philisophy principles and issues of hots by dr ng

Falsafah, Prinsip dan Isu dalam Kemahiran Berfikir Aras Tinggi (KBAT) yang berkaitan

dengan TIMSS dan PISA di Malaysia

Dr Ng Soo BoonBAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PELAJARAN MALAYSIA

2013

Apa itu Berfikir?

Telinga

Otak Berfikir

Dengar

Tak Pakai OtakTak Berfikir

OtakBerfikir

Cikgu: Berfikir ! Gunalah otak sikit!

Hmm.. Adakah masa kita tak guna otak ?

• Berfikir ialah kebolehan manusia untuk membentuk konsep, memberi sebab, atau membuat penentuan. (Beyer, B.K., 1991) (kebolehan)

• Berfikir ialah satu koleksi kemahiran atau operasi mental yang digunakan oleh seseorang individu. (Nickerson, Perkins dan Smith, 1985) (kemahiran)

• Berfikir merupakan pembentukan idea, pembentukan semula pengalaman dan penyusunan maklumat dalam bentuk tertentu. (Fraenkel, J.R., 1980) (proses)

• Berfikir melibatkan pengelolaan operasi mental tertentu yang berlaku dalam minda atau sistem kognitif seseorang yang bertujuan untuk menyelesaikan masalah. (Mayer, R.E., 1977) (operasi)

Berfikir dan Belajar

Can we learn without thinking?

Once we learn, does it mean that we have automatically think?

Thinking is the method of intelligent learning, of learning that employs and rewards mind (Dewey, 1944)

Berfikir dan Belajar

So, is there unintelligent learnng?

Learning without thought is labour lost; thought without learning is

perilous(Confucius)aught his students that: “Learning

without thought is labour lost; thought .

Learning and thought

So, it looks like learning is no good without thinking! Are we assuming all learning happen with thinking

‘Teachers also like to ask us to think, but how to think? They did not tell us how to think’ (from a students)

Students might be quite confused over whether or not they think when they learn, does it mean that if they cannot answer a question that means they did not learn and did not think?

Kemahiran Berfikir Aras Rendah (LOT)

Does LOT involved thinking too?

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”

Schmalz, 1973

Lower-order thinking (LOT) is often

characterized by the recall of information or the

application of concepts or knowledge

to familiar situations and contexts.

Resnick, 1987

generally characterized LOT as solving tasks

while working in familiar situations and contexts; or, applying

algorithms already familiar to the student.

Thompson, 2008

Senk, Beckman, & Thompson (1997)

LOT is involved when students are solving

tasks where the solution requires applying a

wel l -known algor i thm, often with NO justification, explanation, or proof required, and where only a single correct answer

is possible

LOWER ORDER THINKING

LOTs need more recalling and more closed ended

Apa itu Kemahiran Berfikir Aras Tinggi (HOTs)?

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.”

HIGHER ORDER THINKING

Resnick (1987) characterized higher-order thinking (HOT) as

“non-algorithmic.”

HIGHER ORDER THINKING

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 THINKING

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.

HIGHER ORDER THINKING

Kenapa Kemahiran Berfikir Aras Tinggi (KBAT)?

SIX CRITICAL SKILLS FOR 21ST CENTURY

CRITICAL

SKILLS

Communicating

Working Collabora

tively

Problem Solving

Information

Literacy

Creativity &

Innovation

Responsible Citizenship

MENGAPA KBAT PENTING?

Menghasilkan modal insan yang cerdas, kreatif dan inovatif bagi memenuhi cabaran abad ke-21 agar negara mampu bersaing di persada dunia.

KBAT dan Kurikulum

Bagaimana menonjolkan KBAT malalui dokumen kurikulum?

Melalui penulisan dalam Hasil Pembelajaran/Standard Pembelajaran

BLOOM’S TAXONOMY (REVISED)

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)

MELAKSANAKAN KBAT…..

