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KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)

KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT). Ahli kumpulan…. Nurul Farihah Binti Rozali D20101037299 Norfazilah Binti Mohamad Zuldin D20101037303 Hidayahtun Nur Amirah Binti Mustafa D20101039442. Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013 - 2025.

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KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)

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  1. KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)

  2. Ahli kumpulan…. • NurulFarihah Binti Rozali D20101037299 • Norfazilah Binti MohamadZuldin D20101037303 • Hidayahtun Nur Amirah Binti Mustafa D20101039442

  3. Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013 - 2025 6 ciriutamasetiapmuridperluadauntukbersaingpadaperingkatglobal : Identitinasional Kemahiranmemimpin Kemahiranberfikir Kemahirandwibahasa Etika dan Kerohanian Pengetahuan 6 ciri utama setiap murid perlu ada untuk bersaing pada peringkat global

  4. “Satulagielemenbaru yang diperkenalkandalamReformasiPendidikanialahKemahiranBerfikir (KB). Berfikiradalahsatukemahirandanbukankebolehansemulajadi. Kepintaranatauintelligenttidakberertimempunyaikemahiranberfikirsekiranyaiatidakmempunyaikemahiranitu.” Wan MohdZahidMohdNoordin, 1993 Wawasan Pend. Agenda Pengisian

  5. Once we learn, does it mean that we have automatically think? BerfikirdanBelajar Can we learn without thinking?

  6. KemahiranBerfikir Aras Rendah (KBAR) KemahiranBerfikir Aras Tinggi (KBAT) KEMAHIRAN BERFIKIR

  7. KemahiranBerfikir Aras Rendah (KBAR) Senk, Beckman, & Thompson (1997) LOT is involved when students are solving tasks where the solution requiresapplying a well-known algorithm, often with NO justification, explanation, or proof required, and where only a single correct answer is possible

  8. KemahiranBerfikir Aras Rendah (KBAR) Schmalz (1973) LOT tasks requires a student “… to recall a fact, perform a simple operation, or solve a familiartype of problem. It does not require the student to work outside the familiar’’.

  9. KemahiranBerfikir Aras Rendah (KBAR) Thompson (2008) generally characterized LOT as solving tasks while working in familiar situation and contexts; or, applying algorithms already familiar to the student.

  10. ApaituKemahiranBerfikir Aras Tinggi (KBAT) ?

  11. KemahiranBerfikirAras Tinggi (KBAT) Resnick (1987)characterized higher-order thinking (HOT)as“non-algorithmic.”

  12. KemahiranBerfikirAras Tinggi (KBAT) Stein and Lane (1996)describe HOTas “the use of complex, non-algorithmic thinkingto 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.”

  13. KemahiranBerfikirAras Tinggi (KBAT) Thompson (2008)generally characterized HOTinvolvessolving tasks where an algorithm has not been taught or using known algorithms while working in unfamiliar contexts or situations.

  14. KemahiranBerfikirAras Tinggi (KBAT) Senk, et al (1997)characterizedHOTassolving tasks where no algorithm has been taught, where justification or explanationare required, and where more than one solutionmay be possible.

  15. KemahiranBerfikirAras Tinggi (KBAT) Kemahiran berfikir aras tinggi biasanya merujuk kepada empat tahap kemahiran teratas dalam Taksonomi Bloom edisi semakan (Anderson & Krathwohl, 2001)mengaplikasi, menganalisis, menilai dan mencipta.

  16. Taksonomi Bloom KBAT KBAR

  17. KemahiranBerfikirAras Tinggi (KBAT) Soalan “aras tinggi” menggalakkan pembelajaran kerana ia memerlukan pelajar mengaplikasi, menganalisis, mensintesis dan menilai maklumat, bukan semata-mata mengingat fakta.

  18. KemahiranBerfikirAras Tinggi (KBAT) DEFINISI Kemahiranberfikirarastinggiialahkeupayaanuntukmengaplikasikanpengetahuan, kemahirandannilaidalammembuatpenaakulandanrefleksibagimenyelesaikanmasalah, membuatkeputusan, berinovasidanberupayamenciptasesuatu. (KPM, 2013)

  19. KemahiranBerfikirAras Tinggi (KBAT) Dari sudutpandangan JPN/PPD/Guru Menaakul Teknikmenyoal Inkuiri KemahiranBerfikir Aras Tinggi Penyelesaianmasalah Kreativiti

  20. KemahiranBerfikirAras Tinggi (KBAT) Dari sudutpandangan JPN/PPD/Guru Tingkatkansoalanarastinggi Aktivitipenyelesaianmasalah Menggunakanalatberfikir Bagaimanahendakmengajar KBAT? Teknikmenyoal Aktivitipemikiranarastinggidalambukuteks Pembelajaranberasaskanprojek

  21. KEPENTINGAN KBAT

  22. Apaituberfikir ?

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

  24. Higher Order Thinking Skills (HOTs) Lower Order Thinking Skills (LOTs)

  25. Kedudukan Malaysia dalam PISA  74 buah negara yang terlibat & Malaysia berada di tangga 57. • Menjadi penanda aras dalam TIMSS & PISA.

  26. Perbandingan KBAR Vs KBAT

  27. MURID…

  28. GURU…..

  29. NEGARA..

  30. JENIS-JENIS PENYELESAIAN MASALAH DALAM KBAT Bukan Rutin (BR) Lembaga Peperiksaan (LP) TIMSS PISA Model dan Heuristik (MdH) i-Think Penyelesaian Masalah Berstruktur (PMB)

  31. SoalanBukanRutin yang memerlukantahapkognitif yangtinggidapatmembentuk KBAT(HOTs)dalamkalanganmurid.

  32. Perlunya keseimbangan antara soalan rutindengan bukan rutin.Penekanan kepada soalan bukan rutin pentingbagi: Membentuk modal insan yang berfikrah. Merealisasikan hasrat negara untukmencapai satu pertiga teratas dalam TIMSSdan PISA.

  33. Rutin Bukan Rutin

  34. Contoh-Contoh Soalan

  35. Rutin dan Bukan Rutin

  36. RUTIN: Maria membeli sekotak susu dengan harga RM1.55 dan sebungkus biskut dengan harga RM1.70. Berapakah jumlah wang yang dibayar oleh Maria? BUKAN RUTIN: Maria membeli sekotak susu dengan harga RM1.55 dan sebungkus biskut dengan harga RM1.70. Dia memberikan RM4.00 kepada jurujual. Berapakah bilangan syiling yang diterima oleh Maria sekiranya jurujual itu memberikannya beberapa syiling 5 sen, 10 sen dan 20 sen? Terangkan jawapan anda.

  37. Lembaga Peperiksaan

  38. CONTOH SOALAN TIMSS Which circle has approximately the same fractionof its area shaded as the rectangle above?

  39. (a) Which of the figures has the largest area? Show your reasoning. (b) Describe a method for estimating the area of figure C. 2) Nick wants to pave the rectangular patio of his new house. The patio has length 5.25 metres and width 3.00 metres. He needs 81 bricks per square metre. Calculate how many bricks Nick needs for the whole patio. CONTOH SOALAN PISA

  40. For a concert a rectangular field of size 100 m by 50 m was reserved for the audience. The concert was completely sold out and the field was full with all the fans standing. Which one of the following is likely to be the best estimate of the total number of people attending the concert? A) 2000 B) 5000 C) 20 000 D) 50 000 E) 100 000 List the possible length and width of the field that can accommodate 50,000 audience. Explain your answers.

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