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 itu Berfikir?

Telinga

Dengar

Otak

Berfikir

Berfikir
Tak Berfikir

Otak
Tak Pakai Otak

Cikgu: Berfikir ! Gunalah otak sikit!

Hmm.. Adakah masa kita tak guna otak ?

 Berfikir ialah kebolehan manusia untuk membentuk konsep,

memberi sebab, atau membuat penentuan. (Beyer, B.K., 1991)
(kebolehan)
Berfikir ialah satu koleksi kemahiran atau operasi mental yang
digunakan oleh seseorang individu. (Nickerson, Perkins dan Smith,
1985) (kemahiran)
Berfikir merupakan pembentukan idea, pembentukan semula
pengalaman dan penyusunan maklumat dalam bentuk tertentu.
(Fraenkel, J.R., 1980) (proses)
Berfikir melibatkan pengelolaan operasi mental tertentu yang
berlaku dalam minda atau sistem kognitif seseorang yang bertujuan
untuk menyelesaikan masalah. (Mayer, R.E., 1977) (operasi)

rn
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Once

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, does

nk ?
i
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t
y
l
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a
atic
m
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t
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a
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a
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ha

Berfikir dan Belajar

g?
in
k
n
i
h
t
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w
Can

Berfikir dan Belajar

Thinking is the method of intelligent
learning, of learning that employs
and rewards mind (Dewey, 1944)

So, is there unintelligent learnng?

Learning and thought

Learning without thought is labour
lost; thought without learning is
perilous(Confucius)aught his
So, it looks like learning is no good without thinking! Are we
students that: Learning without
assuming all learning happen with thinking
thought is labour lost; thought .
Teachers also like to ask us to think, but how to think? They did not
tell us how to think (from a students)

Students might be quite confused over whether or not they think

when they learn, does it mean that if they cannot answer a question
that means they did not learn and did not think?

Kemahiran Berfikir
Aras Rendah (LOT)

Does

o?
o
t
g
n
i
k
hin
t
d
e
v
l
o
LOT inv

Schmalz, 1973
LOT tasks requires a student to recall a
fact, perform a simple operation ,
or solve a familiar type of problem.
It DOES NOT require the student to work
outside the familiar

Resnick, 1987

Lower-order thinking (LOT) is

often characterized by the recall of
information or the application

of

concepts or knowledge
to familiar situations and contexts.

Thompson, 2008

generally characterized LOT as solving tasks

while working

situations

in familiar

and contexts; or, applying

algorithms already familiar

student.

to the

LOWER ORDER
THINKING
Senk, Beckman, & Thompson (1997)

LOT is involved when students are solving

tasks where the solution requires applying a
we l l - k n o wn a l g o r i t h m , often with NO

justification, explanation, or
proof required, and where only a single correct
answer is possible

LOTs need more recalling and more closed ended

Apa itu Kemahiran Berfikir

Aras Tinggi (HOTs)?

HIGHER ORDER
THINKING
Stein and Lane (1996) describe HOT

as the use of complex,

non-algorithmic thinking to solve a task in
which there is NOT a predictable,
well-rehearsed approach or pathway explicitly
suggested by the task, task instruction, or a
worked out example.

HIGHER ORDER
THINKING
Resnick (1987) characterized

higher-order thinking (HOT) as

non-algorithmic.

HIGHER ORDER
THINKING
Thompson (2008) generally characterized

HOT involves solving tasks

where an algorithm has not been taught
or using known algorithms
while working in unfamiliar contexts or
situations.

HIGHER ORDER
THINKING
Senk, et al (1997) characterized HOT
as

solving tasks

where no
algorithm has been taught, where

justification or
explanation are required, and
where

more than one solution

may be possible.

Kenapa Kemahiran Berfikir Aras

Tinggi (KBAT)?

SIX CRITICAL SKILLS FOR 21ST CENTURY

Responsible
Citizenship

MENGAPA KBAT PENTING?

Menghasilkan modal insan yang cerdas, kreatif

dan inovatif bagi memenuhi cabaran abad ke-21
agar negara mampu bersaing di persada dunia.

