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.
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