Model Pengukuran Konstruk Pengetahuan Guru dalam Kemahiran Berfikir Aras Tinggi (KBAT): Analisis Faktor Pengesahan

  • Nani Herlin Jamin Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
  • Shahlan Surat Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
  • Wan Muna Ruzanna Wan Mohammad Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
Keywords: Pengetahuan guru, Analisis faktor pengesahan, Instrumen

Abstract

Kajian ini bertujuan mengesahkan model pengukuran bagi konstruk pengetahuan guru dalam Kemahiran Berfikir Aras Tinggi (KBAT). 600 orang guru sekolah menengah kerajaan (SMK) Zon Tengah Malaysia dipilih melalui persampelan rawak strata berkadar mengikut negeri iaitu Perak, Selangor, Wilayah Persekutuan Kuala Lumpur dan Putrajaya. Melalui Analisis Faktor Penerokaan (EFA), lima komponen telah dikenal pasti: kualiti perancangan, tindakan perancangan, kualiti pelaksanaan, tindakan pelaksanaan, dan penilaian. Analisis faktor pengesahan (CFA) dilaksanakan menggunakan perisian AMOS versi 24. Secara keseluruhannya, model pengukuran telah mencapai kesahan konvergen dengan nilai AVE = 0.679 dan kebolehpercayaan komposit dengan nilai CR = 0.913. Model pengukuran lima faktor dengan 39 item ini dicadangkan untuk mengukur pengetahuan guru dalam KBAT.

Downloads

Download data is not yet available.

References

Ab Halim, A. S., Osman, K., Aziz, M. S. A. M., Ibrahim, M. F., & Ahmad, A. A. K. (2021). The Competency of Science Teachers in Integrating Higher Order Thinking Skills in Teaching and Learning. Journal of Physics: Conference Series, 1793(1).

Abdul Aziz, F. A., & Abd Rahman, F. (2018). Sorotan Kajian Kesediaan Dan Keperluan Guru Bahasa Melayu Dalam Pelaksanaan Kemahiran Berfikir Aras Tinggi (KBAT) Di Bilik Darjah. Pendeta Journal of Malay Language, Education and Literature, 9, 80–101.

Abdul Latir, S. S., Hamzah, R., & Mat Rashid, A. (2014). Hubungan pengetahuan dan sikap guru sains pertanian terhadap pengajaran konstekstual. Sains Humanika, 2(4), 1–5.

Abdullah, A. H., Mokhtar, M., Abd Halim, N. D., Ali, D. F., Mohd Tahir, L., & Abdul Kohar, U. H. (2016). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1).

Abdullah, N. H. H., & Darusalam, G. (2018). Kesediaan guru melaksanakan kemahiran berfikir aras tinggi dalam pengajaran. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(3), 22–31.

Abu Bakar, A. Y., & A. Hamid, A. H. (2019). Issues and challenges in implementing high order thinking skills (HOTS) in schools: The Malaysian perspective. International Journal of Management and Applied Science, 5(6), 55–60.

Awang, Z. (2016). SEM Made Simple: A Gentle Approach to Learning Structural Equation Modelling. Bandar Baru Bangi: MPWS Rich Publications.

Awang, Z., Lim, S. H., & Zainudin, N. F. S. (2018). Pendekatan Mudah SEM Structural Equation Modelling. MPWS Rich Publications.

Bahr, N. M., & Mellor, S. (2016). Building Quality in Teaching and Teacher Education. Australian Council for Educational Research.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. M. (2010). Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress. American Educational Research Journal, 47(1), 133–180.

Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching, 57(8), 1199–1227.

Cohen, L., Manion, L., & Morrison, K. R. B. (2011). Research Methods in Education. Routledge.

Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2nd Edition) (2nd ed.). Prentice Hall.

David, C., & Ambotang, A. S. (2014). Profesionalisme Guru Novis dalam Pengurusan Pengetahuan, Kesediaan Mengajar dan Kemahiran Berfikir Aras Tinggi (KBAT) Terhadap Pelaksanaan Pengajaran di Sekolah. Seminar Kebangsaan Integriti Keluarga 2014, Sabah, Malaysia.

Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181–199.

Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39.

Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In Re-examining pedagogical content knowledge in science education. (pp. 38–52). Routledge.

Gunahlan, V. M., & Ikhsan, Z. (2018). Mastering the Basic Content Knowledge in Higher Order Thinking Skills Among Teachers in Malaysia in Teaching and Learning Process. Proceeding of the 2nd URICES. Pekanbaru, Indonesia.

Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2013). Multivariate Data Analysis. Pearson Education Limited.

Ho, R. (2013). Handbook of Univariate and Multivariate Data Analysis with IBM SPSS (2nd ed.). Chapman and Hall/CRC.

