scholarly journals Tahap Perancangan Pengajaran Menerusi Pengintergrasian Kemahiran Berfikir Aras Tinggi (KBAT) di Dalam Mata Pelajaran Pendidikan Islam Sekolah Rendah Malaysia

2020 ◽  
Vol 4 (1) ◽  
pp. 84-105
Author(s):  
Mohd Syaubari Othman ◽  
Ahmad Yunus Kassim
Keyword(s):  
Teaching Practice ◽  
Study Finding ◽  
Thinking Skills ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Education Development ◽  
Teaching Plan ◽  
Implementation Planning ◽  
Data Collection Instrument ◽  
High Level

Kajian ini bertujuan untuk menyelidik perancangan pengajaran guru Pendidikan Islam sekolah rendah menerusi pengintegrasian Kemahiran Berfikir Aras Tinggi (KBAT). Kajian ini melibatkan guru-guru Pendidikan Islam di Malaysia. Komponen berfikir aras tinggi seperti kemahiran banding beza, kemahiran menyusun urutan, kemahiran membuat ramalan, kemahiran membuat definisi dan kemahiran mencipta analogi yang di lihat dalam tiga komponen utama perancangan pengajaran guru iaitu perancangan pendokumentasian, perancangan dari segi komitmen guru dan perancangan pelaksanaan dipilih sebagai kerangka konseptual kajian. Kajian ini menggunakan analisis deskriptif menerusi instrumen soal selidik. Kesemua instrumen pengutipan data ini dibina oleh pengkaji dengan pengubahsuaian daripada instrument KBAT Kementerian Pendidikan Malaysia dan pakar yang terlibat serta kandungannya disahkan oleh panel rujukan pakar. Tahap nilai kebolehpercayaan alpha Cronbach yang diperoleh adalah tinggi iaitu 0.82173. Seramai 402 orang guru pendidikan Islam dipilih secara rawak mudah untuk menjawab instrumen soal selidik. Data kajian di analisis secara deskriptif menggunakan frenkuensi dan min serta sisihan piawai. Secara keseluruhannya, hasil kajian mendapati amalan perancangan pengajaran di dalam mengintergrasikan Kemahiran Berfikir Aras Tinggi (KBAT) adalah sederhana tinggi (min = 3.84) berdasarkan perancangan komitmen (min = 3.95), perancangan pendokumentasian (min = 3.93) dan perancangan pelaksanaan (min = 3.65). Implikasi dan cadangan yang dikemukakan dapat memberi gambaran yang bermanfaat kepada kementerian, sekolah, guru dan masyarakat bagi mempertingkatkan tahap amalan pengajaran guru Pendidikan Islam berdasarkan Kemahiran Berfikir Aras Tinggi (KBAT) seperti yang dihasratkan menerusi Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025.   The purpose of this study is to examine the teaching plan of primary school Islamic teachers through the integration of Higher Order Thinking Skills (HOTS). The study involved teachers of Islamic education in Malaysia. High-level thinking components such as differentiating skills, ordering skills, predictive skills, defining skills and creating anology which are seen in three main components of teacher teaching plan i.e documentation, teachers’ commitment and implementation were selected as conceptual framework for the study. This study employed descriptive method to analyse the collected data. Data collection instrument for the study was a modified version of   HOTS instrument of the Ministry of Education Malaysia. Views and feedbacks from the experts were sought for them to certify the content and constructs of the instrument. The internal consistency of the instrument is good as the value of Cronbach's alpha is high (0.82173). A total of 402 Islamic education teachers were randomly selected to answer the questionnaires. The collected data were then analysed descriptively using frequency, percentages and mean. In overall, the study found that the practice of teaching plan in integrating HOTS is at moderately high level with the overall mean of 3.84 based on commitments planning mean of 3.95, documentation planning mean of 3.93 and implementation planning mean of 3.65. This study finding could provide useful insights to ministries, schools, teachers and communities in enhancing the level of teachers’ teaching practice based on HOTS as envisaged in the 2013-2025 Education Development Plan.

scholarly journals PENILAIAN PELAKSANAAN PENGAJARAN GURU PENDIDIKAN ISLAM (GPI): MENGINTEGRASIKAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DI NEGERI TERENGGANU, MALAYSIA

2021 ◽  
Vol 4 (2) ◽  
pp. 16-28
Author(s):  
Mohd Syaubari Othman ◽  
Mohd Ridhuan Mohd Jamil
Keyword(s):  
Teaching Practice ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Study Data ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Education Development ◽  
High Level ◽  
Enrichment Methods ◽  
High Level Thinking

