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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Published: 2021
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institution Universiti Pendidikan Sultan Idris
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topic Q Science
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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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