Environmental education perspective in Kuala Lumpur, Malaysia: An Analysis

Abstract

Educations become an important asset of future development and management in Malaysia. Promoting pure science and mathematics subject are compulsory to credits for certificates, but failed to concern in environmental perspectives. This research study conducted to investigate student's knowledge perception of attitude towards environmental water resources. Collecting data involve quantitative approach with questionnaire methods. Sampling area is concentrate only one of the cluster school in Kuala Lumpur. Sampling size is targeted for 100 respondents that randomly selected in lower secondary school (Form 3 students) with good, moderate and poor classes, which select only 30 students in each class. Analysis used in this study is descriptive and correlation analysis. Results indicates polluted water led to disease grow and cause death to aquatic animals especially fish. Eventually, fish species become extinction and cause food shortage. 'Disappearance' of fish species in food chain may impact the energy flow through nature recycle in food chain to create global warming. Next, although water pollution less affected on soil nutrient quality, but it resulting the water resources include freshwater to become shortage. Therefore, problems and issues in environmental water resources are controllable and manageable if students are exposed earlier on the importance and priorities to protect, to love, to conserve and preserve the environmental nature especially the water resources. Conclusion, environmental subject become an important platform to create awareness in the students from continue 'destruct' the environment when they become leader in future.

Keywords: education, environmental, awareness, protect and love, conserve and preserve

Citation of Article:
Hua, A.K., & Ping, O.W. (2017). Environmental education perspective in Kuala Lumpur, Malaysia: An Analysis. LIFEWAYs International Journal of Society, Development and Environment in the Developing World, 1(1), 8-13.

Introduction

Pure sciences of physic, chemistry and biology, as well as mathematic are compulsory subject that require credits to receive certificate before further studies in university level (Heng and Tan, 2006). Majority students are putting all efforts to concentrate only into these subjects just to receive the certificate. According to Ping and Hua (2016), mathematics and sciences subject become important in life especially involve with job opportunities. Therefore, the students will work hard in confirming a place in science stream to ensure for bright future. This matter become concerning recently due to lacking of ethical and moral value in the student-individual-attitude. Hence, environmental education becomes highlighted and should be consider as a subject in the curriculum in school.

Lack of concerned towards applied sciences in science and technology, environmental sciences, sustainability sciences, and so on, causing students to become less interested in studying this subject. Indirectly, students will felt that there is no need to take responsibility to protect the environment and this situation can cause ‘destruction’ to the environment (Hua, 2015a). As evidence, several issues related to water pollution especially in rivers are mainly originated from agricultural and livestock activities, municipal activities, factory activities, residential activities and others, that occur in this country (Hua, 2015b; 2015c). Therefore, this research study conducts to investigate student􀇯s knowledge perception of attitude towards environmental water resources.

Environmental education is aimed to produce studentship that is knowledge concerning the bio-physical environment and associated with problems, aware of how to help in solving the problems, and motivated to work on with the solution (Stapp, 1969). The concept of environmental education is concerned on the understanding of the ecosystem, the culture with biophysical environment, the problems evolved and how it can be solved, and the important of attitude that concern for quality of biophysical environment especially involve between man and nature in problem solving (Stapp, 1969). Therefore, the concept of environmental education should be suggested to applied into educational system in this contry, which become the begining of determination on ethical and moral value towards environmental perspective.

Materials and Methods

Quantitative approach through questionnaire methods is applied. Questionnaire design based ‘open ended’ question that divided into two parts, namely part A for demographic profile and part B for environmental water pollution and environmental water ecology. Likert Scale with 5-point (1-Strongly Disagree, 2-Disagree, 3-Normal, 4-Agree, 5- Strongly Agree) are used. Sampling area is concentrated only one of the cluster school in Kuala Lumpur, Malaysia. The sampling size targeted for 100 respondents that randomly selected in lower secondary school (particular in Form 3) with good, moderate and poor classes’ students (Krejcie and Morgan, 1970). 30 students are randomly selected in each class. When questionnaires are completely answered, the raw data will be input using Statistical Package for Social Science (SPSS) version 19. Analysis used in this study is descriptive and correlation analysis.


