Sikap dan Kesediaan Pelajar Tingkatan Empat Terhadap Perlaksanaan Kemahiran Berfikir Aras Tinggi dalam Pembelajaran Matematik

Abstract

Kajian ini bertujuan untuk meninjau tahap sikap dan kesediaan pelajar Tingkatan Empat terhadap perlaksanaan KBAT dalam pembelajaran matematik. Di samping itu, kajian ini turut melihat sejauh mana perbezaan sikap dan kesediaan pelajar terhadap perlaksanaan KBAT dalam matematik berdasarkan faktor jantina disamping melihat kewujudan hubungan sikap dan kesediaan terhadap perlaksanaan KBAT dengan prestasi matematik pelajar. Seramai 132 orang responden yang terdiri daripada pelajar Tingkatan Empat di sebuah sekolah menengah di Daerah Simunjan, Sarawak telah terlibat dalam kajian ini. Kajian ini merupakan kajian kuantitatif menggunakan reka bentuk tinjauan dan soalan soal selidik telah digunakan sebagai instrumen untuk mengumpul data kajian. Data kajian dianalisis menggunakan perisian Statistical Package For Social Sciences (SPSS) versi 23 bagi menganalisis data secara statistik deskriptif dan statistik inferensi yang melibatkan analisis ujian Mann-Whitney U dan ujian Korelasi Spearman rho. Dapatan kajian mendapati bahawa tahap sikap dan kesediaan terhadap perlaksanaan KBAT dalam pembelajaran matematik masing-masing pada tahap sederhana tinggi. Kajian ini juga telah mendapati bahawa terdapat perbezaan yang signifikan antara sikap pelajar lelaki dan pelajar perempuan. Walau bagaimanapun, kajian ini mendapati bahawa tidak terdapat perbezaan yang signifikan bagi aspek kesediaan berdasarkan faktor jantina. Sementara itu, kajian ini juga mendapati tidak terdapat hubungan yang signifikan antara sikap dan kesediaan dengan pencapaian matematik pelajar. Oleh itu, tindakan berterusan perlu dilakukan terutamanya oleh guru semasa melaksanakan pengajaran dan pembelajaran supaya sikap dan kesediaan pelajar dapat ditingkatkan ke tahap tinggi dan pencapaian matematik pelajar dapat ditingkatkan ke tahap yang lebih baik.

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

“…This finding is consistent with the study of Ngah and Zakaria (2016), who found that pupils' attitudes towards HOTS in mathematics problem-solving are moderate. However, these findings differ from the study of Subeli and Rosli (2021), who reported that the level of pupils' Attitude towards HOTS in Mathematics is moderately high. The slight difference in pupils' attitudes can be attributed to the difference in the mean score interpretation used.…”

“…Thus, the findings of Abdullah and Rahman (2020) were consistent with the findings of this study. Despite that, this study contradicts the study of Subeli and Rosli (2021), which reported that the level of readiness of pupils towards HOTS in Mathematics was moderately high. The inconsistency of the findings may be due to the difference in the readiness measures.…”

“…According to Russo and Minas (2020), male pupils have a positive attitude toward solving challenging HOTS questions in Mathematics, whereas female pupils are ambivalent. This finding contrasts with the study of Subeli and Rosli (2021), who found that female pupils have a more positive attitude towards implementing HOTS in Mathematics than male pupils. As a result, the findings of these two studies proved a significant difference in the mean score of attitudes towards Mathematics based on gender (Deringöl, 2018).…”

“…The slight difference in pupils' attitudes can be attributed to the difference in the mean score interpretation used. If this study used a similar mean score interpretation as the study of Subeli and Rosli (2021), the results would likely be the same. Considering previous studies have only revealed positive attitudes (Ozdemir, 2022;Rosaini et al, 2019;Russo & Minas, 2020) or negative attitudes (Abdullah et al, 2019;Alhassora et al, 2017;Asrafil et al, 2020) towards HOTS in Mathematics learning, the findings of this study have contributed to the literature by providing data on attitude levels statistically.…”

“…The inconsistency of the findings may be due to the difference in the readiness measures. This is because the study of Subeli and Rosli (2021) defined readiness as enjoyment. In contrast, readiness in this study refers to the mastery of HOTS that corresponds to the ABC Model used.…”