Effectiveness of higher order thinking skills (HOTS) based i-Think map concept towards primary students

Abstract

Higher Order Thinking Skills (HOTS) is a new concept of education reform based on the Taxonomies Bloom. The concept concentrate on student understanding in learning process based on their own methods. Through the HOTS questions are able to train students to think creatively, critic and innovative. The aim of this study was to identify the student’s proficiency in solving HOTS Mathematics question by using i-Think map. This research takes place in Sabak Bernam, Selangor. The method applied is quantitative approach that involves approximately all of the standard five students. Praposttest was conduct before and after the intervention using i-Think map in solving the HOTS questions. The result indicates significant improvement for post-test, which prove that applying i-Think map enhance the students ability to solve HOTS question. Survey’s analysis showed 90% of the students agree having i-Thinking map in analysis the question carefully and using keywords in the map to solve the questions. As conclusion, this process benefits students to minimize in making the mistake when solving the questions. Therefore, teachers are necessarily to guide students in applying the eligible i-Think map and methods in analyzing the question through finding the keywords.

Keywords: HOTS concept, i-Think map, pra-postest

Citation of Article:

Ping, O.W., Ahmad, A., Adnan, H., & Hua, A.K. (2017 May). Effectiveness of higher order thinking skills (HOTS) based i-Think map concept towards primary students. In AIP Conference Proceedings (Vol. 1847, No. 1, p. 030009). AIP Publishing

INTRODUCTION

Malaysian undergoes some changes to improve the quality of education, especially through the concept of Higher Order Thinking Skills (HOTS) that being introduced and applied in this recent year. HOTS is a concept based on learning Taxonomies Bloom [1-2], which stressed on analysis, evaluation and synthesis (creation of new knowledge) that required different learning and teaching methods than learning of facts and concepts [3-5]. 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 the advantages of HOTS, this research study is carry out to identify the student’s proficiency in solving HOTS mathematics question by using i-Think map.

METHODOLOGY

This research study uses quantitative approach based questionnaire methods. The sampling size is targeted on 60 respondents for preliminary finding in standard five students. Respondents involve are divided into three categories, namely good classes, moderate classes and poor classes. In collecting the data, pra-posttest method was conduct before and after the intervention using i-Think map in solving the HOTS questions. The main reason to carry out this method is to evaluate the potential of students in mastery the HOTS concept in solving mathematics questions [6-7].

RESULTS AND DISCUSSIONS

The result can be show in FIGURE 1, 2, 3, and 4. According to the FIGURE 1 indicates female students are 33 and male students are 30, which female students are more than male students in carry out the mathematical assessment. Among of them are from good classes or class 1 and 2 with 16 and 13 respondents respectively, moderate classes or class 3 with 17 respondents, and poor classes or class 4 with 17 respondents. Generally, PKBS 1 are reffering to pra test mathematical assessment, while PKBS 2 are reffering to post test mathematical assessment. Based on the results in respondent’s gred indicate that PKBS 1 for gred A, B, C, D, and E are 32, 5, 12, 3, and 11 ; meanwhile PKBS 2 for gred A, B, C, D, and E are 35, 10, 9, 2, and 7. The difference between PKBS 2 and PKBS 1 in gred A, B, C, D, and E are 3, 5, -3, -1, and -4, which means that the students are improve from gred C, D, and E into gred A and B. In other words, the students are able to cope with the HOTS concept teaching and students are showing good acception and understanding on the concept very well. Lastly, respondent’s class grading showing that PKBS 1 in 1-5, 6-10, and 11- 17 are 22, 20 and 21; while PKBS 2 in 1-5, 6-10, and 11- 17 are 24, 22, and 17. The results stated differences between PKBS 2 and PKBS 1 are 2, 2, and -4, which means the students are improve from class grading 11-17 to class grading 1-5 and 6-10. Therefore, HOTS concept are proved that suitable and appopriate to applied and implement during the class teaching, especially in moderate and poor classes.

CONCLUSION

As conclusion, applying HOTS concept through i-Think map benefits students to minimize in making the mistake when solving the mathematical questions. Based on results and discussions sections proved that moderate and poor classes are able to mastery the mathematical concepts through i-Think map in HOTS concept. Therefore, teachers are necessarily to guide students in applying the eligible i-Think map and methods in analyzing the question through finding the keywords.

