Creativity and Critical Thinking as Predictors of Cognitive Learning Outcomes among Students in Technical Beauty Education
DOI:
https://doi.org/10.16920/jeet/2026/v40is1/26161Keywords:
PLS-SEM, Technical Education, Technical Beauty Education, Critical Thinking, Creativity, and Cognitive Learning Outcomes.Abstract
The impact of creativity and critical thinking on students' cognitive learning outcomes in technical beauty education is investigated in this study. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used in a quantitative ex post facto design. The study involved undergraduate students from a Cosmetology Education program who had finished classes on hair maintenance and colouring. Further analysis of the structural correlations is supported by the measuring model's sufficient validity and reliability. Both creativity and critical thinking significantly and favourably affected cognitive learning outcomes, with critical thinking making a greater contribution. Additionally, the model demonstrated adequate explanatory and predictive power. Cognitive accomplishment in technical beauty education is linked to students' capacity for idea generation, information analysis, alternative evaluation, and reasoned decision-making in addition to practical competence. From the standpoint of technical education, the findings emphasise how crucial it is to incorporate critical thinking and creativity as complementary higher-order thinking abilities in learning activities that blend theoretical knowledge with real-world professional responsibilities.
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