Abstract: This article aims to identify the evaluation of the teaching implementation of primary school Islamic education teachers integrating Higher Order Thinking Skills (HOTS). This study involved Islamic education teachers in the state of Terengganu. High -level thinking components such as contrast skills, sequencing skills, prediction skills, definition making skills and analogy creating skills are analyzed in the five main components of teacher teaching evaluation namely content delivery, implementation of questioning methods, enrichment methods, recovery methods and resource utilization. education. This study uses descriptive analysis (through a questionnaire instrument). All these data collection instruments were built by researchers with modifications from the HOTS instrument of the Ministry of Education Malaysia and the experts involved and their content was confirmed by an expert reference panel. The level of Cronbach's alpha reliability value obtained is high that is between (0.82173). A total of 402 GPIs were selected at simple random to answer the questionnaire instrument. Study data were analyzed descriptively using frequency and percentage of mean. Overall, the results of the study found that the evaluation of teacher teaching implementation based on high -level thinking skills is at a high level through the mean for the whole (4.43) and based on the teaching practice component consisting of the delivery of teaching content that recorded a mean (4.45), the implementation of questioning method recorded a mean (4.44), the implementation of enrichment methods recorded a mean (4.40), the implementation of rehabilitation methods recorded a mean (4.01) and the use of educational resources recorded a mean (4.12). The implications and recommendations presented provide a beneficial picture to the ministry, schools, teachers and the community to improve the level of teaching implementation based on high-level thinking concept skills (HOTS) as intended through the Education Development Plan 2013-2025. Keywords: Evaluation of teaching implementation, Islamic Education teachers, HOTS     Abstrak: Kajian ini bertujuan untuk mengenal pasti penilaian pelaksanaan pengajaran guru pendidikan Islam sekolah rendah mengintegrasikan Kemahiran Berfikir Aras Tinggi (KBAT). Kajian ini melibatkan guru-guru pendidikan Islam di negeri Terengganu. Komponen berfikir aras tinggi seperti kemahiran banding beza, kemahiran menyusun urutan, kemahiran membuat ramalan, kemahiran membuat definasi dan kemahiran mencipta anologi yang dianalisis dalam lima komponen utama penilaian pengajaran guru iaitu penyampaian isi pengajaram, pelaksanaan kaedah penyoalan, kaedah pengayaan, kaedah pemulihan dan penggunaan sumber pendidikan. Kajian ini menggunakan analisis deskriptif (melalui instrumen soal selidik). Kesemua instrumen pengutipan data ini dibina oleh pengkaji dengan pengubahsuaian daripada instrument KBAT Kementerian Pendidikan Malaysia dan pakar yang terlibat serta kandungannya disahkan oleh panel rujukan pakar. Tahap nilai kebolehpercayaan alfa Cronbach yang diperoleh adalah tinggi iaitu antara (0.82173). Seramai 402 orang GPI dipilih secara rawak mudah untuk menjawab instrumen soal selidik. Data kajian dianalisis secara deskriptif menggunakan frenkuasi dan peratusan min. Secara keseluruhannya, hasil kajian mendapati penilaian pelaksanaan pengajaran guru berdasarkan kemahiran berfikir aras tinggi adalah berada pada tahap tinggi menerusi min bagi keseluruhan (4.43) dan berdasarkan komponen amalan pengajaran yang terdiri daripada penyampaian isi pengajaran yang mencatatkan min (4.45), pelaksanaan kaedah penyoalan mencatatkan min (4.44), pelaksanaan kaedah pengayaan mencatatkan min (4.40), pelaksanaan kaedah pemulihan yang mencatatkan min (4.01) dan penggunaan sumber pendidikan yang mencatatkan min (4.12). Implikasi dan cadangan yang dikemukakan memberi gambaran yang bermanfaat kepada kementerian, sekolah, guru dan masyarakat untuk mempertingkatkan tahap pelaksanaan pengajaran berdasarkan kemahiran konsep berfikir aras tinggi (KBAT) seperti yang dihasratkan menerusi Pelan Pembangunan Pendidikan 2013-2025. Kata Kunci : Penilaian pelaksanaan pengajaran, guru Pendidikan Islam, KBAT

scholarly journals PENGUATAN LITERASI BARU PADA GURU MADRASAH IBTIDAIYAH DALAM MENJAWAB TANTANGAN ERA REVOLUSI INDUSTRI 4.0

2018 ◽  
Vol 1 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Hamidulloh Ibda
Keyword(s):  
Elementary Education ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Islamic Education ◽  
Technology Literacy ◽  
New Literacy ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities ◽  
High Level