• Penggunaan kata kerja seperti

membuat inferens, mewajarkan, menaakul dalam HP/SP bermaksud ia memerlukan HOTs.

• Walau bagaimanapun LOTs dalam HP/SP seperti ‘menerangkan…’ juga boleh di capai melalui aktiviti HOTs

• Secara amnya HOTs adalah dari aplikasi ke atas.

Thinking curriculum:

• Thinking curriculum fulfills the dual agenda by integrating content and process, a union of process and content (Resnick, Fennimore, Tinzman, 1990)

• Acquisition of content knowledge should be brought about by learning experiences in which learners think about and think with what they are learning (thoughtful learning) (Perkins, 1992)

Apakah rekabentuk kurikulum yang digunakan dalam Kurikulum Sains dan Matematik?

• A fusion between Discipline design and Cognitive processes design – DC design

• An example of intended learning outcome:

- compare and contrast between distance and displacement (Physics)

Other examples of intended learning outcomes :

• Predict changes of properties of elements across the period

• Making hypothesis about content of nutrient in different samples of food

• Classify minerals according to quantity needed

• Justify the need of various minerals in different situations

• State the relationship between force, mass and acceleration

Under the framework of DC-design, all intended learning outcomes besides those of

inculcation of scientific attitude and moral values are a

combination of acquisition of knowledge with mastery of

cognitive skills

Examples of meta-representational verbs used in the learning outcome of the cognitive domain

• To know (recall)– Define– Describe– Identify– Label– List– Write– Sketch– Name

• To understand– Explain– Determine– Classify– Attribute– Measure– Compare and contrast– Predict– Estimate

Examples of meta-representational verbs used in the learning outcome of the cognitive domain

• To apply– Calculate– Count– Show– Innovate– Generating idea– Generalise– Clarify with example

• To analyse– Analyse– Clarify through example– Making assumption– Solving problem– Sequencing– Prioritising– Making space-time relationship– Conclude– Controling variables

Examples of meta-representational verbs used in the learning outcome of the cognitive domain

• To synthesis– Combine– Invent– Design– Making analogy– Conceptualise– Forming mental picture– Define operationally– Experimenting– Making hypothesis

• To evaluate– Assess– Criticise– Interpret– Justify– Identify biases– Making decision

Melalui Cadangan Pedagogi/Strategi Pengajaran dan Pembelajaran/ Aktiviti

PEMBELAJARAN INKUIRI

• 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.

PENYELESAIAN MASALAH

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

Soalan dlmTIMSS & PISA

Kemahiran Abad ke 21 Berfikir

KBAT

Kedudukan dlm Pencapian TIMSS & PISA

Pencapaian dalam Peperiksaan

PrestasiAkademikMurid

Kualiti PendidikanNegara

Malaysia Education Blueprint 2013-2025

39

Five system aspiration : Access, Quality, Equity, Unity and Efficiency

40

11 shifts

41

Sasaran yang ditetapkan di bawah PPPM 2013-2015

• Menjelang 2015, Malaysia mencapai skor purata 500 di TIMSS

• Menjelang 2025, Malaysia mencapai 1/3 teratas dalam TIMSS dan PISA

• Banyak inisiatif telah dirancangkan untuk menangani cabaran dalam PPPM

• 25 inisiatif yang utama telah dikenalpasti untuk dicapai dalam masa yang terdekat, antaranya adalah – Inisiatif Peningkatan Kemahiran Guru dan Murid dalam TIMSS dan

PISA– Inisiatif Kemahiran Berfikir Aras Tinggi

• Kursus Peningkatan Kemahiran Beraras Tinggi untuk Guru Sains dan Matematik ini menggunakan bajet dibawah inisiatif TIMSS dan PISA, tetapi kandungannya merangkumi inisiatif KBAT juga.

