Falsafah, Prinsip dan Isu dalam Kemahiran Berfikir Aras Tinggi (KBAT) yang berkaitan dengan TIMSS dan

PISA di Malaysia

Dr Ng Soo Boon BAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PELAJARAN MALAYSIA

2013

Apa it B!r"i#ir$

T!%inga &ta#

D!ngar B!r"i#ir

B!r"i#ir Ta# B!r"i#ir

&ta# Ta# Pa#ai &ta#

'i#g ( B!r"i#ir ) G na%a* ota# +i#it)

H,,-- A.a#a* ,a+a #ita ta# g na ota# $

 Berfikir ialah #!/o%!*an ,an +ia untuk membentuk konsep, memberi sebab, atau membuat penentuan. (Beyer, B.K., 1991) (kebolehan) Berfikir ialah satu #o%!#+i #!,a*iran atau operasi mental yang digunakan oleh seseorang individu. (Nickerson, erkins dan !mith, 19"#) (kemahiran) Berfikir merupakan p!,/!nt #an idea, pembentukan semula pengalaman dan penyusunan maklumat dalam bentuk tertentu. ($raenkel, %.&., 19"') (proses) Berfikir melibatkan pengelolaan op!ra+i ,!nta% tertentu yang berlaku dalam minda atau sistem kognitif seseorang yang bertu(uan untuk menyelesaikan masalah. ()ayer, &.*., 19++) (operasi)

oes d , n r a e el /nce -

-e h t a h t n i t m ea

nk. i h t y l l a atic m o t u a ave

B!r"i#ir .an B!%a0ar

,a ng. i k n i h t t u n -itho r a le e n

Berfikir dan Bela ar

Thinking is the ,!t*o. o" int!%%ig!nt %!arning, of learning that employs and re-ards mind (0e-ey, 1911)

So1 i+ t*!r! nint!%%ig!nt %!arnng$

!earning and th"ught

2earning -ithout thought is labour lost3 thought -ithout learning is perilous(,onfucius)aught his !o, it looks like learning is no good -ithout thinking6 7re -e students that4 52earning -ithout assuming all learning happen -ith thinking thought is labour lost3 thought .
89eachers also like to ask us to think, but ho- to think. 9hey did not tell us ho- to think: (from a students) !tudents might be ;uite confused over -hether or not they think -hen they learn, does it mean that if they cannot ans-er a ;uestion that means they did not learn and did not think.

K!,a*iran B!r"i#ir Ara+ R!n.a* 2L&T3

o. o t g n i k hin t d e v l o inv 9 / 2 s 0oe

S#hmal$, %&'(
LOT tasks re;uires a student 5< to recall a fact, perform a simple operation ,
or solve a familiar type of problem. =t DOES NOT require the student to -ork outside the familiar>

)esni#k, %&*'

Lower-order thinking (LOT) is often characteri?ed by the recall of

information or the application

of

concepts or kno-ledge
to familiar situations and conte@ts.

Th"mps"n, +,,*

generally characteri?ed 2/9 as solving tasks -hile working

in familiar

situations

and conte@ts3 or, applying

algorithms already familiar

to the

student.

lower ORDER THINKING

S!n#1 B!4#,an1 5 T*o,p+on 216673

LOT is involved -hen students are solving

justification, explanation, or proof re;uired, and -here only a single correct
ans-er is possible
2/9s need more recalling and more closed ended

tasks -here the solution re;uires applying a - e l l A k n o - n a l g o r i t h m , often -ith NO

Apa itu Kemahiran Berfikir Aras Tinggi (-.Ts)/

HIGHER ORDER THINKING

Stein and Lane (1996 describe HOT

as 5the use of comple@, n"n0alg"rithmi# thinking to solve a task in -hich there is NOT a predictable, -ellArehearsed approach or path-ay e@plicitly suggested by the task, task instruction, or a worked out e ample.>

HIGHER ORDER THINKING

higher!order thinking (HOT) as
!esnic" (19#$ characteri?ed

%non&al'orit(mic)*

HIGHER ORDER THINKING

T*o,p+on 220083 generally characteri?ed

HOT involves +o%9ing ta+#+

-here an algorithm has not been taught or using known algorithms -hile -orking in unfamiliar conte@ts or situations.

HIGHER ORDER THINKING

Sen", et al (199$ characteri?ed HOT as

sol"ing tasks

-here no algorithm has been taught, -here

#ustification or e planation are re;uired, and

-here

more than one solution

may be possible.

Kenapa Kemahiran Berfikir Aras Tinggi (KBAT)/

SI: 'RITI'AL SKILLS ;&R 21+t 'ENTURY

Communicating

Creativity & Innovation

Information Literacy Problem Solving

CRITICAL SKILLS

Working Collaboratively

R!+pon+i/%! 'iti<!n+*ip

MENGAPA KBAT PENTING$

Menghasilkan modal insan yang cerdas, kreatif dan inovatif bagi memenuhi cabaran abad ke- ! agar negara mampu bersaing di persada dunia.

