1.0 Introduction
1.1 Introduction.
According to Nurazwa (2015), a total of 150 schools participated in the
TIMSS and PISA tests. According to her, the 150 schools involved in the
TIMSS test consisted of form two students, while the PISA consisted of
form three students, As a result of the TIMSS and PISA studies, we can
see that the achievement of the exams in mathematics subjects in form 2
and form 3 is declining. Thus, the achievement of Malaysia in the TIMSS
and PISA programs will not increase if the result of the students from the
150 schools is declining.
Meanwhile, according to TheStar newspaper, the "Program for
International Student Assessment" (PISA) revealed that Malaysia's
position in 2009 was 57th out of 74 countries participating in the program.
In addition, Malaysia's seat in 2012 was 52nd out of 65 countries involved
(Kang Soon Chen, 2013). As a result of the PISA study, it shows that
Malaysia's position in mathematics subjects has not increased at all and is
decreasing.
According to Zul & Anas (2013), the 2011 "Trends in Mathematics and
Science Study" (TIMSS) report revealed that Malaysia's position on
mathematics subjects had seen a sharp decline in the fourfold
assessment since 1999. In the 2011 TIMSS report, Malaysia's position in
the Mathematic subject for 1999 was 16th out of 50 countries that
organized by the International Association for the Evaluation of
Educational Achievement (IEA) (KPM, 2016). Furthermore, Malaysia rose
by sixth place, ranking 10th out of 50 countries in 2003, but Malaysia's
rankings declined and declined in 2007, Malaysia ranked 20th out of 50
and 26th out of 50 countries involved in 20111.2 Problem’s statements
In the TIMSS and PISA studies, most of the students involved failed to
get good results in the test. This situation happened because most of the
questions given in the TIMSS and PISA tests based on High Order
Thinking Skills (HOTS) (Afiqah, 2015).
Furthermore, according to Jane (2017), in the last Ujian Penilaian
Sekolah Rendah (UPSR) in 2017, most of the students were unable to
answer the HOTS questions in the mathematic subject. This scene has
shown that the HOTS questions are one of the reasons why students
scored low in the exam.
In addition, the students nowadays are too focused on learning the
exami
tion's topic that caused them to pay less attention to the HOTS
questions because the structure of the HOTS questions are different from
the questions that often asked in the public exams where the questions
are focused on non-routine questions.
1.3 Purpose, Objectives and Research Question
1.3.1 Purpose
The purpose of this research was to identify factors that caused
year-four students to fail to answer high order thinking skills (HOTS)
questions in mathematic.
1.3.2 Objective
The objective of this research is:-
1) Identify the factors that caused the year-four students to fail
to answer the high order thinking skills (HOTS) questions in
the mathematic subject.
1.3.3. Research Question
1) Why do yearfour students fail to answer the high order
thinking skills (HOTS) questions in the mathematic subject?1.4 Research's Conceptual Framework
The conceptual frameworks of the research, which are the factors that
caused the year-four students fail to answer the high order thinking skills
(HOTS) questions in mathematic subject., are as follows: -
aoc
eet
pene
the factors that caused the year-four
eee an
lorder thinking skills (HOTS) quest
rae PEs,
Pear gi ay
ee toca
corns
Figure 1: The Conceptual Framework of the factors that cause year-four
students to fail to answer the high order thinking skills (HOTS) in the
mathematic subject.
The Conceptual Framework in figure 1 is about identifying the
factors that caused year-four students to fail to answer the high order
thinking skills (HOTS) questions in the mathematic subject
Thus, the dependent variables in this research are the factors that
caused year-four students to fail to answer high order thinking skills
(HOTS) questions in the mathematic subject which are the peer factor, the
student interest factor, factor of students’ understanding about high order
thinking skills questions in mathematic and student mastery in the
mathematic subject.1.5 Research Scope and Limit.
154
15.2
Research's Scope
This research focuses on the reasons why students
‘cannot answer high-level skills questions in mathematics
subjects
Research's Limit
There are some limitations in this research and the
problems faced by the researcher. In this research, one of the
problems that will occur is the attitude of students who were shy
and afraid to cooperate during information sharing during the
interview. Furthermore, there are constraints in the selection of
time to conduct the studies because school tim
very tight
with the school schedule and school programs that contained in
the school's annual plan called as "Takwim Tahunan Sekolah.”
