Teaching and learning used of Compass Approach in Teaching Higher Order Thinking Skills in Sciences Subject
Kaedah Kompas dalam Pengajaran dan Pembelajaran Kemahiran Berfikir Aras Tinggi Sains
DOI:
https://doi.org/10.37134/bitara.vol15.2.5.2022Keywords:
Higher Order Thinking Skills (HOTS), Science, Compass Method, Teaching and LearningAbstract
Teaching Higher Order Thinking Skills (HOTS) has its own challenges and needs to be emphasized in the curriculum because it is one of the skills of the 21st century. HOTS are among the six main characteristics of pupils who are the aspirations of the Malaysian Ministry of Education to succeed at the global level. Therefore, pupils can improve their cognitive skills with the opportunity and space given to convey their ideas/views using more creative methods and not just memorizing like conventional methods. Therefore, the process of learning Science does not happen by rote learning, but instead requires the application of HOTS. So, through the Compass Method, pupils have the opportunity to generate and develop thoughts to enable them to make their thoughts visible and further enable them to understand, analyze and master problems/issues with elements of HOTS in evaluating and making decisions to obtain the best solutions. This quasi-experimental study examines the effectiveness of the Compass Method in improving HOTS among 32 primary school pupils. The effect of using this method was measured three times using the HOTS test, that is before the intervention (pre-test), after the intervention (post-test) and after three months of the intervention (post-extended test). The data was analyzed to obtain a percentage score. Findings show an increase in the percentage of pupils’ achievement in both postal tests. The implication is that the Compass Method has succeeded in helping pupils in several aspects, namely being a guide to pupils in answering questions/solving problems of HOTS; guide pupils to improve their thinking ability to a higher level; make the pupil a reflective, critical and creative thinker; produce pupils who are skilled in evaluating and making decisions. This study suggests that this method be applied together in the learning process of other core subjects in order to meet the country’s aspirations in producing outstanding pupils holistically.
Downloads
References
Alimuddin Mohd Dom (2021, Disember 17). Silibus tinggi, KBAT: Pendidikan tidak boleh di takuk lama. Utusan Malaysia, Retrieved November 7, 2022, from https://www.utusan.com.my/berita/2021/12/silibus-tinggi-kbat-pendidikan-tidak-boleh-di-takuk-lama/
Amin Senin (2021). Penguasaan Kemahiran Berfikir Aras Tinggi (KBAT) Pelajar SPM Kohort 2021 Terjejas dengan Ketara. Connecting. Dot Learning. Retrieved November 7, 2022, from https://www.connectingdots.my/post/pengguasaan-kemahiran-berfikir-aras-tinggi-kbat-pelajar-spm-kohort-2021-terjejas-dengan-ketara
Bakri, Md Nor Bakar & Firdaus (2013). Kemahiran Berfikir Aras Tinggi di kalangan guru Matematik sekolah menengah pertama di Kota Makassar. International Seminar on Quality and Affordable Education.
Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study. International Journal of Technology and Design Education, 26(1).
Campbell, D. T. (2013). Experimental And Quasi- Experimental Designs for Research. Journal of Chemical Information and Modelling.
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, vol. 11, no. 3, pp. 1–16.
Fleeson, W., Jayawickreme, E., Jones, A. B. A. P., Brown, N. A., Serfass, D. G., Sherman, R. A., Matyjek-, M. (2017). Pembelajaran Berasaskan masalah Berorientasikan Projek: Aplikasi Kemahiran Berfikir Aras Tinggi Bagi Mata Pelajaran Reka Cipta dalam Kalangan Pelajar Peribumi di Daerah Kapit: Satu Tinjauan. Journal of Personality and Social Psychology.
Gottfried, M., & Williams, D. N. (2013a). STEM Club Participation and STEM Schooling Outcomes. Education Policy Analysis Archives.
Gottfried, M., & Williams, D. N. (2013b). STEM Club Participation and STEM Schooling Outcomes. Education Policy Analysis Archives, 21(79), 1–27.
Gribbons, W. M. (1997). Designing for the global community. In Professional Communication Conference: Crossroads in communication (pp. 261–273).
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2009). Multivariate data analysis. Pearson Education Ltd.
Kementerian Pendidikan Malaysia (2013). Pentaksiran Kemahiran Berfikir Aras Tinggi. Melaka: Surya Sdn. Bhd.
Kementerian Pendidikan Malaysia (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: KPM.
Kementerian Pendidikan Malaysia, (2013a) Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013 – 2025 (Pendidikan prasekolah hingga lepas menengah). Putrajaya; Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia, (2013b). Pentaksiran Kemahiran Berfikir Aras Tinggi. Putrajaya; Lembaga Peperiksaan Malaysia.
