Culinary art subjects, mindfulness learning, vocational high school

Document Type



This study aims to describe the aspects of mindfulness in the teaching of culinary art in vocational high schools. The aspects of mindfulness in the field of teaching consist of novelty, variety, joyfulness, meaningfulness, and alertness in learning. The benefits of mindfulness are related to the competencies in creativity, communication, collaboration, and critical thinking. These competencies are often referred to as the "Four C's" and are considered important competencies in the 21st century. The research variables based on theoretical studies in the fields of education and psychology consist of novelty, variety, joyfulness, meaningfulness, and alertness in learning. The population in this study is productive teachers of the department of culinary art at five vocational high schools in the Special Region of Yogyakarta. The specified sample is 30 teachers. The data were collected using a questionnaire. The validity was measured through product-moment testing, and the reliability was measured using the Cronbach alpha model with the SPSS 16.00 program. The data analysis was done using descriptive analysis. The data were analyzed by calculating the ideal score, mean, and standard deviation and by categorizing the data. The results show that the mindfulness aspect of culinary teaching consists of 1.) Novelty, which is in the good category, with a percentage of 53.33%; 2.) Variation, which is in the good category, with a percentage of 66.67%; 3.) Excitement, which is in the very good category, with a percentage of 60%; 4.) Meaningfulness, which is in the very good category, with a percentage of 76.67%; and 5.) Alertness, which is in the very good category, with a percentage of 70%.

Page Range






Digital Object Identifier (DOI)





Alma, B. (1993). Pengantar bisnis. Alfabeta.

Arikunto, S. (2013). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.

Creswell, J. D. (2017). Mindfulness interventions. Annual Review of Psychology, 68(1), 491-516. https://doi.org/10.1146/annurev-psych-042716-051139

Davenport, C., & Pagnini, F. (2016). Mindful learning: a case study of Langerian mindfulness in schools. Frontiers in Psychology, 7, 1372. https://doi.org/10.3389/fpsyg.2016.01372

Deringer, S. A. (2016). Mindful place-based education: Incorporating mindfulness as a tool for place-based educators. Washington State University.

Dyer, J., Gragersen, H., & Christensen, C. M. (2011). The innovator's DNA: Mastering the five skills of disruptive innovators. Harvard Business Review Press.

Evani, F. S. (2019, February 22). Lulusan SMK penyumbang besar pengangguran di DIY. Beritasatu.Com. https://www.beritasatu.com/nasional/539488/lulusan-smk-penyumbang-besar-pengangguran-di-diy

Fauzia, R., & Listiyandini, R. A. (2018). Peran trait mindfulness (rasa kesadaran) terhadap penerimaan diri pada remaja dengan orangtua bercerai. Seminar Nasional Dan Temu Ilmiah Positive Psikologi 2018, 152-163. https://www.researchgate.net/profile/Ratih-Arruum-Listiyandini/publication/329041137_Peran_Trait_Mindfulness_Rasa_Kesadaran_Terhadap_Penerimaan_Diri_Pada_Remaja_Dengan_Orangtua_Bercerai/links/5bf2c584a6fdcc3a8de220a9/Peran-Trait-Mindfulness-Rasa-Kesadaran

Kabar-Zinn, J. (2001). Mindfulness meditation in everyday life. Piatkus Books. http://realestateconsultingservice.com/wp-content/uploads/2018/03/97291641-Mindfulness-Meditation-for-Everyday-Life-Kabat-Zinn-Jon.pdf

Kabat-Zinn, J. (2013). Full catastrophe living, revised edition: How to cope with stress, pain and illness using mindfulness meditation. Piatkus Books.

Khng, K. H. (2018). Mindfulness in education: The case of Singapore. Learning: Research and Practice, 4(1), 52-65. https://doi.org/10.1080/23735082.2018.1428120

Kudesia, R. S. (2015). Mindfulness and creativity in the workplace. In J. Reb & P. W. B. Atkins (Eds.), Mindfulness in Organizations: Foundations, Research, and Applications (pp. 190-212). Cambridge University Press. https://doi.org/10.1017/CBO9781107587793.010

Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9(6), 220-223. https://doi.org/10.1111/1467-8721.00099

Langer, E. J. (2016). The power of mindful learning. Da Capo Press.

Lebuda, I., Zabelina, D. L., & Karwowski, M. (2016). Mind full of ideas: A meta-analysis of the mindfulness-creativity link. Personality and Individual Differences, 93, 22-26. https://doi.org/10.1016/j.paid.2015.09.040

Maharani, E. A. (2016). Pengaruh pelatihan berbasis mindfulness terhadap tingkat stres pada guru PAUD. Jurnal Penelitian Ilmu Pendidikan, 9(2), 100-110. https://doi.org/10.21831/jpipfip.v9i2.12919

Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness-based intervenions for improving cogniion, academic achievement, behavior, and socioemoional funcioning of primary and secondary school students. Campbell Systematic Reviews, 13(1), 1-144. https://doi.org/10.4073/csr.2017.5

Rechtschaffen, D. (2014). The way of mindful education: Cultivating well-being in teachers and students. W. W. Norton & Company.

Schwab, K. (2015). The fourth industrial revolution: What it means and how to respond. Foreignaffairs.Com. https://www.foreignaffairs.com/articles/2015-12-12/fourth-industrial-revolution

Sugiyono, S. (2013). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R & D (17th ed.). Alfabeta.

Sutarto, S. (2017). Teori kognitif dan implikasinya dalam pembelajaran. Islamic Counseling : Jurnal Bimbingan Dan Konseling Islam, 1(2), 1-26. https://doi.org/10.29240/jbk.v1i2.331

Taufik, W., & Mulyani, Y. sri. (2018). Analisis Dampak Penggunaan Media Sosial. 4(Mei), 1-7.

UK Commission for Employment and Skills. (2010). Employability: Incentivising improvement. UKCES. https://www.voced.edu.au/content/ngv:44592