Proceeding

International Conference on Mathematics and Science Education

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Bandung, October 17th, 2015
 Proceeding
International Conference on Mathematics and Science Education

P
Bandung, October 17th, 2015
 Proceeding
International Conference on Mathematics and Science Education

P
Bandung, October 17th, 2015
Proceeding
International Conference on Mathematics and Science Education

TABLE OF CONTENT
PREFACE
TABLE OF CONTENT
List of Article
An Investigation About The Relationship Between Mathematics – Physics And Economics
In Senior High School ........................................................................................................... 1
The Quality of Linear Algebra Achievement Test and its Implications for the Achievement
of Learning Objectives .......................................................................................................... 5
Scientific Inquiry Approach For Math Problem Solving Ability Islamic Senior High School
(MAN) Students .................................................................................................................... 10
Relationship Between The Educational Background With Syntax Model Of Learning
Problem Solving Midwifery Students STIKES ...................................................................... 15
High Order Thinking Skills(HOTs) in Malaysia: Concept and Continuity Efforts................... 22
The Nature of Critical Thinking and Implementation of Learning in Mathematics.................. 31
Critical Thinking In Mathematics Learning At Elementary School........................................ 39
The Effect of Using Counter Example Learning Strategy Towards Students’ Mathematical
Concept Understanding ......................................................................................................... 47
The Impact of Using Visualisation Technique Towards Mathematics Problem Solving
Involving HOTs Question...................................................................................................... 53
Analysis of Scientific Literacy Through PISA 2015 Framework ............................................ 60
The Concept, Proxy Variables and Significance of Opportunity to Learn ............................... 70
Board Games In Curriculum & Co-Curriculum Activities As A Step Towards Funs And
Sustainability Of Science Education:A Survey In Two Primary Schools In Sarawak .............. 78
Choosing Teaching As A Profession Among Science Teacher Trainees ................................. 83
Problem Based Learning Model With Science Props To Enhancing Students’ Science
Process Skills And Cognitive Learning Outcome ................................................................... 92
Cooperative Learning Model Design Based On Collaborative Game-Based Learning
Approach As A Soft Scaffolding Strategy: Preliminary Research........................................... 101
Student Worksheet Based On Prediction, Observation, Explanation in Physics Subject for
10th Grade ............................................................................................................................ 113
Cooperative Learning Model Application Type Of Student Teams Achievement Divisions (
Stad ) Increase In The Process Of Science Student Skills ....................................................... 119
The Implementation of Integrating Researching Reasoning Reflecting (3R) Process on
Problem based Learning Model and the Improvement of Senior High School Students’
Scientific Literacy : A Literacy Study .................................................................................... 125
Construction of An Instrument Test for Measuring Students’ Understand of Force and
Newton’s Laws ..................................................................................................................... 128
The Development of Performance Assessment Computer Network Server Administration
Skills .................................................................................................................................... 133
Development of A Three-tier Test Diagnostic Instrument to Assess Student's Misconception
About Acids and Bases.......................................................................................................... 147
Need Analysis Study On The Textbook Of Secondary School Teacher .................................. 153
Teaching Chemistry Using Mix And Match Board Game...................................................... 157
Creativity, Interest and Students Entrepreneural Quality at Applied Biology Courses based
on Local Resources: a case study as a basis for improving the quality of biology teacher
education programs ............................................................................................................... 164
Students Reasoning on Decision Making in Cosmetic Products Utility................................... 169
Role of Self Reflection on Ability of Pedagogical Content Knowledge on Genetic Concept
Biology Pre Service Teacher.................................................................................................. 173

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 Proceeding
International Conference on Mathematics and Science Education
SCR-130
The Impact of Using Visualisation Technique Towards
Mathematics Problem Solving Involving HOTs Question
Afizal Abd Ghani, Effandi Zakaria and Saemah Rahman

Faculty of Education Universiti Kebangsaan Malaysia

Article info Abstract

Keywords:
Higher order thinking,
Visualisation
Corresponding Author:
fyzl_88@yahoo.com.my
Higher order thinking skills (HOTs) is an element that has been
absorbed gradually in Malaysia public examinations. This has led to the
achievement of students affected because they failed to master this
higher order thinking skills . Therefore, teachers are responsible in
ensuring that students are willing and able to solve HOTs questions.
This study aims to identify the impact of Visualisation Technique on
students' achievement in solving Mathematic problem solving
involving Hots questions. This study used a quasi-experimental design
with pre-and post-test on 60 students Year 6 in a schools in Alor Gajah.
An inferential statistical analysis t-test was used to compare the mean
achievement of the experimental and control groups. Based on the t- test
analysis, the experimental group that was taught through visualisation
technique showed higher proficiency scores in reading skills compared
to the control group who were taught through the conventional
approach. The findings show the visualisation method may help students
to understand HOTs question needs and then help them to solve the
question . Hopefully, this study will be a guide to reader and can be use
in schools to improve the performance of pupils.