Hence there will be a limited amount of time for the researcher
to have an interview session with the students. Due to the dense
leaming schedule, the researcher will have a hard time to meet
the student at his own expense, as this may interfere with the
teaching time of the other teachers. Therefore, itis difficult for
the researcher to carry out this research. Lastly, this research
can only be done in school because the researcher can only
meet the students in school.1.6 The Importance of Research
According to Hasnan (2016), research has a specific rational for
contributing to the construction of new knowledge. In addition, according to
Weber (2015), research can help solve the problems faced in life. In the
context of education, this research able to identify problems and causes
faced by school students, especially in mathematic subjects. Once the
problem has been identified, the researcher will make improvements in
teaching and leaming process in the classroom so that students can
improve their skills in solving mathematical problems.
1.7 Operational Definitions
According to the book titled "Kemahiran Berfikir Aras Tinggi: Aplikasi Di
Sekolah terbitan KPM" (2014). High Order Thinking Skills (HOTS) is
defined as the ability to apply knowledge, skills, and values in reasoning
and reflection to solve problems, make decisions, innovate, and be able to
create things. Other than that, based on Bloom's Taxonomy model, there
are four levels, namely the third to sixth levels, that need to be used so
that students can think critically, These include applying, analyzing,
evaluating, and creating. Whereas, levels one and two are Low Order
Thinking Skills (LOTS), which is to remember and understand, which is the
easiest and lowest level (Jaimah, 2015)
4.8Summary
In conclusion, the exposure of specific information related to this
research, such as purpose, scope, and limitations, and the importance of
the research has presented an overview of this research. Therefore, the
factors that caused the year-four students to fail to answer the high order
thinking skills (HOTS) questions in the mathematic subject need to be
given special attention in order to help students improve their mathematics
examination results in the future.2.0 Literature Review
This chapter discusses the results of previous research related to
current research. Besides that, this chapter also describes the model or
theory that researchers will use to study this research. Moreover, the
researcher will make an explanation and relation the findings to the issues
that the researcher wants to study through this literature review.
2.4 Introduction to Case Studies
The purpose of this case study is to identify the factors and reasons
why students fail to answer the high order thinking skills (HOTS) questions
in the mathematic subject. According to Hasimah (2015), in her research,
she stated that among the factors that students are unable to answer to
high order thinking skills (HOTS) questions is due to the influence of
attitude, influence of interest, peer influence, and teacher influence.
Besides that, according to Habibah (2004), the main factors for students
having problems with mathematics are the student self factor, teacher
factor, and the environment factor. Therefore, the researches found that
problems stated in there have a significant impact on answering the
question of this research.
2.2 Research Theory/Model
The first model is the Intrinsic Case Study Model. The Intrinsic Case
Study model developed when the researcher wants to understand in depth
of a specific case. This model has been chosen is because the researcher
has an intrinsic motivation to know the truth behind this research at his,
own will.
Next, the second model is the Instrumental Case Study Model. This
model designed to understand the theory or concept related to the
problems. Moreover, this model supports the researcher's understanding
of the theory or concept used through the collection of data through this,
research
Finally, the third model is the Collective Case Study Model, which is a
combination of several extensive and in-depth instrumental studies.
Subsequently, the model designed to enhance the researcher'sunderstanding of a theory or to build theory from a broader context. This
model can also assist the researcher in making connections between the
theories used and the generalization of this research.
2.3 Research Findings
According to a study by Zanariah (2016), one of the factors that
students are unable to answer in math problems is lack of confidence,
which is why students often rely on teachers to answer math questions
Next, students are passive learners, where they are not actively looking at
the relevance of existing knowledge to what they are learning, the
relevance of concepts to other concepts, and the relevance of other topics
related to Mathematic. Besides that, students have memory problems;
students may not memorize times table and formulas that they learn to use
in solving problems process. Later, students will have problems with
concentrating on teaching and learning sessions, Finally, students lack
critical and creative thinking skills.
Furthermore, Norhani, Hamidah, Zainab & Aminah (2005) stated that
among the factors that are not able to answer the high order thinking skills,
(HOTS) questions is due to the student's leaming technique factor, which
is related to student's time management. The second factor is the attitude
of students factor who take it easy and show less excited in learning math.
