Theoretical Validity of Problem Focused-Coping Skill Guideline to Develop Students’ Critical Thinking Skills

Nur Hidayah, Anis Tri Yuliana, Husni Hanafi

Abstract


Abstract: Critical thinking skills are central for students to become human resources with character. The process of developing thinking skills is currently done contextually within the implementation of learning materials, while critical thinking skills are also needed in everyday life situations. Developmental counselling services through the Problem Focused-Coping Skill (PFCS) strategy are an alternative to foster critical thinking skills through contextual situations in students’ daily lives. Anchored by a research and development model through preliminary studies, product development, and expert validation, the present study unraveled the theoretical validity of PFCS strategy to enhance students’ critical thinking skills. Participants involved were evaluators of product feasibility, namely counselling experts, learning media experts, and prospective users. Analysis of the assessment employed descriptive statistics and Aiken acceptance analysis. The results showed that: (1) there was a need for product development based on literature review and empirical data, (2) the PFCS strategy has been successfully developed in the form of format and content in the developmental service function to build high school students’ critical thinking skills, (3) the assessment of the counselling experts, learning media experts, and users show the validity index in the appropriate and acceptable categories. The theoretical feasibility of the product refers to the conditions, objectives, and processes in the PFCS strategy which accommodates thinking processes in problem solving and information management through students’ critical thinking skills.

Abstrak: Keterampilan berpikir kritis menjadi salah satu keterampilan berpikir yang diperlukan siswa untuk menjadi sumber daya manusia yang berkarakter. Proses penumbuhan keterampilan berpikir saat ini banyak dilakukan secara kontekstual dalam implementasi materi pembelajaran, sedangkan keterampilan berpikir kritis turut dibutuhkan dalam situasi kehidupan sehari-hari. Layanan konseling developmental melalui strategi PFCS menjadi alternatif untuk menumbuhkan keterampilan berpikir kritis melalui situasi kontekstual dalam kehidupan siswa sehari-hari. Metode yang digunakan dalam penelitian ini berdasarkan pada model penelitian dan pengembangan melalui tahap studi pendahuluan, pengembangan produk dan validasi ahli. Subyek penelitian merupakan penilai kelayakan produk, yakni ahli konseling, ahli media pembelajaran, dan calon pengguna. Analisis data hasil penilaian menggunakan statistik deskriptif dan analisa keberterimaan Aiken. Hasil penelitian menunjukkan: (1) adanya kebutuhan pengembangan produk berdasarkan kajian literatur dan data lapangan; (2) strategi PFCS telah berhasil dikembangkan dalam bentuk format dan isi pada fungsi layanan developmental untuk menumbuhkan keterampilan berpikir kritis siswa sekolah menengah atas; (3) hasil penilaian dari para ahli konseling, ahli media pembelajaran, dan pengguna menunjukkan indeks validitas pada kategori layak dan berterima. Kelayakan teoritis produk ini merujuk pada kondisi, tujuan, dan proses pada strategi PFCS yang mewadahi proses-proses berpikir dalam pemecahan masalah dan pengelolaan informasi melalui keterampilan berpikir kritis siswa.


Keywords


problem focused coping skill; critical thinking skill; developmental counselling; berpikir kritis; konseling developmental

Full Text:

PDF

References


Abdollahi, A., & Carlbring, P. (2017). Coping style as a moderator of perfectionism and suicidal ideation among undergraduate students. Journal of Rational - Emotive and Cognitive - Behavior Therapy, 35(3), 223–239.

Akker, J., Gravemeijer, K., Mckenney, S. M., & Nieven, N. (2006). Educational design research. New York: Routledge.

Aldwin, C. M. (2007). Stress, coping, and development: an Integrative perspective. New York: Guilford.

Alexander, P. A. (2014). Thinking critically and analytically about critical-analytic thinking: an Introduction. Educational Psychology Review, 26(4), 469–476.

Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive coping. Psychological Bulletin, 121(3), 417–436.

Beck, J. (2011). Cognitive behavior therapy: Basics and beyond.

Braun, N. M. (2004). Critical thinking in the business curriculum. Journal of Education for Business, 79(4), 232–236.

de Almeida Santos, Z., & Benevides Soares, A. (2018). Social skills, coping, resilience and problem-solving in psychology university students. Liberabit: Revista Peruana de Psicología, 24(2), 265–276.

Dubey, R., & Griffiths, T. L. (2017). A rational analysis of curiosity. 39th Annual Conference of the Cognitive Science Society (CogSci).

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184.

Gadzella, B. M., Hogan, L., Masten, W., Stacks, J., Stephens, R., & Zascavage, V. (2006). Reliability and validity of the Watson-Glasere critical thinking appraisal-forms for different academic groups. Journal of Instructional Psychology, 33(2), 141–143.

Gadzella, B. M., Stacks, J., Stephens, R. C., & Masten, W. G. (2005). Watson-Glaser critical thinking appraisal, Form-S for education majors. Journal of Instructional Psychology, 32(1), 9–12.

Hassan, K. El, & Madhum, G. (2007). Validating the Watson Glaser critical thinking appraisal. Higher Education, 54(3), 361–383.

