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Type :thesis
Subject :Q Science
Main Author :Monika Raharti
Title :The influence of inventive thinking and mentoring toward the achievement in science project competition in Indonesia
Place of Production :Tanjong Malim
Publisher :Fakulti Teknikal dan Vokasional
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
The purpose of the study was to identify the influence of inventive thinking and mentoring toward students’ achievement in science project competition. TRIZ and the 21st Century Learning Skills models were used as the underpinning theories in this study. A survey method was used in this study. The instruments consisted of two sets of questionnaires, open-ended items, and an interview protocol. The qualitative data collected from the interview were used for triangulation purpose. The samples of this study were 250 students and 81 mentors were selected using stratified random sampling from ten different sites in Indonesia. The results of the questionnaire showed that both the students and the mentors believed that curiosity (M = 4.38; SD = 0.41) and adaptability (M = 4.31; SD = 0.42) were the major elements, and enterprising was the minor element of inventive thinking. The students rated supervision (M = 4.49; SD = 0.41) and coaching (M = 4.46; SD = 0.40) as high priority, and research skills (M = 4.38; SD = 0.50) as the lowest priority. Mentors, on the other hands, rated relationship (M = 4.52; SD = 0.44) as high mentoring skill, and role model (M = 4.28; SD = 0.42) as low concern in mentoring. The regression analysis suggested curiosity ( = 0.403), risk-taking ( = 0.402), communication ( = 0.551), and coaching ( = 0.601) as dominant factors that affect students’ success in the science project competition. Qualitative data from interview analyzed through thematic analysis found several themes pertinent to the success of students in science competition such as curiosity in observing the real problems, presentation and communication skills. In the open-ended items, the major barriers for the students to win science project competition were lack of creativity (good ideas), and lack of infrastructure (good science lab). The students also rated good mentors were those teachers who were accessible, friendly, supportive and could provide effective advice and coaching. In conclusion, the empirical data supported the study assertions that the students’ science achievement was influenced by their inventive thinking and effective mentoring. The main implication of the study is that a new framework of inventive thinking and mentoring developed from this study could be used by institutions that train students to compete in science fairs.

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