Abstract: In answering the fourth industrial revolution era, basic Islamic education institutions did not adequately apply old literacy (reading, writing, arithmetic), but had to apply new literacy (data literacy, technology literacy and human resource literacy or humanism). This article discusses the challenges and opportunities of basic Islamic education in the era of the fourth industrial revolution. Strengthening new literacy in Islamic elementary education teachers as a key to change, revitalizing literacy-based curriculum and strengthening the role of teachers who have digital competencies. The teacher plays a role in building competency generation, character, having new literacy skills, and high-level thinking skills. Islamic elementary education as a basis for determining intellectual, spiritual, and emotional intelligence in children must strengthen 21st century literacy skills. Start creative aspects, critical thinking, communicative, and collaborative. Islamic elementary education is urgently needed to strengthen new literacy and revitalize digital-based curriculum. Curriculum revitalization refers to five basic values of good students, namely resilience, adaptability, integrity, competence, and continuous improvement. Islamic elementary education educators must be digital teachers, understand computers, and be free from academic illness. The goal is to realize high competency generation, character and literacy to answer the challenges of the fourth industrial revolution era. Abstrak: Dalam menjawab era Revolusi Industri 4.0, lembaga pendidikan dasar Islam tidak cukup menerapkan literasi lama (membaca, menulis, berhitung), tetapi harus menerapkan literasi baru (literasi data, literasi teknologi dan literasi sumber daya manusia atau humanisme). Artikel ini membahas tantangan dan peluang pendidikan dasar Islam di era Revolusi Industri 4.0. Penguatan literasi baru pada guru pendidikan dasar Islam sebagai kunci perubahan, revitalisasi kurikulum berbasis literasi dan penguatan peran guru yang memiliki kompetensi digital. Guru berperan membangun generasi berkompetensi, berkarakter, memiliki kemampuan literasi baru, dan keterampilan berpikir tingkat tinggi. Pendidikan dasar Islam sebagai dasar penentu kecerdasan intelektual, spiritual, dan emosional pada anak, harus memperkuat keterampilan literasi abad 21. Mulai aspek kreatif, pemikiran kritis, komunikatif, dan kolaboratif. Pendidikan dasar Islam urgen memperkuat literasi baru dan revitalisasi kurikulum berbasis digital. Revitalisasi kurikulum mengacu pada lima nilai dasar dari peserta didik yang baik, yaitu ketahanan, kemampuan beradaptasi, integritas, kompetensi, dan peningkatan berkelanjutan. Pendidik pendidikan dasar Islam harus menjadi guru digital, paham komputer, dan bebas dari penyakit akademis. Tujuannya mewujudkan generasi berkompetensi tingkat tinggi, karakter dan literasi untuk menjawab tantangan era Revolusi Industri 4.0.

scholarly journals Pembangunan Modul Kemahiran Berfikir Aras Tinggi di dalam Mata Pelajaran Sains Sekolah Rendah: Analisis Keperluan Guru

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Mohd Nazri Hassan ◽  
Ramlee Mustapha ◽  
Nik Azimah Nik Yusuff ◽  
Rosnidar Mansor
Keyword(s):  
21St Century ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
High Level ◽  
Teaching Modules

Teaching Higher Order Thinking Skills (HOTS) has its own challenges and need to be emphasized in the curriculum as it is one of the skills of the 21st century. HOTS is among six main characteristics of students who aspire Ministry of Education to succeed globally. However, studies on the effectiveness of the module KBAT in science subjects still not carried out. Hence, the purpose of this study was to develop and evaluate the effectiveness of teaching modules based on higher order thinking skills in science subjects in primary schools. The first phase of this study is to identify the needs of teachers of science on higher-order thinking skills module. The needs analysis also aims to determine the need and willingness of teachers to KBAT module in the teaching of science in primary schools. The initial analysis is carried out based on the protocol requirements interview involving 6 teachers teaching science subjects in six primary schools. The results showed that the willingness of teachers in the implementation and knowledge is minimal. Teachers are also not mastered the skills to integrate elements of higher order thinking skills in science teaching. Students facing dificulties to understand the questions as well as the teachers to develop high-level questions are identified problems faced by teachers. The interview data also shows teachers need simple guidance material or HOTS module to use for teaching and learning in the classroom.