KBAT dan Kurikulum

Bagaimana men"n "lkan KBAT malalui d"kumen kurikulum/

M!%a% i p!n %i+an .a%a, Ha+i% P!,/!%a0aran=Stan.ar. P!,/!%a0aran

BL&&M>+ TA:&N&MY 2RE?ISED3

'r!ating A generating of ne- ideas, products or -ays of vie-ing things (men(ana idea, produk atau cara
baharu)

E9a% ating @ (ustifying a decision or action

(me-a(arkan keputusan atau tindakan)

Ana%i+ing B seeing patterns and classifying information, concepts and theories into component parts (mengenalpasti corak dan menggelas
maklumat, konsep dan teori kepada komponen)

App%Aing A using information in another familiar situation (menggunakan maklumat dalam satu situasi lain) Un.!r+tan.ing A e@plaining ideas or concepts
(menerangkan idea atau konsep)

R!,!,/!ring A recalling information (mengingat

kembali maklumat)

MELAKSANAKAN KBATB-C Penggunaan kata kerja seperti

membuat inferens$
me1a arkan$ menaakul dalam
ermaksud ia C HP/SP Secara amn&a ,OTs adalah memerlukan HOTs! dari aplikasi ke atas! C "alau agaimanapun LOTs dalam HP/SP seperti #menerangkan$% juga oleh di capai melalui a"ti+iti ,OTs

Thinking curriculum:
9hinking curriculum fulfills the dual agenda by integrating content and process, a union of process and content (&esnick, $ennimore, 9in?man, 199') 7c;uisition of content kno-ledge should be brought about by learning e@periences in -hich learners think about and think -ith -hat they are learning (thoughtful learning) ( erkins, 199D)

Apa#a* r!#a/!nt # # ri# % , Aang .ig na#an .a%a, K ri# % , Sain+ .an Mat!,ati#$

A " +ion /!tC!!n Di+4ip%in! .!+ign an. 'ogniti9! pro4!++!+ .!+ign D D' .!+ign An !Ea,p%! o" int!n.!. %!arning o t4o,!( @ 4o,par! an. 4ontra+t /!tC!!n
.i+tan4! an. .i+p%a4!,!nt 2P*A+i4+3

Other examples of intended learning outcomes :

redict changes of properties of elements across the period )aking hypothesis about content of nutrient in different samples of food ,lassify minerals according to ;uantity needed %ustify the need of various minerals in different situations !tate the relationship bet-een force, mass and acceleration

Un.!r t*! "ra,!Cor# o" D'@ .!+ign1 a%% int!n.!. %!arning o t4o,!+ /!+i.!+ t*o+! o" in4 %4ation o" +4i!nti"i4 attit .! an. ,ora% 9a% !+ ar! a 4o,/ination o" a4F i+ition o" #noC%!.g! Cit* ,a+t!rA o" 4ogniti9! +#i%%+

EEa,p%!+ o" ,!ta@r!pr!+!ntationa% 9!r/+ +!. in t*! %!arning o t4o,! o" t*! 4ogniti9! .o,ain

9o kno- (recall)
0efine 0escribe =dentify 2abel 2ist Erite !ketch Name

9o understand
*@plain 0etermine ,lassify 7ttribute )easure ,ompare and contrast redict *stimate

EEa,p%!+ o" ,!ta@r!pr!+!ntationa% 9!r/+ +!. in t*! %!arning o t4o,! o" t*! 4ogniti9! .o,ain To app%A
,alculate ,ount !ho=nnovate Fenerating idea Feneralise ,larify -ith e@ample

To ana%A+!
7nalyse ,larify through e@ample )aking assumption !olving problem !e;uencing rioritising )aking spaceAtime relationship ,onclude ,ontroling variables

EEa,p%!+ o" ,!ta@r!pr!+!ntationa% 9!r/+ +!. in t*! %!arning o t4o,! o" t*! 4ogniti9! .o,ain To +Ant*!+i+
'o,/in! In9!nt D!+ign Ma#ing ana%ogA 'on4!pt a%i+! ;or,ing ,!nta% pi4t r! D!"in! op!rationa%%A EEp!ri,!nting Ma#ing *Apot*!+i+

To !9a% at!
A++!++ 'riti4i+! Int!rpr!t J +ti"A I.!nti"A /ia+!+ Ma#ing .!4i+ion

M!%a% i 'a.angan P!.agogi=Strat!gi P!nga0aran .an P!,/!%a0aran= A#ti9iti

P!,/!%a0aran INKUIRI
%urid bela#ar konsep sains berdasarkan penemuan &ang mereka sendiri peroleh'

C Inkuiri berlaku apabila terdapat kaitan antara konsep sains dengan soalan &ang murid

P!nA!%!+aian ,a+a%a*

If we want students to develop the capacity to think, reason, and problem solve then we need to start with high-level,

cognitively complex tasks.

