Exploring Primary School Teachers' Language of Thinking: A Case Study (Bahasa Berfikir Guru Sekolah Rendah: Satu Kajian Kes)

2018 ◽  
Vol 14 (3) ◽  
pp. 271-295
Author(s):  
Wan Mazwati Wan Yusoff ◽  
Shamilati Che Seman ◽  
Rahimah Embong
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Systematic Evaluation ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact

Abstract The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative.  Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively.  If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking.  Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students.  Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms.  This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue.  This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers.  The data was analysed based on theoretical proposition by Costa and Marzano.  Findings revealed that teachers needed to improve their language of thinking.    Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking.   Abstrak Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif.  Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh.  Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan.  Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar.   Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi.  Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah.  Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini.  Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini.  Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data.  Sembilan orang guru sekolah rendah terlibat dalam kajian ini.  Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano.  Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai.    Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.

scholarly journals Mapping Higher Order Thinking Skills of Prospective Primary School Teachers in Facing Society 5.0

2021 ◽  
Vol 8 (2) ◽  
pp. 178
Author(s):  
Dini Ramadhani ◽  
Ary Kiswanto Kenedi ◽  
Yullys Helsa ◽  
Ciptro Handrianto ◽  
Muhammad Rizki Wardana
Keyword(s):  
Primary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Teachers ◽  
Primary School Teachers ◽  
Higher Order Thinking Skills

scholarly journals TEACHERS' UNDERSTANDING AND PRACTICES IN ASSESSING HIGHER ORDER THINKING SKILLS AT PRIMARY SCHOOLS

2019 ◽  
Vol 1 (2) ◽  
pp. 110-118
Author(s):  
Elin Driana ◽  
Ernawati Ernawati
Keyword(s):  
Primary School ◽  
Cognitive Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Comprehensive Understanding ◽  
School Teachers ◽  
Primary School Teachers ◽  
Higher Order Thinking Skills

The aim of this research was to explore primary school teachers’ understanding about higher order thinking skills (HOTS), its implementation in classroom assessments, and the quality of the HOTS assessment instrument constructed by the teachers. This qualitative research that was conducted from August to December 2018 involved 10 public and private primary school teachers in Jakarta and it is surrounding areas. Data about the teachers’ understanding of HOTS and how teachers applied the assessment of HOTS were obtained through semi-structured interviews. Meanwhile, the quality of the HOTS assessment instrument constructed by the teachers was analyzed to assess its alignment with basic competencies which have become the purpose of learning and the revised Bloom’s taxonomy to determine the level of cognitive process in each item. The research results showed that the primary school teachers that participated in this research have not had a comprehensive understanding of HOTS. The majority of the HOTS items that they made were still limited to analysis in the form of multiple choice items. There were also misunderstandings about the HOTS items. In general, the HOTS instrument constructed by the primary school teachers had good content validity, but there was a difference regarding the cognitive process involved in the items the between the perception of the teachers and the perception of the expert. Teachers had the tendency to perceive the items that they have made as HOTS items, although those items were categorized as remembering and understanding. This difference in perception occurred because the teachers did not have a comprehensive understanding of HOTS yet.

HIGHER ORDER THINKING TASK AND QUESTION APPLICATION IN THE WORLD COGNITION LESSONS IN PRIMARY FORMS

2019 ◽  
Author(s):  
Nadia Venskuvienė ◽  
Keyword(s):  
Primary School ◽  
Higher Order Thinking ◽  
Higher Order ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Thinking Ability ◽  
The World ◽  
Observation Method

Recently, one has become concerned about the quality of natural science and social education basics of the primary school students. Particular attention is devoted to the higher-order thinking ability education. In the qualitative research, it was analysed what higher order thinking questions and tasks primary school teachers apply in the world cognition lessons. Research data were gathered using a lesson observation method. The gathered data were analysed making a technical picture. Research results showed that primary school teachers proportionally applied lower and higher-order thinking questions and tasks. Keywords: world cognition lessons, higher order thinking abilities, primary education.

scholarly journals The Competency of Science Teachers in Integrating Higher Order Thinking Skills in Teaching and Learning

2021 ◽  
Vol 1793 (1) ◽  
pp. 012005
Author(s):  
A S Ab Halim ◽  
K Osman ◽  
M S A Mohd Aziz ◽  
M F Ibrahim ◽  
A A K Ahmad
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills
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