This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents. It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA). The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect. Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.
In the last decades, the teachers criticized for failing to integrate the knowledge in the behavior of virtue. Therefore the character education is always considered in every design education, including in madrassas. The character education is the deliberate attempt to influence the behavior of students through customizing repeatedly. Making it easy to do virtue and avoid crime. The research has focused on the approach to character education at madrassa. The qualitative method by interviewing, observation, and focus groups have been used in this study. A total of 16 teachers at four madrassas in South Sulawesi has been selected through purposive Sampling. The research suggest: Madrassa teachers have not managed to practice the concept of teaching character. Both conceptually and contextually. The failure of conceptually caused teachers do not embed character values are extracted from the behavior of student's virtue. While the failure of the contextually is has caused teachers failed in an attempt to develop character values, such as social relationships, honesty, and discipline. In addition, the teachers are not managed to practice courteous and not empowered to detain students of behavior lie.
Recent study shows an increasing interest towards the implementation of augmented reality in teaching and learning. Majority of the studies in this area focuses on how this technology could impact students’ performance and various skills including visualization skills. Hence, the purpose of this study was to examine the differences in students’ visualization skills after utilizing Mobile Augmented Reality (MAR) and conventional learning in orthographic projection classroom. This study involved 60 students and was conducted in Universiti Teknologi Malaysia: 30 students in experimental group used MAR; 30 students in control group used conventional learning. In this study, mental rotation skills were measured using Purdue Spatial Visualization Test of Rotation (PSVT:R) due to its importance to ensure students understanding in orthographic projection. Results from this study showed a significant difference between students in both group where students in experimental group displayed a significantly higher level of visualization skills in terms of mental rotation skills compared to students in control group. At the end of their study, respondents were given a set of questionnaires to obtain their feedback on the use of MAR. Based on students’ positive feedback on MAR, the result proved that it can be an effective spatial visualization tool. MAR is also practical to be used in classrooms since it has low production cost.
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