44

TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCES (TIMSS)

Anjuran

Objektif

Tempoh

Sasaran

TIMSS

International Association for the Evaluation of Educational Achievement (IEA)

Menghasilkan maklumat tentang input, proses dan output tentang pendidikan bagi menambah baik dasar dan p&p matematik dan sains

- 4 tahun sekali bermula pada 1995- Malaysia sertai sejak 1999

- Murid Tahun 4 dan Ting. 2 (Gred 8)- Di Malaysia hanya murid Ting. 2

45

Sampel Kajian TIMSS

Populasi:

Murid Tingkatan 2 di semua jenis sekolah di bawah KPM

Kerangka Pensampelan:

Semua jenis sekolah di bawah KPM yang mempunyai murid Tingkatan 2

Pemilihan Sampel Sekolah:

150 buah sekolah dipilih secara rawak dengan menggunakan kaedah Stratified Multi Stage Cluster Sampling

Pemilihan Sampel Murid:

Sebuah kelas tingkatan 2 dipilih secara rawak daripada setiap sekolah yang telah terpilih.

Semua murid dalam kelas tersebut dipilih sebagai sampel

46

Kerangka Pentaksiran Matematik TIMSS

Nombor (30%)

Algebra (30%)

Geometri (20%)

Data and Chance (20%)

Domain Kandungan

Pengetahuan (35%)

Aplikasi (40%)

Penaakulan (25%)

Domain Kognitif

47

Domain Kandungan Matematik TIMSS

Nombor

• Nombor bulat• Pecahan dan perpuluhan• Integer• Nisbah, Kadar dan Peratus

Algebra

• Pola• Ungkapan algebra• Persamaan, formula dan fungsi

Geometr

i

• Bentuk geometri• Pengukuran geometri• Lokasi dan pergerakan

Data and Chance

• Organisasi dan persembahan data• Interpretasi data• Chance 48

Kerangka Pentaksiran Sains TIMSS

Biologi (35%)

Kimia (20%)

Fizik (25%)

Sains Bumi (20%)

Domain Kandungan

Pengetahuan (30%)

Aplikasi (35%)

Penaakulan (35%)

