Penguasaan kemahiran berfikir aras tinggi menerusi pembelajaran mata pelajaran Sejarah dalam kalangan pelajar tingkatan empat: satu kajian kes

This study aims to identify the level of higher order thinking skills among form four students through the learning of history subject. In this study, strategies involving HOTS, students" engagement in the learning process that involves HOTS, the learning process that students go through in the context of mastering HOTS were studied. A total of four teachers and 24 students from two schools are involved in the study. Data was collected through observations of teaching and learning in the classroom, based on interviews with teachers and students, and through analysis of documents, which is the record book for teachers. The findings demonstrate mastery of higher order thinking skills among students is at a minimum. Most teachers are not clear about the methods to adopt HOTS elements in the teaching and learning process. The lesson plans involving HOTS have not been prepared but there are recorded objectives of incorporating thinking skills in their Daily Teaching Plan. When viewed in terms of the strategies used, only one class among those had been observed was seen engaging students in activities to deliver content of the topic. Besides, the teachers also prompted questions that characterized HOTS. Written HOTS exercises have also been given by each teacher to the students. The participation of students in the learning process is also unsatisfactory. Therefore, cognitive learning did not happen and active learning was observed to be less effective. The element of HOTS is less stressed due to some constraints such as language among Chinese students, time constraints and examination-oriented teaching. The implication of the study also shows that students are exposed to the history facts which are unable to produce students with 21st century skills. Even though teachers and students are really aware of the importance of HOTS, but they find it difficult to implement due to the problems faced and the need to train teachers and teachers must enrich themselves with their pedagogical skills to diversify teaching strategy involving HOTS elements as well as to improve the response of students in learning process.