Results and Discussions

Result for demographic profile and environmental water resources can be show in Table 1 and Table 2 respectively. Demographic profile indicates gender for male is the highest with 59 respondents and female with 41 respondents. The grade achievement shown 11 to 20 with 36 students is the highest, continue by 21 to 30 with 27 students, 1 to 10 is 22 students, 31 to 40 is 10 students, and 41 to 50 is 5 students. Majority students are staying in rural area 􀈋61 students􀈌 than urban area ‘39 students’. Most of the student’s parents are working as non-professional with 53 respondents, and professional are 47 respondents.

Environmental water resources through environmental water pollution and environmental water ecology are shown in Table 2, having reliability test of 0.69 with the items are satisfy and suitable to conduct analysis (Chua, 2011). Environmental water pollution through water quality, disease, aquatic species, and freshwater are indicates agree is the highest rank with 46, 75, 59 and 66 students respectively. Only soil nutrient variable have normal-point as highest rank with 44 respondents. Next, environmental water ecology with variable of food shortage, nature recycle, and global warming and water resources show agree are rank the first with 49, 37, and 46 respondents respectively. However, majority students chose normal as first rank for food chain with 54 respondents.

Meanwhile, in correlation analysis between environmental water pollution and environmental water ecology, the result between variables with correlation significant at level 0.05 (2-tailed test) indicate water quality having correlate with food chain (0.339), food shortage (0.321), and global warming and water resources (0.429); while disease have correlate with food chain (0.204) and food shortage (0.480); soil nutrient have correlate with food shortage(0.373) and nature recycle (0.416); aquatic species correlate with food chain (0.279) and food shortage (0.241); and freshwater having correlated with food chain (0.485), food shortage (0.211), and nature recycle (0.347).

Majority students are opinion that polluted water will becomes black color and bad odor taste. The polluted water will bring disease to human such as cholera, diarrhea, intestinal worms, typhoid fever, and so on, which will also poisoning the aquatic animals and cause death. If extreme water pollution, it will lead to extinction of aquatic life. This situation will reduce the availability of freshwater become shortage. Nevertheless, most of the students still believe that contaminated water is likely to affect the existence of nutrients in soil, which can decrease the soil quality and indirectly impact to the trees. Continuously, contaminated water can negatively affect water ecology. For example, extinction of aquatic species especially fish can reduce food source. Indirectly, the extinction of certain species will cause energy flow to increase in other food chain through natural cycle. This action may result on global warming and decrease the quantity of water resources due to evaporation process. At the same time, the natural recycle will led to the nature nutrient loss, for example polluted water through extreme evaporation could bring acid rain and cause chemical reaction with nature nutrient. (owever, many students are still opinion that ‘disappearance’ of fish species will not impact the whole food chain if compare to the primary producer like plant. Possibly secondary or tertiary consumer will consume other species as food source to continue survive.

Based on the correlation analysis between environmental water pollution with environmental water ecology, decreased of river water quality will definitely impact the food chain and food shortage especially towards the primary food chain and aquatic animals that will resulted in death and cause extinction in species. This situation having connection with disease, which polluted river will bring viruses and bacteria to grow and bring negative impact to the aquatic species. Meanwhile, contaminated river water quality will cause global warming and water resources to be decrease in quality and quantity. Continuously, soil nutrient is only correlate with food shortage and nature recycle, which highlighted that decreasing water quality will indirectly change the chemical structure of soil and groundwater. This situation will result in imbalance nutrient flow between soil and bring harm to vegetation activities (e.g. agriculture and forestry). Therefore, this situation may cause destruction towards the regional ecosystem as a whole and bring negative imapct to human itself.


Conclusion

As conclusion, environmental water resources proved that majority students are realized that decrease of water quality will cause diseases to grow and harm aquatic species. These result the fish species to become extinction and cause food shortage. Possibly ‘disappearance’ of fish species in food chain may not impact the secondary or tertiary consumer in obtaining food to survive. Indirectly, this situation may impact the nature recycle through energy flow in food chain to create global warming. On the other hand, although soil nutrient quality are less affected by water pollution, this situation are resulting the water resources include freshwater to become shortage. Therefore, these problems and issues are controllable and manageable if the students are exposed on the importance and priorities to protect, to love, to conserve and preserve the environmental nature especially the water resources. Hence, environmental subject become an important platform to awake and create awareness in the students from continue 􀇮destruct􀇯 the environment when they become leader in future.


References

Chua, Y.P. 2011. Kaedah penyelidikan: Buku 1. Kuala Lumpur: McGraw-Hill.