INTRODUCTION

Eleven shifts contained in Malaysia Education Blueprint 2013-2025 stated that, revamp the
examination and assessment are important to enhance the focus on higher order thinking skills in
order to improve the quality of international education. This matter needs to be focused in order to
produce human capital that is intelligent, creative and innovative to face the challenges of the 21st
century so that the country is able to compete on the world stage. The assessment system in the
education field is also undergoing a revolution especially public examinations. This is because by
the year 2016, the percentage of higher-order thinking questions will be added to cover 80% of the
overall UPSR (Primary School Evaluation Test) questions. Next, 80 % in the assessment center to
Form Three, 75% of the questions for SPM (Malaysian Certificate of Education) core subjects and
50% of the questions for SPMelective subjects.
Based on the 2014 UPSR results were announced, the overall achievements of candidates
declined slightly based on the National Average Grade (GPN) compared to previous years. GPN
overall UPSR candidates in 2014 was 2.29 points, less 0.02 point compared to 2.27 points in 2013.
The smaller GPN value indicates a better candidate achievement. There were two others UPSR
subjects named English and Science also drop GPN.
Analysis carried out by the Ministry of Education found that the factor and the exact cause of
the decline in 2014 achievement was due to the Higher Order Thinking Skills (HOTs) questions
where truly challenged candidates. In 2014, 40% of UPSR examination questions covered with
HOTs questions compared to 25% in the previous year. This analysis showed a decrease in
excellent result of all Grade A due to the implementation of the higher order thinking skills
questions. UPSR candidates making numerous mistakes in answering HOTs questions compared to
other questions.
Furthermore, the findings gathered by the United Nations Education Index, Malaysia is in
the last third place of the 181 countries involved. At the same time, the Programme for

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Bandung, October 17th, 2015
Proceeding
International Conference on Mathematics and Science Education

International Student Assessment (PISA) puts Malaysia on the 55th out of 74 countries. The report
of Trends in International Mathematics and Science Study (TIMSS) 2011 also revealed a decline in
Malaysia's ranking in Mathematics, which was at 16th in 1999, 10th in 2003, 20th in 2007 and
26th in 2011. Moreover, Malaysia recorded a fall in an average score which is 519 marks in 1999,
508 marks in 2003, 474 marks in 2007 and 440 marks in 2011. TIMSS and PISA test the higher-
order thinking skills of students.
Malaysian Education Blueprint 2013-2025 emphasizes the concept of higher order thinking
skills in creating more competitive Malaysians in this 21st-century. The higher-order thinking
skills include critical thinking, creative thinking, logical thinking, reflective thinking and meta-
cognitive thinking skills. In addition, higher order thinking skills refer to the four top level in
Bloom's taxonomy which are applying, analyzing, evaluating and creating. Critical thinking skills
is one aspect that has been emphasized since 90s by the Malaysia education system.
The Ministry of Education has set critical thinking skills to be part of the basis for the
acquisition of knowledge and skills in the subject (Som, 2003). Moreover, critical thinking and
problem solving skills are also among the elements contained in the 21st Century Skills (Education
Technology, 2012). This is because the world today is concerned with the education sector which
plays an important role in human capital to form a complete package of high character and quality.
Furthermore, critical thinking and problem solving skills are also one of the elements found in soft
skills (soft skills) that are required for the development of human capital.
Johari and Yeong (2010) states that among the weaknesses of students in problem solving is
the low ability to make generalizations and low ability in mathematically thinking. These
weaknesses also affect students' mastery in solving mathematical problems. Next, a study
conducted by AyuErlina (2014), found that among the factors that affect students’ achievement is
the ability to solve problems. The study found a significant relationship between students
achievement and problem solving ability. Based on previous studies, various strategies have been
proposed and used to help students solve the math problem solving questions.
There are some studies found the use of visualization or diagram that help students generate
thought and comprehension questions for the next sketch to help them solve the problem solving
questions. However, there were no studies yet that show the ability of the strategy to apply on the
HOTs questions. Therefore, visualization strategy has been chosen to review the increase in
students achievement in answering problem solving questions involving HOTs skills and see the
difference between a control group and the experimental group. The problem of HOTs questions
need to be solved, because in 2016 the percentage of higher-order thinking questions will be added
to cover 80% of the overall UPSR examination and other examinations.
Theoretical framework
Visualisation skills are related to the theory of cognitive development and intellectual
development of Jean Piaget. Theory of cognitive development Piaget (1952) states that the
cognitive development of children is different and changed through four levels according to the age
of the sensory-motor (up to 2 years), preoperative (2-7 years), concrete operations (7-11 years )
and formal operations (12 and older). Clearly, primary school pupils are at the stage of concrete
operations. Pupils at the concrete operational stage able to think logically but still limited to
something that is real.
Consequently, the learning activities at the stage of concrete operations still rely on concrete
objects and use "hand-on material". Therefore, students at this level require the support material is
concrete and can be processed in order to strengthen the understanding of concepts related to
mathematics. Wiley cognitive theory (1990), Visual Cognitive theory divides into three parts, there
are; visual memory, visual perception and visualization skills. The skills will be a factor ingenuity
and wisdom of someone.

