METHODS TEACHING ISLAMIC EDUCATION II

EDIE 4307 (SECTION 1)

WRITTEN ASSIGNMENT:

METHOD OF TEACHING FOR ISLAMIC EDUCATION

(APPLICATION OF MULTIPLE INTELLIGENCE THEORY, HOT (KBAT) & I-THINK

MAPPING IN TEACHING)

COURSE INSTRUCTOR:

ASST. PROF. DR. HALIM BIN ISMAIL

PREPARED BY:

NO. NAMES MATRIC NUMBER

1. NURUL AISHAH BINTI KAMAL 1828336
2. KHALIDAH ADIBAH BT ABU ZARIM 1729698
3. AFIFAH BT MD NASIR 1721522
 TABLE OF CONTENT

No. Contents Pages

Introduction
MULTIPLE INTELLIGENCE THEORY
APPLICATION OF MULTIPLE INTELLIGENCE
THEORY
APPLICATION OF HOT (KBAT) IN TEACHING
Aims and Importance of Integrating HOTS into School’s
Teaching and Learning
The Cognitive Domain of Bloom’s Taxonomy

1.0 INTRODUCTION

2.0 MULTIPLE INTELLIGENCE THEORY

The concept of multiple intelligence is a theory proposed by a psychologist and professor at

Harvard University's Graduate School of Education, Howard Gardner. He started working on
this theory after spending a lot of time researching numerous individuals from various
backgrounds including gifted and normal youngsters and individuals with brain damage.
Based on his findings, he believed that people have multiple different ways of thinking and
learning that are independent to each other (Austin, 2016). He defined intelligence as “the
ability to solve problems, and to create a product in several ways” (Gardner, 1983, as cited in
Yavich & Rotnitsky, 2020).

According to Yavich and Rotnisky (2020), Gardner characterized 7 main forms of

intelligence in his book, Frames of Mind (1983), which are linguistic-verbal, logical-
mathematical, musical, spatial, bodily-kinaesthetic, interpersonal, intrapersonal. Later,
Gardner added an intelligence to the list which is “naturalistic” intelligence. Then, he added
an additional intelligence which is “existential” in his second edition book. Below are
Gardner’s nine multiple intelligences and its characteristics:
Types of intelligence
Linguistic/ Verbal (word smart)
Logical-mathematical (number
reasoning smart)
Musical (music smart)
Visual-spatial (picture smart)
Characteristics of intelligence
Refers to the ability to comprehend words while
reading, writing, or speaking. They are often good at
writing stories, memorizing, and reading.
Activities: storytelling, class debate or discussion,
and creative writing activities such as write a poem
and scriptwriting.
or Refers to the ability to use reason and analysis to
solve problems. The students are typically adept at
conducting investigations and following scientific
procedures, and they are skilled at seeing patterns to
produce answers to questions.
Activities: involving problem solving, reasoning,
analyzing, and also logic games.
Refers to the ability to recognize and detect sounds in
the environment, the sensitivity to pitch, melody,
tempo and sound intensity. They tend to have a good
ear for rhythms and a sense of patterns.
Activities: allow students to create songs about a
topic, use instruments and instruments sounds.
Refers to brain’s ability to perceive and interpret
visual stimuli which means that they are good at
visualizing things. These individuals are often good
with directions as well as maps, charts, videos, and
pictures.
Activities: use mind mapping techniques, guided
visualisations or verbal imagery, and provide

Bodily-kinaesthetic (body smart)
Interpersonal (people smart)
Intrapersonal (self-smart)
Naturalistic (nature smart)
Existential
opportunities for artistic expression using a variety of
mediums such as paint, clay, etc.
Requires using one's own body to create a product or
solve a problem. These individuals tend to have
excellent hand-eye coordination and dexterity.
Activities: role-play, miming, or charade games, and
also allow for physical exercise such as dancing or
martial arts.
Refers to the ability to interact with others in a
healthy and meaningful way. This means that these
individuals are good at understanding and interacting
with other people.
Activities: involve collaborative activities,
Refers to the ability to understand and analyze your
own emotions, actions, and beliefs. These individuals
tend to enjoy self-reflection and analysis, including
daydreaming, exploring relationships with others, and
assessing their personal strengths.
Activities: allow for plenty of self-reflections,
creating a reflection journal, or essays on personal
topic.
Refers to the ability of identifying and distinguishing
among different types of plants, animals, and weather
formations found in the natural world. This means
that they are more in tune with nature and are often
interested in nurturing, exploring the environment,
and learning about other species.
Activities: observing nature like go on nature walks,
hiking, camping, etc.
Refers to the ability to ponder larger concerns
 regarding existence and life. People with this level of
intelligence ponder "big" issues like the purpose of
life and how choices might advance greater causes.
For example, they often interested in questions about
the meaning of life and death, have strong interest
and concern for others, and they have the ability to
see situations from an outside perspective.

