline and reference by the teachers in the vocational school to develop similar products.

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Section: Introductionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Developing a Higher Order Thinking Skill-Oriented and Metacognitive-Based Assessment for Vocational School Students

Rahayu¹,

Hasanah

Wiliandri

2020

JPBM

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“…The ability to develop self-confidence that allows the student to move from the zone of proximal development, as theorised by Vygotsky (Mishra 2013 ), tapered to a less dependent and more accountable professional space requires supportive relationships (Jarvis & Baloyi 2020 ), and brings to the fore the second finding of this study.…”

Section: Discussionmentioning

confidence: 56%

A road less travelled: Undergraduate midwifery students’ experiences of a decentralised clinical training platform

Baloyi

Mchunu

Williams

et al. 2020

Health SA Gesondheid

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Background: In South Africa, the critical skill base shortage of healthcare workers, the underperforming global health indicators and the planned roll out of the National Health Insurance have burdened South African higher education authorities to rapidly expand nursing student enrolments. The expansion in student numbers has placed increased demands on overstretched educational institutions, and students are confronted with challenges of congestion in classrooms and clinical facilities, while lecturers encounter difficulties in the process of clinical allocation. A solution is to utilise decentralised clinical training platforms (DCTPs) and allocate students in rural hospitals.Aim: To explore and describe undergraduate midwifery students’ reflections of their DCTP experiences, in order to inform future practice of decentralisation in student training.Setting: The study was conducted in the nursing discipline of an urban-based university in KwaZulu-Natal, South Africa, involving undergraduate midwifery students. The university had commenced a programme of allocating students to decentralised clinical sites.Method: Elo and Kyngäs’ content analysis was used to analyse the experiences of DCTP by undergraduate midwifery students (n = 14) as expressed in a focus group (n = 11) and three individual interviews (n = 3).Results: The following four categories emerged: Recognition as a team member, engaging support, win–win platform and juxtaposed challenges.Conclusion: In the presence of support and teamwork, rural settings can develop undergraduate student midwives, not only in the areas of midwifery competency but also in their personal capacity, and strengthen the responsiveness, preparedness and relevance of midwifery graduates.

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“…The goal is reflection, as each student is rewarded with feedback from the lecturers. Reflection allows students to reflect upon their actions and perform with the utmost skill, knowledge, and confidence that they have written their reflective journals (Abednia et al, 2013;Jarvis & Baloyi, 2020) in the best possible way.…”

Section: Introductionmentioning

confidence: 99%

The power of reflective journal writing for university students from the EFL perspective

Sudirman

Gemilang

Kristanto

2021

SiELE

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English as a foreign language (EFL) university students use reflective journals as learning logs to express or capture their ideas within a scientific conceptual framework. The objectives of this research are to (1) describe the power of reflective journal writing in communicating ideas, and (2) identify the aspects of reflective journal writing that aid learning in an EFL context. The reflective journals were written by 21 EFL university students. This research takes a qualitative approach, with the primary data coming from several reflective journals (N=124) while the secondary data coming from EFL students’ interviews (N=15). The research results showed that reflective journals were useful for students to make critical reflections and self-discovery responses to writing topics. The students learned to focus on writing components such as order, unity, coherence, cohesiveness, content, and organization of ideas through reflective journal writing. The students’ perspectives on aspects of reflective journal writing were primarily concerned with macro-and micro-level linguistic issues, as evidenced from the interview results. Writing a reflective journal necessitated their ability to reformulate thoughts, provide details, and solve problems. Furthermore, critical thinking, metacognitive skills, and self-reflections became increasingly important in helping the students to develop their ability to write reflective journals.

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Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners

Cited by 41 publications

References 29 publications

Developing a Higher Order Thinking Skill-Oriented and Metacognitive-Based Assessment for Vocational School Students

Developing a Higher Order Thinking Skill-Oriented and Metacognitive-Based Assessment for Vocational School Students

A road less travelled: Undergraduate midwifery students’ experiences of a decentralised clinical training platform

The power of reflective journal writing for university students from the EFL perspective

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