Divergent or Convergent Questions: an Analysis of the Classroom Interaction

Rahmawati Fitriana (), Sekta Oscarini Bhakti and Suminto Suminto
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Rahmawati Fitriana: Accounting Department Politeknik Negeri Samarinda
Sekta Oscarini Bhakti: Accounting Department Politeknik Negeri Samarinda
Suminto Suminto: Accounting Department Politeknik Negeri Samarinda

A chapter in Proceedings of the International Conference on Applied Science and Technology on Social Science 2025 (iCAST-SS 2025), 2025, pp 405-415 from Springer

Abstract: Abstract As a part of design model in the classroom, the position of questions is part of the successfully instructional design. This is a qualitative Desain study with the sample is 40 students of D3 Accounting study program in Samarinda State Polytechnic in Samarinda. Theory is underpinning of this research from Wilen ‘s theory (1991) with coordinated with Bloom Taxonym. Wilen’ theory is categorized level of high and low questions classification. Level-1 Low Order Convergent(based on literal/ factual recall/memorization based), Level 2 - High Order Convergent- engaging students in productive thinking, Level 3 - Low Order Divergent; encourage learners to analyse information, draw conclusions, and Level 4-High Order Divergent; involve students into creative and evaluative thinking. Result shown that from 40 students, only 6 students reach on level-4, the rest is ranked LOC and LOD classification. The lecturers tend to asking convergent questions than divergent questions because of insufficiently English skill of the students.

Keywords: Classroom Interaction; Convergent; Divergent; English Skill; Student (search for similar items in EconPapers)
Date: 2025
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DOI: 10.2991/978-94-6463-938-4_47

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