PAI LEARNING BASED ON HOTS Learning Of Higher Order Thinking Skill (HOTS) Based Islamic Education In The Neurosciences Perspective

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Wahyu Kholis Prihantoro ◽  
Suyadi Suyadi
Keyword(s):  
Religious Education ◽  
Cognitive Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Islamic Education ◽  
Learning Capacity ◽  
Level 3 ◽  
High Level ◽  
The Brain ◽  
High Level Thinking

Education is not only the process of transferring knowledge, then student asked to memorize, then is assessed based on the abilityto memorize that knowledge. While student at this time need to have high level thinking skills or HOTS. The launching and recommendation of the application of HOTS in the learning process is one of the strategic efforts to improve learning capacity, especially the learning of religious education in the HOTS of critical thinking. Logically the problem of higk level thinking which is person’s cognitive skills is the level of the upper front part which is called the prefrontal cortex. The brain part of this part is known as the center of ecretutive control or the student is a high level thinking. Also place of problem solving, regulation, create character and personality. Sciences strategic activities are carriedout in Islamic Education so that they can get high level ability to be enhanced with the HOTS indicator: (1) analysis level, (2) evaluation level, (3) level of integration. This research enriched scientific knowledge in other studies.

scholarly journals Konsep Higher Order Thinking Skills (HOTS) dalam Pemikiran Pendidikan Islam

2021 ◽  
Vol 15 (1) ◽  
pp. 103
Author(s):  
Ita Hidayatussaadah
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Physical Development ◽  
Higher Order ◽  
Islamic Education ◽  
Higher Order Thinking Skills ◽  
Attitudes And Behaviors ◽  
Analytical Reasoning ◽  
Purpose Of Education ◽  
High Level

Islamic education must give birth to individuals who have positive behavior according to the goals of education itself. One figure of Islamic education thought argued that the purpose of education includes three aspects namely cognitive aspects which include the development of reason, such as intelligence, and power of thought; apective aspects include the development of the heart, such as the development of taste, heart and spirit and psychomotor aspects, namely physical development such as physical health and skills. These three aspects have a very close connection and attachment. By having good, critical and analytical reasoning, students will be able to find values ​​that internalize themselves, plunge into their hearts so as to produce attitudes and behaviors as a manifestation of the knowledge they have acquired. The ability to think critically and analytically requires a high level of reasoning known as Higher Order Thinking Skills (HOTS).

scholarly journals SIKAP DAN TINGKAH LAKU GURU TERHADAP PENGGUNAAN PETA PEMIKIRAN I-THINK DALAM PROSES PENGAJARAN PENDIDIKAN ISLAM DI SEKOLAH

2020 ◽  
Vol 3 (2) ◽  
pp. 24-35
Author(s):  
Roselizam Daud ◽  
Roslan Ab Rahman ◽  
Noradilah Abdul Wahab
Keyword(s):  
Teaching And Learning ◽  
Thinking Skills ◽  
Mean Value ◽  
Islamic Education ◽  
Thinking Maps ◽  
Teaching Process ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
High Level ◽  
And Behavior

This article discusses the level of attitude and behavior of teachers towards the use of i-Think maps in the teaching process in schools. In implementing quality teaching and learning processes, elements of high-level thinking skills should be used in conjunction with students' cognitive levels. This article explains the findings of the study on the attitude and behavior of Islamic Education teachers towards the use of i-Think thinking maps in their teaching. This study used a set of questionnaire forms that were randomly assigned to 103 Islamic Education teachers who were teaching in secondary schools in Terengganu. The data were analyzed descriptively to find the frequency, percentage and mean distribution. A t-test was also conducted to see differences between genders. The results of this study have found that Islamic Education teachers have a high level of attitude and behavior towards the use of mind maps in the teaching process with an average mean value of 7.49 (attitude) and the average mean value of 7.29 (behavior). This study also found that there were no significant differences in attitudes and behaviors towards the use of i-Think thinking maps among teachers based on gender. The discussion through this empirical study is expected to provide a broader understanding of teachers' attitudes and behaviors towards the use of i-Think thinking maps to achieve the 2013-2025 PPPM aspiration for 21st Century Learning. Keywords: i-Think Maps, attitudes, behaviors, teachers

scholarly journals [ISSUES AND PROBLEMS IN HIGHER ORDER THINKING SKILLS (HOTS) OF TEACHING PRACTICES FROM IBN KHALDUN’S PERSPECTIVE] ISU DAN PERMASALAHAN (PdP) KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM AMALAN PENGAJARAN GURU MENURUT PANDANGAN IBN KHALDUN

2020 ◽  
Vol 4 (1) ◽  
pp. 94-106
Author(s):  
Mohd Syaubari Othman
Keyword(s):  
Implementation Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Major Elements ◽  
Higher Order ◽  
Islamic Education ◽  
Education Development ◽  
Higher Order Thinking Skills ◽  
Ibn Khaldun ◽  
Analysis Process

