philisophy principles and issues of hots by dr ng
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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
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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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