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International Conference on Mathematics and Science Education

Control Group Experiment Group

(Using Visualisation technique)

Theory of cognitive development

Archevement in problem
solving involving HOTS
questions
Polya Methods (1957):
1.Understanding problems.
2.Devising a plan
3.Carrying out the plan.
4.Looking back
Piaget (1952) . Wiley’s Cognitive
theory (1990); Visual Cognitive
theory
- visual memory
- visual perception
- visualisation skills.

Figure. 1.Theoretical Framework Diagram

RESEARCH METHODOLOGY
Research Design
Method of a study carried out should be determined by the study design that has been
chosen. According to Chua (2006), a study design should be choose based on the purpose of the
study. This study involved a quasi-experimental study. This study used a quantitative approach
using the test method (pre and post) .
The design of this quantitative study using a static design for the two groups (Static - Group
Comparisons). In the static design of these two groups, there are two groups that are selected as the
object of study. The first group was received treatment, while no treatment for second group. The
experimental design is described as below in Table 1..
Table 1. Experimental design
Treatment Post test
Group
(Independent Variable) (Dependent Variable)
E(experiment) X Y
C(Control) - Y
Source: McMillandan Schumacher 2010
Based on the description, the following will be explained about the variables in this study.
Table 2. Variables in this study
Group Treatment Post test
(Independent Variable) (Dependent Variable)
Class Year 6 A Use Visualisation Learning Outcomes
Class Year 6 B None Learning Outcomes
This study will be carried out in a primary school in Alor Gajah, Malacca. The study will be
conducted over 5 sessions either control or experimental class class. Pre-test will be carried out in
advance to determine the two groups are homogeneous or similar nature before a quasi-
experimental study was conducted.
The Sample of Study
The selection of the sample to determine the experimental class and control class is
conducted using a random sample group. These samples were made by a vote of four classes of
year 6 existing in the school. Voting is done by using paper that has been writen the name of the
class, from class Year 6 A to class Year 6 D. Then the paper was folded and randomly selected to
determine the experimental class and control class. From here it can be seen that every class has
the potential to become a class experiment and control class. The first draw will be experimental
group while the second draw for control group.

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Bandung, October 17th, 2015
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International Conference on Mathematics and Science Education

