Keywords
Critical thinking skills, online learning, soft skills
Document Type
Article
Abstract
The ability to think critically has become a demand in the 21st century. This paper describes how culinary arts students' soft skills ownership profile after participating in online learning through the communication media application used. This study is survey research, processed by quantitative description. The research subjects were the culinary arts study program students with diploma 4 and bachelor's degrees, Department of Food and Clothing Engineering, Faculty of Engineering, Universitas Negeri Yogyakarta. The population of this study is all students who are part of ongoing online learning. Samples were taken at simple random. The data collection technique used a questionnaire via google form; the goal was affordability from the aspect of place and time. The study focuses on mastering soft skills in learning and innovation skills, especially critical thinking and problem-solving. The survey results show that Catering lecturers widely use online media, such as the Google Meet application, Google Classroom, and Be-Smart. More than half of the soft skills profiles displayed by culinary arts students show critical thinking behaviors (61%). The behavior of critical thinking soft skills that is quite prominent is the ability to think rationally, consider well to solve problems and be able to make creative solutions to tasks found during learning. Online learning implies that it is necessary to increase human resources, especially lecturers, in optimizing online media applications. Students need support in the form of triggers and the preparation of learning tools that can awaken critical thinking skills.
Page Range
27-35
Issue
1
Volume
13
Digital Object Identifier (DOI)
10.21831/jpv.v13i1.50955
Source
https://journal.uny.ac.id/index.php/jpv/article/view/50955
Recommended Citation
Komariah, K., Hamidah, S., Sugiyono, S., & Marifa, K. (2023). Soft skills profile of critical thinking ability for culinary arts students in online learning. Jurnal Pendidikan Vokasi, 13(1), 27-35. https://doi.org/10.21831/jpv.v13i1.50955
References
Abubakari, M. S., Nurkhamid, N., & Hungilo, G. (2021). Evaluating an e-Learning platform at graduate school based on user experience evaluation technique. Journal of Physics: Conference Series, 1737(1), 012019. https://doi.org/10.1088/1742-6596/1737/1/012019
Alim, N., Linda, W., Gunawan, F., & Saad, M. S. M. (2019). The effectiveness of Google Classroom as an instructional media: A case of state Islamic institute of Kendari, Indonesia. Humanities & Social Sciences Reviews, 7(2), 240-246. https://doi.org/10.18510/hssr.2019.7227
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42. https://www.itdl.org/Journal/Jan_15/Jan15.pdf#page=33
Asiba, W. P. (2021). Pentingnya teknologi bagi guru pada masa pandemi Covid 19. OSF Preprints, 1(1), 1-9. https://osf.io/345zu/download
Aziz, Z., & McKenzie, S. (2020). An online education toolbox. In Tertiary Online Teaching and Learning (pp. 61-69). Springer Singapore. https://doi.org/10.1007/978-981-15-8928-7_6
Baran, M. L., & Jones, J. E. (2020). Online teaching and learning in higher education settings. In Research Anthology on Remote Teaching and Learning and the Future of Online Education (pp. 137-158). https://doi.org/10.4018/978-1-5225-9814-5.ch008
Bojović, Ž., Bojović, P. D., Vujošević, D., & Šuh, J. (2020). Education in times of crisis: Rapid transition to distance learning. Computer Applications in Engineering Education, 28(6), 1467-1489. https://doi.org/10.1002/cae.22318
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. https://doi.org/10.1016/j.compedu.2021.104158
Carlgren, T. (2013). Communication, critical thinking, problem solving: A suggested course for all high school students in the 21st Century. Interchange, 44(1-2), 63-81. https://doi.org/10.1007/s10780-013-9197-8
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48. https://doi.org/10.14254/2071-8330.2018/11-2/3
Comerchero, M. (2006). What is e-learning: Introduction. In E-learning Concepts and Techniques. Institute for Interactive Technologies , Bloomsburg University of Pennsylvania. https://engineering.futureuniversity.com/BOOKS FOR IT/E learning (2).pdf
Da Silva, K. K. A., & Behar, P. A. (2020). Digital competences for online students. In Online Teaching and Learning in Higher Education (pp. 3-22). Springer, Cham. https://doi.org/10.1007/978-3-030-48190-2_1
Dadakhon, T., & Sabohat, A. (2022). Developing creative thinking through primary school students solving problem. European Multidisciplinary Journal of Modern Science, 6, 71-76. http://hozir.org/pars_docs/refs/651/650147/650147.pdf
Darmansyah, D. (2020). Kompetensi pendidik dalam pembelajaran daring di era Covid 19 dan new normal (pp. 1-20). Pascasarjana UNP. http://repository.unp.ac.id/37256/1/Darmansyah_Kompetensi_Pendidik_dalam_Pembelajaran_Daring_di_Era_Covid_19_dan_New_Normal.pdf
Fatmawati, H., Mardiyana, M., & Triyanto, T. (2014). Analisis berpikir kritis siswa dalam pemecahan masalah matematika berdasarkan Polya pada pokok bahasan persamaam kuadrat (Penelitian pada siswa kelas X SMK Muhammadiyah 1 Sragen tahun pelajaran 2013/2014). Jurnal Pembelajaran Matematika, 2(9), 911-922. https://jurnal.fkip.uns.ac.id/index.php/s2math/article/view/4830
Hamidah, S. (2017). Pembelajaran soft skills berbasis PBL bidang patiseri. UNY Press.
Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). Critical thinking: Skill development framework. Australian Council for Educational Research. https://research.acer.edu.au/ar_misc/41/
Hurrell, S. A. (2016). Rethinking the soft skills deficit blame game: Employers, skills withdrawal and the reporting of soft skills gaps. Human Relations, 69(3), 605-628. https://doi.org/10.1177/0018726715591636
Kinsella, C., & Waite, B. (2021). Identifying and developing desirable soft skills for public service. Teaching Public Administration, 39(3), 337-350. https://doi.org/10.1177/0144739420931552
LPMT Fenomena. (2013). Mengulik Be-Smart media pembelajaran elektronik UNY. Wartafeno. http://wartafeno.com/2013/12/04/mengulik-be-smart-media-pembelajaran-elektronik-uny/
Manara, M. U. (2014). Hard skills dan soft skills pada bagian sumber daya manusia di organisasi industri. Jurnal Psikologi Tabularasa, 9(1), 37-47. https://doi.org/10.26905/jpt.v9i1.231
Ministry of Education and Culture Directorate General of Vocational Education. (2020). Rencana starategis Direktorat Jendral pendidikan vokasi tahun 2020-2024. Kementerian Pendidikan dan kebudayaan Direktorat jendral Pendidikan Vokasi. https://mitrasdudi.id/files/1)_RENSTRA_DITJEN_PENDIDIKAN_VOKASI_TAHUN_2020-2024.pdf
Murawski, L. M. (2012). Critical thinking in the classroom"¦ and beyond. Journal of Learning in Higher Education, 10(1), 25-30. https://files.eric.ed.gov/fulltext/EJ1143316.pdf
Mursidik, E. M., Samsiyah, N., & Rudyanto, H. E. (2015). Kemampuan berpikir kreatif dalam memecahkan masalah matetatika open-ended ditinjau dari tingkat kemampuan matematika siswa sekolah dasar. Pedagogia : Jurnal Pendidikan, 4(1), 23-33. https://doi.org/10.21070/pedagogia.v4i1.69
Prihatiningsih, S. (2018). A review of soft-skill needs in in terms of industry. IOP Conference Series: Materials Science and Engineering, 306(1), 012117. https://doi.org/10.1088/1757-899X/306/1/012117
Rossman, G. B., & Rallis, S. F. (2012). Learning in the field: An introduction to qualitative research (3rd ed.). SAGE Publication.
Sabran, S., & Sabara, E. (2018). Keefektifan Google Classroom sebagai media pembelajaran. Prosiding Seminar Nasional Lembaga Penelitian Universitas Negeri Makassar "Diseminasi Hasil Penelitian Melalui Optimalisasi Sinta Dan Hak Kekayaan Intelektual," 122-125. https://ojs.unm.ac.id/semnaslemlit/article/view/8256
Seli, S., Syafitri, D., & Oktaviani, A. (2021). A study on students' disruptive behaviors in English online classroom and Its solution by the lecturers. Linguistic, English Education and Art (LEEA) Journal, 5(1), 83-99. https://doi.org/10.31539/leea.v5i1.3035
Sharma, G., & Sharma, P. (2010). Importance of soft skills development in 21st century curriculum. International Journal of Education & Allied Sciences, 2(2), 39-44. https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=09758380&asa=Y&AN=67146342&h=2UiL6HI7hSvkoClsDsoSykjmAHYiE9BR1czpB4%2BMZFo5fVieYdIKcSUtB6VNgkS3z%2FlbbXiI%2B3rybhiH0VK3SQ%3D%3D&crl=c
Thalib, M., Corebima, A. D., & Ghofur, A. (2017). Comparison on critical thinking skill and cognitive learning outcome among students of X grade with high and low academic ability through reading Questioning Answering (RQA) strategy. Jurnal Pendidikan Sains, 5(1), 26-31. https://doi.org/10.17977/jps.v5i1.9018
Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach? Arts Education Policy Review, 109(4), 21-32. https://doi.org/10.3200/AEPR.109.4.21-32
Yokoyama, M., & Miwa, K. (2020). Relationship between goal orientation, conception of learning, and learning behavior. In Online Teaching and Learning in Higher Education (pp. 23-39). Springer, Cham. https://doi.org/10.1007/978-3-030-48190-2_2
Zakiah, L., & Lestari, I. (2019). Berpikir kritis dalam konteks pembelajaran (E. Erminawati (ed.); 1st ed.). Erzatama Karya Abadi. https://www.researchgate.net/publication/335320458_Berpikir_Kritis_dalam_Konteks_Pembelajaran