Heng, C. S., & Tan, H. 2006. English for mathematics and science: Current Malaysian language-in-education policies and practices. Language and Education, 20(4), 306-321.

Hua, A.K. 2015a. Public perception in water resources development case study: Malacca. River. International Journal of Humanities & Social Science Studies, 2(2), 78-86.

Hua, A.K. 2015b. An indication of policy study towards water resources in Malacca State: A case study of Malacca River, Malaysia. International Research Journal of Social Sciences, 4(6), 15-20.

Hua, A.K. 2015c. Law enforcement and water resources of the Malacca River: A case study of public perception. International Journal of Scientific Research in Science and Technology, 1(3), 111-116

Krejcie, R. V., & Morgan, D. W. 1970. Determining sample size for research activities. Educ Psychol. Meas., 30, 607-610.

Ping, O. W., & Hua, A. K. (2016). A Case Report of Educational in 3D and 2D towards Primary Mathematics. Asia Pacific Journal of Education, Arts and Science, 3(2), 8-12.

Stapp, W. B. (1969). The concept of environmental education. Environmental Education, 1(1), 30-31.

Classification Based Water Quality Index (WQI) in UTM River

Abstract

Water is important for drinking, bathing, washing, cooling, and protecting to continue surviving. Rapid development in human activities causes several of water issues and problems especially in river pollution. Water pollution occurs in Sekudai River through UTM River. Therefore, this research study is conducted to determine factors contribution to UTM River pollution through classification based Water Quality Index (WQI). Sampling area is concentrate along UTM River with setting of seven (7) stations in upstream, middle stream, and downstream river. Analysis showed majority parameters for DO, BOD, COD, NH3-N, SS, and pH are in class three and only minority is in class two or one, which result in calculation for WQI is class three in station 1 to station 7. UTM River proved water quality is in slightly polluted condition due to human activities which cause contamination through concrete waste, chemical waste, garbage and washing wastewater, restaurants, chain stores, gas stations, and so on. Continuous human activities will cause UTM River to be totally polluted and causing ‘dead’ river, which will reduce human quality life and destruct environment. Therefore, human should be controlled, reduced, responsible, and ethically to protect the environment from ‘missing’ forever.

Keywords: Water, Human Activities, Factors, Slightly Polluted, Destruct

Citation of Article:
Hua, A.K. (2017). Classification Based Water Quality Index (WQI) in UTM River. International Journal of Scientific Research in Science & Technology, 3(1), 294-297.

Introduction

Water is important for living beings to continue surviving. Water is used for drinking, bathing, washing, habitat, cooling, and etc., depend on the usage activity. As general, water can be existed in liquid, solid, and gas form, due to the characteristic of H2O or H-O-H. H2O is refer as two hydrogen atom with positive charge and one oxygen atom with negative charge, which causing the water to become permanent dipole [9]. Hence, pure water not only can exist in H-O-H, but also in H+ and OH-. Usually, H+ can be form into H3O+ or H9O4+ which depend on where the positive combination of molecule situated, while OH- can be in the form of H7O4- with maximum combination up to three molecules [9]. There is formula used to describe partition coefficient, Kd as below [10];

Where A, B and AB can be refer as concentration A and B, and complex of AB, where this formula can be used in dissociation of water as below [9];

Therefore, water body can contain various organic and inorganic molecules in solution and mixture [5]. Only pure water molecule can be disturbed or mixed with foreign materials to produce other molecular forms, which is also known as water contamination. Water purity can be measured by its quality, which refers to physical, chemical and biological characteristic that change from its natural or original condition. So, the presence of impurities or foreign material in water showed a sign that the water is polluted.

Based on world statistic, majority of developing countries with 70 percent of industrial wastes had dumped untreated into the water and caused pollution to usable water supply [8]. As evidence, about 99 million pounds (or 45 million kilograms) of fertilizers and chemicals are used each year, and about 2 million tons (or 1.8 billion kilograms) of human waste are disposed into waterways around the world every day [8]. These action had cause many river to be polluted in all world, for example Ganges River (India), Jian River (China), Jakarta River (Indonesia), Pasig River (Philipines), Tiete River (Brazil), and Yamuna River (India) [1]. At the same time, other factors that contributed to major river pollution can be listed as industrial chemical waste dumping, rubbish dumping, and failure in sewage treatment. The main issues to cause all pollution problems are increasing of population numbers and uncontrolled rapid development. Until today, demands toward development and facilities are never showed reduction and the percentage of river pollution is continuously increased. Therefore, this problem becomes more serious in river pollution because it’s not only reduces the percentage of freshwater, but also affect the quality of environment to become worse.