Domain Kognitif

49

Domain Kandungan Sains TIMSS

Biologi

• Ciri, klasifikasi, proses kehidupan organisma

• Sel dan fungsinya

• Kitaran hidup, pembiakan dan kebakaan

• Kepelbagaian, penyesuaian dan pemilihan semulajadi

• Ekosistem• Kesihatan

manusia

Kimia

• Klasifikasi dan komposisi jirim

• Sifat jirim• Perubahan

kimia

Fizik

• Bentuk dan perubahan keadaan jirim

• Haba, suhu dan perubahan tenaga

• Cahaya• Bunyi• Elektrik dan

magnet• Daya dan

pergerakan

Sains Bumi

• Struktur dan ciri fizikal bumi

• Proses, kitaran dan sejarah bumi

• Sumber bumi, kegunaannya dan pemuliharaan

• Bumi dalam sistem suria dan alam semesta

50

Purata SkorTIMSS 1999, 2003, 2007 dan 2011

1999 2003 2007 2011

519508

474

440

487

467

450

467

500 500 500 500

Matematik

Skor MalaysiaSkor Purata Negara Peserta

1999 2003 2007 2011

492

510

471

426

488474

466

477

500 500 500 500

Sains

51

x ≥ 625

550 ≤ x ≤ 625

475 ≤ x ≤ 550

400 ≤ x ≤ 475

0 ≤ x < 400

10

26

34

23

7

6

24

36

27

7

2

16

32

32

18

2

10

24

29

35

1999 2003 2007 2011

Tidak mencapai Tahap Rendah

Tahap Tertinggi

Tahap Tinggi

Tahap Sederhana

Tahap Rendah

Peratus Murid Mencapai Penandaarasan Dalam TIMSS

Matematik

52

x ≥ 625

550 ≤ x ≤ 625

475 ≤ x ≤ 550

400 ≤ x ≤ 475

0 ≤ x < 400

5

19

35

28

13

4

24

43

24

5

3

15

32

30

20

1

10

23

28

38

1999 2003 2007 2011

Tahap Tertinggi

Peratus Murid Mencapai Penandaarasan Dalam TIMSS

Sains

Tahap Rendah

Tahap Tinggi

Tahap Sederhana

Tidak mencapai Tahap Rendah

53

19

99

20

03

20

07

20

11

498

515

466

419

488

505

475

438

Sains

Lelaki

TREND PENCAPAIAN MENGIKUT JANTINA1

99

9

20

03

20

07

20

11

517505

468

430

521512

479

449

Matematik

LelakiPerempuan

54

PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

55

NEGARA PESERTA PISA

Negara OECD

Negara bukan OECD dalam PISA 2009

Negara bukan OECDdalam PISA terdahulu

56

PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

Anjuran

Objektif

Tempoh

Sasaran

PISA

Organisation for Economic Cooperation and Development

mengukur pencapaian murid berumur 15+ dalam literasi matematik, literasi sains dan literasi bacaan untuk melihat sejauh mana remaja telah memperoleh pengetahuan dan kemahiran yang diperlukan untuk menjadi ahli masyarakat yang berjaya

- 3 tahun sekali bermula pada 2000- Malaysia sertai sejak 2009

Murid berumur 15+ tanpa mengira tahap tingkatan

57

Sampel Kajian PISA

Populasi:

Murid berumur 15+ di semua jenis sekolah di Malaysia

Kerangka Pensampelan:

Semua jenis sekolah di Malaysia yang mempunyai murid berumur 15+ tahun

Pemilihan Sampel Sekolah:

150 buah sekolah dipilih secara rawak dengan menggunakan kaedah Stratified Multi Stage Cluster Sampling

Pemilihan Sampel Murid:

35 murid berumur 15+ dipilih secara rawak dengan menggunakan aplikasi KeyQuest

58

KERANGKA DOMAIN MATEMATIK

Format

• Closed Constructed Response

• Complex Multiple Choice

• Multiple Choice

• Open Constructed Response

• Short Response

Strand

• Algebra

• Discrete mathematics

• Functions

• Geometry

• Number

• Probability

• Statistics

Topics

• Change and relationship

• Quantity

• Space and shape

• Uncertainty

Competency

• Connections

• Reflection

• Reproduction

59

59

Format

• Closed Constructed Response

• Complex Multiple Choice

• Multiple Choice

• Open Constructed Response

• Short Response

Area

• Environment

• Frontiers

• Hazards

• Health

• Natural resources

Knowledge

• Scientific inquiry

• Scientific explanations

• Earth and space system

• Living system

• Physical system

• Technology system

Competency

• Explain phenomena scientifically

• Identifying scientific issues

• Using scientific evidence

KERANGKA DOMAIN SAINS

60

60

KERANGKA DOMAIN BACAAN

Format

• Closed Constructed Response

• Complex Multiple Choice

• Multiple Choice

• Open Constructed Response

• Short Response

Text format

• Continuous

• Mixed

• Multiple

• Non continuous

Text type

• Argumentation

• Description

• Exposition

• Instruction

• Narration

Aspect

• Access and retrieve

• Integrate and interpret

• Reflect and evaluate

61

61

Taburan Sampel Sekolah vs Band Sekolah

Peratus

0.75

8.21 8.96

24.63

47.01

10.45

0.002.40

5.857.17

22.05

51.59

10.89

0.05

0

10

20

30

40

50

60

1 2 3 4 5 6 7

PISA

Populasi

Band Sekolah

62

62

Kedudukan Dalam PISA

Matematik – Malaysia di tempat ke 571. Shanghai-China - 600

2. Singapore - 562

3. Hong Kong-China – 555

4. Korea – 546

5. Chinese Taipei - 543

6. Finland - 541

7. Liechtenstein - 536

8. Switzerland - 534

9. Japan - 529

10. Canada - 527

11. Netherlands - 526

12. Macao-China - 525

13. New Zealand - 519

14. Belgium - 515

15. Australia - 514

16. Germany – 513

17. Estonia - 512

18. Iceland - 507

19. Denmark - 503

20. Slovenia - 501

21. Norway – 498

22. France - 497

23. Slovak Republic – 497

24. Austria - 496

25. Poland - 495

26. Sweden - 494

27. Czech Republic – 493

28. United Kingdom - 492

29. Hungary - 490

30. Luxembourg - 489

31. United States - 487

32. Ireland - 487

33. Portugal - 487

34. Spain - 483

35. Italy – 483

36. Latvia - 482

37. Lithuania – 477

38. Russian Fed. – 468

39. Greece - 466

40. Malta – 463

41. Croatia - 460

42. Israel – 447

43. Turkey - 445

44. Serbia – 442

45. Azerbaijan – 431

46. Bulgaria – 428

47. Romania – 427

48. Uruguay – 427

49. UAE – 421

50. Chile – 421

51. Mauritius – 420

52. Thailand – 419

53. Mexico – 419

54. Tri. And Tobago – 414

55. Costa Rica – 409

56. Kazakhstan – 405

57. MALAYSIA - 404

58. Montenegro – 403

59. Rep. of Moldova – 397

60. Miranda–Venez. – 397

61. Argentina – 388

62. Jordan - 387

63. Brazil – 386

64. Colombia – 381

65. Georgia - 379

66. Albania – 377

67. Tunisia – 371

68. Indonesia – 371

69. Qatar – 368

70. Peru – 365

71. Panama – 360

72. Tamil Nadu India – 351

73. Himachal Pradesh India – 338

74. Kyrgyzstan – 331

OECD Average – 496International Average – 458

63

63

Kedudukan Dalam PISA

Sains – Malaysia di tempat ke 521. Shanghai-China - 575

2. Finland - 554

3. Hong Kong-China – 549

4. Singapore - 542

5. Japan - 539

6. Korea – 538

7. New Zealand - 532

8. Canada - 529

9. Estonia - 528

10. Australia - 527

11. Netherlands - 522

12. Chinese Taipei - 520

13. Germany – 520

14. Liechtenstein - 520

15. Switzerland - 517

16. United Kingdom - 514