REFERENCES

1. Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory into practice, 32(3),131-137.

2. Forster, M. (2004). Higher order thinking skills. Research Developments,11(11), 1.

3. Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher order thinking skills: A case of critical thinking. Research in science education, 37(4), 353-369.

4. Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher order thinking. Journal of Asynchronous Learning Networks,7(3), 55-65

5. Hopson, M. H., Simms, R. L., & Knezek, G. A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in education, 34(2), 109-119.

6. Ping, O. W., & Hua, A. K. (2015). Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Primary School Perspective. IOSR Journal of Research & Methodin Education, 5(3), 52-56.

7. Ping, O.W. & Hua, A.K. (2016) Guidance and Counseling: An Experience of Practicum. International Research Journal of Humanities & Social Science. 1(5), 89-95.

Applied Information System-Based in Enhancing Students’ Understanding towards Higher Order Thinking (HOTS)

Abstract

The application of information and communications technology (ICT) had become more important in our daily life, especially in educational field. Teachers are encouraged to use information system-based in teaching Mathematical courses. Higher Order Thinking Skills (HOTS) approach is unable to explain using chalk and talk methods. It needs students to analyze, evaluate, and create by their own natural abilities. The aim of this research study was to evaluate the effectiveness of the application information system-based in enhance the students understanding about HOTS question. Mixed-methods or quantitative and qualitative approach was applied in collecting data, which involve only the standard five students and the teachers in Sabak Bernam, Selangor. Pra-postests was held before and after using information system-based in teaching to evaluate the students’ understanding. The result from post-test indicates significant improvement which proves that the use of information system based able to enhance students’ understanding about HOTS question and solve it. There were several factor influenced the students such as students’ attitude, teachers attraction, school facilities, and computer approach. Teachers play an important role in attracting students to learn. Therefore, the school should provide a conducive learning environment and good facilities for students to learn so that they are able to access more information and always exposed to new knowledge. As conclusion, information system-based are able to enhance students understanding the need of HOTS questions and solve it.

Keywords: HOTS, information system-based, mixed methods, Mathematics Education

Citation of Article:

Hua, A.K., & Ping, O.W. (2017, May). Applied information system-based in enhancing students' understanding towards higher order thinking (HOTS). In AIP Conference Proceedings (Vol. 1847, No. 1, p. 030008). AIP Publishing.

INTRODUCTION

Enhancing educational quality in Malaysia 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. Generally, HOTS can be defined as a concept based on learning Taxonomies Bloom [1-2] that concerned on analysis, evaluation and synthesis (creation of new knowledge) that required different learning and teaching methods than learning of facts and concept [3-5]. Due to the benefits and advantages of HOTS in providing knowledge, the concept is proved more effective during ‘Teaching and Learning’ process (T&L) using information system based. According to computation expert in educational system, students are more concentrate and focus during the T&L, while teacher will be more easily to control and manage the class during the teaching process [6-8]. Therefore, applying HOTS concept into computer system based are able to enhance the quality of understanding mathematical calculation in developing critical thinking skills within the students in primary school. Hence, this research study carry out to evaluate effectiveness of information system based in enhancing students understanding towards mathematical eudcation through HOTS concept.

METHODOLOGY

The study involves quantitative approach, which using questionnaire methods in collecting data. The questionnaire is divided into two parts, namely part A for demographic profile, and part B for information system based HOTS concept in mathematical education. At the same time, part B are categories into two factors, namely first factor that evaluate during system-based learning process, and second factor that determine the effectiveness of HOTS concept in computation approach through pre-posttest [9-11]. The target for sampling size is 100 respondents, and sampling area is concentrated on one of the primary school in Sabak Bernam, Selangor. Complete collecting data will be input using Statistical Package for Social Sciences (SPSS) version 19.

RESULTS AND DISCUSSIONS

Analysis of collecting data for demographic profile, system-based learning process, and HOTS concept in computation approach are shown in TABLE 1, TABLE 2 and FIGURE 1 respectively.

