Divergent thinking skill of madrasa teachers: Engaging metacognitive and professional development in teaching professionalism
https://doi.org/10.63826/jtpre.v1i1.169
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Abstract
Much research has been conducted on divergent thinking, but it has not been found involving metacognition and professionalism in madrasa teachers. This research aims to determine the influence of metacognitive and professionalism on madrasah teachers’ divergent thinking skills in teaching. This research used ex post facto involving 297 madrasa teachers. To collect data, questionnaires and inference statistics were used as data analysis techniques and to test hypotheses that have been determined through ANOVA tests and linear regression. The influence of metacognition on madrasa teachers’ divergent thinking skills is very significant. Metacognition helps teachers to be more aware of their thinking processes, improve their ability to generate diverse ideas, and develop creativity and flexibility in solving problems. Professionalism has a significant influence on madrasa teachers’ divergent thinking skills. With in-depth knowledge, skills in managing the classroom, openness to innovation, and creative problem-solving abilities, teachers can more easily develop various ideas and solutions to overcome learning challenges. This research is still limited to a small sample, namely only madrasah aliyah teachers and is localized to madrasas in Riau Province. Apart from that, there are also variables involved in influencing the divergent thinking skills of madrasa teachers, while there are still many other variables that influence it. This is an opportunity for future research to be developed.
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References
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