17. Slovenia - 512

18. Macao-China – 511

19. Poland – 508

20. Ireland – 508

21. Belgium - 507

22. Hungary - 503

23. United States - 502

24. Czech Republic – 500

25. Norway – 500

26. Denmark - 499

27. France - 498

28. Iceland - 496

29. Sweden - 495

30. Austria - 494

31. Latvia - 494

32. Portugal - 493

33. Lithuania – 491

34. Slovak Republic – 490

35. Italy – 489

36. Spain - 488

37. Croatia - 486

38. Luxembourg - 484

39. Russian Fed. – 478

40. Greece – 470

41. Malta – 461

42. Israel – 455

43. Turkey - 454

44. Chile – 447

45. Serbia – 443

46. Bulgaria – 439

47. UAE – 438

48. Costa Rica – 430

49. Romania – 428

50. Uruguay – 427

51. Thailand – 425

52. MALAYSIA - 422

53. Miranda–Venez. – 422

54. Mauritius – 417

55. Mexico – 416

56. Jordan – 415

57. Rep. of Moldova – 413

58. Tri. And Tobago – 410

59. Brazil – 405

60. Colombia – 402

61. Montenegro – 401

62. Argentina – 401

63. Tunisia – 401

64. Kazakhstan – 400

65. Albania – 391

66. Indonesia – 383

67. Qatar – 379

68. Panama – 376

69. Azerbaijan – 373

70. Georgia - 373

71. Peru – 369

72. Tamil Nadu India – 348

73. Kyrgyzstan – 330

74. Himachal Pradesh India – 325

OECD Average – 501International Average – 463

64

64

Kedudukan Dalam PISA

Bacaan – Malaysia di tempat ke 55

1. Shanghai-China - 556

2. Korea - 539

3. Finland - 536

4. Hong Kong-China - 533

5. Singapore - 526

6. Canada - 524

7. New Zealand - 521

8. Japan - 520

9. Australia - 515

10. Netherlands - 508

11. Belgium - 506

12. Norway - 503

13. Estonia - 501

14. Switzerland - 501

15. Poland - 500

16. Iceland - 500

17. United States - 500

18. Liechtenstein - 499

19. Sweden - 497

20. Germany - 497

21. Ireland - 496

22. France - 496

23. Chinese Taipei - 495

24. Denmark - 495

25. United Kingdom - 494

26. Hungary - 494

27. Portugal - 489

28. Macao-China - 487

29. Italy - 486

30. Latvia - 484

31. Slovenia - 483

32. Greece - 483

33. Spain - 481

34. Czech Republic – 478

35. Slovak Republic – 477

36. Croatia - 477

37. Israel - 476

38. Luxembourg - 472

39. Austria - 470

40. Lithuania - 468

41. Turkey - 464

42. Russian Fed. – 459

43. Chile – 449

44. Costa Rica – 443

45. Malta – 442

46. Serbia – 442

47. UAE – 431

48. Bulgaria – 429

49. Uruguay – 426

50. Mexico – 425

51. Romania – 424

52. Miranda–Venez. – 422

53. Thailand – 421

54. Tri. And Tobago – 416

55. MALAYSIA - 414

56. Colombia – 413

57. Brazil – 412

58. Montenegro – 408

59. Mauritius – 407

60. Jordan - 405

61. Tunisia – 404

62. Indonesia – 402

63. Argentina – 398

64. Kazakhstan – 390

65. Rep. of Moldova – 388

66. Albania – 385

67. Georgia - 374

68. Qatar – 372

69. Panama – 371

70. Peru – 370

71. Azerbaijan – 362

72. Tamil Nadu India – 337

73. Himachal Pradesh India – 317

74. Kyrgyzstan – 314

OECD Average – 493International Average – 455

65

65

Purata Skor Dalam PISA 200966

MATEMATIK SAINS BACAAN

600

575

556562

542

526

541554

536

492

514

494

419425 421

404

422414

496 501493

SHANGHAI SINGAPURA FINLAND UK THAILAND MALAYSIA OECD

66

Tahap Kecekapan Dalam Bacaan

67

Shanghai ChinaKorea

FinlandHong Kong China

SingaporeCanada

JapanLiechtenstein

GermanyChinese Taipei

Macao ChinaThailandMalaysia

JordanIndonesia

0% 20% 40% 60% 80% 100%

Bawah tahap 1bTahap 1bTahap 1aTahap 2Tahap 3Tahap 4Tahap 5Tahap 6

67

Tahap Kecekapan Dalam Matematik

68

Shanghai ChinaSingapore

Hong Kong ChinaKorea

Chinese TaipeiFinland

LiechtensteinJapan

CanadaMacao China

GermanyThailandMalaysia

JordanIndonesia

0% 20% 40% 60% 80% 100%

Bawah tahap 1Tahap 1Tahap 2Tahap 3Tahap 4Tahap 5Tahap 6

68