KBAT dan Kurikulum

Bagaimana menonjolkan KBAT

malalui dokumen kurikulum?

Melalui penulisan dalam Hasil

Pembelajaran/Standard Pembelajaran

BLOOMS TAXONOMY (REVISED)

Creating - generating of new ideas, products or
ways of viewing things (menjana idea, produk atau cara
baharu)

Evaluating - justifying a decision or action

(mewajarkan keputusan atau tindakan)

Analising seeing patterns and classifying

information, concepts and theories into
component parts (mengenalpasti corak dan menggelas
maklumat, konsep dan teori kepada komponen)

Applying - using information in another familiar

situation (menggunakan maklumat dalam satu situasi lain)
Understanding - explaining ideas or concepts
(menerangkan idea atau konsep)

Remembering - recalling information (mengingat

kembali maklumat)

MELAKSANAKAN KBAT..
Penggunaan kata kerja seperti

membuat inferens,
mewajarkan, menaakul dalam
bermaksud
ia
HP/SP
Secara amnya HOTs adalah
memerlukan HOTs.
dari aplikasi ke atas.
Walau bagaimanapun LOTs
dalam HP/SP seperti
menerangkan juga
boleh di capai melalui
aktiviti HOTs

Thinking curriculum:
Thinking curriculum fulfills the dual agenda by
integrating content and process, a union of
process and content (Resnick, Fennimore,
Tinzman, 1990)
Acquisition of content knowledge should be
brought about by learning experiences in which
learners think about and think with what they are
learning (thoughtful learning) (Perkins, 1992)

Apakah rekabentuk kurikulum yang digunakan

dalam Kurikulum Sains dan Matematik?

A fusion between Discipline design

and Cognitive processes design
DC design
An example of intended learning
outcome:
- compare and contrast between distance
and displacement (Physics)

Other examples of intended learning

outcomes :
Predict changes of properties of elements
across the period
Making hypothesis about content of nutrient
in different samples of food
Classify minerals according to quantity
needed
Justify the need of various minerals in
different situations
State the relationship between force, mass
and acceleration

Under the framework of DCdesign, all intended learning

outcomes besides those of
inculcation of scientific attitude
and moral values are a
combination of acquisition of
knowledge with mastery of
cognitive skills

Examples of meta-representational verbs used in the

learning outcome of the cognitive domain

To know (recall)

Define
Describe
Identify
Label
List
Write
Sketch
Name

To understand

Explain
Determine
Classify
Attribute
Measure
Compare and contrast
Predict
Estimate

Examples of meta-representational verbs used in the

learning outcome of the cognitive domain
To apply

Calculate
Count
Show
Innovate
Generating idea
Generalise
Clarify with example

To analyse

Analyse
Clarify through example
Making assumption
Solving problem
Sequencing
Prioritising
Making space-time
relationship
Conclude
Controling variables

Examples of meta-representational verbs used in the

learning outcome of the cognitive domain
To synthesis

Combine
Invent
Design
Making analogy
Conceptualise
Forming mental picture
Define operationally
Experimenting
Making hypothesis

To evaluate

Assess
Criticise
Interpret
Justify
Identify biases
Making decision

Melalui Cadangan Pedagogi/Strategi

Pengajaran dan Pembelajaran/ Aktiviti

PEMBELAJARAN INKUIRI
Murid belajar
konsep sains
berdasarkan

penemuan yang

Inkuiri berlaku
mereka sendiri
apabila terdapat
peroleh.
kaitan antara
konsep sains
dengan soalan
yang murid

PENYELESAIAN MASALAH

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

Kemahiran
Abad ke 21
Soalan dlm
TIMSS &
PISA

Berfikir
KBAT

Prestasi
Akademik
Murid
Kualiti
Pendidikan
Negara

Pencapaian
dalam
Peperiksaan
Kedudukan dlm
Pencapian
TIMSS & PISA

Malaysia Education Blueprint

2013-2025

39

Five system aspiration : Access, Quality, Equity,

Unity and Efficiency

40

11 shifts

41

Sasaran yang ditetapkan di bawah PPPM

2013-2015

Menjelang 2015, Malaysia

mencapai skor purata 500 di
TIMSS
Menjelang 2025, Malaysia
mencapai 1/3 teratas dalam
TIMSS dan PISA

