Nowadays, problems in our daily life are getting complex, and it can only be understood by pulling together insights and techniques from different disciplines. Knowledge from several disciplines is required to solve the scientific and societal problems, and it has also been recognized as the critical issue of innovation challenge (Hacklin & Wallin, 2013). Knowledge integration is getting a keyword for the 21st century (Godemann, 2008), because it can unify the learning approach that fosters the connections among disciplines in order to build the new knowledge in the form of “integrative” concepts (Klein, 2005; Weinberger, 2007). An innovative study integrates several disciplines through convergence (Hur et al., 2010). National Science Foundation (NSF) of the USA defined that convergence is knowledge, approach, and expertise, which is integrated deeply from various disciplines to construct broader and latest frameworks to solve the stratified problem. National Research Council (NRC; 2014) of the United States classified the terminologies of convergence: multidisciplinarity, interdisciplinarity, transdisciplinarity. Multidisciplinarity brings together various disciplines, although all these disciplines keep on separated. It focuses on connecting topics and questions to foster broader information, knowledge, and technique. Interdisciplinarity merges diverse expertise and techniques from different disciplines to form new knowledge integration. Transdisciplinarity exceeds disciplinary approaches through more comprehensive frameworks. It is more than interdisciplinary combinations which move beyond discipline-specific approaches to foster the modern worldview. Many kinds of research have been developed from the integration of different disciplines through transdisciplinarity, interdisciplinarity, and multidisciplinarity. The improvement of knowledge especially in science and engineering makes convergence become very essential. Many researchers conduct the convergence research to test many cases through collaborative working. Collaborative working might generate the broader and newest idea due Yustika Sya’bandari, Minsu Ha Kangwon National University, Republic of Korea Jun-Ki Lee Chonbuk National University, Republic of Korea Sein Shin Chungbuk National University, Republic of Korea Abstract. Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students’ attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students’ attitude toward convergence on the construct of interest and selfefficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students’ attitude toward convergence.

中文翻译：

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性别与高中学生趋同态度的关系

如今，我们日常生活中的问题变得越来越复杂，只有将不同学科的见解和技术结合起来才能理解。解决科学和社会问题需要来自多个学科的知识，这也被认为是创新挑战的关键问题（Hacklin & Wallin，2013）。知识整合正在成为 21 世纪的关键词（Godemann，2008），因为它可以统一培养学科之间联系的学习方法，以便以“整合”概念的形式构建新知识（Klein，2005；Weinberger , 2007)。一项创新研究通过融合整合了多个学科（Hur 等，2010）。美国国家科学基金会 (NSF) 将融合定义为知识、方法和专业知识，深度融合各个学科，构建更广泛、最新的框架来解决分层问题。美国国家研究委员会 (NRC; 2014) 对融合的术语进行了分类：多学科、跨学科、跨学科。多学科汇集了各种学科，尽管所有这些学科都保持分离。它侧重于连接主题和问题，以培养更广泛的信息、知识和技术。跨学科融合了来自不同学科的不同专业知识和技术，形成新的知识整合。通过更全面的框架，跨学科性超越了学科方法。它不仅仅是跨学科的组合，它超越了特定学科的方法来培养现代世界观。通过跨学科、跨学科和多学科，不同学科的融合发展了许多类型的研究。知识的提高，尤其是在科学和工程方面的知识，使得融合变得非常重要。许多研究人员通过协同工作进行收敛研究以测试许多案例。由于 Yustika Sya'bandari，Minsu Ha Kangwon 国立大学，大韩民国 Jun-Ki Lee Chonbuk 国立大学，大韩民国 Sein Shin Chungbuk 国立大学，大韩民国摘要，协作工作可能会产生更广泛和最新的想法。准备好对融合的积极态度对于帮助学生成长为具有解决各种复杂问题能力的后代至关重要。本研究旨在检验高中生对趋同的态度以及与性别和轨道的关系。有目的地收集了 1,186 名印度尼西亚学生在十年级 (10th) 和十一年级 (11th) 的回答。学生接受了 23 项对融合的态度，涵盖五个结构：知识、个人相关性、社会相关性、兴趣和自我效能。使用 IRT-Rasch 分析、双向方差分析、Pearson 相关分析和聚类分析对数据进行分析。本研究的主要发现表明，高中生对兴趣和自我效能感建构趋同的态度与性别和轨迹显着相关。女学生表现出比男学生对收敛更感兴趣。然而，女学生的自我效能感较低。此外，与人文学科相比，理科生往往对融合更感兴趣，并表现出更高的自我效能感。在进行聚类分析后，学生根据他们对趋同的态度被分为三个特定的组。最后，提出定制化学习，以提高学生对趋同的态度。