Stein & Lane 1996

K!,a*iran A/a. #! 21 Soa%an .%, TIMSS 5 PISA

B!r"i#ir KBAT

Pr!+ta+i A#a.!,i# M ri. K a%iti P!n.i.i#an N!gara

P!n4apaian .a%a, P!p!ri#+aan K!. . #an .%, P!n4apian TIMSS 5 PISA

Ma%aA+ia E. 4ation B% !print 2013@202G

36

;i9! +A+t!, a+piration ( A44!++1 H a%itA1 EF itA1 UnitA an. E""i4i!n4A

I0

11 +*i"t+

I1

Sa+aran Aang .it!tap#an .i /aCa* PPPM 2013@201G

M!n0!%ang 201G1 Ma%aA+ia ,!n4apai +#or p rata G00 .i TIMSS M!n0!%ang 202G1 Ma%aA+ia ,!n4apai 1=3 t!rata+ .a%a, TIMSS .an PISA

 Banyak inisiatif telah dirancangkan untuk menangani cabaran dalam ) D# inisiatif yang utama telah dikenalpasti untuk dicapai dalam masa yang terdekat, antaranya adalah
=nisiatif eningkatan Kemahiran Furu dan )urid dalam 9=)!! dan =!7 =nisiatif Kemahiran Berfikir 7ras 9inggi

Kursus eningkatan Kemahiran Beraras 9inggi untuk Furu !ains dan )atematik ini menggunakan ba(et diba-ah inisiatif 9=)!! dan =!7, tetapi kandungannya merangkumi inisiatif KB79 (uga.

TRENDS IN INTERNATI&NAL MATHEMATI'S AND S'IEN'ES 2TIMSS3

An0 ran
=nternational 7ssociation for the *valuation of *ducational 7chievement (=*7)

&/0!#ti"

)enghasilkan maklumat tentang input, proses dan output tentang pendidikan bagi menambah baik dasar dan pGp matematik dan sains

TIMSS
T!,po*
A 1 tahun sekali bermula pada 199# A )alaysia sertai se(ak 1999

Sa+aran

A )urid 9ahun 1 dan 9ing. D (Fred ") A 0i )alaysia hanya murid 9ing. D

1#

Sa,p!% Ka0ian TIMSS

opulasi4 )urid 9ingkatan D di semua (enis sekolah di ba-ah K ) Kerangka ensampelan4 !emua (enis sekolah di ba-ah K ) yang mempunyai murid 9ingkatan D

emilihan !ampel )urid4 !ebuah kelas tingkatan D dipilih secara ra-ak daripada setiap sekolah yang telah terpilih. !emua murid dalam kelas tersebut dipilih sebagai sampel

emilihan !ampel !ekolah4 1#' buah sekolah dipilih secara ra-ak dengan menggunakan kaedah Stratified Multi Stage Cluster Sampling

1H

K!rang#a P!nta#+iran Mat!,ati# TIMSS

0omain Kandungan
Nombor (I'J)

0omain Kognitif

engetahuan (I#J)

7lgebra (I'J)

7plikasi (1'J)

Feometri (D'J)

enaakulan (D#J)

ata and Chance !"#$%

1+

Do,ain Kan. ngan Mat!,ati# TIMSS

Nombor Nombor bulat ecahan dan perpuluhan =nteger Nisbah, Kadar dan eratus ola Kngkapan algebra ersamaan, formula dan fungsi

7lgebra

Feometri

Bentuk geometri engukuran geometri 2okasi dan pergerakan

ata and Chance

/rganisasi dan persembahan data =nterpretasi data Chance

1"

K!rang#a P!nta#+iran Sain+ TIMSS

0omain Kandungan
Biologi (I#J)

0omain Kognitif

engetahuan (I'J)

Kimia (D'J)

7plikasi (I#J)

$i?ik

(D#J)

enaakulan (I#J)

!ains Bumi (D'J)

19

Do,ain Kan. ngan Sain+ TIMSS

Biologi ,iri, klasifikasi, proses kehidupan organisma !el dan fungsinya Kitaran hidup, pembiakan dan kebakaan Kepelbagaian, penyesuaian dan pemilihan semula(adi *kosistem Kesihatan manusia Kimia Klasifikasi dan komposisi (irim !ifat (irim erubahan kimia $i?ik Bentuk dan perubahan keadaan (irim Laba, suhu dan perubahan tenaga ,ahaya Bunyi *lektrik dan magnet 0aya dan pergerakan !ains Bumi !truktur dan ciri fi?ikal bumi roses, kitaran dan se(arah bumi !umber bumi, kegunaannya dan pemuliharaan Bumi dalam sistem suria dan alam semesta #'

P rata S#or TIMSS 16661 20031 2007 .an 2011

#19 #'' 1"+

Mat!,ati#
#'" #'' 1H+ #'' 1+1 1#' #'' 1"" 19D

Sain+
#1' #'' #''

1+1

1HH 1+1

1999

D''I

D''+ !kor )alaysia !kor urata Negara eserta

D'11 1999

D''I

D''+

D'11

P!rat + M ri. M!n4apai P!nan.aara+an Da%a, TIMSS

Mat!,ati#
1999 @ M HD#
9ahap 9ertinggi

D''I

D''+

D'11 H''J D''J D''J

1'''J

##' N @ N HD#
9ahap 9inggi

DH''J

D1''J

1H''J

1'''J

9ahap !ederhana

1+# N @ N ##'