 Banyak inisiatif telah dirancangkan untuk menangani cabaran dalam

PPPM
25 inisiatif yang utama telah dikenalpasti untuk dicapai dalam masa
yang terdekat, antaranya adalah
Inisiatif Peningkatan Kemahiran Guru dan Murid dalam TIMSS dan
PISA
Inisiatif Kemahiran Berfikir Aras Tinggi

Kursus Peningkatan Kemahiran Beraras Tinggi untuk Guru Sains

dan Matematik ini menggunakan bajet dibawah inisiatif TIMSS dan
PISA, tetapi kandungannya merangkumi inisiatif KBAT juga.

44

TRENDS IN INTERNATIONAL MATHEMATICS

AND SCIENCES (TIMSS)
Anjuran

Objektif

International Association for the Evaluation

of Educational Achievement (IEA)

Menghasilkan maklumat tentang input,

proses dan output tentang pendidikan bagi
menambah baik dasar dan p&p matematik
dan sains

TIMSS
Tempoh

- 4 tahun sekali bermula pada 1995

- Malaysia sertai sejak 1999

Sasaran

- Murid Tahun 4 dan Ting. 2 (Gred 8)

- Di Malaysia hanya murid Ting. 2

45

Sampel Kajian TIMSS

Populasi:
Murid Tingkatan 2 di semua
jenis sekolah di bawah KPM

Kerangka Pensampelan:
Semua jenis sekolah di bawah
KPM yang mempunyai murid
Tingkatan 2

Pemilihan Sampel Murid:

Sebuah kelas tingkatan 2 dipilih
secara rawak daripada setiap
sekolah yang telah terpilih.
Semua murid dalam kelas
tersebut dipilih sebagai sampel

Pemilihan Sampel Sekolah:

150 buah sekolah dipilih secara
rawak dengan menggunakan
kaedah Stratified Multi Stage
Cluster Sampling
46

Kerangka Pentaksiran Matematik TIMSS

Domain
Kandungan

Nombor
(30%)

Domain
Kognitif

Pengetahuan
(35%)

Algebra
(30%)

Aplikasi
(40%)

Geometri
(20%)

Penaakulan
(25%)

Data and
Chance
(20%)

47

Domain Kandungan Matematik TIMSS

Nombor

Nombor bulat
Pecahan dan perpuluhan
Integer
Nisbah, Kadar dan Peratus

Pola
Ungkapan algebra
Algebra Persamaan, formula dan fungsi

Geometri

Data and
Chance

Bentuk geometri
Pengukuran geometri
Lokasi dan pergerakan

Organisasi dan persembahan data

Interpretasi data
Chance

48

Kerangka Pentaksiran Sains TIMSS

Domain
Kandungan

Biologi
(35%)

Domain
Kognitif

Pengetahuan
(30%)

Kimia
(20%)

Aplikasi
(35%)

Fizik
(25%)

Penaakulan
(35%)

Sains Bumi
(20%)

49

Domain Kandungan Sains TIMSS

Biologi

Kimia

Ciri, klasifikasi,
proses
kehidupan
organisma
Sel dan
fungsinya
Kitaran hidup,
pembiakan
dan kebakaan
Kepelbagaian,
penyesuaian
dan pemilihan
semulajadi
Ekosistem
Kesihatan
manusia

Klasifikasi dan
komposisi jirim
Sifat jirim
Perubahan
kimia

Fizik
Bentuk dan
perubahan
keadaan jirim
Haba, suhu
dan
perubahan
tenaga
Cahaya
Bunyi
Elektrik dan
magnet
Daya dan
pergerakan

Sains Bumi
Struktur dan
ciri fizikal bumi
Proses,
kitaran dan
sejarah bumi
Sumber bumi,
kegunaannya
dan
pemuliharaan
Bumi dalam
sistem suria
dan alam
semesta
50