Table 1: Gardner’s Multiple Intelligence Theory and Its Characteristics

2.1 Application of Multiple Intelligence Theory

3.0 APPLICATION OF HOT (KBAT) IN TEACHING

As mentioned by the Ministry of Education (2013), Higher Order Thinking Skills (HOTS)
refers to the ability to apply knowledge, skills, and values in reasoning, reflection, problem
solving, decision making, innovation and creating something new. All teachers are
encouraged to implement HOTS components as part of 21st century education to promote
students' deeper thinking. This is consistent with the Malaysian Education Blueprint 2013–
2025's goals. Nessel and Graham (2007) emphasized that thinking skills are the most basic
skills that can be developed in the classroom and are the important key to gain high
achievement for all students in their learning.

Higher Order Thinking Skills according to Anderson and Krathwohl (2001), are cognitive
processes (skills) that can be categorised as remember, understand, apply, analyse, evaluate
and create. In other words, HOT is defined as the potential to apply knowledge, skills and
values for reasoning and reflection. As mentioned by thinking schools international,
fundamental cognitive processes for generating and organising information, skills of analysis
and synthesis, and process of creativity and evaluation. The top four levels of the cognitive
domain are applying, analysing, evaluating and creating. The concept of ‘applying’ by
carrying out or using a procedure through executing or implementing. By analysing,

Every student will have leadership skills, bilingual proficiency, ethics and spirituality,
national identity, thinking skills and knowledge aligned with the National Education
Philosophy. According to Malaysia Education Blueprint in 2013 to 2025, HOTS is one of the
key attributes needed by every student to be globally competitive.

3.1 Aims and Importance of Integrating HOTS into School’s Teaching and Learning:

The aim and importance of integrating HOTS into school’s teaching and learning is to
enhance students' cognitive skills and abilities in learning. Besides that, having a higher-
order thinking ability is essential to meet the growing demand for highly intelligent and
professional workers in the future. Furthermore, with HOTS, students get to apply and solve
problems in life, be more motivated to learn, and they will be able to see the connections of
what they learnt and what they apply in their lives. The important part is that they will be able
to give learning a meaning and have the ability to analyse and come out with new ideas or
innovation. On top of that, by using HOTS, students will likely use their creativity and
imagination to create something new and apply them beyond the classroom.

3.2 The Cognitive Domain of Bloom’s Taxonomy:

According to Pappas et al., (2012), the concept of higher order thinking (HOT) originated
from the Bloom (1956) taxonomy of cognitive domain Forehand (2010), and these cognitive
domains involve knowledge and the development of intellectual skills and are hierarchically
ordered from concrete knowledge to abstract. According to Bloom, there are six degrees of
intellectual behaviour: thinking, knowledge, comprehension, application, analysis, synthesis,
and assessment. The hierarchical progression identifies the level starting from the lower level
to the higher level of cognitive processing: 1) Remembering, 2) understanding, 3) Applying,
4) Analysing, 5) Evaluating, 6) Creating. As mentioned by Yahya et al,. (2012), the first three
levels of Bloom's taxonomy call for fundamental skills including knowledge, comprehension,
and application, but the remaining three levels call for higher-order thinking abilities.
Creating is the highest and most advanced level of Bloom’s Taxonomy. It involves putting
elements together to form a coherent or functional whole and creating includes reorganising
elements into a new pattern or structure through planning.
Application of HOTS in pedagogy and assessment, such as through inquiry-based learning
and sophisticated questioning, could encourage HOTS among students and significantly raise
student performance. As a result, 21st-century teaching and learning should place a greater
emphasis on student-centered, independent learning, project-based learning, collaborative
learning, and authentic evaluation. These methods encourage the use of higher order thinking
abilities as well as cognitive growth. Teachers can use a variety of strategies, such as
questioning techniques, problem-solving activities, project-based learning, thinking tools,
simulations, dialogues, role-playing, and gradually increasing the difficulty of tasks, among
others.

3.3 Strategies to Develop HOT in Education

The relevance of HOT makes it a priority in our classroom teaching and learning process.
However, how HOT can be taught and its deep conceptual understanding established that is
transferrable to diverse academic contexts and, perhaps more crucially, to real world
problems remains to be seen. Different techniques and approaches can be used to create HOT
in a school setting.