I1''J

IH''J

ID''J

D1''J

1'' N @&endah N 1+# 9ahap

DI''J

D+''J

ID''J

D9''J

Tidak'mencapai N @ O 1'' +''J Tahap Rendah

+''J

1"''J

I#''J

P!rat + M ri. M!n4apai P!nan.aara+an Da%a, TIMSS

Sain+
@ M HD# 9ahap 9ertinggi #''J 1''J I''J 1''J

##' N @ N HD# 9ahap 9inggi

19''J

D1''J

1#''J

1'''J

1+# N @ N ##' 9ahap !ederhana

I#''J

1I''J

ID''J

DI''J

1'' N @ N 1+# 9ahap &endah

D"''J

D1''J

I'''J

D"''J

' N @ O 1'' 9idak mencapai 9ahap &endah

1I''J

#''J

D'''J

I"''J

1999

D''I

D''+

D'11

TREND PEN'APAIAN MENGIKUT JANTINA Mat!,ati#

#1D
2elaki erempuan

Sain+
#1# 19" 1"" #'#
2elaki

#1+ #D1 #'#

1+9 1H" 119 1I'

1+# 1HH

1I" 119

D''I

D'11

1999

D''+

D''I

D'11

1999

D''+

PR&GRAMME ;&R INTERNATI&NAL STUDENT ASSESSMENT 2PISA3

NEGARA PESERTA PISA

Negara /*,0

Negara bukan /*,0 dalam =!7 D''9

Negara bukan /*,0 dalam =!7 terdahulu

PR&GRAMME ;&R INTERNATI&NAL STUDENT ASSESSMENT 2PISA3

An0 ran
/rganisation for *conomic ,ooperation and 0evelopment

&/0!#ti"

PISA
T!,po*

mengukur pencapaian murid berumur 1#P dalam literasi matematik, literasi sains dan literasi bacaan untuk melihat se(auh mana rema(a telah memperoleh pengetahuan dan kemahiran yang diperlukan untuk men(adi ahli masyarakat yang ber(aya A I tahun sekali bermula pada D''' A )alaysia sertai se(ak D''9

Sa+aran

)urid berumur 1#P tanpa mengira tahap #+ tingkatan

Sa,p!% Ka0ian PISA

opulasi4 )urid berumur 1#P di semua (enis sekolah di )alaysia Kerangka ensampelan4 !emua (enis sekolah di )alaysia yang mempunyai murid berumur 1#P tahun

emilihan !ampel )urid4 I# murid berumur 1#P dipilih secara ra-ak dengan menggunakan aplikasi KeyQuest

emilihan !ampel !ekolah4 1#' buah sekolah dipilih secara ra-ak dengan menggunakan kaedah Stratified Multi Stage Cluster Sampling

#"

KERANGKA D&MAIN MATEMATIK

;or,at
,losed ,onstructed &esponse ,omple@ )ultiple ,hoice )ultiple ,hoice /pen ,onstructed #9 &esponse !hort &esponse

Stran.
7lgebra 0iscrete mathematics $unctions Feometry Number robability

Topi4+
,hange and relationship Quantity !pace and shape Kncertainty

'o,p!t!n4A
,onnections &eflection &eproduction

!tatistics

#9

KERANGKA D&MAIN SAINS

;or,at
,losed ,onstructed &esponse ,omple@ )ultiple ,hoice )ultiple ,hoice /pen ,onstructed &esponse H' !hort &esponse

Ar!a
*nvironment $rontiers La?ards Lealth Natural resources

KnoC%!.g!
!cientific in;uiry !cientific e@planations *arth and space system 2iving system hysical system 9echnology system

'o,p!t!n4A
*@plain phenomena scientifically =dentifying scientific issues Ksing scientific evidence

H'

KERANGKA D&MAIN BA'AAN

;or,at
,losed ,onstructed &esponse ,omple@ )ultiple ,hoice )ultiple ,hoice /pen H1 ,onstructed &esponse !hort &esponse H1

T!Et "or,at
,ontinuous )i@ed )ultiple Non continuous

T!Et tAp!
7rgumentation 0escription *@position =nstruction Narration

A+p!4t
7ccess and retrieve =ntegrate and interpret &eflect and evaluate

Ta/ ran Sa,p!% S!#o%a* 9+ Ban. S!#o%a*

P!rat +

H'
G1-G6

#' 1' I' D' 1' '