Simultaneously, the development is also take places in developing countries like Malaysia, which also listed in the contamination of river water. As a proof to the statement, 195 (41%) out of 473 rivers are considered as polluted, which indicates almost half of the total river are polluted and it is considered as serious with dangerous situation [2, 5-6]. Water pollution is no exception to the rivers that exist in Johor Bahru, especially the Melana River and the Sekudai River which is in slightly polluted. Interestingly, both of these rivers are connected by another small river name UTM River (figure 1). In other words, UTM River can be refer as the starting point or upstream river which flowing the water into Sekudai River (figure 1). According to the Environmental Quality Report in 2012, stated that Sekudai River is slightly polluted due to human activities like daily wastewater (including washing, bathing), industrial wastes, domestic sewage, and others [4, 7]. Therefore, this research study is carried out to determine the water quality in UTM River based on Water Quality Index (WQI), which have probability to contribute river pollution to Sekudai River.

Methods and Materials

This research study is carry out at Johor Bahru, especially towards the river that contributes higher percentage of water pollution. Hence, the sampling area will be UTM River, which consider as one of the factors to cause contamination to Sekudai River (figure 2). Along the UTM River, there are seven (7) stations will be selected to collect the sample and undergoes for analysis. In analysis, water sample will be test for six (6) parameters, namely Dissolved Oxygen (DO), Biochemical Oxygen Demand (BOD), Chemical Oxygen Demand (COD), Suspended Solid (SS), Ammoniacal Nitrogen (NH3-N), and measurement of acidic or alkalinity of an aqueous solution (pH) [3]. From analysis, the result will be calculating using Water Quality Index (WQI) formula to indicate the water pollution in river, which can be showed in figure 3 [2].

Results and Discussions

Analysis for parameters of DO, BOD, COD, SS, NH3-N, pH, and the result for WQI can be showed in the table 1.

According to the standard classification for water quality in DOE (2012), DO parameter showing that most of the station is in class three, except for station 5 that exist in class two. Next, BOD parameter are also showing the water quality in all stations are class three and the result are the same as NH3-N which is class three for all stations. Continuously, majority stations of pH parameter are in class two. Meanwhile, analysis of COD parameter shows station one, three and five are in class two, and class two, four, six, and seven are in class three. Lastly, parameter of SS in station two and five are remain class one, but other stations are result in class two. In overall, majority parameter for DO, BOD, COD, NH3-N, SS, and pH are in class three, and only minority is in class two or one. On the other hands, calculation for WQI is also proving that station 1 to station 7 is in class three. In other words class three is considered as slightly polluted, which required extensive treatment to restore back water quality in the river. Basically, after the treatment, this water can only be used for livestock drinking, and for tolerant species. Normally, it still can be used for economic value such as tourism perspective.

The main factors to cause water contamination in UTM River are human activities. In station 1 and station 2, most of the activity carried out is residential and commercial, which include restaurants, chain stores, shopping malls, gas stations, and others. Meanwhile, station 3, 4, 5, and 6 are across the Universiti Teknologi Malaysia (UTM) before the water is flow into Sekudai River. The water quality condition becomes worse when UTM River is flowing through faculty of Electrical Engineering and Mechanical Engineering. This is because the building is still in construction for Electrical Engineering (figure 4). So, most of the concrete waste will be transport together with water especially in raining day into drains before enter the UTM River. At the same time, the chemical waste from Mechanical Engineering is also letting it flow into UTM River. Until station 6, the river flow across colleges and causing water pollution through garbage and wastewater from washing activities (figure 5). Before UTM River enters Sekudai River, the water will go through station 7, which is referring as downstream river. At the moment, residential activities is carried out and having a high percentage to cause pollution to UTM River and Sekudai River. Therefore, the water pollution is occur along UTM River and if the human activities is continuously, this will cause the river to change from slightly polluted to polluted.