Purata Skor
TIMSS 1999, 2003, 2007 dan 2011
519
487500

Sains

Matematik
508
500
467

510
500
474
450

500

500
488492

467

500

500

474

466471

500
477

440

1999

2003

2007

426

2011
1999

Skor Malaysia
Skor Purata Negara
Peserta

51

2003

2007

2011

Peratus Murid Mencapai Penandaarasan Dalam TIMSS

Matematik
1999
x 625

2003

2007

2011

10

Tahap Tertinggi

550 x 625

26

24

16

10

Tahap Tinggi

475 x 550

34

Tahap Sederhana

400
xRendah
475
Tahap

Tidak0mencapai
x < 400
Tahap Rendah

23

36

27

18

32

24

32

29

35

52

Peratus Murid Mencapai Penandaarasan Dalam TIMSS

Sains
x 625
Tahap Tertinggi

550 x 625
Tahap Tinggi

19

475 x 550
Tahap Sederhana

35

400 x 475
Tahap Rendah

28

0 x < 400
Tidak mencapai
Tahap Rendah

13

24

15

43

24

1999

23

30

28

38

2007

10

32

20

2003

2011
53

TREND PENCAPAIAN MENGIKUT JANTINA

Matematik
517521

1999

505

Sains
515

Lelaki
Perempuan

512

498

505

Lelaki

488
475

479

466

468
449

438

430
419
2003

2007

2011

1999

2003

2007

54

2011

PROGRAMME FOR INTERNATIONAL STUDENT

ASSESSMENT (PISA)

55

NEGARA PESERTA PISA

Negara OECD

Negara bukan OECD

dalam PISA 2009

Negara bukan OECD

dalam PISA terdahulu

56

PROGRAMME FOR INTERNATIONAL

STUDENT ASSESSMENT (PISA)
Anjuran

Objektif

PISA

Organisation for Economic Cooperation and

Development

mengukur pencapaian murid berumur 15+

dalam literasi matematik, literasi sains dan
literasi bacaan untuk melihat sejauh mana
remaja telah memperoleh pengetahuan dan
kemahiran yang diperlukan untuk menjadi
ahli masyarakat yang berjaya

Tempoh

- 3 tahun sekali bermula pada 2000

- Malaysia sertai sejak 2009

Sasaran

Murid berumur 15+ tanpa mengira tahap

tingkatan

57

Sampel Kajian PISA

Populasi:
Murid berumur 15+ di semua
jenis sekolah di Malaysia

Kerangka Pensampelan:
Semua jenis sekolah di
Malaysia yang mempunyai
murid berumur 15+ tahun

Pemilihan Sampel Murid:

35 murid berumur 15+ dipilih
secara rawak dengan
menggunakan aplikasi
KeyQuest

Pemilihan Sampel Sekolah:

150 buah sekolah dipilih
secara rawak dengan
menggunakan kaedah
Stratified Multi Stage Cluster
Sampling

58

KERANGKA DOMAIN MATEMATIK

Format

Strand

Closed
Constructed
Response
Complex
Multiple
Choice

Algebra
Discrete
mathematics
Functions
Geometry

Multiple
Choice

Topics
Change and
relationship
Quantity
Space and
shape

Competency
Connections
Reflection
Reproduction

Uncertainty

Number

Open
Constructed
Response

Probability

59

Short
Response

Statistics

59

KERANGKA DOMAIN SAINS

Format

Area

Closed
Constructed
Response
Complex
Multiple
Choice
Multiple
Choice

Environment

60

Short
Response

Scientific
inquiry

Frontiers
Hazards
Health
Natural
resources

Open
Constructed
Response

Knowledge

Scientific
explanations
Earth and
space system
Living system

Competency
Explain
phenomena
scientifically
Identifying
scientific
issues
Using
scientific
evidence