Intervention Method
As an intervention, visualization methods have been used to help students to solve a problem
solving involving HOTs questions. Visualization methods are required students to add to the visual
image to the questions and help them to understand the needs of the questions. Solving technique
by using visualization methods involving individual to mentally visualize a process or situation in
questions given. The pupils in experiment class are using visualization techniques to help them to
solve the math problem solving questions involving HOTs questions. There were five sessions
conducted to ensure that pupils can master this method well. After this learning session, pupils will
be tested again in the post-test.
Research Instrument
Achievement Test (Test Pre and Post): These instruments are used to measure the results of
learning students better than students in the control class or experimental class. In this study, a test
to measure student learning outcomes isdone twice through pre and post test. The post-test was
performed after the treatment sessions in class experiments performed. Before the test is given to
students, a pilot test was conducted in advance to obtain validity and reliability.
Precedure of Data Acquisition
Before conducting the study, researchers will be applied to study in advance of the party
concerned. This is done after discussion with the supervisor. A letter of authorization from the
Office of the Dean of the Faculty of Education of SMEs also needs to be obtained before the study
was conducted. After getting the approval letter, researchers will find great teachers of the schools
involved. In the meeting, the researchers will tell the purpose of study and research interests are
exercised.
There will be a meeting designed to find assistant principals and department heads and
teachers of mathematics involved. Researchers also will discuss with the class teacher involved.
This will make it easier for researchers to get an initial overview of the student whose will be
selected and facilitate researchers conducted interviews later. Meeting with teachers is also
important because researchers will assist the teachers if the methods used to achieve the objectives.

RESULTS AND DISCUSSION

The Result of Pre-Test
Nul Hypothesis 1: There was no significant difference in mean achievement between the
control group and the experimental group answering HOTs questions in the pre-test.
Data analysis was carried out to determine the mean performance of the experimental group
and the control group before the lesson and treatment starts. Both groups were given a pre-test
questions of problem solving involving HOTs questions. As such, in order to identify significant
differences in mean achievement between the experimental group and the control group, the t-test
independent sample analysis was performed. Based on Table 4, it was found that the mean results
obtained by the experimental group was 58.1 and the standard deviation is 12.68. While the control
group received a mean score of 62.0 and a standard deviation of 14.63. The mean difference
between experimental and control groups in the pre-test is only of 3.9.
Table 3: The t-test to compare the achievement of experimental group and the control group
in the pre-test
Standard Mean
Group N Mean t-value df p
Deviation Diffe
Experiment 30 58.1 12.68 rent
3.9 -1.103 58 0.2
Control 30 62.0 14.63
*Level of significant is p<0.05

T-test analysis showed no significant difference between the scores of the experimental
group and the control group, t(60) = -1103 , p>0.05 . Therefore , the first hypothesis of this study
that there was no significant difference for the mean achievement of the experimental group and

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the control group in the pre-test is failed to reject. This means that both groups have the same level
of performance before treatment done.
The Result of Post Test
Nul Hypothesis 2: The There was no significant difference in mean achievement between the
control group and the experimental group answering HOTs questions in the post-test.
Based on Table 5, the mean archievement obtained from the experimental group whose
follow the teaching method of visualization is 71.27 and standar devition is 11:39. While the
treatment group that followed the conventional teaching were got 63.80 mean and standard
deviation is 14:40. The difference of mean between experimental and control groups in post-test
was 7:47. T-test analysis also shows that there are significant differences in terms of mean
achievement scores between the experimental group and the control group, t(60)=2.23, p<0.05.
These results indicate that the achievements in solving problems of HOTs questions between the
experimental group whose had been taught using the method of visualization is much higher
compared with the control group were only taught using conventional approaches. As such, the
second null hypothesis, that there's no significant difference in mean achievement experimental
group and the control group in post-test is rejected.
Table 4. The t-test to compare the achievement of experimental group and the control group
in the post-test
Standar Mean
Group N Mean t-value df p
d Different
Experiment 30 71.27 Deviatio 11.39 7.47 2.23 58 0.03
Control 30 63.80 14.40
*Level of significant is p<0.05
Comparison of Pre and Post Test Performance
Nul Hypothesis 3 : There was no significant difference in terms of the achievement mean pre
and post test for the control group and the experimental group in solving HOTS questions .
Analysis of paired samples t-test was used to test the existence of the mean difference for a
pair of variables that rely on each other for one population group . A comparative analysis was
conducted to test the hypothesis of the occurrence of the development of pupil’s knowledge after
teaching for using an approach . Table 6 shows the differences of score mean achievement of pre-
test mean and post-test mean score for the control group.
Table 5. The t-test to determine the difference mean score in the control group for pre-test
and post-test.
Standard
Test N Mean t-value df p
Deviation
Pre-test 30 61.97 14.63 -5.248 29 0.000*
Post-test 30 63.80 14.40
*Level of significant is p<0.05
The findings showed there were significant differences of mean score of pre-test and post-
test achievement for the control group. The findings in the control group showed a mean score of
post-test is bigger than the mean score of pre-test of which is an increase in mean achievement
score of 1.83. Paired t-test findings showing a significant value (0.000) for the control group is less
than the value of alpha (0.005) , p=0.000 <0.05 by t (30) = -5.248 . As such , the null hypothesis
for this study was rejected . The conclusions of the study proved that there is a significant
difference between pre and post test in solving HOTs question for the control group.
Table 6. The t-test to determine the difference mean score in the experimental group for pre-
test and post-test
Standard
Test N Mean t-value df p
Deviation
Pre-test 30 58.07 12.679 - 29 0.000*
Post-test 30 71.27 11.390
While the findings of experimental group showed that the post-test mean score exceeds a
pre-test mean score, which is increase of 13.20. Paired t-test findings showing a significant value

