Results of Rasch logit analysis as presented in the Table 1 indicates that the cognitive aspects was a more dominant source of students challenge in learning higher-order thinking skills as compared to the affective aspect. Results show that students have negative perception towards learning higher-order thinking skills in Mathematics subject (Mohd Rustam & Nora, 2013). The negative perceptions perceived by the students which related to the higher-order thinking skills questions are; the questions are difficult to be solved and they believe that they are unable to solve higher order thinking skills questions without trying.
These results are aligned with the previous study which reported that holding bad perception in answering higher-order thinking skills questions correctly (Gomez-Chacon, 2000; Ho &
Hyun, 2011; Mohd Rustam, 2016) will cause the declining of students’ performance in acquisition of higher-order thinking skills.
The second aspect of cognitive challenge which also seems to be commonly faced among students in mastery higher-order thinking skills was lack of basic Mathematical knowledge. Previous study which conducted in the context of Malaysian Mathematics classroom has proved that poor level of Mathematics basic content knowledge become the obstacles experienced by students in learning higher-order thinking skills (Bahagian Pendidikan Guru, 2013; Siti Rahayah et al., 2008; Sarimah & Shaharom 2008; Najua, 2017;
Seman, Yusoff & Embong, 2017). For example, students feel difficult and confused to transform the keywords from long sentence questions into the correct mathematical operation or equation. The rationale of this situation is due to the students poor understanding in basic mathematical concepts and calculation (Singh, Rahman, & Hoon, 2010; Geary, 2004).
Besides, low abilities students tend to experience difficulties to understand the specific terms used in the higher-order thinking skills questions regardless of what language used.
What is more, there are students who come from non-national typed primary school will facing more significant problem in answering higher-order thinking skills questions (Singh et al., 2010, Geary, 2004; Zohar, Degani & Vaakin, 2001) as they possess poor level of reading skills.
On top of the cognitive challenge that have been described, the affective challenge which related to students’ lack of motivation were the other hindering factors for students in mastering higher-order thinking skills. Students tend to show maladaptive psychological characteristics includes lack of confidence, students’ laziness and the feeling of anxious throughout the learning process. According to Budsankom, Sawangboon, Damrongpanit and Chuensirimongkol (2015), maladaptive psychological characteristic has a great potential in affecting higher-order thinking skills of the students. The low level of student’s motivation experienced leads them in avoiding reading and trying to solve the questions (Najua, 2017;
Seman, Yusoff & Embong, 2017; Zaidatol Akmaliah, 2005). Even worse, the students will have no will to attempt, to think or to solve lengthy or complex higher-order thinking skills questions (Najua, 2017; Seman, Yusoff & Embong, 2017). This is aligned with the previous studies which indicate that students with low level of higher-order thinking skills will have lack of curiosity to discover, has less rational thinking and rarely monitor their learning which includes avoidance from trying different solving strategies (Shari, Eileen, & David, 1993).
6.0 Conclusion
Concisely, Mathematics is one of the crucial subjects in schools. The emphasizing on 21st century education and skills makes the learning of higher-order thinking skills in Mathematics becoming a major concern for students and teachers. In fact, the aim of the 21st century education is to produce highly competence students that can compete globally.
However, this study found that students’ cognitive ability, prior knowledge, interest and motivations were the challenges faced by the students in mastering the higher-order thinking skills. Students who faced the cognitive challenges will eventually affects theirs affective aspect which will lead to demotivation in learning higher-order thinking skills in Mathematics. Thus, teachers play an important role in order to inculcate higher-order thinking skills and help the students to overcome these challenges that hinder them from mastering the higher-order thinking skills. Nevertheless, students’ achievement is depend on the effective teachers which can manage and plan their teaching and learning process to become meaningful and helpful for the students. Teachers and students need to mutually related to each others in achieving the aims of the Malaysian education system.
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Continuous Professional Development (CPD) Among VET Teachers Teaching Pendidikan Vokasional Menengah Atas (PVMA) Subjects at Academic Schools in
Malaysia
Abdul Hisham bin Udin1, Nornazira Suhairom2 & Nur Husna Abd Wahid3
1,2&3
Fakulti Pendidikan, Universiti Teknologi Malaysia (UTM), Malaysia
p-nazira@utm.my Abstract:
The Technical and Vocational Education and Training (TVET) in Malaysia are embracing changes that pose impact on the landscape of education. In line with the Ministry of Education (MOE) goal of enhancing student enrolment in TVET, the role of teachers as the main catalyst for TVET transformation is important for the realization of MOE’s expectation towards impactful education in the country. With the pedagogical strength in the curriculum, the teachers need to practice continuous professional development (CPD) to ensure they are always relevant to the change of the dynamics educational scenario in Malaysia. The Pendidikan Vokasional Menengah Atas (PVMA) programme that is implemented in secondary schools, contributes to the enhancement of the supply of skilled and semi-skilled workforce for national development. Teachers play important roles to ensure that the PVMA curriculum is pertinent and follow the needs of MOE. The current study aim to identify PVMA teachers’ level of professional competence based on knowledge, skills and professionalism value. This study also seeks to identify the CPD requirement based on knowledge, skills and professionalism values of teachers. This study will involve VET teachers from academic schools which offer PVMA subjects in southern Malaysia (Negeri Sembilan, Malacca and Johore). The study will use questionnaire as major data collection tools. This study is expected to be able to provide useful information regarding the level of teacher’s professional competence as well as the needs of CPD for their career.
Kata kunci: Amalan Kepimpinan Transformasi Guru Besar, Komitmen Guru
1.0 Introduction
Enduring the challenges in designing an effective and comprehensive Continuous Professional Development (CPD) strategies for teachers in the realm of 21st century teaching and learning is important. CPD is an individual development path required by all teachers in order to improve both teaching and learning (DiPaola & Wagner, 2018; Abdul Rahim Abdul Rashid, 2000). Emphasis on high pedagogical quality requires teachers to make effort in embracing any transformation that is implemented by the Ministry of Education. Teacher professional development is a continuous process over time that provides teachers with the opportunity and experience in a formal and non-formal setting. The Ministry of Education (2001) stated that the key milestone in education transformation is the development of teachers’ professionalism. Development of teacher professionalism is essential to ensure Malaysian teachers whom are the implementers, are continuously relevant to the current working environment. In the efforts of the Ministry of Education (MOE) to improve the quality of education, teacher are urge to enhance their work performance to ensure that they are relevant to current changes (MOE, 2014). As teachers and the implementers, teachers
need to be responsive of the latest changes and needs in education. Further, as the backbone of TVET transformation, TVET teacher requires a high level of professionalism to ensure they are well-prepared in any situation. According to Robiah Sidin (2002), teaching professionalism is related to high quality, ethical and ethical work practices. Competent teacher work practices include professional competence that is a combination of the aspects of knowledge, skills and personal characteristics that must be owned and practiced in fulfilling the task that has been entrusted. Having all these competencies allows TVET teacher to be fully ready to perform their duties and responsibilities (MOE, 2014).