Tahap Perancangan Pengajaran Menerusi Pengintergrasian Kemahiran Berfikir Aras Tinggi (KBAT) di Dalam Mata Pelajaran Pendidikan Islam Sekolah Rendah Malaysia
Authors: Othman Mohd Syaubari , Kassim Ahmad Yunus 
Published: July 2020

Kajian ini bertujuan untuk menyelidik perancangan pengajaran guru Pendidikan Islam sekolah rendah menerusi pengintegrasian Kemahiran Berfikir Aras Tinggi (KBAT). Kajian ini melibatkan guru-guru Pendidikan Islam di Malaysia. Komponen berfikir aras tinggi seperti kemahiran banding beza, kemahiran menyusun urutan, kemahiran membuat ramalan, kemahiran membuat definisi dan kemahiran mencipta analogi yang di lihat dalam tiga komponen utama perancangan pengajaran guru iaitu perancangan pendokumentasian, perancangan dari segi komitmen guru dan perancangan pelaksanaan dipilih sebagai kerangka konseptual kajian. Kajian ini menggunakan analisis deskriptif menerusi instrumen soal selidik. Kesemua instrumen pengutipan data ini dibina oleh pengkaji dengan pengubahsuaian daripada instrument KBAT Kementerian Pendidikan Malaysia dan pakar yang terlibat serta kandungannya disahkan oleh panel rujukan pakar. Tahap nilai kebolehpercayaan alpha Cronbach yang diperoleh adalah tinggi iaitu 0.82173. Seramai 402 orang guru pendidikan Islam dipilih secara rawak mudah untuk menjawab instrumen soal selidik. Data kajian di analisis secara deskriptif menggunakan frenkuensi dan min serta sisihan piawai. Secara keseluruhannya, hasil kajian mendapati amalan perancangan pengajaran di dalam mengintergrasikan Kemahiran Berfikir Aras Tinggi (KBAT) adalah sederhana tinggi (min = 3.84) berdasarkan perancangan komitmen (min = 3.95), perancangan pendokumentasian (min = 3.93) dan perancangan pelaksanaan (min = 3.65). Implikasi dan cadangan yang dikemukakan dapat memberi gambaran yang bermanfaat kepada kementerian, sekolah, guru dan masyarakat bagi mempertingkatkan tahap amalan pengajaran guru Pendidikan Islam berdasarkan Kemahiran Berfikir Aras Tinggi (KBAT) seperti yang dihasratkan menerusi Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025.

 

The purpose of this study is to examine the teaching plan of primary school Islamic teachers through the integration of Higher Order Thinking Skills (HOTS). The study involved teachers of Islamic education in Malaysia. High-level thinking components such as differentiating skills, ordering skills, predictive skills, defining skills and creating anology which are seen in three main components of teacher teaching plan i.e documentation, teachers’ commitment and implementation were selected as conceptual framework for the study. This study employed descriptive method to analyse the collected data. Data collection instrument for the study was a modified version of   HOTS instrument of the Ministry of Education Malaysia. Views and feedbacks from the experts were sought for them to certify the content and constructs of the instrument. The internal consistency of the instrument is good as the value of Cronbach's alpha is high (0.82173). A total of 402 Islamic education teachers were randomly selected to answer the questionnaires. The collected data were then analysed descriptively using frequency, percentages and mean. In overall, the study found that the practice of teaching plan in integrating HOTS is at moderately high level with the overall mean of 3.84 based on commitments planning mean of 3.95, documentation planning mean of 3.93 and implementation planning mean of 3.65. This study finding could provide useful insights to ministries, schools, teachers and communities in enhancing the level of teachers’ teaching practice based on HOTS as envisaged in the 2013-2025 Education Development Plan.