Hamidon, M., & Sihes, A. J. (2021). Influence of Islamic Education Teachers Competency on Practice of Higher Order Thinking Skills. International Journal of Academic Research in Progressive Education and Development, 9(2), 815–830.

Hasan, N. H., & Mahamod, Z. (2016). Persepsi guru bahasa Melayu sekolah menengah terhadap kemahiran berfikir aras tinggi. Jurnal Pendidikan Bahasa Melayu, 6(2), 78–90.

Huling, M. D. (2014). The effect of teachers’ epistemological beliefs on practice (Thesis). University of South Florida. https://digitalcommons.usf.edu/etd/5044

Isnon, H., & Badusah, J. (2017). Kompetensi guru Bahasa Melayu dalam menerapkan kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran. Jurnal Pendidikan Bahasa Melayu, 7(1), 56–65.

Jusoh, N., & Osman, K. (2019). Tahap kesediaan dan keperluan latihan guru dalam mengaplikasikan KBAT dalam PdPc Sains. International Journal of Modern Trends in Social Sciences, 42–54.

Kementerian Pendidikan Malaysia. (2010). Standard Kualiti Pendidikan Malaysia. Jemaah Nazir dan Jaminan Kualiti.

Kementerian Pendidikan Malaysia. (2013). KBAT Inisiatif Kemahiran Berfikir Aras Tinggi di Sekolah. Bahagian Pembangunan Kurikulum.

Kementerian Pendidikan Malaysia. (2014). Elemen KBAT dalam pedagogi. Bahagian Pembangunan Kurikulum.

Kementerian Pendidikan Malaysia. (2017). Standard Kualiti Pendidikan Malaysia Gelombang 2 SKPMg2. Jemaah Nazir dan Jaminan Kualiti.

Konting, M. M. (1990). Kaedah penyelidikan pendidikan. Dewan Bahasa dan Pustaka.

Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607–610.

Limbach, B., & Waugh, W. (2010). Developing higher level thinking. Journal of Instructional Pedagogies, 3.

Liu, S., & Roehrig, G. (2017). Exploring Science Teachers’ Argumentation and Personal Epistemology About Global Climate Change. Research in Science Education, 49(1), 173–189.

Lynn, M. R. (1986). Determination and Quantification Of Content Validity. Nursing Research, 35(6), 382-386.

Mat Isa, N. S., & Mahamod, Z. (2021). Tahap pengetahuan, sikap dan masalah guru bahasa melayu terhadap penerapan kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran KOMSAS. Asian People Journal (APJ), 4(1), 93–107.

Mat Nor, M. N. A., Kamarudin, N., Abdul Manaf, U. K., & Mohd Puad, M. H. (2018). Persepsi Guru Terhadap Pengaplikasian Kemahiran Berfikir Aras Tinggi (KBAT) dalam Reka Bentuk dan Teknologi (RBT) Sekolah Rendah. International Journal of Education and Training (InjET), 4(2), 1–8.

McLeod, J. (1999). Melaksanakan penyelidikan kaunseling. Universiti Teknologi Malaysia.

Mohd Radzi, N., & Muzammil, N. F. (2018). Tahap kompetensi guru dalam pelaksanaan kemahiran berfikir aras tinggi di sekolah kebangsaan daerah Sepang, Selangor. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(4), 12–28.

Musa, M., & Meor Samsudin, W. N. A. (2021). Implementasi Kemahiran Berfikir Aras Tinggi (KBAT) Matematik: Adakah Suatu Realiti? Sains Malaysiana, 50(9), 2781–2790.

Othman, M. S., & Kassim, A. Y. (2016). Keberkesanan permulaan pengajaran menerusi amalan Kemahiran Berfikir Aras Tinggi (KBAT) di dalam mata pelajaran Pendidikan Islam sekolah rendah negeri Perak. Online Journal of Islamic Education, 4(2), 23–35.

Pallant, J. (2016). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS Program (6th ed.). London, UK: McGraw-Hill Education.

Pusparini, D., Suparno, S., & Sarosa, T. (2020). Teachers’ Knowledge about Higher-order Thinking Skill and It’s Implementation in Teaching Reading Classroom: A Case Study in a Higher Secondary School in Indonesia. Edulingua: Jurnal Linguistiks Terapan Dan Pendidikan Bahasa Inggris, 7(2), 75–84.

Puteh, S. N., Ghazali, N. A., Tamyis, M. M., & Ali, A. (2012). Keprihatinan guru Bahasa Melayu dalam melaksanakan kemahiran berfikir secara kritis dan kreatif. Jurnal Pendidikan Bahasa Melayu, 2(2), 19–31.

Radin Sharuddin, R. N. I., & Mohamad, M. M. (2017). Penerapan Elemen Kemahiran Berfikir Aras Tinggi (KBAT) Dalam Mata Pelajaran Teknikal Sekolah Menengah Harian. Online Journal for TVET Practitioners, 2(1).