HD

I7-01

PISA Pop %a+i

2I-J3 22-0G 10-86 10-IG 0-00 0-0G

8-21 0-7G 2-I0

8-6J G-8G

7-17

Ban. S!#o%a*

+
HD

K!. . #an Da%a, PISA Mat!,ati# D Ma%aA+ia .i t!,pat #! G7

1- S*ang*ai@'*ina @ J00 2- Singapor! @ GJ2 3- Hong Kong@'*ina D GGG I- Kor!a D GIJ G- '*in!+! Taip!i @ GI3 J- ;in%an. @ GI1 7- Li!4*t!n+t!in @ G3J 8- SCit<!r%an. @ G3I 6- Japan @ G26 10- 'ana.a @ G27 11- N!t*!r%an.+ @ G2J 12- Ma4ao@'*ina @ G2G 13- N!C K!a%an. @ G16 1I- B!%gi , @ G1G 1G- A +tra%ia @ G1I 1J- G!r,anA D G13 17- E+tonia @ G12 18- I4!%an. @ G07 HI 16- D!n,ar# @ G03 20- S%o9!nia @ G01 2122232I2G2J272826303132333I3G3J373836I0NorCaA D I68 ;ran4! @ I67 S%o9a# R!p /%i4 D I67 A +tria @ I6J Po%an. @ I6G SC!.!n @ I6I '<!4* R!p /%i4 D I63 Unit!. King.o, @ I62 H ngarA @ I60 L E!,/o rg @ I86 Unit!. Stat!+ @ I87 Ir!%an. @ I87 Port ga% @ I87 Spain @ I83 Ita%A D I83 Lat9ia @ I82 Lit* ania D I77 R ++ian ;!.- D IJ8 Gr!!4! @ IJJ Ma%ta D IJ3 I1I2I3IIIGIJI7I8I6G0G1G2G3GIGGGJG7G8G6J0'roatia @ IJ0 I+ra!% D II7 T r#!A @ IIG S!r/ia D II2 A<!r/ai0an D I31 B %garia D I28 Ro,ania D I27 Ur g aA D I27 UAE D I21 '*i%! D I21 Ma riti + D I20 T*ai%an. D I16 M!Ei4o D I16 Tri- An. To/ago D I1I 'o+ta Ri4a D I06 Ka<a#*+tan D I0G MALAYSIA @ I0I Mont!n!gro D I03 R!p- o" Mo%.o9a D 367 Miran.aD?!n!<- D 367 J1J2J3JIJGJJJ7J8J670717273Arg!ntina D 388 Jor.an @ 387 Bra<i% D 38J 'o%o,/ia D 381 G!orgia @ 376 A%/ania D 377 T ni+ia D 371 In.on!+ia D 371 Hatar D 3J8 P!r D 3JG Pana,a D 3J0 Ta,i% Na. In.ia D 3G1 Hi,a4*a% Pra.!+* In.ia D 338 7I- KArgA<+tan D 331

HI &E'D A9!rag! D I6J Int!rnationa% A9!rag! D IG8

K!. . #an Da%a, PISA Sain+ D Ma%aA+ia .i t!,pat #! G2

1- S*ang*ai@'*ina @ G7G 2- ;in%an. @ GGI 3- Hong Kong@'*ina D GI6 I- Singapor! @ GI2 G- Japan @ G36 J- Kor!a D G38 7- N!C K!a%an. @ G32 8- 'ana.a @ G26 6- E+tonia @ G28 10- A +tra%ia @ G27 11- N!t*!r%an.+ @ G22 12- '*in!+! Taip!i @ G20 13- G!r,anA D G20 1I- Li!4*t!n+t!in @ G20 1G- SCit<!r%an. @ G17 1J- Unit!. King.o, @ G1I 17- S%o9!nia @ G12 H1 18- Ma4ao@'*ina D G11 16- Po%an. D G08 20- Ir!%an. D G08 2122232I2G2J272826303132333I3G3J373836I0B!%gi , @ G07 H ngarA @ G03 Unit!. Stat!+ @ G02 '<!4* R!p /%i4 D G00 NorCaA D G00 D!n,ar# @ I66 ;ran4! @ I68 I4!%an. @ I6J SC!.!n @ I6G A +tria @ I6I Lat9ia @ I6I Port ga% @ I63 Lit* ania D I61 S%o9a# R!p /%i4 D I60 Ita%A D I86 Spain @ I88 'roatia @ I8J L E!,/o rg @ I8I R ++ian ;!.- D I78 Gr!!4! D I70 I1I2I3IIIGIJI7I8I6G0G1G2G3GIGGGJG7G8G6J0Ma%ta D IJ1 I+ra!% D IGG T r#!A @ IGI '*i%! D II7 S!r/ia D II3 B %garia D I36 UAE D I38 'o+ta Ri4a D I30 Ro,ania D I28 Ur g aA D I27 T*ai%an. D I2G MALAYSIA @ I22 Miran.aD?!n!<- D I22 Ma riti + D I17 M!Ei4o D I1J Jor.an D I1G R!p- o" Mo%.o9a D I13 Tri- An. To/ago D I10 Bra<i% D I0G 'o%o,/ia D I02 J1J2J3JIJGJJJ7J8J6707172Mont!n!gro D I01 Arg!ntina D I01 T ni+ia D I01 Ka<a#*+tan D I00 A%/ania D 361 In.on!+ia D 383 Hatar D 376 Pana,a D 37J A<!r/ai0an D 373 G!orgia @ 373 P!r D 3J6 Ta,i% Na. In.ia D 3I8 73- KArgA<+tan D 330 7I- Hi,a4*a% Pra.!+* In.ia D 32G