Conclusion

Last but not least, Sekudai River can be polluted due to many factors, which also include water flow from the UTM River. Contamination can occur in UTM River due to human activities, which included concrete waste, chemical waste, garbage and washing wastewater, restaurants, chain stores, gas stations, and so on. Although this situation is seen as minor problems, but it will affect directly and indirectly the chain of relationship between ecosystems that involved, for example human and river, river and animals, and animals and human. If these activities are continued, then it will cause UTM River and Sekudai River to be 100 percent polluted and leading to ‘death’ river. So, when the river is listed as ‘dead’ river, this will affect human quality life through bad odor and spreading diseases, and destruct the natural of environment through ‘killing’ and cause extinction of aquatic animals. Hence, human activities should be controlled and reduced to protect the environment from ‘missing’ forever.


References

[1]. Bittner, M. (July 04, 2013). The World’s Most Polluted River. EHS Journal. Retrieved from http://ehsjournal.org/http:/ehsjournal.org/michael-bittner/the-worlds-most-polluted-rivers/2013/

[2]. Department of Environment (DOE) Malaysia (2012). Malaysia Environmental Quality Report 2012.

[3]. Hua, A. K. (2016). Pengenalan Rangkakerja Metodologi dalam Kajian Penyelidikan: Satu Kajian Kes. Malaysian Journal of Social Sciences and Humanities, 1(1), 17-23.

[4]. Hua, A.K. (Jun 2015). Kualiti sumber air di Malaysia: Satu analisis. Geografia: Malaysian Journal of Society and Space. 11(6), 98-108.

[5]. Hua, A.K. (May 25, 2015). An Indication of Policy Study towards Water Resource in Malacca State: A Case Study of Malacca River, Malaysia. International Research Journal of Social Sciences, 4(6), 15-20.

[6]. Hua, A. K. (August 2015). Law Enforcement and Water Resources of the Malacca River A Case Study of Public Perception. International Journal of Scientific Research in Science & Technology, 3(1), 111-116

[7]. Hua, A. K., & Marsuki, M. Z. (2014). Public perception towards environmental awareness. Case study: Malacca River. International Journal of Academic Research in Environment and Geography, 1(2), 53-61.

[8]. National Geographic Official Portal (2015). Water Pollution. Retrieved from http://environment.nationalgeographic.com/environment/freshwater/pollution/

[9]. Pharma Corama Official Portal (2015). Water, H2O, chemical characteristics explaining biological role. Retrieved from http://www.pharmacorama.com/en/Sections/Elements-Water-1.php

[10]. US Environmental Protection Agency (August 1999). Understanding variation in partition coefficient, Kd values. Office of Air and Radiation. 1, 1-212.

Education in Malaysia: A Review

Abstract

HOTS can be defined as a concept based on learning Taxonomies Bloom that concerned on analysis, evaluation and synthesis (creation of new knowledge) that required different learning and teaching methods than learning of facts and concept. In other words, HOTS concept concentrate on student understanding in learning process based on their own methods, and able to train students to think creatively, critic and innovative. Due to advantages of HOTS concept, the Malaysian Education System is transforming from ‘chalk and talk’ to ‘students’ centroid’; and yet the concept is continuously changing into Higher Order Thinking Skills (HOTS) that applied into students’ mindset today. Although there is various issues and problems exist among teachers, between-teacher-and-students, and among students on the acceptance of HOTS concept, however, continuous research study is required to increase the effective of implementation on HOTS concept into the mindset which will increase the quality of education system in Malaysia.

Keywords: HOTS, Taxonomies Bloom, implementation, quality education system.

Citation of Article:
Ping, O.W., & Hua, A.K. (2017). Education in Malaysia: A Review. International Journal of Research, 4(2), 319-327.

Introduction

In transforming the education, various policy has been develop to improve the education’s quality in Malaysia as the same with developed country, particularly in terms of Higher Order Thinking Skills (HOTS). According to Tomei (2005), HOTS concept involve with higher cognitive skills with analyse, synthesize, evaluate, and produce new idea. Thinking skills is a process of using the mind to understand, analyze, and solve problems. It can be categorized into two level, namely Low Order Thinking Skills (LOTS) and High Order Thinking Skill (HOTS). Before mastering the HOTS, students are required to dominate LOTS comcept which constitute three lowest levels in the pyramid of Bloom’s Taxonomy such as remember, understand, and apply. Analyzing, evaluating and creating are in the top three levels of pyramid is called HOTS. Students will use HOTS such as analyzes, comparative difference, interpret, evaluate and generate ideas when given a task to be completed (Quellmalz, 1985). Therefore, the ministry of Education are much encourages teachers to provide various questions involve with HOTS to produce young generation capable of facig the challenges in the 21st century (Malaysian Education Development Plan, 2012).

