Empowering Learners’ Reflective Thinking through Collaborative Reflective Learning

Yaacob, Aizan; Asraf, Ratnawati Mohd.; Hussain, Raja Maznah Raja; Ismail, Siti Noor

doi:10.29333/iji.2021.14143a

Cited by 24 publications

(16 citation statements)

References 8 publications

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“…In this way, they (students) understandnew concepts (Ritter & Mostert, 2017;Ülger, 2016),, analyze and synthesize ideas, and explain them in their own words. What has been learned facilitates comprehensive learning and encourages reflective development through pooling ideas and collaborative activities (Yaacob et al, 2020). Empirical evidence shows that the experience of making concept maps has aroused interest in the majority of students and student academic achievement (Baig et al, 2016;Safdar, 2012).…”

Section: Discussionmentioning

confidence: 99%

Concept maps as dynamic tools to increase students' understanding of knowledge and creative thinking

Kusumadewi

Kusmaryono

2022

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<div><p class="TableParagraph">Concept maps are closely related to students' understanding of knowledge and creative thinking skills. This study aims to determine the effectiveness of concept maps as in increasing understanding of knowledge and creative thinking skills when students are involved in learning activities. The type of research method chosen is descriptive analysis. Research data were collected through (1) questionnaires, (2) concept map assessment rubrics, and (3) interviews. The results of the questionnaire were evaluated using the percentage technique. Students' answers to open-ended questions about the advantages and disadvantages of applying concept maps are summarized and analyzed descriptively. The results showed that most respondents stated that learning with concept maps was fully effective. Analysis of answers to questionnaires and open-ended questions cloncludes that concept maps are effective as a tool to improve students' understanding of knowledge and creative thinking skills that have implications for meaningful learning, student positive attitudes, and student academic achievement.</p></div>

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Section: Discussionmentioning

confidence: 99%

Concept maps as dynamic tools to increase students' understanding of knowledge and creative thinking

Kusumadewi

Kusmaryono

2022

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“…RT is particularly beneficial to knowledge sharing because when individuals identify successful strategies for performance; they also become more able to articulate them to others (Dewey, 1933; Di Stefano et al , 2016; Espinosa and Kovarik, 2015; Minott, 2020; Nonaka, 1994). Although few studies exist, those that implemented RT for the purpose of increasing knowledge sharing found a positive relationship (Wei et al , 2012; Yaacob et al , 2021). Researchers have also applied aspects of reflective practices, such as analysis and articulation of past decisions, and found positive effects on knowledge sharing (Moon, 2004; Peet et al , 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

Reflective thinking, ambiguity tolerance, and knowledge sharing: application of the motivation-opportunity-ability framework

Endres

Chowdhury

2022

JWL

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Purpose The purpose of this study is to apply the motivation–opportunity–ability (MOA) framework to investigate the relationships between ambiguity tolerance (AT), reflective thinking (RT) and performance in a complex task to predict knowledge-sharing intent. Design/methodology/approach In this study, 190 subjects performed a complex scheduling task in which they were randomly assigned to either participate in RT or not. Findings Results show that factors of the MOA framework positively predicted knowledge-sharing intent. In addition, RT significantly increased intention to share for individuals with low performance or with low AT. Research limitations/implications More research is needed to determine relationships between complex task performance and knowledge sharing, and the role of learning strategies, particularly self-directed ones such as RT. Future studies may use a larger sample size for more complex analysis. Practical implications RT may be used to create a sustainable and low-cost method of increasing knowledge sharing in complex tasks, without which those with low AT or low performance may not have participated. Originality/value The study supports the importance of contextual influences and points to how organizations can use RT in addition to individual motivation and ability to encourage knowledge sharing.

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“…This follows the opinion of Paris, Scott G. Byrnes, James P. Paris (2001), which state that students can actively construct meaning if the lecturer constructs activities that can allow students to explore ideas. Constructivist learning has the meaning of studying in depth so that students can construct the general information that has been obtained by exploring and reviewing the information that they already have; in line with this, [20] and [21] state that teaching develops students to explore and reflect on their experiences. Reflection in the constructivist learning process can also increase the spirit of accepting risk.…”

Section: The Effect Of Sep's Integrated Creative Entrepreneurship Lea...mentioning

confidence: 99%

Creative Entrepreneurship Based Learning Model Integrated With The Student Entrepreneurship Program (SEP) To Grow Creativity And Innovative Students

Handajani¹,

Miranti²,

Pangesthi³

et al. 2022

Proceedings of the 2nd International Joint Conference on Hospitality and Tourism, IJCHT 2022, 6-7 October 2022, Singaraja, Bali

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The aims of this research are to; 1) find out the entrepreneurship-based learning model that is integrated with SEP; 2) expert validation of the research model; 3) profile of student creativity and innovation; and 4) the effect of the model development results. The method used in this research is descriptive qualitative. The sample used is culinary education students contracting entrepreneurship-based courses, with as many as 78 students taken by purposive sampling technique. The results of the study show 1) Design of creative entrepreneurship models, namely (a) identification of business potentials and opportunities through market research; (b) business feasibility studies on similar products; (c) creation of Canva's business model and business proposal; (d) product development and production quality; (e) expansion of marketing of digital-based products; (f) administration of business activities and network improvement and (g) evaluation; 2) validation results have a score of 92%; 3) student creativity score is 87.6% and student innovation is 72.5%; 4) the result of the development model has an effect on student creativity and innovation. This implies that the developed model can improve student life skills.

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Empowering Learners’ Reflective Thinking through Collaborative Reflective Learning

Cited by 24 publications

References 8 publications

Concept maps as dynamic tools to increase students' understanding of knowledge and creative thinking

Concept maps as dynamic tools to increase students' understanding of knowledge and creative thinking

Reflective thinking, ambiguity tolerance, and knowledge sharing: application of the motivation-opportunity-ability framework

Creative Entrepreneurship Based Learning Model Integrated With The Student Entrepreneurship Program (SEP) To Grow Creativity And Innovative Students

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