Transferable critical thinking skills of culinary and fashion students in educational practical activities at Vocational Schools

Kokom Komariah; Fitri Rahmawati; Kapti Asiatun; Asri Andarini Nurlita; Maize Lina Minarni; Perawati Simaremare

doi:10.21831/jk.v8i1.73121

Transferable critical thinking skills of culinary and fashion students in educational practical activities at Vocational Schools

Kokom Komariah, Faculty of Engineering, Universitas Negeri Yogyakarta, Indonesia
Fitri Rahmawati, Faculty of Engineering, Universitas Negeri Yogyakarta
Kapti Asiatun, Faculty of Engineering, Universitas Negeri Yogyakarta
Asri Andarini Nurlita, Faculty of Engineering, Universitas Negeri Yogyakarta
Maize Lina Minarni, Faculty of Engineering, Universitas Negeri Yogyakarta
Perawati Simaremare, Faculty of Engineering, Universitas Negeri Yogyakarta

10.21831/jk.v8i1.73121

Abstract

Efforts to continually develop the potential and skills of future teachers are crucial due to the increased demands placed upon them. This study aimed to examine the critical thinking abilities of students engaged in educational practice within vocational high schools, elucidating the challenges they encountered and proposing requisite strategies for surmounting them. Employing a quantitative descriptive approach, this research utilized surveys and focus group discussions (FGDs) as data collection instruments, validated through content validity measures. The study employe ,;d students from the Department of Food and Clothing Education at the Faculty of Engineering, Universitas Negeri Yogyakarta, participating in Educational Practices within the Tourism Group Vocational High School, alongside tutor teachers guiding them. Analysis revealed that students exhibited commendable levels of critical thinking, evidenced by their adeptness in identifying information within the school environment, searching for information to analyze prevailing issues, and discerning various problems. Notably, the predominant obstacle impeding critical thinking proficiency was Sociocentrism, with a notable majority (61.64%) identifying unwarranted assumptions stemming from mass media sources (41.10%), and relativism due to deficient literacy skills, leading to closed-mindedness (31.51%).

Keywords

educational practical activity, transferable critical thinking, vocational student

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DOI: https://doi.org/10.21831/jk.v8i1.73121