H1 &E'D A9!rag! D G01 Int!rnationa% A9!rag! D IJ3

K!. . #an Da%a, PISA Ba4aan D Ma%aA+ia .i t!,pat #! GG

1- S*ang*ai@'*ina @ GGJ 2- Kor!a @ G36 3- ;in%an. @ G3J I- Hong Kong@'*ina @ G33 G- Singapor! @ G2J J- 'ana.a @ G2I 7- N!C K!a%an. @ G21 8- Japan @ G20 6- A +tra%ia @ G1G 10- N!t*!r%an.+ @ G08 11- B!%gi , @ G0J 12- NorCaA @ G03 13- E+tonia @ G01 1I- SCit<!r%an. @ G01 1G- Po%an. @ G00 1J- I4!%an. @ G00 17- Unit!. Stat!+ @ G00 H# 18- Li!4*t!n+t!in @ I66 16- SC!.!n @ I67 20- G!r,anA @ I67 2122232I2G2J272826303132333I3G3J373836I0Ir!%an. @ I6J ;ran4! @ I6J '*in!+! Taip!i @ I6G D!n,ar# @ I6G Unit!. King.o, @ I6I H ngarA @ I6I Port ga% @ I86 Ma4ao@'*ina @ I87 Ita%A @ I8J Lat9ia @ I8I S%o9!nia @ I83 Gr!!4! @ I83 Spain @ I81 '<!4* R!p /%i4 D I78 S%o9a# R!p /%i4 D I77 'roatia @ I77 I+ra!% @ I7J L E!,/o rg @ I72 A +tria @ I70 Lit* ania @ IJ8 I1I2I3IIIGIJI7I8I6G0G1G2G3GIGGGJG7G8G6J0T r#!A @ IJI R ++ian ;!.- D IG6 '*i%! D II6 'o+ta Ri4a D II3 Ma%ta D II2 S!r/ia D II2 UAE D I31 B %garia D I26 Ur g aA D I2J M!Ei4o D I2G Ro,ania D I2I Miran.aD?!n!<- D I22 T*ai%an. D I21 Tri- An. To/ago D I1J MALAYSIA @ I1I 'o%o,/ia D I13 Bra<i% D I12 Mont!n!gro D I08 Ma riti + D I07 Jor.an @ I0G J1J2J3JIJGJJJ7J8J670717273T ni+ia D I0I In.on!+ia D I02 Arg!ntina D 368 Ka<a#*+tan D 360 R!p- o" Mo%.o9a D 388 A%/ania D 38G G!orgia @ 37I Hatar D 372 Pana,a D 371 P!r D 370 A<!r/ai0an D 3J2 Ta,i% Na. In.ia D 337 Hi,a4*a% Pra.!+* In.ia D 317 7I- KArgA<+tan D 31I

H# &E'D A9!rag! D I63 Int!rnationa% A9!rag! D IGG

HH

P rata S#or Da%a, PISA 2006

!L7NFL7= H'' #+# #HD #11 #1D #DH #11 19D 19H #'1 191 19I ##1 ##H #IH !=NF7 K&7 $=N27N0 KK 9L7=27N0 )727R!=7 /*,0

119 1'1

1D# 1DD

1D1

111

)79*)79=K

!7=N!

B7,77N

JJ

Ta*ap K!4!#apan Da%a, Ba4aan

=ndonesia %ordan )alaysia 9hailand )acao ,hina ,hinese 9aipei Fermany 2iechtenstein %apan ,anada !ingapore Long Kong ,hina $inland H+ Korea !hanghai ,hina 'J D'J 1'J H'J "'J 1''J

9ahap H 9ahap # 9ahap 1 9ahap I 9ahap D 9ahap 1a 9ahap 1b Ba-ah tahap 1b

H+

Ta*ap K!4!#apan Da%a, Mat!,ati#

=ndonesia %ordan )alaysia 9hailand Fermany )acao ,hina ,anada %apan 2iechtenstein $inland ,hinese 9aipei Korea Long Kong ,hina H" !ingapore !hanghai ,hina 'J D'J 1'J H'J "'J 1''J

9ahap H 9ahap # 9ahap 1 9ahap I 9ahap D 9ahap 1 Ba-ah tahap 1

H"

Ta*ap K!4!#apan Da%a, Sain+

=ndonesia %ordan )alaysia 9hailand )acao ,hina 2iechtenstein Fermany ,hinese 9aipei ,anada Korea %apan !ingapore Long Kong ,hina H9 $inland !hanghai ,hina 'J D'J 1'J H'J "'J

9ahap H 9ahap # 9ahap 1 9ahap I 9ahap D 9ahap 1 Ba-ah tahap 1

H9 1''J

Ta/ ran S#or M ri. Da%a, Ba4aan

+'' H#' H'' ##' #'' 1#' 1'' I#' I'' D#' D'' !hanghai ,hina
+'