Hidayah, N. (2015). Cognitive-behavioral cyber counselling to improve junior high school student’s self-regulated learning. International Journal Academic Research, 7(4), 241–243.

Hoffmann, M. H. G. (2016). Reflective argumentation: A cognitive function of arguing. Argumentation, 30(4), 365–397.

Hsee, C. K., & Ruan, B. (2016). The pandora effect: The power and peril of curiosity. Psychological Science, 27(5), 659–666.

Jansson-Fröjmark, M., Danielsson, K., Markström, A., & Broman, J. E. (2016). Developing a cognitive behavioral therapy manual for delayed sleep–wake phase disorder. Cognitive Behaviour Therapy, 45(6), 518–532.

Klaczynski, P. A. (2001). Framing effects on adolescent task representations, analytic and heuristic processing, and decision making: Implications for the normative/descriptive gap. Journal of Applied Developmental Psychology, 22(3), 289–309.

Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251–267.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer Publishing Company.

Liu, O. L., Shaw, A., Gu, L., Li, G., Hu, S., Yu, N., … Loyalka, P. (2018). Assessing college critical thinking: preliminary results from the Chinese HEIghten® Critical Thinking assessment. Higher Education Research and Development, 37(5), 999–1014.

Loh, K. Y., Elsayed, I., Nurjahan, M. I., & Roland, G. S. (2018). Item difficulty and discrimination index in single best answer MCQ: End of semester examinations at Taylor’s Clinical School. In Redesigning Learning for Greater Social Impact (pp. 167–171).

Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137–156.

Malkinson, R. (2010). Cognitive-behavioral grief therapy: The ABC model of rational-emotion behavior therapy. Psihologijske Teme, 19(2), 289–305.

McVey, M. (2012). Classrooms of wonder and wisdom: Reading, writing, and critical thinking for the 21st century. International Review of Education, 58(1), 145–146.

Meichenbaum, D. (1977). Cognitive-behavior modification: An integrative approach.

Mirzaee, S., & Maftoon, P. (2016). An examination of Vygotsky’s socio-cultural theory in second language acquisition: the role of higher order thinking enhancing techniques and the EFL learners’ use of private speech in the construction of reasoning. Asian-Pacific Journal of Second and Foreign Language Education, 1(1). 18

Morris, L. V. (2017). Moving beyond critical thinking to critical dialogue. Innovative Higher Education, 42(5–6), 377–378.

Murphy, P. K., Rowe, M. L., Ramani, G., & Silverman, R. (2014). Promoting critical-analytic thinking in children and adolescents at home and in school. Educational Psychology Review, 26(4), 561–578.

Pitts, C., Anderson, R., & Haney, M. (2018). Measures of instruction for creative engagement: Making metacognition, modeling and creative thinking visible. Learning Environments Research, 21(1), 43–59.

Qomar, M. (2012). Kesadaran pendidikan sebuah penentu keberhasilan pendidikan. Jakarta: Arrus Media.

Ramli, M. (2005). Terapi perilaku kognitif. In Pendidikan dan konseling di era global. Bandung: BK UPI.

Sanders, R. A. (2013). Adolescent psychosocial, social, and cognitive development. Pediatrics in Review, 34(8), 354–359.

Sarigoz, O. (2012). Assessment of the high school students’ critical thinking skills. Procedia - Social and Behavioral Sciences, 46, 5315–5319.

Sharmila, S. (2016). Emotion and problem focused coping strategies: A comparative study of male and female engineering students in Chennai City. International Journal of Advance Research in Computer Science and Management Studies, 4(8), 222–224.

Song, X. (2016). ‘Critical thinking’ and pedagogical implications for higher education. East Asia, 33(1), 25–40.

Vidergor, H. E., & Krupnik-Gottlieb, M. (2015). High order thinking, problem based and project based learning in blended learning environments. In Applied Practice for Educators of Gifted and Able Learners (pp. 217–232).

Weissberg, R. (2013). Critically thinking about critical thinking. Academic Questions, 26(3), 317–328.

Widana, I. W. (2017). High order thinking skills assessment (HOTS). Journal of Indonesian Student Assessment and Evaluation, 3(1), 32–44.

Wijanarti, W., Degeng, I. N. S., & Untari, S. (2019). Problematika pengintegrasian penguatan pendidikan karakter pada pembelajaran tematik. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(13), 393–398.

Xu, J., & Huang, Y. T. (2018). The mediating effect of listening metacognitive awareness between listening test anxiety and listening test performance. Asia-Pacific Education Researcher, 27(4), 313–324.

Zulmaulida, R., Wahyudin, & Dahlan, J. A. (2018). Watson-Glaser’s critical thinking skills. Journal of Physics: Conference Series, 1028(1), 1–6.




DOI: http://dx.doi.org/10.17977/um001v5i42020p183

Refbacks

  • There are currently no refbacks.




Copyright (c) 2020 Nur Hidayah, Anis Tri Yuliana, Husni Hanafi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Jurnal Kajian Bimbingan dan Konseling
ISSN 2503-3417 (online), ISSN 2548-4311 (print)
Email: jkbk.fip@um.ac.id

Find Jurnal Kajian Bimbingan dan Konseling on:

google.pngipiii.pnggoogle.pngpkpp.png

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

  View Visitor Stats