ISSN 2087-8885

E-ISSN 2407-0610

Journal on Mathematics Education

Volume 10, No. 3, September 2019, pp. 445-458

REFLECTIVE THINKING SKILLS OF ENGINEERING STUDENTS IN

LEARNING STATISTICS

Rindu Alriavindra Funny1, Muhammad Abdul Ghofur2, Wuli Oktiningrum3, Ni Luh Sakinah Nuraini4
1SekolahTinggi Teknologi Adisutjipto, Jl. Janti Blok R, Lanud Adisutjipto, Yogyakarta 55198, Indonesia
2Akademi Angkatan Udara, Jl. Laksda Adisucipto, Berbah, Sleman, DIY 55281, Indonesia
3Universitas Islam Raden Rahmat, Jl. Raya Mojosari No 2 Kepanjen, Malang, Jawa Timur, Indonesia
4Universitas Negeri Malang, Jl. Semarang No.5, Kota Malang, Jawa Timur 65145 Indonesia

Email: [email protected]

Abstract
Reflective thinking is known as assessing what they know, what they need to know, and how they bridge that gap
during learning situations. Relating what students knew with what they learn today is not easy, sometimes they forget
or just cannot make a connection between it. This study will analyze how the students actively participating in
reflective thinking by creating project-based learning on statistics lesson based on design research. Thirty-nine
engineering students, in a group of four, were asked to make their own data, analyze and transfer it into a poster to
inform the readers about the use of statistics in daily life. This study used the measurement of reflective thinking
scales by Kember to analyze students answer through the worksheet and instructional activity. The instructional
activity succeeds to reveals students thinking of all four skills; habitual action, understanding, reflection, and critical
reflection. Furthermore, it also discovered the misuse of some terms when used in daily life.
Keywords: reflective thinking, engineering students, statistics, design research

Abstrak
Berpikir reflektif dapat diartikan sebagai mengevaluasi apa yang sudah mahasiswa ketahui, apa yang harus mahasiswa
ketahui dan bagaimana mahasiswa menjembatani perbedaan informasi tersebut selama proses pembelajaran. Proses
penghubungan informasi lama dan informasi baru tidaklah mudah, terkadang mahasiswa lupa atau tidak dapat
menghubungkannya. Penelitian ini akan menganalisa bagaimana mahasiswa secara aktif berpartisipasi dalam berpikir
reflektif dengan mendesain suatu pembelajaran berbasis proyek pada mata kuliah Statistika yang didasari oleh desain
riset. Tiga puluh Sembilan mahasiswa teknik, yang dibagi dalam kelompok beranggotakan empat mahasiswa, diminta
untuk membuat atau mencari data mereka sendiri, kemudian menganalisis dan merepresentasikannya ke dalam poster.
Poster tersebut ditujukan untuk memberikan informasi kepada pembaca tentang penggunaan statistika di kehidupan
sehari – hari. Skala berpikir reflektif yang dilakukan oleh Kember digunakan untuk menganalisis jawaban mahasiswa
melalui lembar kerja mahasiswa dan kegiatan pembelajaran. Kegiatan pembelajaran yang dilakukan telah berhasil untuk
memunculkan 4 kemampuan berpikir reflektif mahasiswa yaitu, habitual action, understanding, reflection dan critical
reflection. Lebih lanjut, penelitian ini juga menemukan kesalahan penggunaan istilah statistika ketika digunakan dalam
kehidupan sehari-hari.
Kata kunci: berpikir reflektif, mahasiswa teknik, statistika, desain riset

How to Cite: Funny, R.A., Ghofur, M.A., Oktiningrum, W., & Nuraini, N.LS. (2019). Reflective Thinking Skills
of Engineering Students in Learning Statistics. Journal on Mathematics Education, 10(3), 445-458.
https://doi.org/10.22342/jme.10.3.9446.445-458.