OECD
95th percentile = 637

)ean S 19I

#th percentile S IID

!ingapore

Fermany

)alaysia

+'

Ta/ ran S#or M ri. Da%a, Mat!,ati#

"'' +''
95th percentile = 643

OECD

H'' #'' 1'' I'' D'' !hanghai ,hina

+1

)ean S 19H

#th percentile S I1I

Korea

2iechtenstein

)acao ,hina

)alaysia

+1

Ta/ ran S#or M ri. Da%a, Sain+

+#' +'' H#' H'' ##' #'' 1#' 1'' I#' I'' D#' !hanghai ,hina
+D

OECD
95th percentile = 649

)ean S #'1

#th percentile S I11

!ingapore

,anada

2iechtenstein

)alaysia

+D

;a#tor Yang M!nA ,/ang K!pa.a Pr!+ta+i Ma%aA+ia

C !ikap murid C $ormat soalan C Keutamaan Furu

G r ,!,/!ri #! ta,aan nt # ,!ng*a/i+#an + #atan p!%a0aran /agi ,!nA!.ia#an , ri. ,!ng*a.api p!p!ri#+aan aCa,- Ini ,!nA!/a/#an pro+!+ p!nga0aran +I .an p!,/!%a0aran .i/ at +!4ara 4!pat .!ngan ,!ngg na#an 0a%an pinta+ tanpa p!r% ,!,a*a,i #on+!p- Lati* t /i /anAa# .ig na#an nt # ,!%ati* , ri. ,!n0aCa/ +oa%an p!p!ri#+aan

&amai murid men(a-ab u(ian =!7 ini secara tidak bersungguhAsungguh kerana mereka menganggap ini hanyalah satu ka(ian biasa dan tidak penting bagi mereka. 9erdapat banyak soalan yang tidak cuba di(a-ab oleh murid ;or,at +oa%an PISA a.a%a* .a%a, /!nt # t!#+ Aang pan0ang .an ,!,!r% #an , ri. ,!,/ at int!rpr!ta+i1 r!"%!#+i .an p!ni%aian /!r.a+ar#an #!*i. pan +!/!narS!/a%i#nAa1 "or,at +oa%an p!p!ri#+aan aCa, .i Ma%aA+ia a.a%a* ring#a+ .an %!/i* t!rt ,p #!pa.a ra0a* .an 0a. a% +I

P!r/!<aan TIMSS PISA

PISA TIMSS

T
&/0!#ti"

)engu(i penggunaan pengetahuan dan kemahiran praktikal berdasarkan kepada pendapat baha-a perolehan literasi adalah proses pembela(aran sepan(ang hayat )engukur real-life skills yang berkaitan dengan bacaan, matematik dan sains dengan fokus kepada kehidupan seharian dan dalam bidang di mana sains digunakan seperti kesihatan, bumi dan persekitaran, dan teknologi )enyediakan perbandingan dalam sistem dan antara negara yang mengambil bahagian

T T T T

)engukur keupayaan murid dari segi apa yang hendak dia(ar, apa yang sebenarnya dia(ar dan apa yang sebenarnya dipela(ari )enambah baik penga(aran dan pembela(aran matematik dan sains )enganalisis faktorAfaktor yang mempengaruhi pencapaian murid )enyediakan data tentang trend dalam pencapaian metamatik dan sains

T
Stakeholders

0ibangunkan oleh /*,0 !asaran4 )urid berumur 1#P tahun Negara peserta4 I1 negara /*,0 dan 11 negara bukan /*,0 pada tahun D''9

T T T

0ibangunkan oleh =*7 !asaran4 )urid 9ahun 1 dan 9ahun " Negara peserta4 19 negara dan -ilayah pada tahun D''+ '(H()*(+ P,-(+.(+)(+ /(+ P,+0,L*/*1(+ /(S(-

T T

+1

!K)B*&4 =!7 D''93 =!7 D''+

P!r/!<aan TIMSS PISA

PISA TIMSS

Kan. ngan P!ni%aian

T 9iga bidang4 Bacaan, matematik dan sains T 0ua bidang4 )atematik dan sains T enekanan kepada keberkesanan aplikasi T enekanan kepada isi kandungan
kurikulum kurikulum

T )aklumat sikap murid dan pendekatan

kepada pembela(aran, suasana pembela(aran dan organisasi persekolahan

T )aklumat tentang kuantiti, kualiti dan

kandungan penga(aran (cth4 kesediaan guru, sumber sedia ada dan penggunaan teknologi)

Ka!.a*

T Bermula pada tahun D''' T !etiap tiga tahun sekali T $okus bertukar antara bacaan,
matematik dan sains dalam setiap pusingan ka(ian ($okus dalam =!7 D''9 ialah kepada bacaan)

T Bermula pada tahun 199# T !etiap empat tahun sekali T !entiasa berfokus kepada isi
kandungan kurikulum

+#

2"nt"h S"alan TIMSS 0 Sains

KnoCing$ App%Aing$ R!a+oning$

U1. =n living things, large and comple@ molecules are broken do-n into small and simple molecules. Ehat is this process called. 7 B , 0 *@cretion 7bsorption 0igestion ,irculation

Do,ain( KnoCing

KnoCing$ App%Aing$ R!a+oning$

UD. *@plain ho- soil is formed.

