|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| This study aims to determine the effectiveness of Bar Model Fraction Kit based on students' achievement in answering Higher Order Thinking Skills (HOTS) word problems. A total of 48 Year 5 students from Batang Padang District, Perak were involved in a quasi-experiment using pre-test and post-test. The students were divided into a control group and a treatment group. The control group(n=23) uses the teaching and learning process (TnL) with the conventional method, while the treatment group (n=25) runs the TnL using the Bar Model Fraction Kit. Data were analyzed using the Mann-Whitney Test. The results indicated that during post-test, students who used Bar Model Fraction Kit showed significant improvement in their HOTS level (p=0.000). In conclusion, the students who undergone TnL using Bar Model Fraction Kit performed better than the students in the conventional group. Bar Model Fraction Kit has effectively improved the performance of students in answering HOTS word problems involving addition and subtraction of fraction. |
| References |
[1] Kementerian Pelajaran Malaysia. (2016). Dokumen Standard Kurikulum dan Pentaksiran Matematik Tahun 5. Putrajaya: Bahagian Pembangunan Kurikulum. [2] Apino, E &Retnawati, H. (2017). Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students. Journal of Physics: Conference Series,9(1),3–10.https://doi.org/10.1088/1742 [3] Abdul Halim Abdullah, Nur Liyana Zainal Abidin, & Marlina Ali. (2015). Analysis of students errors in solving Higher Order Thinking Skills (HOTS) problems for the topic of fraction. Asian Social Science, 11(21), 133–142. https://doi.org/10.5539/ass.v11n21p133 [4] Malaysia Education Blueprint. (2013). Malaysia Education Blueprint 2013 - 2025. Education, 27(1), 1–268. https://doi.org/10.1016/j.tate.2010.08.007 [5] Karami, M., Pakmehr, H., & Aghili, A. (2012). Another View to Importance of Teaching Methods in Curriculum: Collaborative Learning and Students’ Critical Thinking Disposition. Procedia - Social and Behavioral Sciences, 46,3266– 3270.https://doi.org/10.1016/j.sbspro.2012.06.048 [6] Rajendran, N. (2008). Teaching & Acquiring HigherOrder Thinking Skills:Theory & Practice: Penerbit Universiti Pendidikan Sultan Idris. [7] King, F.J., Goodson, L., & Rohani, F. (1998) .HigherOrder Thinking Skills: Definitions, Strategies, and Assessment. Centre for Advancement of Learning and Assessment. Florida State University. Retrieved October 25, 2014,from http://www.cala.fsu.edu/files/higher_order_thinking_skil ls.pdf. [8] Abdul Halim Abdullah, Nur Liyana Zainal Abidin & Mahani Mokhtar. (2017). Using Thinking Blocks to Encourage the Use of Higher Order Thinking Skills among Students When Solving Problems on Fractions. World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences, 11(January), 281–287 [9]Abu Bakar Nordin (2013). Kurikulum Ke arah Penghasilan Kemahiran Berfikir Kritis, Kreatif dan Inovatif. Jurnal Kurikulum dan Pengajaran Asia Pasifik.,1, 10-18. [10]Thomas, A., & Thorne, G. (2009). How to Increase Higher Order Thinking. Retrieved from http://www.readingrockets.org/article/how-increasehigher-orderthinking [11]Clark, A. (2010). Singapore Math: A visual approach to word problems. Marshall Cavendish Education, Singapore. [12]Cheong, Y. K. (2002). The Model Method in Singapore. The Mathematics Educator, 6(2), 47–64. [13]Bruner,J.S.(1966). Toward aTheory of Instruction.(1st ed.) Havard University Pres.Cambridge.Massachusetts. London. [14]Othman Talib. (2013). Asas Penulisan Tesis Penyelidikan & Statistik (Cetakan Pe.).Kuala Lumpur: Universiti Putra Malaysia. [15]Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 7(1), 26–32. https://doi.org/10.9790/7388-0701052632 [16] N. Malhotra. (2010). Marketing Research: An applied orientation. NewJersey: Pearson Education [17]S.Y. Ho, T. Lowrie, T. (2014). The model method: Students’ performance and its effectiveness. The Journal of Mathematical Behavior, vol. 35, pp. 87–100. doi:10.1016/j.jmathb.2014.06.002. [18] P. Y. Foong. (2009).Review of research on mathematical problem solving in Singapore.Mathematics education: The Singapore Journey, pp. 263-297. Singapore: World Scientific. [19]Ndalichako, J. L. (2013). Analysis of Pupils’ Difficulties in Solving Questions Related to Fractions: The Case of Primary School Leaving Examination in Tanzania. Creative Education,04(09),69–73. doi:doi:10.4236/ce.2013.49B014 [20]Khairul Anuar Abdul Rahman &Norazrena Abu Samah (2011). Perisian Matematik bagi Tajuk Pecahan untuk Pelajar Berkeperluan Khas
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |