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 & Communication
Innovation

CRITICAL
SKILLS Collaboration
Information
Literacy

Problem Responsible
Solving 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 in familiar
situations and contexts; or, applying
algorithms already familiar to the
student.
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
non-
thinking (HOT) as
algorithmic.
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.
3. Mempelbagaikan strategi.
4. Mengemukakan soalan membina, memimpin, terbuka serta
menggalakkan penaakulan serta berfikir pada aras tinggi.
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.

Belajar secara hands-on

Penyoalan
HOTs menghasilkan kefahaman
yang mendalam untuk
KPS/KBSB membolehkan mereka
mengaplikasikannya
Inkuiri
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 Jisim Ketumpatan
(cm3) (g) (g/cm3)

Bongkah 8 2 0.25
X

Bongkah 8 16 2
Y

Air 1000 1000 1

1. Apakah ketumpatan bongkah X? LOTS

2. Apakah ketumpatan bongkah Y? LOTS

3. Perihalkan keadaan bongkah X dan Y di LOTS

dalam air.

4. Berikan satu inferens mengenai HOTS

kedudukan bongkah X di dalam air.

5. Ramalkan keadaan bongkah Z di dalam HOTS

air jika ketumpatan Z ialah 0.8g/cm3.
1. Apakah ketumpatan bongkah X? LOTS
0.25 (g/cm3)

2. Apakah ketumpatan bongkah Y?

LOTS
2 (g/cm3)

3. Perihalkan keadaan bongkah X dan Y di

dalam air. LOTS
Bongkah X timbul manakala bongkah Y tenggelam

4. Berikan satu inferens mengenai kedudukan bongkah HOTS

X di dalam air.
Ketumpatan X kurang tumpat daripada air

5. Ramalkan keadaan bongkah Z di dalam air jika HOTS

ketumpatan Z ialah 0.8g/cm3.
Bongkah Z akan berada di tengah antara bongkah X dan
bongkah Y
 SOALAN LOTs VS. HOTs
SOALAN LOTs SOALAN HOTs
Tidak memerlukan Memerlukan tahap pemikiran pada aras tinggi.
murid untuk Meningkatkan kemahiran menaakul.
menggunakan
Jawapan dan prosedur yang perlu digunakan
kemahiran berfikir
tidak serta merta jelas.
pada aras tinggi.
Operasi yang perlu Menggalakkan lebih daripada satu cara
digunakan adalah penyelesaian dan strategi.
jelas. 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 Excretion
B Absorption
C Digestion
D 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. that travel through the object

B. that are absorbed by the object
C. that are reflected by the object
D. 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