Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

Abstract

This study, which is rooted in design thinking, explores how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs). Based on the quasi-experimental pre-post research design with stratified sampling, the researchers completed an empirical validation administered to 739 research participants with a valid return of 75%. Perceived self-efficacy increases critical thinking skills. Therefore, the research indicates that enactive mastery of domain knowledge is directly influenced by vicarious modeling and sense of arousal. In addition, it is indirectly influenced by verbal persuasion. The three determinants tend to be equally performed. However, vicarious modeling is of high importance compared to verbal persuasion and sense of arousal. Related to the training practices and effectiveness assessment, the research finding is aligned to the issues of training transfer and talent development in bridging academic candidates to industry professionals.

North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

“…However, not all learners can successfully participate in online courses. Several studies have mentioned self-efficacy and its contribution to academic success, especially in satisfaction with online learning (Doo & Bonk, 2020;Jiwa, Tanduklangi, & Sailan, 2017;Kreth, Spirou, Budenstein, & Melkers, 2019;Lin, Hu, & Chiu, 2020). In addition, students' engagement is also regarded as a factor that influences students' satisfaction in online learning (Gray & DiLoreto, 2016;O'Flaherty & Phillips, 2015;Wolverton, Guidry Hollier, & Lanier, 2020).…”

“…Through such practice, students would get active mastery experience, which is the essential source of self-efficacy (Lin et al, 2020). Also, the classroom should be a learning atmosphere for students.…”

Analysis of problem based learning in the scaffolding design: Students’ creative-thinking skills

“…One of the studies conducted by Haruehansawasin and Kiattikomol (2018), concluded that students with low levels of PBL learning achievement could benefit from more explicit guidance and encouragement to take a more participatory role in learning. The latest research conducted by Lin et al (2020) which examined the development of scaffolding and teaching simulation tools resulted in the finding that students in the mind scaffolding group showed better learning effectiveness, which was significantly higher than students in the mind scaffolding group. Zhou (2012) stated that this method can stimulate learning motivation and help students form their social identity as creative collaborators.…”

Students' Critical Thinking Skills in Solving Mathematical Problems; A Systematic Procedure of Grounded Theory Study

“…CT is relevant in any educational setting because it allows individuals should go beyond merely storing more complicated awareness of the information provided to them (Dwyer et al, 2012;Halpern, 2014;Widyatiningtyas et al, 2015). Furthermore, they are also necessary for Social and interpersonal environments where there is a constant need for strong decision-making and problem-solving skills (As'ari et al, 2019;Hage, 2020;Lin et al, 2019). This shows that CT skills are extremely relevant in tackling the 21st-century challenges.…”