Higher order thinking skills (HOTS) is an important agenda in the education system in Malaysia today in line with the Malaysian Education Development Plan (2013-2025). Practices that integrate HOTS implementation has been across the entire subject with by sourced from levels of Bloom's Taxonomy, Anderson and Krathwohl. However, for Islamic Studies which is based on the Qur'an and Sunnah, implementation HOTS elements need to be translated through Islamic education philosophy of education that puts perfection in mind the major thrust in promoting this culture of thinking skills. The emergence of figures such as Ibn Khaldun's talk about the overall education of the mind based on the concept of God has established in the perspective of understanding diversity in this HOTS. Therefore, this study used the analysis process for analyzing the literature by examining the contents of which have in common synonym or fell within the purpose of the performance-based element of teaching higher-order thinking (HOTS). The findings resulted in four major elements in need is an integrated HOTS namely through aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah translated through the implementation process based on the concept, integration and impact. Overall, the implementation of the PdP Islamic education should emphasize integrating HOTS guidelines have been established by Ibn Khaldun to ensure value appreciation and practice by the student meets the requirements established by the reference-based Islamic Educational Philosophy. Kemahiran berfikir aras tinggi (KBAT) merupakan suatu agenda penting di dalam sistem pendidikan di Malaysia masa kini selaras dengan pelaksanaan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Amalan pelaksanaan yang mengintergrasikan KBAT ini telah merentasi keseluruhan mata pelajaran bersumberkan kepada aras Taksonomi Bloom ubahan Anderson dan Krathwohl. Namun begitu, bagi mata pelajaran Pendidikan Islam yang berteraskan kepada Al-Quran dan As-Sunnah, pelaksanaan elemen KBAT perlu diterjemahkan melalui Falsafah Pendidikan Islam yang meletakkan kesempurnaan pendidikan akal sebagai teras utama di dalam memacu pembudayaan kemahiran berfikir ini. Kemunculan tokoh-tokoh seperti Ibn Khaldun yang membicarakan secara menyeluruh pendidikan akal berteraskan konsep ketuhanan telah mengwujudkan kepelbagaian di dalam perspektif kefahaman KBAT ini. Untuk itu, kajian ini menggunakan proses penganalisisan secara analisis kepustakaan dengan meneliti isi kandungan yang mempunyai kesamaan sinonim atau terangkum di dalam maksud pelaksanaan pengajaran guru berteraskan elemen pemikiran aras tinggi (KBAT). Dapatan kajian menghasilkan empat elemen utama di dalam keperluan untuk menginterasikan KBAT iaitu menerusi aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah yang diterjemahkan melalui proses pelaksanaan berasaskan konsep, intergrasi dan kesan. Secara keseluruhannya, pelaksanaan PdP pendidikan Islam yang mengintergrasikan KBAT seharusnya menitikberatkan panduan yang telah dibentuk oleh Ibn Khaldun bagi memastikan nilaian penghayatan dan pengamalan oleh pelajar menepati kehendak yang ditetapkan berasaskan acuan Falsafah Pendidikan Islam.

scholarly journals IMPLEMENTATION OF 21ST CENTURY LEARNING (PAK-21) IN TEACHING TARANNUM AL-QURAN

2020 ◽  
Vol 2 (7) ◽  
pp. 102-118
Author(s):  
Robiatul Adawiah Jamali ◽  
Tengku Sarina Aini Tengku Kasim
Keyword(s):  
21St Century ◽  
21St Century Learning ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Dynamic Learning ◽  
Education Development ◽  
Trainee Teachers ◽  
Qualitative Research Design ◽  
Teaching Aids

Al-Quran and Al-Sunnah are the main sources of reference in learning tarannum. The essence of these two sources can be understood through the agenda of the National Philosophy of Education (FPK), Philosophy of Islamic Education (FPI), and the Malaysian Education Development Plan (PPPM) 2013-2025. Recognizing the importance of changing learning and facilitating (PdPc) for the current generation, 21st-century learning initiatives have been launched by the Ministry of Education Malaysia (MOE) nationwide which outlines more dynamic learning features and meets current needs. Therefore, this article discusses the results of a study that focuses on the implementation of the teaching of tarannum al-Quran among trainee teachers of the Special Class for Reading and Memorizing Al-Quran (KKQ). The study was conducted using a qualitative research design by applying the method of triangulation, namely semi-structured interviews, observation of teaching sessions, and document analysis on six informants of trainee teachers of Bachelor of Islamic Education, specializing in Quranic Studies. In addition, the implementation of the teaching of tarannum al-Quran based on PAK 21 is also applied in PdPc sessions through a variety of teaching strategies and appropriate Teaching Aids (BBM). The findings of the study revealed that the informants successfully implemented the teaching of tarannum al-Quran based on the 21st century.

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

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