Learning nowadays is becoming more complex, information is becoming available and changing more
fast that promote learners to constantly rethink, switch directions, and change problem-solving strategies
(Porntaweekul, Raksasataya, & Nethanomsak, 2015; Shahrill et al., 2018). These support the
suggestions to need learning which implemented to train the students think (Palinussa, 2013). It indicates
that during the process of thinking students should reflected by empower and allow the skills which he
has, so that he could understood and mastered what he does. Therefore, it is important to reveal reflective

445
446 Journal on Mathematics Education, Volume 10, No. 3, September 2019, pp. 445-458

thinking during learning to help learners develop strategies to apply new knowledge to the complex
situations in their day-to-day activities.
Reflective thinking is a skill which will help learners to express tacit learning habits (Kizilkaya
& Askar, 2009) which is an inability to actually explain what they know because they just know but not
understand (Kuswandono, 2017). These skills also have significant role in the development of critical
thinking (Kizilkaya & Askar, 2009) and critical thinking is one of the criteria that support high- order
thinking (Ahmad et al., 2018). Then reflective thinking will help learners to develop higher-order
thinking skill by encourage students to connect new knowledge to prior understanding, to think in both
abstract and conceptual terms, to demonstrate specific strategies in novel tasks, and to understand their
own thinking and learning strategies
Reflective thinking could support students to experience meaningful learning process (Van Es,
2006). Since students usually seeing a way to take on the future challenges by reflecting on their
accomplishments and the opportunities for refinement. Ambrose (2004) and Gelter (2003) stated that
reflective thinking gives opportunities for students to improve their weakness such as justifying
misconceptions by helping students to think about what they did and why they did it. It indicates that
the reflective thinking can occurs after mathematical problem solving conducted with the aim checking
the error of the concepts used and try to justify these misconceptions, so that it can give meaningful
learning process on mathematical concepts (Betne, 2009). In addition, Agustan (2017) stated that
reflective thinking can be investigated after someone did a mathematical problem solving. Furthermore,
reflective thinking can rise the accuracy and concentration when the students solve a mathematical
problem.
Practicing reflective thinking in the learning process can be seen by where one question is
answered by another question since it is a deliberate process of undertaking or cycles of inquiry
(Ramsey, 2006). It will easily be followed under discussion process. Reflective practice has also become
part of the movement for ‘active learning’ (McCoy, 2013). Project based learning, or PBL, is one of the
best way to ginger students to have active learning. It is because the instructional approach in PBL built
upon learning activities and real tasks that have brought challenges for students to solve. Moreover,
these activities generally reflect the types of learning and work people do in the everyday world outside
the classroom. Problem-based learning engages students with complex, real-world projects that teach
significant subject content and require the use of a variety of 21st century skills (Grant, 2002; Ahamad
et al., 2018). PBL also allows students to reflect upon their own ideas and opinions, and make decisions
that affect project outcomes and the learning process in general. Thus, the model of project based
learning accordance to the concept of reflective thinking.
In the college, statistics course is the development of statistical material that students got in the
Senior High School. This development will be used for research analyzing to do thesis. Therefore, if
students could not get the essential knowledge of the concept so they will tend to just follow the formula
without a proper understanding of the meaning (Palinussa, 2013; Tanujaya et al., 2018). It is still could
 Funny, Ghofur, Oktiningrum, & Nuraini, Reflective Thinking Skills of Engineering Students in Learning Statistics 447

be categorized as accomplishment of meaningful understanding in students (Dündar & Gündüz, 2017;

Kusumaningsih et al., 2018). Usually, in this case students do not know what they are doing, why they
are doing this and what is they doing for. Like when students who can cite the definition of a
parallelogram but they could mention that rectangle is not a parallelogram is still categorized as
meaningful understanding (Muhtadi et al., 2017; Saleh et al., 2018). One solution to help students have
better understanding on statistics is to integrate active-learning strategies that grants students to
apprehend what they have heard and read about statistics (Smith, 1998; Tanujaya et al., 2018).
Finally, reflective thinking answers the need of incorporate of what students’ have heard, read
and learn with what they will learn today. Therefore, the purpose of this study was to develop an
instructional activity which can support students’ reflective thinking skills and to measure their
reflective thinking by using the instructional activity. Investigate subject’ thinking can give description
and insight how reflective thinking can be applied in learning mathematical concept. Since when
students doing the project, the teacher can observe students’ processes of learning and student’s
mathematical reflective thinking (Anwar et al., 2012). As a result, we can develop the best way to teach
the students in providing a chance to reflect their prior knowledge and connect it with the future.

