Metya Kusumadiyanty, Aunilla Nailalmarom, Prijana Prijana, Evi Nursanti Rukmana

Pencarian Informasi Mahasiswa Teknologi Pangan Unpad: Sebuah Kajian Teori Anomalous State of Knowledge (ASK)

Introduction

Pencarian informasi mahasiswa teknologi pangan unpad: sebuah kajian teori anomalous state of knowledge (ask). Kaji pencarian info mahasiswa Teknologi Pangan Unpad berdasar teori ASK. Ungkap hubungan pengetahuan & keterampilan, serta anomali. Tingkatkan pencarian info dengan teknologi digital & bantuan pustakawan.

Abstract

This study aimed to identify factors that influence information searches by students of Food Technology, Padjadjaran University, related to knowledge and skills in accessing information with the Anomalous State of Knowledge (ASK) theory. The study was conducted using a quantitative method, with research data collected through questionnaires consisting of closed questions (matrix questions) and open questions (contingency questions) as research instruments. The results of this study stated that (1) there is a significant relationship between the breadth of knowledge factor and information search actions. (2) there is a significant relationship between the information search skill factor and information access. This significant relationship is proven by the significance value of t <0.05 (result t <0.001). (3) The factor of students' ability to connect new information with information searches does not have a significant relationship, with a significance value of t > 0.05 (result t = 0.44), in the sense that students tend to experience knowledge anomalies, by the ASK Theory (Anomalous State of Knowledge). Then, the researcher suggests that students can always search for information to improve their knowledge and skills by utilizing technological developments (access to digital library services and other learning aids) and involving librarians in helping to improve knowledge and skills to find information to help in the learning process. This is because searching for information is not only limited to one source but can also be from comparing or adding other sources of information.

Review

This study presents an interesting and relevant exploration into the information-seeking behaviors of Food Technology students at Padjadjaran University, utilizing the Anomalous State of Knowledge (ASK) theory. The quantitative approach, employing questionnaires with both closed and open questions, provides a structured methodology for gathering data. The focus on identifying factors such as knowledge breadth and search skills, alongside the ability to integrate new information, offers valuable insights into the complexities of academic information seeking. The findings regarding the significant relationship between knowledge breadth and search actions, and between search skills and information access, are well-articulated and provide a solid foundation for understanding critical aspects of effective information use. However, the interpretation of the third finding, where the "ability to connect new information with information searches" showed no significant relationship, warrants closer examination. While the abstract concludes that students "tend to experience knowledge anomalies, by the ASK Theory" based on this non-significant result (t = 0.44), this deduction needs further elaboration. A lack of a significant relationship between two variables does not automatically equate to experiencing an anomalous state of knowledge; rather, it might indicate that the *specific measure* of "ability to connect new information with information searches" did not capture the nuances of how ASK manifests, or that the link is indirect. The ASK theory typically describes a cognitive state where an individual recognizes a gap or anomaly in their understanding, prompting an information search. The abstract could strengthen this point by explaining how the *lack of connection ability* contributes to or indicates this anomalous state, rather than stating it as a direct consequence. Overall, the study makes a valuable contribution by applying the ASK theory to a specific student demographic and highlighting practical recommendations. The suggestions for students to leverage technological developments and engage with librarians are timely and highly pertinent in today's digital information landscape. The research effectively points towards the need for continuous skill development in information literacy. Future work could delve deeper into the qualitative aspects of how students *perceive* their anomalous states of knowledge and how this influences their information-seeking strategies, particularly given the intriguing non-significant finding regarding connecting new information. This study lays a good groundwork for further investigations into cognitive aspects of information behavior in higher education.

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