Kementerian Pendidikan Malaysia (2012). Laporan Awal Pelan Pembangunan Pendidikan Malaysia 2013-2025. Kementerian Pelajaran Malaysia (pp. 1–268).
Kementerian Pelajaran Malaysia. (2006). Etika menjalankan kajian tindakan. Kuala Lumpur: Kementerian Pelajaran Malaysia.
Lembaga Peperiksaan Malaysia (2013). Pentaksiran Kemahiran Berfikir Aras Tinggi. (pp. 168). Putrajaya: Kementerian Pendidikan Malaysia.
Madhuri, G. V., Kantamreddi, V. S. S, dan Prakash Goteti, L. N. S. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education. doi:10.1080/03043797.2012.661701.
Mohammad Norsham Abdul Ghani (2014). Tahap pengetahuan dan sikap guru-guru Pendidikan Islam terhadap amalan penerapan kemahiran berfikir secara kritis dan kreatif di negara Brunei Darussalam. Tesis Sarjana Pendidikan. Fakulti Pendidikan Universiti Kebangsaan Malaysia.
Mohd Ghadafi Mohd Ghazali (2014). Tinjauan tahap pengetahuan, kemahiran dan sikap guru luar bandar terhadap kemahiran berfikir secara kritis dan kreatif dalam amalan pengajaran. Tesis Sarjana. Universiti Kebangsaan Malaysia.
Mohd Syaubari Othman & Ahmad Yunus Kassim (2016). Pelaksanaan Kemahiran Berfikir Aras Tinggi (KBAT). Dalam Pendidikan Islam. Retrieved from https://www.researchgate. UPSI.
Nur Aida Muhammad & Mohd Aderi Che Noh (2014). Penerapan Kemahiran Berfikir Aras Tinggi (KBAT) dalam pengajaran dan pembelajaran Pendidikan Islam sekolah rendah. Prosiding Wacana Pendidikan Islam Siri Ke-10, hlm. 520-541.
Nurulhuda Md Hassan, Nur An Nisa Fithri Mohd Noor, Yamuna Thasarathan, Qarihatun Najah Zainudin, Nur Syaidatul Aisyah Zainuri, Nurul Raihana Najwa Mohamad Rizuaden, Nurfara Adilah Muhamad Fauzi, Nurfatihah Tumin & Nur Afina Syahida Mohamad Jefri (2019). Perspektif Guru Terhadap Kemahiran Berfikir Aras Tinggi dalam Kalangan Pelajar. Journal of Humanities and Social Sciences, Volume 3, Issue 2, 50-56.
Nurul Nadirah Mohd Kasim (2014). Pengetahuan guru terhadap Kemahiran Berfikir Aras Tinggi dan tahap berfikir aras tinggi pelajar tingkatan 2 bagi topik Ungkapan Algebra II. Tesis Sarjana Muda. Universiti Teknologi Malaysia
Peters, L., Shmerling S., & Karren, R. (2011). Constructivist pedagogy in asynchronous online education: Examining proactive behaviour and the impact on student engagement levels. International Journal on E-Learning.
Rosinah Edinin (2011). Penyelidikan tindakan: Kaedah dan penulisan. Kuala Lumpur: Freemind Horizons Sdn. Bhd.
Saputri, A. C., Sajidan, S., Rinanto, Y., Afandi, A. & Prasetyanti, N. M. (2018). Improving students’ critical thinking skills in cell-metabolism learning using stimulating higher order thinking skills model. International Journal of Instruction, vol. 12, no. 1, pp. 327–342.
Siti Nurliyana Ab Halim (2015). Pengetahuan, sikap dan kesediaan pelajar terhadap Kemahiran Berfikir Aras Tinggi (KBAT) dalam pembelajaran pemahaman bacaan. Tesis Sarjana. Fakulti Pendidikan Universiti Kebangsaan Malaysia.
Suhanna Zainudin & Zanaton Hj. Iksan (2015). Pemerkasaan Kemahiran Berfikir Aras Tinggi dalam Sains. Prosiding Seminar Kebangsaan Pendidikan Negara Kali Ke-5, hlm. 206-211
Sulaiman, N., Muniyan, V., Madhvan, D., Hasan, R. & Rahim, S. S. A. (2017). International Research Journal of Education and Sciences (IRJES), vol. 1, no. 1, pp. 1-3, 2017.
Turuk, M. C. (2016). The Relevance and Implications of Vygotsky’s Sociocultural Theory in The Second Language Classroom, 5, 244–262.
Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice STEM integration. Teacher Perceptions and Practice.
Zamri Mahamod (2012). Inovasi P&P dalam Pendidikan Bahasa Melayu. Tanjung Malim: UPSI.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Shamilati Che Seman @ Sulaiman, Amran Wahab
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