METHOD
This study designed instructional activity based on design research, an approach that envisions a
tighter, more rigorous connection between learning principles and feature of the educational innovation
(Walker, 2006), to reveal students’ reflective thinking skills. The aims of this study in line with design
research is to discover ways to develop a design, such as learning activity, based on theory and to
determine the effectiveness of this design in practice (Funny, 2019). Hence, the design of instructional
activity of this study will help to improve the mathematics education toward the reflective thinking
skills. Combining with project based learning, the innovative design will give an intervention for the
students to learn statistics while reveal their reflective thinking skills.
The participants of this study consisted of 39 of second year students in Adisutjipto College of
Technology majoring on Aerospace Engineering who take statistics and probability course in the
academic year of 2018/2019. Participants were divided into groups of four students to do the
instructional activity based on project based learning.
Instruments to measure the reflective thinking skills when the students learning statistics was
adopted from Kember et al. (2000). The worksheet as this instrument was the opposite of Kember
Reflective Thinking Scale’ Questionnaire. If the questionnaire provides a statements that should be
answered in five degree of Likert Scale, our worksheet will ask questions with various answers. The
main idea of the worksheet both for poster maker and visitors is writing questions to reveal the reflective
thinking of learning process of statistics. The students’ answers which will be examined using reflective
448 Journal on Mathematics Education, Volume 10, No. 3, September 2019, pp. 445-458

thinking scales by Kember that consists of four constructs or skills (Habitual Action (HA),
Understanding (UN), Reflection (RE) and Critical Reflection (CR)).
The experiment was administered to the participants in their regular classrooms by the researcher.
The project was delivered to the students begin on the second meeting of the course then it will continue
until the Exhibition Day on the seventh meeting. This project consumed 6 weeks of the course. On the
fourth until sixth meeting participant was having group discussion to analyze the data. This group
discussion was paper-based recorded in the worksheet and by the researcher. In the exhibition day, the
participants were divided into two roles, poster maker and visitor. The worksheet has to be completed
while they were playing their roles.
The participants’ responses were recorded by the researcher both in paper-based and digital-based
like taking a photo and recording a video. These data were analyzed using qualitative approach in order
to describe the implementation of learning activities and processes to reveal the reflective thinking skills
clearly.

RESULT AND DISCUSSION

The Instructional Activity in Learning Statistics which Promote Students’ Reflective Thinking
Table 1 shows the instructional activity which is designed in this study. It consists of three phase
which are planning, analysing and displaying. This activity referred to project-based learning method as
a small project in a short period. The focus on this project is to reveal students’ reflective thinking skills.
Therefore, statistics is selected as the teaching material since students have already learn the basic skills
of statistics since Elementary Schools. So, it is expected to ease students recalling their prior knowledge
and connecting with their problem now. This project call “Say it with Data”. Furthermore, the
instructional activity which was designed by this study is briefly summarised in Table 1.

Table 1. Main Instructional activity in the project ‘Say it with Data’

Phase Duration Teaching Activities
Planning Week 1 – a. Group Formation
Week 2 b. Observe environment
c. Identify issues or problem in their daily school activity
d. Determine the title of the data
e. Pose questioner to collect a data (Data Collection)
f. Taking a photo while collecting data as a proof that the data is
collected by their own
Analysing Week 3 – a. Writing all info that you want to know from the data
Data Week 5 b. Discussing how to answer questions (a)
c. Find the answer of questions (a)
d. Summarize it all in a poster
Displaying Week 6 a. Display all the posters in Exhibition Day of “Say it with Data”.
the Data b. One students each group have to be a poster maker and have to
answer all visitor questions.
c. Others are being the visitor to examine every poster
d. Each student, while doing his role, will complete the worksheet.
e. Submit the worksheet.
 Funny, Ghofur, Oktiningrum, & Nuraini, Reflective Thinking Skills of Engineering Students in Learning Statistics 449

