The Effectiveness of Critical Thinking in Improving Skills in KBAT Problem Solving
Keberkesanan Pemikiran Kritis dalam Meningkatkan Kemahiran dalam Penyelesaian Masalah KBAT
DOI:
https://doi.org/10.37134/jpsmm.vol11.1.6.2021Keywords:
Higher Order Thinking Skills, HOTS, Problem SolvingAbstract
Higher order thinking skills (HOTS) have been implemented in classroom assessment. HOTS is often associated with high level problem solving questions. However, researchers found that the solution to the problem of HOTS is still at a moderate level among students. Therefore, a study to look at the effectiveness of critical thinking in problem solving HOTS was conducted at the school level. The three special objectives of this study are (i) to identify items that are difficult for students to answer, (ii) to identify the causes of students having difficulty mastering HOTS problem solving and (iii) to see students' achievement in solving HOTS questions after Cungkil + Cetus Method intervention Trigger executed. The study design used was action research. The sample consisting of sampling was intended to involve Form three students who were weak or failed in classroom assessments for Science subjects. The Cungkil + Cetus method is used in the teacher's teaching method to guide students to solve HOTS problems systematically and effectively. To see the changes in students' solutions to problems in the form of HOTS after using the Cungkil + Cetus Method, data were collected through a comparison of pre -test and post -test, observation notes through diary entries and semi -structured interviews. The findings of the study show that the students are still weak in mastering the questions in the form of making inferences and predictions. Several causes of weak students when answering HOTS questions were identified, namely lack of confidence in answering HOTS questions, assuming that HOTS questions are difficult and assuming that HOTS questions require a long answer. The pre -test and post -test findings showed an increase in Science assessment achievement of 40%. This is supported by the results of the interviews which showed that students were more confident to answer the HOTS questions when guided by friends and teachers. The results of this study are expected to contribute to teaching and learning in the classroom as well as to improve the practice of teachers in helping students solve the problem of HOTS.
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