Discussion

Nevertheless, majority students in the country is having difficulty in solving the HOTS questions or tasks due to not understanding the questions need. HOTS concept will fail to solve problems when there are failure to understand the needed of questions that being ask (Poo, 2014). Hence, researchers had proposed using decode in helping the students through finding keywords, which can be used in outlining the important clues in the questions. These methods are able to reduce misinterpretation on the questions, especially among the students that have poor performance. As a proved, this method had given positive impact where student’s results indicated an increasing in the mean differences between pre-test and post test (Ping and Hua, 2016 & 2015). In additional, based on the interviews and participants observation are resulted in positive impact. Nevertheless, concentrates and focuses only toward the keywords in question may develop another issues where majority students will ignore the need to read, understand, and analyze the requirements of the questions in overall. Indirectly, this action will cause difficulty for teachers to train accurate HOTS concept into students, although the students already able to solve HOTS questions with lacking of high level thinking skills.

Moreover, result provided using qualitative approach with small samples size is possible to represent the findings of HOTS questions, but the chosen of respondent’s is more likely toward the teachers and not the students. Taking an example, if the total students are 15 with each 5 respondents are from good, moderate and weak classes respectively, then the result provided will be bias and not represent as whole classes. On the other hands, quantitative approach is consider as more eligible to apply in HOTS questions with students are involve to present as respondents. The minimum sample size will be 300 students, where results providing are more reliable (Krejcie and Morgan, 1970). According to Krejcie and Morgan (1970), the sample size of 159 respondents represent the population of 270 people, and this show the level of reliability of findings for the study are very low because the number of selected samples may not be representative of the population that being tested. Present review study highlighted that researchers suggest purposive sampling can be applied in HOTS concept, where samples are determined according to the level of Mathematical achievement test results and divided into three group namely good class, moderate class, and weak class. By using this method, researchers can evaluate either the decode method is suitable for all levels of students, especially to poor classes. The sample selection is very important to know either the method use is effective or vice versa.

Continuously, a study conducted by Yip (2014) indicate that selected respondents are excellent students will be given a task by evaluating on the use of sakamoto in helping students to solve non-routine problems that can increase HOTS concept. Probably the evaluation is to define weaknesses exist in apply sakamoto method solving HOTS question, but the finding will be contribute in advancing the sakamoto method and not solving the HOTS concept. In other words, the selection of respondents is bias and lack focusing on weak students, which contribute the research in not overall. Selection of sample of population should be avoid for bias, where the result provided from research study are more accurate (Cohen, 1977). Additionally, researchers agree that non-routine questions should be introduced daily to develop HOTS concept among students and not only depend on the textbooks. However, activity for exposure to non-routine question is considered as limited due to teachers that are dislike to seek challenges for the students. Indirectly, this action had lead to Malaysia’s performance in Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) decreased. As a proof, Malaysia rank among the lowest and are among the lower than international average and Organization for Economic Co-operation and Development (OECD).

The condition become worst when teachers are overvalue on routine problem solving skills involving with basic calculation (e.g. algorithms) and have neglected the cognitive development in Mathematics (Poo, 2014). Yip (2014) also stated that students are not able to translate and integrate the information due to less skilled of strategies to solve problems. However, this issues and problems are not being elaborate further. Possibly, the main factors to cause these issues and problems are involve with excercises provided by the Ministry of Education (MOE) which is less non-routine problems. In other words, too depend on textbook are encouraging the routine questions into students mindset. This situation will led to fewer students exposed to non-routine questions and apply HOTS concept as a whole. Indirectly, the MOE desire to train HOTS into students are hardly to be achieve. Second factor is the teacher itself that are not exposed to non-routine question and not having advanced skill in HOTS concept (Caroline and Ambotong, 2014). Therefore, majority teacher are tend to teach the student based on the textbook and its limited the scope on routine questions.

Caroline and Ambotong (2014) noted several number of facors and issues related with HOTS concept in novice teachers. As stated, novice teachers is new teacher who served less than 3 years and having very less expereince, especially involve with knowledge management, teaching management, and HOTS concept. Therefore, the researchers stated that implementation of HOTS in teaching in classroom will face difficulty due to lack of disclosure of knowledge and skills in the field among novice teachers. Apart from that, the study also stated that unwillingness of novice teachers in shouldering the task of educating young students thinking skills explicitly also be a factor in failure the disciples of the country to solve the HOTS questions. This is because every students will have different learning style, and the teachers need to plan wisely oriented activities of HOTS question based on the students learning styles especially towards the solving on-the-spot for HOTS questions. By this way, novice teachers will be able to manage knowledge systematically and implementation on teaching HOTS concept in school effectively.