Table 1 shows the results of the instructional activity which could reveal students’ reflective
thinking skills. Although the students’ response shows misconception of their prior knowledge but it
can prove that students reflect the problems in the project with their existing knowledge. Like the
concept of Mode. It is known in school that mode means the value that appears most often.
For example, the mode of a set [2, 4, 6, 6, 6, 6, 9, 9, 11, 11, 15] is 6. This concept has already
learnt by students in Junior High School. They also learnt that mode could not just one number, can be
two numbers or three numbers that appears with same often. Such as, given a set of data [3, 3, 5, 7, 7]
the mode is not unique – the data set may be said to be bimodal, while a set with more than two modes
may be described as multimodal. This will not be a problem until one group in the project come up with
the data ‘The importance of using Makeup’ (see Figure 1). The data shows that 15 students said ‘Very
Important’, 46 argued ‘Just Important’ while just 7 students considered ‘It does not necessary’. Looking
the set of number [15, 46, 7], students easily conclude that the 46 is the mode of this data. Some students
argued that 46 is the Maximum Value of the data, not the Mode. Others also have different opinion that
said this data does not have Mode since all the number appears once. It leads students to have class
discussion. They recalled all their prior knowledge about the Mode and connected into their current
problems (Figure 1).

Frequency using make-up:

1. Yes = 21
2. No = 12
3. Sometimes = 35 (means “modus”)
The number of all data = 68
Make-up utilization priority:
1. Very important = 15
2. Important = 46 (means “modus)
3. Not Important = 7

Figure 1. Data of ‘The importance of using Makeup’

450 Journal on Mathematics Education, Volume 10, No. 3, September 2019, pp. 445-458

After several debates, the discussion drawn a conclusion that Mode in discrete data is the value that
appears most often. Meanwhile, Mode in the continuous data is a locally maximum value, so any peak is a
mode. In order to estimate the mode of the underlying distribution, the usual practice is to discretize the data by
assigning frequency values to intervals of equal distance, as for making a histogram, effectively replacing the
values by the midpoints of the intervals they are assigned to. The mode is then the value where the histogram
reaches its peak (Rumsey, 2006)
This discussion shows that the activity in the project could reveal reflective thinking skills of the students.
It has been successfully indicated students of four skills of Reflective Thinking by Kember et al. (2000), namely
Habitual Action, Understanding, Reflection and Critical Reflection (see Table 2). The Habitual Action (HA)
addressing the students who disagree that 46 is the Mode as their dependency on what their School teachers
says as the only source of learning. While Understanding (UN) is addressed by students’ opinion that 46 is
Maximum Value or the data does not have Mode as their continuous thinking of the concept and content of the
problem. Furthermore, the Reflection (RE) can be showed in the class discussion which students concern on
questioning the way other argued, thinking of alternative ways of argument, reflecting and re-appraising
experience within others. Last, the Critical Reflection (CR) pointed out by the conclusion that the “Importance
of using Makeup” cannot be seen as a usual discrete data. The CR that shown in this case deal with changing
students’ outlook and challenging their firmly held ideas. Actually, there were several cases in applying this
instructional activity which can reveal students’ reflective thinking skills. Parsimony, we leave the other cases
in this paper.
Table 2. Construction of Reflective Thinking Process and Questionnaire (Kember et al, 2000)

Dewey (1998) Lee (2000) Agustan et.al (2017) Kember et.al (2000)
 An experience  Problem context  Formulation and  Habitual Action (HA):
 Spontaneous  Problem synthesis of behaviour knowing-in
interpretation of the definition/reframing experience action
experience
 Naming the problem
 Generating possible  Seeking possible  Orderliness of  Understanding (UN):
explanations for the solution experience makes use of existing
problem knowledge
 Ramifying the  Evaluating the  Reflection (RE):
explanations into experience engage to explore
full-blown their experiences in
Hypotheses order to lead to new
understanding
 Experimenting or  Experimentation  Testing selected  Critical Reflection
testing the selected  Evaluation solution based on the (CR): becoming aware
hypotheses experience of why we perceive,
 Acceptance / think, fell or act as we
rejection do

Hence, the result of the worksheet that given in the Exhibition Day shows the effect of
instructional activity into reflective thinking skills of the students. Moreover, students were very
 Funny, Ghofur, Oktiningrum, & Nuraini, Reflective Thinking Skills of Engineering Students in Learning Statistics 451

enthusiastic in playing their roles. The visitors truly bombarded the poster maker with many questions
in the middle of hot class air as seen in the Figure 2. The poster maker should be able to explain all about
the poster of their group made, the content, the process, the analysis or the conclusion.