Tahap Kecekapan Dalam Sains

69

Shanghai China

Finland

Hong Kong China

Singapore

Japan

Korea

Canada

Chinese Taipei

Germany

Liechtenstein

Macao China

Thailand

Malaysia

Jordan

Indonesia

0% 20% 40% 60% 80% 100%

Bawah tahap 1Tahap 1Tahap 2Tahap 3Tahap 4Tahap 5Tahap 6

69

Taburan Skor Murid Dalam Bacaan

70

Shanghai Chin

a

Korea

Finla

nd

Hong Kong C

hina

Singapore

Canada

Japan

Liech

tenst

ein

Germ

any

Chinese

Taip

ei

Maca

o Chin

a

Thailand

Mala

ysia

Jord

an

Indonesia

200

250

300

350

400

450

500

550

600

650

700

95th percentile= 637

Mean = 493

5th percentile= 332

OECD

70

Taburan Skor Murid Dalam Matematik

71

Shanghai Chin

a

Singapore

Hong Kong C

hina

Korea

Chinese

Taip

ei

Finla

nd

Liech

tenst

ein

Japan

Canada

Maca

o Chin

a

Germ

any

Thailand

Mala

ysia

Jord

an

Indonesia

200

300

400

500

600

700

800

95th percentile= 643

Mean = 496

5th percentile= 343

OECD

71

Taburan Skor Murid Dalam Sains

72

Shanghai Chin

a

Finla

nd

Hong Kong C

hina

Singapore

Japan

Korea

Canada

Chinese

Taip

ei

Germ

any

Liech

tenst

ein

Maca

o Chin

a

Thailand

Mala

ysia

Jord

an

Indonesia

250

300

350

400

450

500

550

600

650

700

750

95th percentile= 649

Mean = 501

5th percentile= 341

OECD

72

•Sikap muridRamai murid menjawab ujian PISA ini secara tidak bersungguh-sungguh kerana mereka menganggap ini hanyalah satu kajian biasa dan tidak penting bagi mereka. Terdapat banyak soalan yang tidak cuba dijawab oleh murid

Format soalan PISA adalah dalam bentuk teks yang panjang dan memerlukan murid membuat interpretasi, refleksi dan penilaian berdasarkan kehidupan sebenar. Sebaliknya, format soalan peperiksaan awam di Malaysia adalah ringkas dan lebih tertumpu kepada rajah dan jadual

Guru memberi keutamaan untuk menghabiskan sukatan pelajaran bagi menyediakan murid menghadapi peperiksaan awam. Ini menyebabkan proses pengajaran dan pembelajaran dibuat secara cepat dengan menggunakan jalan pintas tanpa perlu memahami konsep. Latih tubi banyak digunakan untuk melatih murid menjawab soalan peperiksaan

•Format soalan

•Keutamaan Guru

Faktor Yang Menyumbang Kepada Prestasi Malaysia

73

73

PISA TIMSS

Objektif▪ Menguji penggunaan pengetahuan dan

kemahiran praktikal berdasarkan kepada pendapat bahawa perolehan literasi adalah proses pembelajaran sepanjang hayat

▪ Mengukur real-life skills yang berkaitan dengan bacaan, matematik dan sains dengan fokus kepada kehidupan seharian dan dalam bidang di mana sains digunakan seperti kesihatan, bumi dan persekitaran, dan teknologi

▪ Menyediakan perbandingan dalam sistem dan antara negara yang mengambil bahagian

▪ Mengukur keupayaan murid dari segi apa yang hendak diajar, apa yang sebenarnya diajar dan apa yang sebenarnya dipelajari

▪ Menambah baik pengajaran dan pembelajaran matematik dan sains

▪ Menganalisis faktor-faktor yang mempengaruhi pencapaian murid

▪ Menyediakan data tentang trend dalam pencapaian metamatik dan sains

Stakeholders▪ Dibangunkan oleh OECD

▪ Sasaran: Murid berumur 15+ tahun

▪ Negara peserta: 34 negara OECD dan 41 negara bukan OECD pada tahun 2009

▪ Dibangunkan oleh IEA

▪ Sasaran: Murid Tahun 4 dan Tahun 8

▪ Negara peserta: 49 negara dan wilayah pada tahun 2007

SUMBER: PISA 2009; PISA 2007

BAHAGIAN PERANCANGAN DAN PENYELIDIKAN DASAR

PENDIDIKAN

Perbezaan TIMSS PISA

74

74

PISA TIMSS

Kandungan Penilaian

▪ Tiga bidang: Bacaan, matematik dan sains

▪ Penekanan kepada keberkesanan aplikasi kurikulum

▪ Maklumat sikap murid dan pendekatan kepada pembelajaran, suasana pembelajaran dan organisasi persekolahan

