The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia

The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia

<p>The purpose of the study was to identify the influence of inventive thinking and</p><p>mentoring toward students achievement in science project competition. TRIZ and the</p><p>21st Century Learning Skills models were used as th...

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Main Author: Monika Raharti
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Language:eng
Published: 2021
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Q Science
Online Access:https://ir.upsi.edu.my/detailsg.php?det=9807
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institution Universiti Pendidikan Sultan Idris
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language eng
topic Q Science
spellingShingle Q Science
Monika Raharti
The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
description <p>The purpose of the study was to identify the influence of inventive thinking and</p><p>mentoring toward students achievement in science project competition. TRIZ and the</p><p>21st Century Learning Skills models were used as the underpinning theories in this</p><p>study. A survey method was used in this study. The instruments consisted of two sets</p><p>of questionnaires, open-ended items, and an interview protocol. The qualitative data</p><p>collected from the interview were used for triangulation purpose. The samples of this</p><p>study were 250 students and 81 mentors were selected using stratified random sampling</p><p>from ten different sites in Indonesia. The results of the questionnaire showed that both</p><p>the students and the mentors believed that curiosity (M = 4.38; SD = 0.41) and</p><p>adaptability (M = 4.31; SD = 0.42) were the major elements, and enterprising was the</p><p>minor element of inventive thinking. The students rated supervision (M = 4.49; SD =</p><p>0.41) and coaching (M = 4.46; SD = 0.40) as high priority, and research skills (M =</p><p>4.38; SD = 0.50) as the lowest priority. Mentors, on the other hands, rated relationship</p><p>(M = 4.52; SD = 0.44) as high mentoring skill, and role model (M = 4.28; SD = 0.42)</p><p>as low concern in mentoring. The regression analysis suggested curiosity ( = 0.403),</p><p>risk-taking ( = 0.402), communication ( = 0.551), and coaching ( = 0.601) as</p><p>dominant factors that affect students success in the science project competition.</p><p>Qualitative data from interview analyzed through thematic analysis found several</p><p>themes pertinent to the success of students in science competition such as curiosity in</p><p>observing the real problems, presentation and communication skills. In the open-ended</p><p>items, the major barriers for the students to win science project competition were lack</p><p>of creativity (good ideas), and lack of infrastructure (good science lab). The students</p><p>also rated good mentors were those teachers who were accessible, friendly, supportive</p><p>and could provide effective advice and coaching. In conclusion, the empirical data</p><p>supported the study assertions that the students science achievement was influenced</p><p>by their inventive thinking and effective mentoring. The main implication of the study</p><p>is that a new framework of inventive thinking and mentoring developed from this study</p><p>could be used by institutions that train students to compete in science fairs.</p>
format thesis
qualification_name
qualification_level Doctorate
author Monika Raharti
author_facet Monika Raharti
author_sort Monika Raharti
title The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
title_short The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
title_full The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
title_fullStr The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
title_full_unstemmed The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
title_sort influence of inventive thinking and mentoring toward the achievement in science project competition in indonesia
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Teknikal dan Vokasional
publishDate 2021
url https://ir.upsi.edu.my/detailsg.php?det=9807
_version_ 1794025752144904192
spelling oai:ir.upsi.edu.my:98072024-01-23 The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia 2021 Monika Raharti Q Science <p>The purpose of the study was to identify the influence of inventive thinking and</p><p>mentoring toward students achievement in science project competition. TRIZ and the</p><p>21st Century Learning Skills models were used as the underpinning theories in this</p><p>study. A survey method was used in this study. The instruments consisted of two sets</p><p>of questionnaires, open-ended items, and an interview protocol. The qualitative data</p><p>collected from the interview were used for triangulation purpose. The samples of this</p><p>study were 250 students and 81 mentors were selected using stratified random sampling</p><p>from ten different sites in Indonesia. The results of the questionnaire showed that both</p><p>the students and the mentors believed that curiosity (M = 4.38; SD = 0.41) and</p><p>adaptability (M = 4.31; SD = 0.42) were the major elements, and enterprising was the</p><p>minor element of inventive thinking. The students rated supervision (M = 4.49; SD =</p><p>0.41) and coaching (M = 4.46; SD = 0.40) as high priority, and research skills (M =</p><p>4.38; SD = 0.50) as the lowest priority. Mentors, on the other hands, rated relationship</p><p>(M = 4.52; SD = 0.44) as high mentoring skill, and role model (M = 4.28; SD = 0.42)</p><p>as low concern in mentoring. The regression analysis suggested curiosity ( = 0.403),</p><p>risk-taking ( = 0.402), communication ( = 0.551), and coaching ( = 0.601) as</p><p>dominant factors that affect students success in the science project competition.</p><p>Qualitative data from interview analyzed through thematic analysis found several</p><p>themes pertinent to the success of students in science competition such as curiosity in</p><p>observing the real problems, presentation and communication skills. In the open-ended</p><p>items, the major barriers for the students to win science project competition were lack</p><p>of creativity (good ideas), and lack of infrastructure (good science lab). The students</p><p>also rated good mentors were those teachers who were accessible, friendly, supportive</p><p>and could provide effective advice and coaching. In conclusion, the empirical data</p><p>supported the study assertions that the students science achievement was influenced</p><p>by their inventive thinking and effective mentoring. The main implication of the study</p><p>is that a new framework of inventive thinking and mentoring developed from this study</p><p>could be used by institutions that train students to compete in science fairs.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=9807 https://ir.upsi.edu.my/detailsg.php?det=9807 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Teknikal dan Vokasional <p>Abdullah, M., & Osman, K. (2010). Inventive thinking skills in science: A comparative study between students in Malaysia and Brunei. International Journal of Learning, 17(9). 227-236.</p><p>Abernathy, T., & Vineyard, R. (2001). Academic competitions in science: What are the rewards for students? The Clearing House, 74(5), 269 - 276.</p><p>Ackerson, V. L., & McDuffie, A. R. (2006). 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