DESIGN THINKING TRAINING TO ENHANCE TUTORS’ CREATIVE SELF-EFFICACY AND PROBLEM-SOLVING SKILLS IN LEARNING FACILITATION
DOI:
https://doi.org/10.18623/rvd.v23.6879Keywords:
Design thinking training, Creative Self-Efficacy, Problem Solving, Tutors, Learning FacilitationAbstract
Twenty-first century education requires tutors to possess creative self-efficacy and problem-solving skills in order to facilitate learner-centered instruction. However, tutoring instructors still face limitations in pedagogical creativity and in responding to the diverse needs of students. This study was conducted at a tutoring center in Surabaya, located at 2.5710619585°S latitude and 112.7887138°E longitude. The research aimed to evaluate the effectiveness of design thinking training in enhancing tutors’ creative self-efficacy and problem-solving abilities. A mixed-methods approach was employed using a one-group pretest–posttest quasi-experimental design involving eight tutors. The intervention consisted of design thinking training dan reflective mentoring within 1 month covering the stages of empathize, define, ideate, prototype, and test. Quantitative data were collected using a Likert scale and analyzed with a paired-sample t-test, while qualitative data were obtained through written reflections. The findings showed a significant increase in tutors’ creative self-efficacy and problem-solving skills (p < 0.05) with effect sizes above 1, namely 1.05 for creative self-efficacy and 1.02 for problem solving. Qualitative results revealed an improvement in tutors’ pedagogical empathy and confidence in implementing innovative learning strategies. Design thinking training thus has the potential to serve as a strategic approach for tutors’ professional development and for improving the quality of learning facilitation.
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