Higher Order Thinking in the Content Knowledge of History Lesson in Malaysia
Abstract
This study investigating student’s achievement on the higher order thinking content knowledge in history lesson. A total of 200 upper secondary school students were given 40 objectives questions on higher order thinking content knowledge. The higher order thinking content knowledge was analysis using SPSS 24.0. The results showed that student’s application (f=54.8, %=75.1), analysis (f=40.8, %=55.9) and evaluation (f=40.2, %=55.0). The findings indicate that student’s achievement on the higher order thinking content knowledge (application, analysis and evaluation) in medium level. Therefore, the findings highlight the important of teacher in improving their pedagogy of teaching and change their focusing to higher order thinking in history education.
Keywords
Full Text:
PDFReferences
Anderson, L.W., Krathwohl, D.R.. & Bloom, B.S. (2001). A Taxonomy for learning, teaching and assessing. New York: Longman Publishing.
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement 14(1): 4–58.
Edwards, L. (2016). Education, technology and higher order thinking skills. AARE Conference 1–18.
Ennis, R. H. (1992). “The degree to which critical thinking is subject specific: Clarification and needed research”, dalam S. P. Norris (ed.), The Generalizability of Critical Thinking: Multiple Perspectives on an Educational Ideal, pp. 21-37. New York: Teachers College Press, Columbia University.
Ennis, R. H. (1996). Critical Thinking. Upper Saddle River, NJ: Prentice Hall.
Facione, N. (2000). Critical thinking and clinical judgment. Available on-line from California Academic Press: http://www.calpress.com/resource.html.
Facione, P. (1998). Critical thinking: what it is and why it counts. Available on-line from California Academic Press: http://www.calpress.com/resource.html.
Hanifah Haris, A. (2015). Aplikasi kemahiran berfikir aras tinggi (KBAT) dalam kurikulum sejarah tingkatan empat. Simposium Janji Sejarah: Asas Berfikiran Aras Tinggi
Hwang, G.J., Lai, C.L., Liang, J.C., Chu, H.C. & Tsai, C.C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development 66(1): 75–93.
Kementerian Pendidikan Malaysia. (2014). Kemahiran berfikir aras tinggi: Aplikasi di sekolah. Putrajaya: Bahagian Pembangunan Kurikulum.
Kementerian Pendidikan Malaysia. 2018a. Pengumuman analisis keputusan Sijil Pelajaran Malaysia 2018. Putrajaya.
Kementerian Pendidikan Malaysia. (2018b). Kertas soalan peperiksaan sebenar Sejarah SPM 2012-2018. Kuala Lumpur: Lembaga Peperiksaan Malaysia.
Khaliza Saidin, Mohd Hassani Dali & Abdul Said Ambotang. (2016). Peranan guru cemerlang Malaysia di sekolah. Jurnal Pusat Penataran Ilmu & Bahasa 24: 161–177.
Krejcie, R. V & Morgan, D. (1970). Determining sample size for research activities. Educational and Psycological Measurement 30: 607–610.
Pallant, J. (2007). SPSS Survival Manual: A step by step guide to data analysis using SPSS for Windows (Version 10). Edisi ke-3th. New York: Mc Graw Hill.
Pyc, M.A. & Rawson, K.A. (2012). Why is test-restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. Journal of Experimental Psychology: Learning Memory and Cognition 38(3): 737–746.
Shakila Che Dahalan, Abdul Razaq Ahmad & Mohd Mahzan Awang. (2018). Peningkatan pencapaian dalam mata pelajaran sejarah melalui teknik elaborative interrogation: satu sorotan kajian. Proceeding of International Conference on The Future of Education hlm. 246–263
Sumner, W.G. (1906). Folkways: A study of the sociological importance of usages, manners, customs, mores, and morals. Universitas Michigan: Ginn.
Swart, R. (2017). Purposeful use of technology to support critical thinking. JOJ Nurse Health Care Vol. 4 https://juniperpublishers.com/jojnhc/pdf/JOJNHC.MS.ID.555626.pdf [14 September 2018].
Van Sledright, B.A. (2001). From empathic regard to self-understanding: Im/positionality, empathy, and historical contextualization. Dlm. Davis, O.L., Yeager, E.A. & Foster, S.J. (pnyt). Historical empathy and perspective taking in the social studies hlm. 51–68. USA: Rowman and Littlefield.
Yen, T.S. & Halili, S.H. (2015). Effective Teaching of Higher-Order Thinking ( HOT ) in Education 3(2): 41–47.
Zenisky, A.L., Keller, L.A. & Wang, X. (2014). De-constructing constructs: Evaluating stability of higher-order thinking across technology-rich Scenarios 1, 2 April L. Zenisky, Lisa A. Keller, and Xi Wang 3, 4 University of Massachusetts Amherst 1–14.
DOI: https://doi.org/10.17509/historia.v3i2.23560
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Historia: Jurnal Pendidik dan Peneliti Sejarah
INDEXED
TOOLS
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Alamat Redaksi: Gedung Numan Soemantri, FPIPS UPI, Departemen Pendidikan Sejarah, Lantai 2, Jl. Dr. Setiabudhi No 229 Bandung, 40154