BAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PELAJARAN MALAYSIA

2012

Pada akhir sesi ini, guru dapat:

menerangkan HOTs dalam Sains,

pendedahan awal tentang pelaksanaan

HOTs dalam Pengajaran dan
Pembelajaran (PdP)

Sesi taklimat ini mengandungi DUA komponen:

1) Penerangan & Perbincangan
2) Perbengkelan

Creativity &
Innovation

Information
Literacy

Problem
Solving

Communication

CRITICAL
SKILLS

Collaboration

Responsible
Citizenship

Apakah LOTs dalam Sains?

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.

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

Thompson 2008
generally characterized LOT as solving tasks
while working

situations

in familiar

and contexts; or, applying

algorithms already familiar

student.

to the

Senk, Beckman, & Thompson (1997)

LOT is involved when students are solving

tasks where the solution requires applying a
w e l l - k n o w n 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

Apakah HOTs dalam Sains?

Resnick (1987) characterized higher-order

nonalgorithmic.

thinking (HOT) as

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.

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.

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 questions promote learning

because these types of questions require
students to apply, analyze, synthesize, and
evaluate information instead of simply
recalling facts.

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)

 Penggunaan kata kerja seperti membuat

inferens, mewajarkan, menaakul

dalam HP/SP bermaksud ia memerlukan HOTs.

Secara amnya HOTs adalah dari aplikasi ke

atas.
Walau bagaimanapun LOTs dalam HP/SP
seperti menerangkan juga boleh di capai
melalui aktiviti HOTs
Kata Kerja Proses

MENGAPA HOTs dalam SAINS?

Menghasilkan modal insan yang cerdas, kreatif

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

 Berubah daripada amalan hafalan kepada

pemahaman yang mendalam.
Meningkatkan tahap kesedaran dengan menganalisa,
menyelesaikan masalah dan menilai serta mencipta
Belajar mewajarkan penyelesaian dan penemuan
Konsep sains boleh dipelajari dengan berkesan melalui
HOTs.

Penyiasatan saintifik memerlukan HOTs.

Bagaimana meningkatkan
penguasaan HOTs dalam
kalangan murid dalam Sains?

 berfikir

menyoal bagi mencungkil idea

murid
Memotivasi murid
menekankan aktiviti hands-on
mengubah jenis tugasan
mentaksir

untuk pembelajaran
berkomunikasi secara berkesan

Menggalakkan
pemikiran kritis,
kreatif dan
inovatif

1.

Memastikan setiap murid melibatkan diri secara aktif dalam PdP.

2.

Memberi peluang murid berbincang, bertanya dan memberi

pendapat.
Mempelbagaikan strategi.
Mengemukakan soalan membina, memimpin, terbuka serta
menggalakkan penaakulan serta berfikir pada aras tinggi.

3.
4.

22

Inkuiri dalam Sains

 Murid belajar konsep sains

berdasarkan penemuan yang
mereka sendiri peroleh.
Inkuiri berlaku apabila terdapat
kaitan antara konsep sains dengan
soalan yang murid kemukakan dan
mereka mencari jawapan melalui

penyiasatan.

Murid:

Belajar dengan berkesan melalui aktiviti

hands on dan berasaskan inkuiri.
Seronok menyelesaikan masalah yang bermakna
Memberi respon kepada soalan yang bermakna
Belajar lebih baik melalui galakan berbanding
hukuman
Melihat dunia dari kaca mata mereka
Memahami idea berkembang secara berperingkat
dan berurutan

Murid teruja apabila diberikan masalah luar dari

kebiasaan, ketidakpastian, persoalan atau dilema.
Penyoalan

HOTs

KPS/KBSB

Inkuiri

Belajar secara hands-on

menghasilkan kefahaman
yang mendalam untuk
membolehkan mereka
mengaplikasikannya
dalam situasi yang

baru.

Contoh Soalan TIMSS

TIMSS is assessing student

learning in particular topics.
What should the student know?
( what knowledge does this item allow a student to show? )

What should the student be

able to do?

(What cognitive processes does this item require a student to

demonstrate?)

Soalan LOTs and HOTs

Rajah di bawah menunjukkan 2 blok di dalam 1000 cm3

air dan jadual di bawah menunjukkan ketumpatan
bahan X dan Y
Jadual

Rajah

Bahan

Isipadu
(cm3)

Jisim
(g)

Ketumpatan

(g/cm3)

Bongkah
X

0.25

Bongkah
Y

16

Air

1000

1000

1. Apakah ketumpatan bongkah X?

LOTS

2. Apakah ketumpatan bongkah Y?

LOTS

3. Perihalkan keadaan bongkah X dan Y di

dalam air.

LOTS

4. Berikan satu inferens mengenai

kedudukan bongkah X di dalam air.

HOTS

5. Ramalkan keadaan bongkah Z di dalam

air jika ketumpatan Z ialah 0.8g/cm3.

HOTS

1. Apakah ketumpatan bongkah X?

0.25 (g/cm3)
2. Apakah ketumpatan bongkah Y?
2 (g/cm3)

3. Perihalkan keadaan bongkah X dan Y di

dalam air.

LOTS

LOTS

LOTS

Bongkah X timbul manakala bongkah Y tenggelam

4. Berikan satu inferens mengenai kedudukan bongkah

X di dalam air.

HOTS

Ketumpatan X kurang tumpat daripada air

5. Ramalkan keadaan bongkah Z di dalam air jika

ketumpatan Z ialah 0.8g/cm3.
Bongkah Z akan berada di tengah antara bongkah X dan
bongkah Y

HOTS

SOALAN LOTs VS. HOTs

SOALAN LOTs

Tidak memerlukan
murid untuk
menggunakan
kemahiran berfikir
pada aras tinggi.
Operasi yang perlu
digunakan adalah
jelas.

SOALAN HOTs

Memerlukan tahap pemikiran pada aras tinggi.

Meningkatkan kemahiran menaakul.
Jawapan dan prosedur yang perlu digunakan
tidak serta merta jelas.
Menggalakkan lebih daripada satu cara
penyelesaian dan strategi.
Terdapat lebih daripada satu jawapan.
Berupaya membentuk murid yang kreatif dan
inovatif
Memerlukan masa yang mencukupi untuk
diselesaikan.
Menggalakkan perbincangan dalam kumpulan
dalan mendapatkan penyelesaian.

Apakah tahap soalan ini?

#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

#2. Explain how soil is formed.

Domain: Knowing

#2. Explain how soil is formed.

#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

#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

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

Contoh Soalan PISA

Give one reason why it is recommended that young

children and old people, in particular, should be
vaccinated against influenza (flu).

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

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.

Sediakan soalan HOTs rangsangan yang

diberikan.

Bentangkan.

1. Adakan taklimat dalaman di sekolah masing-masing kepada

semua guru Sains dan Matematik.
2. Gunakan aturcara dan tempoh masa taklimat seperti yang
diterima.
3. Semua guru Sains & Matematik menggunakan soalan HOTS
dalam pdp.
4. Guru Sains dan Matematik Tingkatan 1 perlu mula
menyediakan murid untuk Gerak Gempur HOTsSM pada Jun
dan Oktober 2013 dan 2014 untuk persediaan murid ke TIMSS
2014 dan PISA 2015.
5. Soalan dan skema pemarkahan Gerak Gempur akan disediakan
secara berpusat dan pelaporan disediakan.

Terima Kasih