Then, social factors, interests and motivations, where students are less
likely to ask their teachers and peers if they have problems with the
questions. Apart from that, the students who lack of interest in leaning the
mathematic subject are also one of the factors of why students fail to
answer the high order thinking skills (HOTS) questions as well as their lack
of motivation to work hard in improving their skills in mathematic. Finally,
the student self-confidence factor depends on the teacher's answer, and
they do not feel confident about answering the question by themselves,
Finally, according to Hanim & Azuanafzah (2017), three factors prevent
students from being able to answer high order thinking skills (HOTS)
questions in mathematics subjects. The first factor is the students’ interestin mathematic. Other than that, the attitude of students who do not take
matters seriously in the mathematic subject. Finally, the factor of teachers,
whose teaching methods are not able to arouse the interest of the
students.
2.4 Research focus
As a result of the literature review, the researcher found that most of
the previous researchers had discussed the factors that led to the factors
that caused the students fail to answer the high order thinking skills
(HOTS) question which is in line with the objectives of this research:
These include student's interest factors, peers factors, student's mastery
factors and student's understanding about the high order thinking skills
(HOTS) questions. Thus, this section has revealed the focus on this
research based on the factors that have been obtained through previous
researches. Therefore, the researcher will continue this research by using
qualitative methods to achieve the objective of this research.3.0 Methodology
The purpose of this research is to identify the factors that caused the
year-four students fail to answer high order thinking skills (HOTS) questions in
the mathematic subject. Therefore, the researcher will explain the methods that
he will use to achieve the objective of this research. Next, the exposure on
research framework, sampling, research instrument, research procedure, validity
& reliability, data collection and data analysis will be presented in this chapter.
3.1 Research Framework
This research is a qualitative type. Therefore, the methods that
researchers will use to obtain information are document analysis
method, interview and observation.
3.1.1 Document Analysis
The researcher does the document analysis by examining
the students’ answers in the past exam of year-four mathematic
but the researcher most likely to focus on the high order thinking
skills (HOTS) questions. Therefore, students who did not or did
the wrong answer of the high order thinking skills (HOTS)
questions will be selected as the sample in this research. Next,
the researcher will prepare two based of high order thinking
skills (HOTS) question papers to determine the changes in
students’ behaviour in answering the questions given while
implementing the observation method. The questions are based
on Primary School Standard Curriculum (DSKP) fo Year 4
Mathematic.
3.1.2 Interviews
The researcher will interview five selected students to find
out the factors that make them unable to answer the high order
thinking skills (HOTS) question in the maths question:3.1.3 Observation
The researcher will make observations of five students
based on the checklist form provided. The checklist is based on
the criteria that the researcher set,
3.2 Sampling
The sample of this research is five students from a class of
year-four, Next, the researcher using purposive sampling. According
to Ben Foley (2018), Purposive sampling is a form of non-probabilty
sampling in which researchers rely on their own judgment when
choosing members of the population to participate in their study.
Therefore, the researcher selects five year-four students. The
students that will be selected are based on the answer from past
exams. Therefore, the students who did not answer or did the wrong
answer with the high order thinking skills (HOTS) questions will be
selected.
3.3 Research Instrument
3.3.1 Document Analysis
Researchers analyze data by examining the students’
answers in the past exam of year-four mathematic but the
researcher most likely to focus on the high order thinking skills
(HOTS) questions, Moreover, the researcher will prepare two
sets of high order thinking skills (HOTS) question papers that
contain three and two questions for students to answer during
the observation method.
3.3.2 Interviews
‘The researcher will interview five selected students using the
interview form that will be provided by the researcher. Next, the
questions that will be interviewed are based on the factors thatcaused the students fail to answer high order thinking skills
(HOTS) questions in the mathematic subject such as peer
factors, student interest factors, factor of students’ understanding
of high order thinking skills (HOTS) questions in mathemati
and student mastery factors. Then, the data will be collected
through the interview with the students in writing form.
‘One of the factors that the researcher will ask the students is
the peer factor. The researcher wants to know whether the
students’ peers are willing to help them solve the high order
thinking skills (HOTS) mathematic question during or after
school session, Then, for the factor of interest, the researcher
wants to know more about the students’ level of interest in the
mathematic subject and their reasons for the answer. Next, the
factor of students’ understanding in high order thinking skills
(HOTS) questions in mathematic, the researcher want to
determine the students’ level of understanding in the mathematic
subject by asking the high-level questions from the year-four
mathematic textbook with the topic that they have leaned and
ask for the student's understanding of the exam questions that
they had taken.
Finally, for the mastery factor, the researcher tests the pupil's
mastery of basic operations in mathematic by asking questions
orally. For example, researchers ask students to read the two
basic multiplications from times table for elementary school.
After receiving responses from the interviews, the researcher
will review the data. Then, the researcher incorporates these
data into the criteria of the checklist that will be provided.