Do,ain( KnoCing

L2- EEp%ain *oC +oi% i+ "or,!.-

KnoCing$ App%Aing$ R!a+oning$

UI. 9he colour of an ob(ect such as an apple is the same as the colour of the light -aves 7. B. ,. 0. that travel through the ob(ect that are absorbed by the ob(ect that are reflected by the ob(ect that travel around the ob(ect

Do,ain( App%Aing

KN&MING$ APPLYING$ REAS&NING$

U1. Keith had influen?a. Le played a game -ith t-o friends. /ne of his friends caught influen?a but the other did not. Ehat could have been the reason -hy one of his friends did N/9 catch influen?a. Do,ain( App%Aing

LI- K!it* *a. in"% !n<aB

KN&MING$ APPLYING$ REAS&NING$

!arah fell off her bicycle and spilled the bag of salt she -as carrying. !he collected the salt off the ground together -ith the sand and tree leaves and put the mi@ture in a plastic bag. =n the table belo-, describe the steps used by !arah to separate the salt from the mi@ture of salt, sand and leaves. !tate a reason for doing each step. 9he first step has been done for you.
St!p D!+4ription o" +t!p R!a+on+ "or 4arrAing o t t*! +t!p

1 D I 1

Do,ain( R!a+oning

Sara* "!%% o"" *!r /i4A4%! a B-

(ontoh )oalan *I)+

PISA 200J

H !+tion I( MARY M&NTAGU S477 !4 " ! 1 9

Five one reason -hy it is recommended that young children and old people, in particular, should be vaccinated against influen?a (flu).

........................................................................ ........................................................................ ........................................................................ ........................................................................

MARY M&NTAGU S'&RING I

#ull $redit ,ode 14 &esponses referring to young andVor old people having -eaker immune systems than other people, or similar. S4oring 'o,,!nt( 9he reason(s) given must refer to young or old people in particular B not to everyone in general. 7lso, the response must indicate, directly or indirectly, that these people have -eaker immune systems than other peopleB not (ust that they are generally 5-eaker>. C 9hese people have less resistance to getting sick. C 9he young and old can:t fight off disease as easily as others. C 9hey are more likely to catch the flu. C =f they get the flu the effects are -orse in these people. C Because organisms of young children and older people are -eaker. C /ld people get sick more easily. %o $redit ,ode '4 /ther responses. C !o they don:t get the flu. C 9hey are -eaker. C 9hey need help to fight the flu.

(ontoh )oalan TI%)) ! %atematik

7 car salesman placed this advertisement in the ne-spaper4 5/ld and ne- cars for sale, different prices, average price &) #','''.> $rom the advertisement, -hich of the follo-ing must be true. 7) )ost of the cars -ould cost bet-een J8 &)1',''' and &)H','''. ,) Lalf of the cars -ould cost less than 3G &)#',''', and half -ould cost more than &)#','''. ,) 7t least one of the cars -ould cost &)#','''. 22 $) !ome of the cars -ould cost less than &) #','''. 28 Daripada 153 orang pelajar hanya 18%
yang menjawab dengan betul.

%ohn and ,athy -ere told to divide a number by 1''. By mistake %ohn multiplied the number by 1'' and obtained an ans-er of 1#'. ,athy correctly divided the number by 1''. Ehat -as her ans-er. '.''1# '.'1# '.1# 1.#

&IMSS "##' (th-)rade Mathematics Concepts and Mathematics Items

9he follo-ing t-o advertisement appeared in a country -here the units if currency are ?eds.
"#IL$I%& A Office space available 85 95 square meters !5 "eds per month #$$ #%$ square meters 8$$ "eds per month "#IL$I%& " Office space available &5 %'$ square meters 9$ "eds per square meter per year.

=f a company interested in renting an office of 11' s;uare meters in that country for a year, at -hich building, 7 or B, should they rent the office in order to get the lo-er price. !ho- your -ork
TIMSS Population Item Pool !"elea#ed Item#$. %opyright & 1''( by I)*+ The ,ague

T-.SS /00$

Ehich circle has appro@imately the same fraction of its area shaded as the rectangle above.
A B '

'onto*@4onto* Lain
(an)ang sisi sebuah segiempat sama * adalah empat kali ganda segiempat sama +. *erapa kalilah lebih besar luas * berbanding luas +,

-egiempat sama + -egiempat sama *

3a4id Perkins, %&&+

9he teaching and learning processes as -ell as the decisionAmaking processes in smart schools are thinking centred.

2"sta, %&&%
!chools are 5the home for the mind>, -here the process of thinking is the main content of curriculum and instruction. =n other -ords, the school curriculum is filled or infused -ith intellectual activities.

5"y#e, 6eil 7 2alh"un, +,,,

2earning to think is an important component of every activity in school.

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