Physical
system
Technology
system

60

KERANGKA DOMAIN BACAAN

Format

Text
format

Text
type

Closed
Constructed
Response

Continuous

Argumentation

Mixed

Description

Complex
Multiple
Choice

Multiple

Exposition

Non
continuous

Instruction

Multiple
Choice

Narration

Aspect
Access
and
retrieve
Integrate
and
interpret
Reflect
and
evaluate

Open
Constructed
Response
61

Short
Response

61

Taburan Sampel Sekolah vs Band Sekolah

Peratus

PISA
Populasi

62

Band
Sekolah

62

Kedudukan Dalam PISA

Matematik Malaysia di tempat ke 57
1. Shanghai-China - 600
2. Singapore - 562
3. Hong Kong-China 555
4. Korea 546
5. Chinese Taipei - 543
6. Finland - 541
7. Liechtenstein - 536
8. Switzerland - 534
9. Japan - 529
10. Canada - 527
11. Netherlands - 526
12. Macao-China - 525
13. New Zealand - 519
14. Belgium - 515
15. Australia - 514
16. Germany 513
17. Estonia - 512
18. Iceland - 507 63
19. Denmark - 503
20. Slovenia - 501

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.

Norway 498
France - 497
Slovak Republic 497
Austria - 496
Poland - 495
Sweden - 494
Czech Republic 493
United Kingdom - 492
Hungary - 490
Luxembourg - 489
United States - 487
Ireland - 487
Portugal - 487
Spain - 483
Italy 483
Latvia - 482
Lithuania 477
Russian Fed. 468
Greece - 466
Malta 463

41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.

Croatia - 460
Israel 447
Turkey - 445
Serbia 442
Azerbaijan 431
Bulgaria 428
Romania 427
Uruguay 427
UAE 421
Chile 421
Mauritius 420
Thailand 419
Mexico 419
Tri. And Tobago 414
Costa Rica 409
Kazakhstan 405
MALAYSIA - 404
Montenegro 403
Rep. of Moldova 397
MirandaVenez. 397

61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.

Argentina 388
Jordan - 387
Brazil 386
Colombia 381
Georgia - 379
Albania 377
Tunisia 371
Indonesia 371
Qatar 368
Peru 365
Panama 360
Tamil Nadu India 351
Himachal Pradesh
India 338
74. Kyrgyzstan 331

63
OECD Average 496
International Average 458

Kedudukan Dalam PISA

Sains Malaysia di tempat ke 52
1. Shanghai-China - 575
2. Finland - 554
3. Hong Kong-China 549
4. Singapore - 542
5. Japan - 539
6. Korea 538
7. New Zealand - 532
8. Canada - 529
9. Estonia - 528
10. Australia - 527
11. Netherlands - 522
12. Chinese Taipei - 520
13. Germany 520
14. Liechtenstein - 520
15. Switzerland - 517
16. United Kingdom - 514
17. Slovenia - 512
18. Macao-China64 511
19. Poland 508
20. Ireland 508

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.

Belgium - 507
Hungary - 503
United States - 502
Czech Republic 500
Norway 500
Denmark - 499
France - 498
Iceland - 496
Sweden - 495
Austria - 494
Latvia - 494
Portugal - 493
Lithuania 491
Slovak Republic 490
Italy 489
Spain - 488
Croatia - 486
Luxembourg - 484
Russian Fed. 478
Greece 470

41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.

Malta 461
Israel 455
Turkey - 454
Chile 447
Serbia 443
Bulgaria 439
UAE 438
Costa Rica 430
Romania 428
Uruguay 427
Thailand 425
MALAYSIA - 422
MirandaVenez. 422
Mauritius 417
Mexico 416
Jordan 415
Rep. of Moldova 413
Tri. And Tobago 410
Brazil 405
Colombia 402

61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.

Montenegro 401
Argentina 401
Tunisia 401
Kazakhstan 400
Albania 391
Indonesia 383
Qatar 379
Panama 376
Azerbaijan 373
Georgia - 373
Peru 369
Tamil Nadu India
348
73. Kyrgyzstan 330
74. Himachal Pradesh
India 325

64
OECD Average 501
International Average 463

Kedudukan Dalam PISA

Bacaan Malaysia di tempat ke 55
1. Shanghai-China - 556
2. Korea - 539
3. Finland - 536
4. Hong Kong-China - 533
5. Singapore - 526
6. Canada - 524
7. New Zealand - 521
8. Japan - 520
9. Australia - 515
10. Netherlands - 508
11. Belgium - 506
12. Norway - 503
13. Estonia - 501
14. Switzerland - 501
15. Poland - 500
16. Iceland - 500
17. United States - 500
18. Liechtenstein65 - 499
19. Sweden - 497
20. Germany - 497

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.