Figure 2. The poster maker answers visitor questions

While students got around the exhibition, they have to write down all the questions and answers
they have done (see Figure 3). Since this study will examine student’s reflective thinking skills based
on their answer in the worksheet.

Figure 3. The participants record the answer and the question on the worksheet

The design of the poster also become one of attractive point in the exhibition. The visitors usually
come into their favorite poster first then asking some questions. In this phase, visitors tried to pay full
attention into poster makers’ explanation (see Figure 4).

Figure 4. The visitors observe the poster maker explanation seriously

452 Journal on Mathematics Education, Volume 10, No. 3, September 2019, pp. 445-458

The Students' Reflective Thinking Analysis Using the Instructional Activity

The result of the worksheet shows all of reflective thinking skills appears on students. Refer to
Table 2 of Construction of Reflective Thinking Process and the Questionnaire of Kember et.al (2000),
this study is naming the categories emerging from the analysis with the four skills as described below:
a. Questions that belong to Habitual Action (HA) appears when the questions are such a habit of
repetition and their dependency on what the teacher says as the only source of learning. In other
words, it is such a common questions or using questions that have been given as an example before.
b. Questions that belong to Understanding (UN) appears when the questions show their understanding
of the concept and content continuous thinking of material taught. We could say it such a developed
question that has deep comprehension.
c. Questions that belong to Reflection (RE) appears when the students’ questioning the way others do,
thinking of alternative ways, reflection on actions and re-appraising. Let say ‘out of the box’
questions.
d. Questions that belong to Critical Reflection (CR) appears when the questions changing students’
outlook, challenging their firmly held ideas, changing their routines as well as finding faults with
their belief. This types of challenge question or badly called as deadly questions.

From all the participants we found more than 173 questions, 122 from visitors and 51 from poster
maker. Since a visitor can visit more than one poster, so he will collect several questions. Here the briefly
number about four s of questions that we have found in the worksheet.

Table 3. The results of reflective thinking skills among students’ questions

Visitors (asking questions) Poster maker (being questioned)
HA 66 54% 29 57%
UN 29 24% 11 22%
RE 20 16% 7 14%
CR 7 6% 4 8%

Table 3 shows that more than half of students’ questions still belongs to the first skill, HA. The
questions that belonging to habitual action skills are listed below:

‘How do you get the data?’,

‘What methods do you use to collect your data?’,
‘Is there any difficulties in collecting the data?’,
‘What is the aims of your data?’ and etc.

It shows that students just asking for an ordinary question, that they actually have already known
the answer without asking to the poster maker. Since one students can ask several questions, it found
that almost on every student question appeared this skills (see Figure 5), habitual action.
 Funny, Ghofur, Oktiningrum, & Nuraini, Reflective Thinking Skills of Engineering Students in Learning Statistics 453

“Q: Did you find any problem in collecting the data? “

“A: No, I did not. Since it is given by the officer. “
Figure 5. Question belongs to Habitual Action

Furthermore, quarter of questions stand in UN skills by asking the material of the poster
information related with statistics. It is questions about something deeper from the poster such as:

‘How long do you take the data?’

‘How many sample do you take to complete your data?’
‘Is the data homogenous?’
‘Did you taking a part in collecting the data?’ and etc.

These question not only asking about how do you get the data but also the story behind it. These
students have applied their knowledge about collecting the data, types of data, and the roles of researcher
and so on. Therefore, these kinds of questions (see Figure 6) are belongs to UN.