The study shows that novice teachers play an important role in ensuring HOTS concept can be do well in school. A case study can be conducted through pilot study by using questionnaire to test on the effectiveness of HOTS question apply by teachers and students acceptance on the HOTS concept. The pilot study are required to conduct before carry out the data collection, in ensuring the reliability test of questionnaire are accurate and not bias. Additional, total sample size are 400 novice teacher that carry out in Sabah state. The researchers using random sampling according to zone in Sabah. The study are important to explore weaknesses and deficiency in learning process between novice teachers with students that apply HOTS concepts. After the factors are detected, more research study can be carry out to define solution towards the issues and problems, so that the HOTS concept can be implemented succesfully inti students mind.

In contrast to a study conducted by Abdullah and Mohamed (2007), which the research stated that focuses on larning aids (BBB) such as computer could encourage the use of thinking skills in students. Researchers compare the development of education from the early 60s up to today had using various different approach. The development of education did change with time, where previously more focused on teacher-centered approach, but has now changed to a student-centered. Students should explore their own knowledge presented by the teacher and the teacher will act as supervisor. By this approach, it may encourage students to think in a more meaningful way. Indirectly, this approach can train students for high-level thinking that are intended by the government and in line with the national education philosophy. Apart from changes in terms of approach, the curriculum content is also changing where it is more focused on solving problems that emphasizes critical thinking skills and creative (CCTS) and the use of information technology (ICT) for the use of technology can change the way student learning and developing skills think the students to a higher level when students are given a task to be completed (Ibrahim et al., 2005).

Researchers do agree with Yip (2014), where majority teachers are likely to issues or highlighted the same concept that being taught in textbook to the students. This occurs due to some teachers are not interested in using the facilities provided using technology and believes the traditional method is still relevant to the examination system. Although traditional methods are still relevant to the current assessment system, but it’s less efficient because the teacher-centered concept will cause students to not think critically and creatively. If the students are able to think scintifically, the issues and problems involve with HOTS concept can be resolved. Based on this result finding that using ICT can encourage students to use HOTS in learning sessions. The study involve are qualitative approach with concentrated only 3 students. The instruments used were software modules KDE Interactive Geometry (KIG) developed by the researcher himself, where students are required to discuss with teachers in connection with the module and interviews with students to identify the thinking skills used. Interviews found that students using HOTS to analyze every question asked by the researcher and capable of making conclusions based on analysis and correlation features that are on the circle. The findings of this study can be concluded that hand-on activities using ICT to encourage students to think at higher levels. However, the teacher as a facilitator should play an important role in encouraging students to think through the questions submitted.

In a study conducted by Haron, Badusah, and Mahamod, (2016) noted the importance of HOTS in helping students to generate ideas in essay writing and edutainment methods included to help students unearth creative ideas when writing essays. Altough different subjects that being used in the research, but from the journal stated that it can be assessed on the importance of HOTS concept in helping students to master certain. The researcher uses experimental study to measure the effectiveness of the elements of song and poetry to help students write a good essay. Post-test results showed there were improvements in the experimental group compared to the control group where the level of pre-test result showed that both groups had similar results. Apart from the method used to play a role in increasing HOTS in students, teachers also play an important role as disclosed by Caroline and Ambotong (2014). Teachers need to be creative and innovative in generating ideas and capable of creating a difference by using the resources available to encourage students to think at a higher level. The researcher also said most teachers focus on questioning challenged too low (Salleh, 2005) and it was very popular to be used where concentrated to remind words literally (Abu et al., 2002). This is consistent with a study conducted by Yip (2014) which states Mathematics teachers less produce non-routine problems to the students and teachers themselves have no control of HOTS (Caroline and Ambotong, 2014). This study is the lack of sampling in which respondents were not balanced between the experimental and control groups can not be chosen at random as bound by the rules set by the school. Researchers can expand the number of sampling by selecting a number of schools in zones such as that carried out by Caroline and Ambotong (2014) for the study of higher reliability.