Demographic profile indicate gender category in female with 58 respondents and male with 42 respondents, which select the students based on good, moderate and poor classes with 30, 30 and 40 respondents respectively. Majority student are staying in urban area with 76 respondents than staying in rural with 24 respondents. Due to family background that work in professional sector with 47 respondents, and including non-professional sector with 53 respondents that have consciousness on important of education, majority parents are sending their children to tuition class with 8 respondents than the students that not attend tuition class with 20 respondents.

According to TABLE 2, results for the first factor that evaluate during system-based learning process indicate four variables, namely student’s attitude, teacher attraction, school facilities, and computation approach. Based on the analysis show the higher rating for student’s attitude, school facilities, and computation approach are in 81-100%; while teacher attraction are only in 61-80%. Successful in delivered education from teacher-into-students are the school facilities (including table and chair, workbook, computer, fans) that completely provided leading the student’s attitude are controllable during T&L process. Applied computer-based increasing the positivity learning process within the students, although teacher are also plays an important role in attracting the students interest towards mathematical education in class. 

FIGURE 1 shows the result for second factor that determine the effectiveness of HOTS concept in computation approach through pre-posttest. As general information, PKBS 1 is referring to first test of mathematical assessment, while PKBS 2 is referring to second test of mathematical assessment. In mathematics basic test, the result show 100-80, 79-65, 64-55, 54-40, and 39-0 in PKBS 1 are 12, 27, 25, 31, and 5 respondents, while PKBS 2 are 21, 33, 18, 20, and 8 respondents. The differences between PKBS 2 and PKBS 1 are 9, 6, -7, -11, and 3. In other words, majority students are increasing in number for higher marks than the lower marks. Continuously, mathematics advanced test show 100-80, 79-65, 64-55, 54-40, and 39-0 in PKBS 1 are 6, 13, 12, 37, and 32 students, while PKBS 2 are 8, 20, 12, 35, and 25 students. Hence, the differences between PKBS 2 and PKBS 1 are 2, 7, 0, -2, and -7, which only minority students are increasing in number for higher marks. Next, the grade A, B, C, D, and E show PKBS 2 are 15, 21, 20, 27, and 17 students, while PKBS 1 are 7, 12, 33, 29, and 19 students; which have differences between both assessment are 8, 9, -13, -2, and -2. So, majority students are improve from the poor grade into the good grade. Lastly, the class grading with 1-10, 11-20, 21-30, and 31-40 indicate PKBS 2 are 20, 29, 26, and 25, while PKBS 1 are 19, 23, 25, and 33; which have differences between both exam are 1, 6, 1, and -8. In other words, only minority students are successfully improve in the class grading.

CONCLUSION

As conclusion, HOTS concept applied into information system-based indicates majority students are able to understand and accept the T&L process in mathematical education. Teachers play an important role in attracting students to learn. Therefore, the school should provide a conducive learning environment and good facilities for students to learn so that they are able to access more information and always exposed to new knowledge. As conclusion, information system-based are able to enhance students understanding the need of HOTS questions and solve it.

REFERENCES

1. Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory into practice, 32(3),131-137.

2. Forster, M. (2004). Higher order thinking skills. Research Developments,11(11), 1.

3. Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher order thinking skills: A case of critical thinking. Research in science education, 37(4), 353-369.

4. Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher order

thinking. Journal of Asynchronous Learning Networks,7(3), 55-65.

5. Hopson, M. H., Simms, R. L., & Knezek, G. A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in education, 34(2), 109-119.

6. Pellegrino, J. E., Cinami, F. J., Pacheco, S. P., Scroggins, R. J., & Miller, C. L. (2000). U.S. Patent No. 6,149,441. Washington, DC: U.S. Patent and Trademark Office.

7. Thelwall, M. (2000). Computer-based assessment: a versatile educational tool. Computers &

Education, 34(1), 37-49.

8. Saadé, R. G. (2003). Web-based educational information system for enhanced learning, EISEL: Student

assessment. Journal of Information Technology Education, 2, 267-277.

9. Ping, O. W., & Hua, A. K. (2015). Effectiveness of Division Wheel in Basic Mathematics Operation

Case Study: Primary School Perspective. IOSR Journal of Research & Methodin Education, 5(3), 52-56.

10. Ping, O.W. & Hua, A.K. (2016). Guidance and Counseling: An Experience of Practicum. International Research Journal of Humanities & Social Science. 1(5), 89-95.

11. 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.