3.3.3 Observations
A checklist that contained the criteria will be provided for
each activity that the students will do, The criteria are based on
the data obtained from the students’ interviews. This observation
aims to determine whether the data obtained have a relation with
peer factors, student's interest factors, student's understandingabout the high order thinking skills (HOTS) questions, and
student's mastery factors that caused the students fail to answer
the high order thinking skills (HOTS) questions in the
mathematic subject. The researcher will conduct a double
observation session to see how the changes in students’
behaviour, The researcher will provide three questions in writing
form for the first observation and two questions in writing form
for the second observ
n for 30 minutes for each session. The
purpose of these sessions is to determine the criteria of the
students’ interest through their expression in solving the
questions given,
Next, the researcher will review the student's answers to
make observations on the students’ understanding of the given
questions as well as the student's mastery of the topics that they
have studied and the mastery in basic operations of
mathematical calculations such as addition, subtraction,
multiplication and division
3.4 Research Procedures
This chapter will outline the action steps that researchers need to
take to conduct their systematic review so that the planned objectives
can be achieved successfully. For the first step, the researcher will
request the permission of the school’s principal to conduct this
research on the students. After obtaining the approval from the
school's principal, the researcher will begin this research by using
three qualitative methods which are document analysis method,
interview and observation.
3.4.1 Document Analysis
The document analysis method will be carried out to identify
problems faced by year-four students in the mathematic subject. In
this method, the researcher will review the examination answers of
every student from the class that the researcher teaches. Theresearcher will also examine the answers from past exam papers
taken by year-four students.
After that, the researcher will collect data by selecting five
students who scored the lowest in the past examination. Other than
that, the students will also be selected by the researcher based on
those who not answer or the wrong answer the high order thinking
skills (HOTS) questions in the examination that they have taken.
Moreover, the researcher will provide two question papers with three
and two high order thinking skills (HOTS) questions during the
observation method
3.4.2 Interviews
After identifying the selected students, the researcher will
continue with the interview method. In this method, the researcher
provides a set of interview questions that are suitable for the
students’ cognitive level. Eight questions will be provided by the
researcher to identify the factors related to the objective of this
research. All five selected students will be given the same
interview questions by the researcher.
Before implementing this method, the researcher will verify the
validity of the interview questions from the supervisor. This
procedure will ensure the interview's questions are suitable for the
level of the students cognitive, which easy to understand and
answer by the students
Next, the researcher will also ensure the reliability of the
interview's questions by interviewing the other students as well. It
aims to identify the weaknesses of the interview’s content in terms
of the level of the question, the level of students’ cognitive,
language proficiency, and to make improvements to those
weaknesses.
3.4.3 Observation
After interviewing all five students, the researcher will
continue the research by using the observation method. Thismethod will determine the behaviour of the selected students in
answering the high order thinking skills (HOTS) questions that
the researcher prepared. To strengthen the results of the
interviews between the researcher and the students, the
researcher will place several criteria in the observation's
checklist form. Two observations will be made by the researcher
to determine the changes in participants’ behaviour in answering
the
ferent high order thinking skills (HOTS) questions.
In the first observation, the researcher will observe the five
students by giving them a high order thinking skill (HOTS)
question paper in class. They answer that question with their
classmates. This action is to determine the efforts of these
students if they are unable to answer the high order thinking
skills (HOTS) question. They will ask a friend for help by
replicating the friend's answer or not answering the question
based on the criteria that have been set by the researcher. The
duration of the exam is 30 minutes. Two days after the first
observation, the second observation was made by the
researcher by giving two high order thinking skills (HOTS)
questions different from the first observation. The researcher will
also make observations by following the same criteria used in
the first observation and have the same purpose in the firs
observation Finally, the time given to students to answer the
question is the same as the first observation which is 30
minutes,
3.4.4 Data Analysis
‘Once all three methods have been implemented, the
researcher will analyze the findings of the five selected students.
The researcher will analyze the information by summarizing it
into themes. The themes that have been identified by the
researcher at the beginning of the research which are peer's
factor, student's interest factors, student's understanding about
the high order thinking skills (HOTS) questions, and student'smastery factors. Next, the researcher will encode for each of
these factors. The codes are peer factors (PF), student's interest
factors (SIF), student's understanding about the high order
thinking skills (HOTS) questions (SUHOTS), and student
mastery factors (SMF). Finally, the researcher will draw
conclusions and suggestions about the improvement and
implications of this research in order to help the students to
answer the high order thinking skills (HOTS) question and to
attract students’ interest in the mathematic subjects.