Ireland - 496
France - 496
Chinese Taipei - 495
Denmark - 495
United Kingdom - 494
Hungary - 494
Portugal - 489
Macao-China - 487
Italy - 486
Latvia - 484
Slovenia - 483
Greece - 483
Spain - 481
Czech Republic 478
Slovak Republic 477
Croatia - 477
Israel - 476
Luxembourg - 472
Austria - 470
Lithuania - 468

41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.

Turkey - 464
Russian Fed. 459
Chile 449
Costa Rica 443
Malta 442
Serbia 442
UAE 431
Bulgaria 429
Uruguay 426
Mexico 425
Romania 424
MirandaVenez. 422
Thailand 421
Tri. And Tobago 416
MALAYSIA - 414
Colombia 413
Brazil 412
Montenegro 408
Mauritius 407
Jordan - 405

61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.

Tunisia 404
Indonesia 402
Argentina 398
Kazakhstan 390
Rep. of Moldova 388
Albania 385
Georgia - 374
Qatar 372
Panama 371
Peru 370
Azerbaijan 362
Tamil Nadu India 337
Himachal Pradesh
India 317
74. Kyrgyzstan 314

65
OECD Average 493
International Average 455

66

Purata Skor Dalam PISA 2009

SHANGHAI

SINGAPURA

FINLAND

UK

THAILAND

MALAYSIA

OECD

600
575
562

556

554
542

541

526

536

514
501

496

492

425 422

419

494

493

421

404

414

66
MATEMATIK

SAINS

BACAAN

Tahap Kecekapan Dalam Bacaan

Indonesia
Jordan
Malaysia
Thailand
Macao China
Chinese Taipei
Germany
Liechtenstein
Japan
Canada
Singapore
Hong Kong China
Finland
Korea
Shanghai China

Tahap 6
Tahap 5
Tahap 4
Tahap 3
Tahap 2
Tahap 1a
Tahap 1b
Bawah tahap 1b

67

0%

20%

40%

60%

67
80% 100%

Tahap Kecekapan Dalam Matematik

Indonesia
Jordan
Malaysia
Thailand
Germany
Macao China
Canada
Japan
Liechtenstein
Finland
Chinese Taipei
Korea
Hong Kong China
Singapore
Shanghai China

Tahap 6
Tahap 5
Tahap 4
Tahap 3
Tahap 2
Tahap 1
Bawah tahap 1

68

0%

20%

40%

60%

68
80%

100%

Tahap Kecekapan Dalam Sains

Indonesia
Jordan
Malaysia
Thailand
Macao China
Liechtenstein
Germany
Chinese Taipei
Canada
Korea
Japan
Singapore
Hong Kong China
Finland
Shanghai China

Tahap 6
Tahap 5
Tahap 4
Tahap 3
Tahap 2
Tahap 1
Bawah tahap 1

69

0%

20%

69
40%

60%

80%

100%

Taburan Skor Murid Dalam Bacaan

700

OECD

650

95th percentile
= 637

600
550
500

Mean = 493

450
400
350

5th percentile
= 332

300
250
200
70

70

Taburan Skor Murid Dalam Matematik

800

OECD

700
95th percentile
= 643

600
Mean = 496

500
400

5th percentile
= 343

300
200
71

71

Taburan Skor Murid Dalam Sains

750

OECD

700
95th percentile
= 649

650
600
550

Mean = 501

500
450
400
350

5th percentile
= 341

300
250
72

72

Faktor Yang Menyumbang Kepada Prestasi Malaysia

Sikapmurid
murid
Sikap
Formatsoalan
soalan
Format
Keutamaan
Keutamaan
Guru
Guru
Guru memberi keutamaan untuk
Guru memberi keutamaan untuk
menghabiskan sukatan pelajaran
menghabiskan sukatan pelajaran
bagi menyediakan murid
bagi menyediakan murid
menghadapi peperiksaan awam. Ini
menghadapi peperiksaan awam. Ini
menyebabkan proses pengajaran
menyebabkan proses pengajaran
dan pembelajaran dibuat secara
dan pembelajaran dibuat secara
cepat dengan menggunakan jalan
cepat dengan menggunakan jalan
pintas tanpa perlu memahami
pintas tanpa perlu memahami
konsep. Latih tubi banyak
konsep. Latih tubi banyak
digunakan untuk melatih murid
digunakan untuk melatih murid
menjawab soalan peperiksaan
menjawab soalan peperiksaan
73