▪ Dua bidang: Matematik dan sains

▪ Penekanan kepada isi kandungan kurikulum

▪ Maklumat tentang kuantiti, kualiti dan kandungan pengajaran (cth: kesediaan guru, sumber sedia ada dan penggunaan teknologi)

Kaedah▪ Bermula pada tahun 2000

▪ Setiap tiga tahun sekali

▪ Fokus bertukar antara bacaan, matematik dan sains dalam setiap pusingan kajian (Fokus dalam PISA 2009 ialah kepada bacaan)

▪ Bermula pada tahun 1995

▪ Setiap empat tahun sekali

▪ Sentiasa berfokus kepada isi kandungan kurikulum

Perbezaan TIMSS PISA

75

75

Contoh Soalan TIMSS - Sains

KNOWING? APPLYING? REASONING?

#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.

KNOWING? APPLYING? REASONING?

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

KNOWING? APPLYING? REASONING?

#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

KNOWING? APPLYING? REASONING?

#4. Keith had influenza…

KNOWING? APPLYING? REASONING?

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

Sarah fell off her bicycle a ….

Contoh Soalan PISA

PISA 2006

QUESTION 4: MARY MONTAGU S477Q04 – 0 1 9

Give one reason why it is recommended that young children and old people, in particular, should be vaccinated against influenza (flu).................................................................................................................................................................................................................................................................................................

MARY MONTAGU SCORING 4

Full Credit

Code 1: Responses referring to young and/or old people having weaker immunesystems than other people, or similar.Scoring Comment: The reason(s) given must refer to young or old people inparticular – not to everyone in general. Also, the response must indicate, directly orindirectly, that these people have weaker immune systems than other people– notjust that they are generally “weaker”.• These people have less resistance to getting sick.• The young and old can’t 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 CreditCode 0: Other responses.• So they don’t get the flu.• They are weaker.• They need help to fight the flu.

Contoh Soalan TIMSS - Matematik

90

A car salesman placed this advertisement in the newspaper: “Old and new cars for sale, different prices, average price RM 50,000.” From the advertisement, which of the following must be true?

A) Most of the cars would cost between RM40,000 and RM60,000.B) Half of the cars would cost less than RM50,000, and half would cost more than RM50,000.C) At least one of the cars would cost RM50,000.D) Some of the cars would cost less than RM 50,000.

68

35

22

28 Daripada 153 orang pelajar hanya 18% yang menjawab dengan betul.

91

John and Cathy were told to divide a number by 100. By mistake John multiplied the number by 100 and obtained an answer of 450.Cathy correctly divided the number by 100. What was her answer?A. 0.0045B. 0.045C. 0.45D. 4.5

TIMSS 2003 8th-Grade Mathematics Concepts and Mathematics Items

TIMSS Population 2 Item Pool (Released Items). Copyright © 1994 by IEA, The Hague

The following two advertisement appeared in a country where the units if currency are zeds.

If a company interested in renting an office of 110 square meters in that country for a year, at which building, A or B, should they rent the office in order to get the lower price. Show your work

BUILDING AOffice space

available85 – 95 square

meters475 zeds per month

100 – 120 square meters

800 zeds per month

BUILDING BOffice space

available35 – 260 square

meters90 zeds per square

meter per year.

TIMSS 2007

Which circle has approximately the same fraction of its area shaded as the rectangle above?

A B C

D E

Panjang sisi sebuah segiempat sama B adalah empat kali ganda segiempat sama A. Berapa kalilah lebih besar luas B berbanding luas A?

Segiempat sama A

Segiempat sama B

Contoh-contoh Lain

The teaching and learning processes as well as the decision-making processes in smart schools are

thinking centred.

David Perkins, 1992

Schools are “the home for the mind”, where the process of thinking is the

main content of curriculum and instruction. In other words, the

school curriculum is filled or infused with intellectual activities.

Costa, 1991

Learning to think is an important component of every activity in school.

Joyce, Weil & Calhoun, 2000

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