Penggunaan Gaya Berfikir Dan Kemahiran Berfikir Aras Tinggi Bagi Menyelesaikan Masalah Dalam Penghasilan Produk: Analisis Keperluan

Penyelesaian masalah merupakan kaedah yang praktis yang bertujuan untuk menjana idea yang bernas untuk membentuk beberapa penyelesaian yang lebih paktikal dan efektif. Penghasilan idea dalam penghasilan produk memerlukan pemikiran yang kompleks iaitu kemahiran berfikir aras tinggi (KBAT). Tujuan kajian ini adalah untuk menganalisis keperluan gaya berfikir dan KBAT bagi menyelesaikan masalah dalam penghasilan produk dalam kalangan pelajar. Reka bentuk kajian ini berbentuk deskriptif dengan pendekatan kuantitatif. Seramai 320 orang pelajar bidang Diploma Kejuruteraan Awam di Politeknik Sultan Abdul Halim Muad’zam Shah telah dipilih secara rawak sebagai sample kajian. Satu set soal selidik yang dibangunkan telah digunakan sebagai instrumen kajian. Data dianalisis menggunakan perisian SPSS dan dibentangkan dalam bentuk min, frekuensi dan peratusan. Kajian menunjukkan bahawa sebanyak 90.9% pelajar menghadapi masalah semasa menyelesaikan tugasan berbentuk menyelesaikan masalah dalam penghasilan produk. Masalah yang paling banyak dihadapi semasa menyelesaikan masalah adalah menggunakan minda untuk mencari makna dan penyelesaian terhadap keraguan atau masalah yang timbul. Manakala, masalah yang paling banyak dihadapi semasa menyelesaikan tugasan dalam penghasilan produk adalah mencari idea untuk membangunkan sesuatu produk. Faktor-faktor kesukaran menyelesaikan masalah dalam penghasilan produk adalah tidak mempunyai kemahiran khusus, tidak mempunyai pengetahuan mengenai kemahiran khusus dan tidak mempunyai latihan khusus. Akibatnya, pelajar mengalami kesukaran menyelesaikan masalah dalam penghasilan produk. Namun begitu, 95.6% pelajar berpendapat bahawa mereka memerlukan ilmu gaya berfikir dan KBAT yang memberikan penerangan mengenai langkah kerja secara lengkap bagi menyelesaikan masalah dalam penghasilan produk. Dapatan ini memberi implikasi kepada pelajar untuk memperoleh dan meningkatkan Gaya Berfikir dan KBAT bagi menyelesaikan masalah dalam penghasilan produk. Abstract Problem solving is a practical method that aims to generate ideas to form some more pactical and effective solutions. The production of ideas in the production of products requires complex thinking that is higher order thinking skills (HOTS). The purpose of this study is to analyze the need for thinking style and HOTS to solve problems in product production among students. The design of this study is descriptive with a quantitative approach. A total of 320 students in the field of Diploma in Civil Engineering at Sultan Abdul Halim Muad’zam Shah Polytechnic were randomly selected as the study sample. A set of questionnaires was developed as a research instrument. Data were analyzed using SPSS software and presented in the form of mean, frequency and percentage. Studies show that 90.9% of students face problems while solving tasks in the form of problem solving in product production. The most common problem when solving a problem is using the mind to find the meaning and solution to the doubts or problems that arise. Meanwhile, the most common problem faced when completing tasks in product production is finding ideas to develop a product. Factors of difficulty solving problems in product production are lack of specialized skills, lack of knowledge of specialized skills and lack of specialized training. As a result, students have difficulty solving problems in product production. However, 95.6% of students think that they need knowledge of thinking style and HOTS that provide a complete description of work steps to solve problems in product production. These findings have implications for students to acquire and improve Thinking Style and HOTS to solve problems in product production.

Examining the relationship between metacognitive trust in thinking styles and supernatural beliefs

Conflicting findings have emerged from research on the relationship between thinking styles and supernatural beliefs. In two studies, we examined this relationship through meta-cognitive trust and developed a new (1) experimental manipulation, a short scientific article describing the benefits of thinking styles, (2) trust in thinking styles measure, the Ambiguous Decisions task, and (3) supernatural belief measure, the Belief in Psychic Ability scale. In Study 1 (N=415) we found differences in metacognitive trust in thinking styles between the analytical and intuitive condition, and overall higher analytical scores. We also found stronger correlations between thinking style measures and psychic ability and paranormal beliefs than with religious beliefs, but a mixed-effect linear regression showed little to no variation in how measures of thinking style related to types of supernatural beliefs. In Study 2, we replicated Study 1 with participants from the United States, Canada, and Brazil (N=802), and found similar results, though Brazilian participants showed a reduced emphasis on analytical thinking. We conclude that our new design, task, and scale may be particularly useful for dual-processing research on supernatural belief.

THE CORRELATION BETWEEN LANGUAGE LEARNING STRATEGIES AND STUDENTS THINKING STYLE OF ELEVENTH GRADE OF SMA NEGERI 4 BAUBAU

Tujuan utama penelitian ini adalah menyelidiki hubungan strategi belajar siswa dengan gaya berpikir siswa kelas dua SMA Negeri 4 Baubau Instrumen penelitian menggunakan angket—angket strategi belajar siswa diadopsi dari angket yang dikembangkan oleh Rebecca Oxford (1999) and angket gaya berpikir siswa diadopsi dari Sternberg & Wagner (1992). Data penelitian dianalisis secara statistic. Statistic deskriptif untuk mendesripsikan hasil penelitian dan statistic inferensial dengan Pearson Product Moment untuk menguji hipotesis penelitian. Hasil penelitian menunjukkan bahwa ada hubungan yang signifikan antara strategi belajar siswa dan gaya berpikir siswa yang dibuktikan oleh nilai sig =0,014<0,05 dengan nilai koefisien korelasi r=0,387.

Individual differences in thinking style and dealing with contradiction: The mediating role of mixed emotions

The present research examined how individuals’ thinking style (holistic vs. analytic) is associated with the way they deal with contradictory information and whether experiencing mixed emotions can mediate this relationship. Participants first completed the thinking style measure and then were exposed to two contradictory pieces of information (Studies 1 and 2). In study 2, we also measured the experience of mixed emotions to test the mediating role of this variable. Across two studies, we found that individuals with a holistic thinking style were more able to reconcile contradictory information compared to individuals with an analytic thinking style. Study 2 showed that the relationship between thinking style and dealing with contradiction was mediated by the experience of mixed emotions. This research extends previous findings on confrontation of contradiction and mixed emotions by using an individual-differences rather than a cultural-differences approach, and establishes mixed emotions as a plausible mediating variable.

Predicting Beliefs in Psychological Misconceptions with Psychology Knowledge and the Critical Reflection Test: A Replication and Extension

Background Psychological misconceptions permeate our culture, with many people endorsing these erroneous beliefs. Objective The purpose of this study was to replicate and extend previous findings that reported psychology knowledge and cognitive thinking style predict undergraduates’ beliefs in psychological misconceptions. Method Two hundred and ninety-six undergraduates participated in an online survey in which they completed a psychological misconceptions questionnaire and the Critical Reflection Test (CRT). Participants’ academic information (i.e., number of psychology and non-psychology courses taken and overall psychology GPA) was retrieved via institutional data. Results Number of psychology courses, psychology GPA, and CRT score were all positive correlates of rejecting psychological misconceptions. Conclusion Students who took more and attained higher grades in psychology courses and engaged in more reflective and analytical thinking are less likely to affirm psychological misconceptions. Teaching Implications Psychology courses, particularly those that include activities and assessments to bolster reflective and analytical thinking skills, could be effective means to reduce students’ beliefs in psychological misconceptions.