Ramai murid menjawab ujian PISA ini

Ramai murid menjawab ujian PISA ini
secara tidak bersungguh-sungguh
secara tidak bersungguh-sungguh
kerana mereka menganggap ini
kerana mereka menganggap ini
hanyalah satu kajian biasa dan tidak
hanyalah satu kajian biasa dan tidak
penting bagi mereka. Terdapat banyak
penting bagi mereka. Terdapat banyak
soalan yang tidak cuba dijawab oleh
soalan yang tidak cuba dijawab oleh
murid
murid
Format soalan PISA adalah dalam
Format soalan PISA adalah dalam
bentuk teks yang panjang dan
bentuk teks yang panjang dan
memerlukan murid membuat
memerlukan murid membuat
interpretasi, refleksi dan penilaian
interpretasi, refleksi dan penilaian
berdasarkan kehidupan sebenar.
berdasarkan kehidupan sebenar.
Sebaliknya, format soalan
Sebaliknya, format soalan
peperiksaan awam di Malaysia
peperiksaan awam di Malaysia
adalah ringkas dan lebih tertumpu
adalah ringkas dan lebih tertumpu
kepada rajah dan jadual
kepada rajah dan jadual
73

Perbezaan TIMSS PISA

TIMSS

PISA

Objektif

Stakeholders

Menguji penggunaan pengetahuan dan

kemahiran praktikal berdasarkan kepada
pendapat bahawa perolehan literasi adalah
proses pembelajaran sepanjang hayat
Mengukur 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

Mengukur keupayaan murid dari segi apa

yang hendak diajar, apa yang sebenarnya
diajar dan apa yang sebenarnya dipelajari

Menambah baik pengajaran dan

pembelajaran matematik dan sains

Menganalisis faktor-faktor yang

mempengaruhi pencapaian murid

Menyediakan data tentang trend dalam

pencapaian metamatik dan sains

Menyediakan perbandingan dalam sistem

dan antara negara yang mengambil
bahagian

Dibangunkan oleh OECD

Dibangunkan oleh IEA

Sasaran: Murid berumur 15+ tahun

Sasaran: Murid Tahun 4 dan Tahun 8

Negara peserta: 34 negara OECD dan 41

negara bukan OECD pada tahun 2009

Negara peserta: 49 negara dan wilayah

pada tahun 2007

SUMBER: PISA 2009; PISA 2007

74

74

BAHAGIAN PERANCANGAN DAN

PENYELIDIKAN DASAR

Perbezaan TIMSS PISA

TIMSS

PISA

Kandungan
Penilaian

Tiga bidang: Bacaan, matematik dan sains Dua bidang: Matematik dan sains
Penekanan kepada keberkesanan aplikasi Penekanan kepada isi kandungan
kurikulum

kurikulum

Maklumat sikap murid dan pendekatan

Maklumat tentang kuantiti, kualiti dan

Bermula pada tahun 2000

Bermula pada tahun 1995

Setiap tiga tahun sekali

Setiap empat tahun sekali

Fokus bertukar antara bacaan,

Sentiasa berfokus kepada isi

kepada pembelajaran, suasana

pembelajaran dan organisasi
persekolahan

Kaedah

matematik dan sains dalam setiap

pusingan kajian (Fokus dalam PISA
2009 ialah kepada bacaan)

kandungan pengajaran (cth: kesediaan

guru, sumber sedia ada dan
penggunaan teknologi)

kandungan kurikulum

75
75

Contoh Soalan TIMSS Sains

KNOWING? APPLYING? REASONING?

#1. In living things, large and complex molecules are broken down
into small and simple molecules.
What is this process called?
A
B
C
D

Excretion
Absorption
Digestion
Circulation

Domain: Knowing

KNOWING? APPLYING? REASONING?