Ramasamy, S. (2016). Teachers’ Levels of Knowledge and Interest on Higher Order Thinking Skills (HOTS) According to the Field Taught and Category of Schools. Journal of Modern Education Review, 6(9), 611–621.

Raykov, T., & Marcoulides, G. A. (2006). A first course in structural equation modeling (2nd ed.). Lawrence Erlbaum Associates Publishers.

Salleh, M. J. (2007). Guru Efektif dan Peranan Guru dalam Mencapai Objektif Persekolahan Sekolah Rendah: Perspektif Guru Besar. 1–13.

Sang, M. S. (2011). Pendidikan di Malaysia. Kumpulan Budiman Sdn Bhd.

Saud, C. M., Mustafa, B., Mohamad Nor, F., Mohd Basri, N. F., & Mohd Basri, N. N. (Eds.). (2017). Prosiding Persidangan Penyelidikan dan Inovasi Pendidikan Kebangsaan Kali Ke-2 2017. Institut Pendidikan Guru Malaysia.

Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review. The Journal of Educational Research, 99(6), 323–338.

Schulz, H., & Fitzpatrick, B. (2016). Teachers’ Understandings of Critical and Higher Order Thinking and What This Means for Their Teaching and Assessments. Alberta Journal of Educational Research, 62(1), 61–86.

Shammugam, J. & Sihes, A.J. (2014). Kefahaman dan pengetahuan guru dalam pentaksiran kemahiran berfikir aras tinggi (KBAT). In: 1st International Education Postgraduate Seminar: Innovation, Issues and Challenges for Educational Sustainability., 23-24 Nov, 2014, Skudai, Johor.

Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23.

Singh, R. K. A., Singh, C. K. S., M. T. M., T., Mostafa, N. A., & Singh, T. S. M. (2017). A Review of Research on the Use of Higher Order Thinking Skills to Teach Writing. International Journal of English Linguistics, 8(1), 86.

Tay, C. S., Faziah, H., Salbihana, S. & Rozita, R. (2017). Penguasaan guru sekolah rendah dalam pelaksanaan pedagogi KBAT. (2017). Prosiding Persidangan Penyelidikan dan Inovasi Pendidikan Kebangsaan Kali Ke-2 2017. Institut Pendidikan Guru Malaysia.

Thomas, A., & Thorne, G. (2009). How to Increase Higher Order Thinking. Metarie, LA: Center for Development and Learning.

Wan Ismail, W. A., Hamzah, M. I., & Lubis, M. A. (2016). Kesediaan Guru Pendidikan Islam Sekolah Rendah di Selangor terhadap Penerapan KBAT dalam Pengajaran dan Pembelajaran. Journal of Advanced Research in Social and Behavioral Sciences, 3(1), 79–95.

Wan Jaafar, W. I. I., & Abdul Razak, K. (2021). Pengetahuan Dan Pelaksanaan Kemahiran Berfikir Aras Tinggi Guru Pendidikan Islam Sekolah Rendah. Journal of Educational Research & Indigenous Studies, 3(1), 185–195.

Wilson, D. M., & Narasuman, S. (2020). Investigating Teachers’ Implementation and Strategies on Higher Order Thinking Skills in School Based Assessment Instruments. Asian Journal of University Education, 16(1), 70.

Zaki, F., Ahmad, A., & Othman, N. (2021). Kompetensi Guru dalam Penerapan Kemahiran Berfikir Aras Tinggi dalam Pengajaran Pendidikan Sejarah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(1), 194–205.

Zainal Abidin, M. Z., & Osman, K. (2017). Tahap pengetahuan, pemahaman, kemahiran dan pelaksaanaan guru sains terhadap kemahiran berfikir aras tinggi (KBAT). Journal of Advanced Research in Social and Behavioural Sciences, 8(1), 97–113.

Zamanzadeh, V., Ghahramanian, A., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H., & Nikanfar, A. R. (2015). Design and Implementation Content Validity Study: Development of an instrument for measuring Patient-Centered Communication. Journal of Caring Sciences, 4(2), 165–178.

Zohar, A. (1999). Teachers’ metacognitive knowledge and the instruction of higher order thinking. Teaching and Teacher Education, 15(4), 413–429.

Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233–249.

Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing Mathematics Teachers’ Knowledge in Teaching Thinking Skills. Sains Humanika, 9(1–4).

Published
2022-02-10
How to Cite
Jamin, N., Surat, S. and Wan Mohammad, W. (2022) “Model Pengukuran Konstruk Pengetahuan Guru dalam Kemahiran Berfikir Aras Tinggi (KBAT): Analisis Faktor Pengesahan”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(2), p. e001299. doi: 10.47405/mjssh.v7i2.1299.
Section
Articles

Most read articles by the same author(s)