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Bandung, October 17th, 2015
Proceeding
International Conference on Mathematics and Science Education

(0.000) is less than the value of alpha (0.05), p=0.000 <0.05 by t(30) = -21.278. So, the null
hypothesis is rejected.
Conclusion, the study showed significant different in mean achievement in the experimental
group pre-test and post-test. These results showed an increase in the percentage of score achieved
after teaching is carried out for both groups using both conventional and visualization methods.
Indicated significant differences explain the occurrence of knowledge of students based on the
approach used in teaching. However, the percentage increase in achievement scores of solving
HOTs questions of the experimental group is larger, that is 13.20 compared to the percentage
increase in the control group, which is 1.83. Its showed that the experiment group can build much
better level of knowledge and performance after treatment done.

CONCLUSION

The findings are based on results of t-test. The study also showed a mean achievement in
post-test was higher compared to the mean pre-test result. This finding is consistent with the
findings Mat Jamudin (2002), which showed a significant difference in student achievement in pre-
test and post after the intervention. This suggests the use of visualization methods effective in
improving student achievement in resolving HOTs questions. The study carried out after the
treatment demonstrates the significant improvement of the experimental group in the post-test
compared to pre-test. It was found that the number of students who can master has increased in the
post-test. This achievement demonstrates the use of visualization methods to improve students'
ability to solve HOTs questions. The study also proved that using visualization methods, it can
improve the problem solving skills of students surveyed HOTs shaped.
In addition, this study had a positive impact on teachers in the use of alternative teaching
methods or techniques in the teaching of Mathematics. The use of visualization in the study gives
the option for teachers to improve student achievement in problem solving mastery mainly
involving HOTs questions. The use of this method can also be used in solving the questions that
often become a burden to the students. Teachers can practice these visualization methods overall
involve problem solving questions, especially to poor students.
The study was obtained a finding that the use of visualization methods affects very positively
and significantly to advance the performance and achievements of students in solving a
mathematical problem solving involving HOTs questions. The findings also show that teaching the
use of visualization methods are more effective than conventional teaching and learning.
Therefore, teachers need to use creativity and innovation in teaching and learning so that students
do not miss out and it should be in line with changes in the curriculum and educational wave.

REFERENCES

Ayu Erlina, (2013). “The using of Geogebra Software toward Problem Solving Ability and
Mathematics Archievement,” Malaysia. Bangi: Universiti Kebangsaan Malaysia,

Fatimah Saleh,(1991) “Visualisasi Sebagai Satu Teknik Pengajaran Matematik,” in Journal of The
Association for Science and Mathematics Education, Penang, pp. 36-42.

Johari Hassan and Yeong Wai Chung,(2010).“The Ability and The Weaknesess of Problem
Solving Ability in Form Five Students,” Johor: Universiti Teknologi Malaysia.

Mat Jamudin Jamrin,(2002). “The Impact of Using Concept Maps Technique in Basic Economy
Subjet Form Four,” Bangi: Universiti Kebangsaan Malaysia.

Newman, M. A, (1983). “Strategies for Diagnosis and Remediation, “Sydney, Harcourt, Brace,
Jovanovich.

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Noor Shah Saad,(2005). “Pengajaran Matematik Sekolah Rendah & Menengah: Teori dan
Pengkaedahan” Petaling Jaya: Harmoni Publications.

Som Haji Noor dan Mohamad Dahalan Mohd Ramli, “Critical and Creative Thinking Skills,
Selangor: Pearson Malaysia.

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