Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules.
Nowadays the process of teaching and learning in Malaysia (especially in terms of Moral Education) are still unable to promote moral reasoning and critical thinking. Thus, the solution to this predicament is to provide teachers with an effective module for the development of moral reasoning and critical thinking among students. The purpose of this research was 1) to describe the usage of the ADDIE model for the development of a Philosophical Inquiry approach in Moral Education (PIME) modules, and 2) to identify the content validity of the module. The ADDIE model contained five phases, namely analysis, design, development, implementation, and evaluation. Then, the researchers conducted a survey to assess the content validity of the module. The researchers also made some changes to the stimulus materials to fit the duration of the Moral Education lessons. The data were validated by six experts in the fields of Philosophical Inquiry and Moral Education. The results showed that the PIME module had a high content validity (>70 percent). It meant that this module was validated and ready for use.
The ability to ask and answer questions is central to learning. Questioning is one of the thinking processes that can stimulate critical thinking among students. However, it can be seen that students have yet to master the questioning skill and are still in the lower order thinking (LOTs) questions. Therefore, this research aims to improve students questioning after the implementation of Hikmah Pedagogy. The research will reveal student's improvement in critical thinking through the evidence from student's questions. The subjects of the study consist of 27 students who are chosen to participate in the implementation of Hikmah Pedagogy. The results show an improvement where the students were able to produce questions from lower order thinking questions (LOTs) to higher order thinking questions (HOTs) according to Hierarchy of Bloom's Taxonomy. This research recommends teacher to apply Hikmah Pedagogy in order to enhance critical thinking among students.
The purpose of this study was to identify the effect of Philosophy for Children (P4C) in improving critical thinking among students. The study was conducted via the quasi-experimental research comprising of 27 students placed in the experimental group while the remaining 34 students in the control group. The instrument used was the Ujian Kemahiran Menaakul (Test for Reasoning Skills) Centre for Teaching Thinking (UKMCTT). Based on the statistical t-test on critical thinking, the treatment group scored a higher mean in the post-test mean score compared to the control group, which suggests that P4C had helped to improve students' critical thinking. The application of P4C allows students to think or reflect on the consequences of the action or assumption they made in their discussion. Simultaneously, it provides career advancement for the teachers by providing the classroom with a new strategy and renewed energy and enthusiasm.
Self-assessment is quintessential to monitor students’ performance, particularly in getting feedback during the teaching and learning process. However, up to the present, research on students' self-assessment in Hikmah Pedagogy was limited to other subjects, such as Malay language, History, English language, and Science. Therefore, the objective of this research was to examine students’ self-assessment on Hikmah (Wisdom) pedagogy based on gender and type of schools in Islamic education subject. The research applied a survey research design that involved 328 primary school students. The results revealed no statistically significant difference in the mean score for all constructs (speaking and listening, reasoning, manners in the community of inquiry, and open-mindedness) based on gender. On the contrary, the results derived from the one-way ANOVA tests for the types of school documented a significant difference in speaking and listening reasoning and open-mindedness. This research study may assist teachers in improving the teaching and learning process and help students to understand better in the classroom.
The development of technology in the era of the borderless world has grown rapidly in the entire field of human life, including in the field of education. The rapid development in science and technology led to the dissemination of information and knowledge through classroom also changed. Teachers as educators cannot refrain from directly involved in all activities related to information technology. These challenges provide an opportunity for educators to modify the teaching and learning process to become to become more active and more student-centred. This study draws to this issue by investigating the knowledge, skills, and the use of ICT and attitudes of Excellent Islamic Education teachers towards ICT. The participants were 70 Excellent Islamic Education teachers in Selangor, Malaysia. Data is collected using a questionnaire and the findings are analysed by using SPSS software 19.0. The results of the descriptive analysis involving the mean and standard deviation indicate that the knowledge and teachers' attitudes towards ICT to be at the high level. While the skills and the use of ICT among the teachers at a moderate level. The result also revealed that there is a significant relationship between ICT knowledge and teachers' attitude towards ICT. However, the strength of the relationship is very weak. There is also a significant relationship between ICT skills and teachers' attitude towards ICT and the strength of the relationship is also weak. Finding also shows there is a significant relationship between the use of ICT and teachers' attitude and the strength of the relationship is at moderate level. In conclusion, the use of ICT in teaching and learning of Excellent Islamic Education teachers is very important to determine the objectives achieved. Excellent teachers should consider that ICT only act as a complement, additional tools or aids to teachers who play the key role in delivering information using teaching methods that are more dynamic and efficient; rather than take the place or role of the teacher.
The impact of teaching behavior towards teaching quality and self-assessment has become an emerging drift in education, providing an option for teachers’ development. However, studies on teaching behavior and self-assessment are still scarce, despite their importance in improving education. Thus, this review thoroughly identifies the aspects of teaching behavior and teaching quality, as well as the instruments of self-assessment in the teaching profession. Initially, 116 articles published on Web of Science (WoS) and Scopus between 2017 to 2021 were identified, and 10 out of 116 articles were retained for review, based on the exclusion and inclusion criteria. The criteria include the significant findings listed the aspects of teaching behavior and teaching quality. Second, the approaches of self-assessment are emphasized in teaching. Third, the reliability of the instruments used for self-assessment mostly achieved the internal consistency criteria. These three criteria imply the importance of self-assessment for quality teaching and teacher development. In general, this review could help teachers cultivate quality teaching behavior and perform reflective practice for their personal development.
Education during the COVID-19 pandemic required teachers to be creative because students might not be able to complete education in a normal way. However, Islamic education teachers seem to lack the skills and attitudes required for twenty-first century learning, including creative teaching. The purpose of this study is to explore if Islamic education teachers were able to teach creatively by responding to twenty-first century learning during the pandemic. A qualitative methodology was adopted using a case study design. The sample consisted of four Islamic education teachers from Putrajaya schools. Our findings illustrated that there were six themes that emerged as elements of creative teaching in twenty-first century learning. These were: student-centered learning, twenty-first century teaching, creative inspirations, creative strategies, creative activities, and alternative evaluation. This study found Islamic education teachers to be creative in teaching and it demonstrated the professional development of Islamic education teachers.
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