“Q: What is the meaning of 45.59% buying make up for Rp. 300.000? Since the poster did not give
the price interval or comparison. “
“A: Actually, the interval used in this research are 0-100.000, 100,000- 300.00 and more than
300.000“
Figure 6. Questions belongs to Understanding

Meanwhile, the Reflection (RE) skills come from questions about relating students’ old
knowledge to get new understanding like:

‘Why for boys, the class is distributed fairly?’

‘Why women using make up?’
‘Could blood being expired?’
‘Why the participant using social media?’ and etc.
454 Journal on Mathematics Education, Volume 10, No. 3, September 2019, pp. 445-458

The point is, the questions reflect information that not appear in the poster but they can consider
it from the poster. They reflect the poster whether it could be improved or could be done in a better way
with more information. Therefore, these types of questions are Reflection (see Figure 7).

“Q: What is the positive conclusion from your Survey? “

“A: Not all woman is driven by beauty stigma. Some of them are confident with their inner
beauty. “
Figure 7. Questions belong to Reflection

The last question skill that appears in the worksheet is CR skill. The questions that belongs this
skill must go through various experience, reflection and thought also related with testing other
knowledge, for example:

‘What is the meaning of deviation coefficient that you wrote on your poster?’
‘What is the meaning of heterogeneous and homogeneous from the library visitors?’
‘How does the way to improve passenger’ safety in the flight?’

This kind of questions often need additional explanation after the first answers. So, it could
frighten the answerer or it could not be answered. Thus, sometimes it become a deadly question like
the question on Figure 8.

“Q: Is the price of Burjo (Mung Bean Porridge) rise as long as the customer demand?”
“A: Yes, we had surveyed that the cheaper Burjo make more customer come to buy.”
Figure 8. Questions belong to Critical Reflection

In addition, the reflective thinking also found on the students’ opinion of the learning process
like shows in Figure 9.
 Funny, Ghofur, Oktiningrum, & Nuraini, Reflective Thinking Skills of Engineering Students in Learning Statistics 455

“In my opinion, there is some data that insufficient with the title. For example, the title is “The impact
of …….” but they did not put it out in the poster. The design of the poster was well -turned, while the
content not only show data but also problem facts. Moreover, it has persuasive sentence which leads to
positive things. Overall, this exhibition seemed a data showcase.”
Figure 9. Students Opinion that shows Reflective Thinking

Figure 9 showed students notion about the exhibition they had. All of the students gave reflection
on this part. Some of them just gave common reflection but many of them gave deeper reflection of
what they like and dislike from this project, what they feel about the way of learning and also their
recommendation to have better project next time. Critical reflection not only showed from the opinion
about the project but also from the opinions of the poster maker about the visitor character. When they
asked to give their impression from the visitor that came to their poster, they told us positive response.
Most of them showed that the visitors were very interested to their poster by asking many questions that
sometimes unpredictable for the poster maker (see Figure 10).

“Hizkia Timotius have a catchy question which out of my mind.”

Figure 10. Poster Maker Opinion That Belong to Critical Reflection.

Reflective thinking skill of this engineering students’ mostly still in Habitual Action (HA) skill.
Although, some of them success to reveal the other three skills, Understanding (UN), Reflection (RE)
and Critical Reflection (CR). But it happened as the prompting of the instructional activity on the project
designed. Reflective thinking usually is not spontaneous; it must be stimulated intentionally by the
educational context (Khalid et al., 2015). Lecturers should be able to allow for approaches that put
forward learners’ mental activities like reflective and critical thinking now and later in their classroom
learning process (Tuncer & Ozeren, 2012).
456 Journal on Mathematics Education, Volume 10, No. 3, September 2019, pp. 445-458

CONCLUSION
The Instructional Activities which made in this study were success to reveal students Reflective
Thinking skills. But students still need encouragement to reflect spontaneously on their learning process.
Therefore, lecturers and learning activities still play an important role in guiding students to develop
better reflective thinking skill. Also, it found that the coding scheme of Kember et al (2000), with
refinement, could be used to analyze and categorized types of questions in students’ reflections thinking
skills. Revealing student’ reflective thinking skill is not an easy job. If it has appeared, try to maintain
and improve it. Because we know that learning is a lifelong journey.

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