Saad et al (2011) conducted a research survey to assess the perceptions of teachers and teaching thinking skills in mathematics teaching and learning in the classroom. Questionnaires were distributed to obtain feedback from teachers and the findings showed that teachers positive outlook on teaching thinking skills in the classroom and there was no difference in perception between male and female teachers as well as experienced and less experienced teachers. The findings also showed that the relationship between perceptions of teachers and teaching thinking skills. This study is vulnerable to bias because when groups of respondents were aware that they were being investigated would be possible that a change in their normal behavior (Idris, 2010). Researchers do agree with Idris (2010) because the surveyed respondents do realize or have some idea about it, and the respodnents might change their answers, whether knowing it correctly or not, and this may led to researchers to get a good and positive feedback about the respodents. However, when research surveys complete, it can precisely represent a view in the population studied. Thus, a total of 144 mathematics teachers from 22 secondary schools in Muar district were selected for this study is that the findings could provide insight and recommendations to guide the implementation of teaching thinking skills in the teaching and learning of mathematics in Muar. Similarly, a study conducted by Muniyandy and Narayanasamy (2015), 200 secondary school teachers have been sampled. This study aimed to identify the level of knowledge of teachers in the HOTS. To facilitate the process of data acquisition, questionnaire used in this study. However, this study shows that 100% of the samples not be exposed to the HOTS. Muniyandy and Narayanasamy (2015) finding contrasts with the findings of a study conducted by Saad et al. (2011) found teachers positive outlook on teaching practices HOTS. In my opinion, this is due to samples taken in both of these studies are in two different areas. Muniyandy and Narayanasamy (2015) samples can only be representative of the population in Subang and Kota Damansara while samples Saad et al (2012) can represent the population in Muar only.

In addition to research surveys, qualitative research such as interviews are also used extensively for collecting data on phenomena that can not be observed directly, like attitudes, beliefs, intentions, opinions, experiences, values held, interests and so on. Bakry and Firdaus (2013) and Kassim and Zakaria (2015) conducted a study HOTS with the interview. In the study Bakry and Firdaus (2013), 10 mathematics teachers from secondary schools have been selected as a sample while only 4 mathematics teachers involved in the sample under investigation Kassim and Zakaria (2015). Is the appropriate sample size in qualitative research? In qualitative research there are no set rules for sample size. The sample size depends on the purpose of research, the objectives and the research findings are used to measure how well the resources available to it, including time. In other words, the appropriateness of the research sample size should be evaluated in the context of the investigation itself. Using interviews, the problems encountered and the needs of teachers can be identified such as difficulty building HOTS questions and difficulties students understand the question (Kassim and Zakaria, 2015). HOTS courses in mathematics and the supply of modules or materials of sufficient resources is also one of the causes of these problems occur. Researcher agree with the findings of this study as one of the teachers at the school, where majority teachers are lacking of disclosure about the teaching and learning of mathematics HOTS. By then, the MoE has also played an important role in ensuring the implementation of HOTS smooth as expected in the Blueprint 2013-2025 (MOE, 2012) as HOTS organize courses to teachers in school.

In a study conducted by Salma (2010) found that HOTS can be enhanced through problem-based learning. These findings together with the fact that the problem-based learning (PBL) is an effective method to promote HOTS. Based on the definition of the beginning of PBL in Model Classic by Barrow and Tamblyn (1980) set out in writing and mojor Baden and Major (2004), PBL is a real problem that complex situation and not have the answer right or wrong. Students will gain new information through self-directed learning and the teachers only as a guide. Researcher do agree with these findings because the PBL is a student-centered teaching method in which students need to make the analysis and synthesis of the given problem and evaluate or create solutions that matter most suited at the end of the assignment. PBL has provided opportunities for students to apply HOTS. However, on the same time, researcher are disagree with Salma (2010), who wrote in a research objective reality that is too open, which can be applied to identify the extent HOTS through PBL. Researcher are highly propose that the objectives are written as identify the HOTS through PBL.


Conclusion 

As conclusion, either qualitative approach or quantitative approach are apply in research framework, the sample size and sampling area, and methods used to analysis data have to be clearly stated, so that the research study can be further continue for better finding and increasingly the quality in education (Hua, 2016). On the other hands, the teaching of higher-order thinking skills is an element that must be implemented by teachers as was contained in the syllabus and the syllabus of high school mathematics in order to produce young people who excel and be competitive in a world of increasingly advanced.

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