3.5 Validity and Reliability
According to Fiona (2019), reliability and validity are concepts
used to evaluate the quality of research. They indicate how well a
method, technique or test measures something. Reliability is about
the consistency of a measure, and validity is about the accuracy of a
measure. Therefore, to ensure the validity of the items that will be
using in the interview method, the researcher will ask the supervisor
to check the interview's form. The supervisor will check the language
of the que
In, the content and the questions provided. This
procedure will ensure that the students understand and easy to
answer. Meanwhile, for the sake of reliability, the researcher will
interview other students in order to identify the weaknesses of the
interview content and make improvements to the weaknesses.
Moreover, to ensure the validity of the observation method, the
researcher will ask the supervisor to check the criteria in the checklist
form that the researcher will use to evaluate the student which tailored
to the objective of this research. Then, to ensure the reliability of the
observation. The reliability of the triangulation aspect of the
observation period was performed twice to see the difference in pupil
behaviour. Next, for the validity of the document analysis method, the
researcher will ask the supervisor to check the questions that will be
used to test the students which the content of the questions are
suitable with the level of the students’ cognitive, whether theinstructions given are clear and more natural for students to
understand. Next, in terms of reliability, the researcher will ask the
other students to answer the questions to identify the weaknesses in
the question and make improvements to the weaknesses.
3.6 Data Collection
Researchers use three qualitative methods to collect data, which
are document research methods, interviews and observations. Next,
the implementation of case studies to collect data will be more clearly
by displaying through the Gantt Chart, The Gantt chart aims to show
the project's timetable.
3.6.1 Document Analysis
According to Ridzuan (2014), a document refers to a record
of a person's thoughts, feelings, opinions or actions. Next, the
record that will be using is the written record. Written records are
consist of two categories: printable such as articles, reports and
diaries, while the other is non-printable such as recordings,
videotapes and pictures. This method is also used to validate the
interview and observation data. Moreover, the researcher will
prepare a questionnaire to test the students during the
observation method in terms of student behaviour in answering
the given questions.
3.6.2 Interviews
In this research, the researcher will conduct an individual
interview method and an open-ended questionnaire. This
method is supported by Creswell (2014), who states that
individual interviews are a focused and easy-to-collect interviewbecause it takes a short amount of time to get data. Next, he
said, the open-ended questionnaire would involve a two-way
relationship where the researcher asked a question, while the
respondent would answer the question
In this research, the researcher will use a structured
semi-structured interview which is a meeting in which the
interviewer does not strictly follow a formalized list of questions
(Alison, 2019). The researcher will ask more open-ended
questions, allowing for a discussion with the students rather than
a straightforward question and answer format, Furthermore, the
researcher is also free to ask questions if the answers given by
the students are attractive to the researcher to ask more deeply.
3.6.3 Observation
The observations are meant to identify the students who
meet the criteria. Moreover, the researcher will make the
observ
ns in terms of time, place of observation and condition
of the place. Moreover, the researcher has conducted a
structured observation by providing a checklist form based on
the factors that the student has given, and the criteria that have
been set by the researcher. According to Creswell (2014), in a
qualitative study, researchers can provide assessment items
according to their own needs.
3.7 Data Analysis
Once the data has been collected, the researcher will begin the
process of analyzing the data. This process of analysis is based on
data collected from three qualitative methods which are document
research method, interview method and observation method.
The researcher will analyze the data from the document analysis
method by comparing the student answer in high order thinking skills
(HOTS) questions with the other math examination question that the
year-four students had taken before.
Next, the interview method will be analyzed using the content
analysis method. According to the University of Georgia (2012),content analysis defined as a research technique used to make
replicable and valid inferences by interpreting and coding textual
material. This means that the recorded interviews will be transcribed
and through the transcription, then the researcher coded the results of
the interview with the students according to the identified the factors’
theme.
Then, the data obtained through the observational data collection
using the checklist form will be analyzed. In this section, the
researcher will see whether the data obtained from the researcher's,
interview with the students are in line with the criteria that contained in
the checklist form. Then, the researcher analyzes the data by
classifying them according to the factors that have been identified in
Table 1. Therefore, by analyzing this data, the researcher can identify
the factors that make students fail to answer high order thinking skills
(HOTS) questions in the mathematic subject.
Factors ‘Students Information
Table 1: Information obtained, analyzed and categorized according to the
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