To implement HOTS in students, we need to think about 7 different elements which are

4.0 APPLICATION OF I-THINK/ MIND MAPPING IN TEACHING

4.1 Thinking maps

Nowadays, 21st century learning skills become more crucial and the knowledge also becomes
more developed and rapidly growing. Based on the Pelan Pendidikan Pembangunan
Pendidikan Malaysia (PPPM) 2013-2025) the government insists that the foundation of
education is one of the important things to form a developed country. Therefore, the
Education system Education system needs to be emphasised by improving high-level
thinking skills that can help students to be creative and versatile in learning. Teachers play an
important role in creating effective teaching and learning by creating various techniques, one
of which is applying i-thinking/mind maps. The technique of teaching using the i-think
thought map is one of the efforts in strengthening teacher pedagogy to help teachers change
old mentality and practices. This technique can create a teaching atmosphere that is fun for
students, easy, informative and time and materials are also saved. According to Hyerle and
Yeager (2007), thought maps facilitate students in understanding a concept in learning,
analysing and solving problems. Through emphasising the thought map, student-centred
activities can be implemented and encourage collaboration among students other than the
teacher who tends to be a facilitator in the classroom, able to create a close relationship
between teachers and students.

4.2 Concept of thinking maps

Hyerle (2009) stated that Thinking Maps is a language of eight graphic patterns in
which every pattern is related through a fundamental thinking process. Through the i-Think
Program, Mind Maps have been introduced. i-Think is short for innovative Thinking
(Innovative Thinking). Thinking maps also include Benjamin Bloom's Taxonomy thinking.
Benjamin Bloom and his associates theorised a number system containing six types of
metacognitive skills which are abstracted into higher and lower order thinking skills. Lower-
order skills include knowledge, comprehension, and application while higher order thinking
skills involve analysis, synthesis, and evaluation (Himmele & Himmele, 2017).

Based on studies conducted by a few researchers, the cognitive learning process and
presentation of information in visual or graphic form can be combined through
Thinking/Mind Maps. Omar and Albakri (2016) in their case study also conducted research in
a secondary school which was believed by the Ministry of Education to employ the thinking
maps in the teaching and learning of English language. They used observations, interviews,
and field notes to collect the data. The findings exposed that students' critical thinking skill
fostered using thinking maps in literature subjects Hyerle (2011) proposed eight types of
Thinking Maps which each type has its own function. They are circle, bubble, double bubble,
tree, brace, flow, multi-flow, and bridge. These maps show specifically the enhancement in
different levels of thinking. Each of them will be explained in the table below.
4.3 Types of Thinking Maps

Types of Thinking Maps Graphics

1. The circle maps

How do you know

This map helps the students to generate about this?

definition
relevant information about the topic which
is represented in the centre of the circle.
Main Idea idea
There are two circles: the inside one and
the larger one. The inside circle is the main
topic or thoughts, while the larger circle example
surrounded usually responds with
connections and definitions to the main
topic.

2. The bubble maps

The bubble map is used for describing

things using adjectives. It is also useful for
students to describe a situation or character
from a fictional book in the classroom. It
helps the students to develop their ability to
identify qualities and use descriptive
words.

3. The double bubble maps

This map is designed to compare two

different things.  The combined shadows
are the similarities, while the differences
are in each left part of the circles. Students
can use this kind of map when they want to
examine similar and different qualities
 4. The tree maps

This map helps the students to do both

inductive and deductive classification.
Usually, it can be used to classify things
and ideas. Students will learn to create
general concept or main ideas at the top of
the tree and the specific details or
supporting ideas in the branches below

5. The brace maps

This is designed to analyse the physical

objects. It aims to the relationship between
the parts and the whole subject. Compared
to the tree map, the brace map tends to
organize and conceptualize the components
of the whole topic.

6. The flow maps

This type of map is used to show order,

sequences, cycles, timeline, actions, steps,
stages, and directions.

7. the multi-flow maps

This map is used to show the cause-and-

effect relationship. The centre is an
important event. On the left side of the
event is the cause while on the right side is
the effects.

8. The Bridge Map

This map is used for creating, seeing and

interpreting analogies. The bridge map
helps users to find the similarities and
86 86 86
 connections between objects by
comparison. It is natural for people to learn
new things by connecting to prior
knowledge. In this situation, analogy skills
are very important

5.0 CONCLUSIONS

6.0 REFERENCES

Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017).
Implementation of higher order thinking skills in teaching of science: A case study in
Malaysia. International research journal of education and sciences (IRJES), 1(1), 2550-2158.

Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum &
Leadership Journal, 12(14).

Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills.

International Journal of Secondary Education, 4(1), 1-11.