The Effects of Digital Fashion Literacy, Critical Thinking, and Perseverance on Students’ Creative Thinking Ability in Fashion Design Education
DOI:
https://doi.org/10.17977/um065.v6.i7.2026.7Keywords:
Creativity, Critical thinking, Digital fashion literacy, Perseverance, Vocational educationAbstract
Creativity is considered an essential competence in vocational education, particularly in fashion design learning where students are required to generate innovative design ideas and develop original fashion products. However, the development of students’ creative thinking skills is influenced by multiple cognitive and non-cognitive factors. The purpose of this study is to examine the effects of digital fashion literacy, critical thinking, and perseverance on students’ creative thinking ability in vocational fashion education. The study employed a quantitative correlational research design involving 128 eleventh-grade vocational students enrolled in fashion design programs in two public vocational senior high schools located in East Java Province, Indonesia. Information was obtained through questionnaires that participants completed independently without assistance to measure digital fashion literacy, critical thinking, and perseverance, while creative thinking ability was assessed through a performance-based design task evaluated using a structured rubric. Multiple linear regression techniques were employed as the primary statistical method to examine and interpret the dataset with the assistance of Stata MP 17. The results indicate that digital fashion literacy (β = 0.338, p < 0.001), critical thinking (β = 0.182, p = 0.015), and perseverance (β = 0.282, p < 0.001) have positive and significant effects on students’ creative thinking ability. Simultaneously, the regression model explains 33.4% of the variance in creative thinking ability (R² = 0.334). These findings highlight the importance of integrating digital competence, higher-order thinking skills, and perseverance within vocational learning environments to enhance students’ creative potential in fashion design education.
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2020). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 90(2), 165–210. https://doi.org/10.3102/0034654314551063
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2020). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2
Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Scribner.
Facione, P. A. (2020). Critical thinking: What it is and why it counts. Insight Assessment.
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systematic view for change. Educational Technology & Society, 19(3), 27–37. Retrieved from https://www.researchgate.net/publication/311670214_Infusing_creativity_and_technology_in_21st_century_education_A_systemic_view_for_change
Ng, W. (2015). New digital technology in education: Conceptualizing professional learning for educators. Springer. https://doi.org/10.1007/978-3-319-05822-1
OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/a83d84cb-en
Redecker, C. (2021). European framework for the digital competence of educators: DigCompEdu. European Commission. https://doi.org/10.2760/159770
Runco, M. A., & Acar, S. (2017). Creativity and innovation in education. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 202–212. https://doi.org/10.1037/aca0000097
Sternberg, R. J. (2022). Creativity: A theory of creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (2nd ed.). Cambridge University Press.
Suhartini, R. (2019). Analysis of skill fashion designer. Journal of Vocational Education Studies, 2(1), 45–53. https://doi.org/10.1088/1742-6596/1273/1/012052
Suhartini, R. (2022). Teaching factory management in vocational high schools. Ilomata International Journal of Management, 3(2), 194–202. https://doi.org/10.52728/ijjm.v3i2.448
Suhartini, R. (2024). Improving teaching factory performance by work culture in vocational learning. Journal of Vocational Education Studies, 7(1), 1–10. Retrieved from https://ejer.com.tr/manuscript/index.php/journal/article/download/1607/397
Suhartini, R. (2026). The influence of learning culture, characteristics and motivation on entrepreneurial intention and its impact on student business startups. Journal of Entrepreneurship Education, 29(1), 1–12. Retrieved from https://malque.pub/ojs/index.php/mr/article/view/14813
Van Laar, E., Van Deursen, A., Van Dijk, J., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2020). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 36(3), 1–12. https://doi.org/10.1111/jcal.12400
Wooldridge, J. M. (2020). Introductory econometrics: A modern approach (7th ed.). Cengage Learning.
Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin Press.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Diani Novia Indriati, Ratna Suhartini, Soeryanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