#2. Explain how soil is formed.

Domain: Knowing

#2. Explain how soil is formed.

KNOWING? APPLYING? REASONING?

#3. The colour of an object such as an apple is the
same as the colour of the light waves
A.
B.
C.
D.

that travel through the object

that are absorbed by the object
that are reflected by the object
that travel around the object

Domain: Applying

KNOWING? APPLYING? REASONING?

#4. Keith had influenza. He played a game with

two friends. One of his friends caught
influenza but the other did not.
What could have been the reason why one of
his friends did NOT catch influenza?
Domain: Applying

#4. Keith had influenza

KNOWING? APPLYING? REASONING?

Sarah fell off her bicycle and spilled the bag of salt she was carrying. She
collected the salt off the ground together with the sand and tree leaves and
put the mixture in a plastic bag.
In the table below, describe the steps used by Sarah
to separate the salt from the mixture of salt, sand
and leaves. State a reason for doing each step. The
first step has been done for you.
Step

Description of step

Reasons for carrying

out the step

1
2
3
4

Domain: Reasoning

Sarah fell off her bicycle a .

Contoh
Soalan PISA

PISA 2006

QUESTION 4: MARY MONTAGU

S477Q04 0 1 9
Give one reason why it is recommended that young
children and old people, in particular, should be
vaccinated against influenza (flu).

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

MARY MONTAGU SCORING 4

Full Credit
Code 1: Responses referring to young and/or old people having weaker immune
systems than other people, or similar.
Scoring Comment: The reason(s) given must refer to young or old people in
particular not to everyone in general. Also, the response must indicate, directly or
indirectly, that these people have weaker immune systems than other people not
just that they are generally weaker.
These people have less resistance to getting sick.
The young and old cant fight off disease as easily as others.
They are more likely to catch the flu.
If they get the flu the effects are worse in these people.
Because organisms of young children and older people are weaker.
Old people get sick more easily.
No Credit
Code 0: Other responses.
So they dont get the flu.
They are weaker.
They need help to fight the flu.

Contoh
Soalan TIMSS
- Matematik

A car salesman placed this advertisement

in the newspaper: Old and new cars for sale,
different prices, average price RM 50,000.
From the advertisement, which of the following
must be true?
A) Most of the cars would cost between 68
RM40,000 and RM60,000.
B) Half of the cars would cost less than
35
RM50,000, and half would cost more than
RM50,000.
C) At least one of the cars would cost RM50,000. 22
D) Some of the cars would cost less than
RM 50,000. 28
Daripada 153 orang pelajar hanya 18%
yang menjawab dengan betul.

90

John and Cathy were told to divide a number by

100. By mistake John multiplied the number by
100 and obtained an answer of 450.
Cathy correctly divided the number by 100. What
was her answer?
A. 0.0045
B. 0.045
C. 0.45
D. 4.5

TIMSS 2003 8th-Grade Mathematics Concepts

and Mathematics Items

91

The following two advertisement appeared in a

country where the units if currency are zeds.
BUILDING A
Office space available
85 95 square meters
475 zeds per month
100 120 square meters
800 zeds per month

BUILDING B
Office space available
35 260 square meters
90 zeds per square
meter per year.

If a company interested in renting an office of 110

square meters in that country for a year, at which
building, A or B, should they rent the office in order
to get the lower price. Show your work
TIMSS Population 2 Item Pool (Released Items).
Copyright 1994 by IEA, The Hague

TIMSS 2007

Which circle has approximately the same fraction

of its area shaded as the rectangle above?
A

Contoh-contoh Lain
Panjang sisi sebuah segiempat sama B adalah
empat kali ganda segiempat sama A. Berapa
kalilah lebih besar luas B berbanding luas A?

Segiempat sama A
Segiempat sama B

David Perkins, 1992

The teaching and learning processes
as well as the decision-making
processes in smart schools are
thinking centred.

Costa, 1991
Schools are the home for the mind,
where the process of thinking is the
main content of curriculum and
instruction. In other words, the
school curriculum is filled or infused
with intellectual activities.

Joyce, Weil & Calhoun, 2000

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

Terima
Kasih