20,66. The average value of farmers' environmental attitudes is between 18 - 25 or bad categories.
3.5 The influence of internal factors on Farmer Behavior in Preserving the Environment
Analysis of the influence of environmental knowledge, the locus of control, and environmental attitudes toward farmer behavior preserve the environment through multiple regression analysis. The result of multiple regression analysis presented in table 5.
Table 5: Multiple Regression Analysis ANOVAa
Model Sum of
Squares df Mean Square F Sig.
1 Regression 418,837 3 139,612 200,799 ,000b
Residual 31,983 46 ,695
Total
450,820 49
R Square = 0,929 Beta X1 = 1,996 Beta X2 = 0,712 Beta X3 = 0,838 a. Dependent Variable: Y
b. Predictors: (Constant), X3, X1, X2
Based on the result of multiple regression analysis (Table 5), it can be seen that significant F = 0.000 is smaller than 0.05. The results of the analysis show that environmental knowledge, the locus of Control, and environmental attitudes have a positive effect on the behavior of farmers of preserving the environment. The value of the coefficient of determination = 0,929 indicates that the magnitude of influence of environmental knowledge, the locus of Control, and environmental attitudes simultaneously to farmer behavior preserve environment in village irighasi area in Maros Regency is 92,90%. The result of regression coefficient analysis also shows that X1 (knowledge) variable has the most prominent than Beta value. These results indicate that the highest internal factor affecting environmental behavior is knowledge.
4.0 Conclusion
Based on the regeresi analysis, it can be seen that environmental knowledge, the locus of control, and environmental attitude of farmers have a significant influence and contribute real to the behavior of farmers to preserve the environment. Environmental knowledge has the most significant influence, followed by environmental stance and locus of control.
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consumers’ perspective. Management Science and Engineering, Vol 4(2), p. 27.
Huitt, W. (2004). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive, Vol. 22.
Pasandaran, E. (2016). Pengelolaan infrastruktur irigasi dalam kerangka ketahanan pangan nasional. Analisis Kebijakan Pertanian, Vol. 5(2), p. 126–149.
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Cambridge University Press.
Challenges in Mastering Higher-Order Thinking Skills: A Study from Students’
Perspectives
Najua Syuhada Ahmad Alhassora1, Abdul Halim Abdullah2, Mohd Rustam Mohd Rameli3 &
Mohd Salleh Abu4
1,2,3&4
Faculty of Education, Universiti Teknologi Malaysia (UTM), Malaysia
njwahmad@gmail.com Abstract:
The 21st century education which emphasize on higher-order thinking learning is one of the issue often discussed by the Ministry of Education and educators nowadays. The key to determine the success of the teaching higher-order thinking skills is seen through the acquisition gain by the students through their achievement. It is undeniable that teachers play an important role as facilitators to assist students’ activities in the 21st century classroom.
Moreover, studies revealed that teacher is one of the factors that influenced the success or failure of students’ achievement. However, the challenges or factors that faced by students in learning higher-order thinking skills get less serious attention. Therefore, this study was conducted to investigate the challenges faced by the students in mastering higher-order thinking skills from students’ perspectives. Quantitative study was employed throughout this study with 132 secondary school students as the respondents. The data were analyzed using Rasch measurement model. The findings show that the cognitive aspect is the main challenges faced by the students followed by the affective aspect in mastering higher-order thinking skills.
Keywords: Higher-Order Thinking Skills, 21st century learning, Students, Challenges, Rasch Measurement Model
1.0 Pengenalan
The transformation occurs in Malaysian education system nowadays crave for every students to equip themselves with basic skills and knowledge in order to face the challenges in the 21st century education (Sharuji & Mohd Nordin, 2017). The 21st century skills is in line with the six aspirations of the nation which is to produce student that can compete globally as stated in the Malaysian Education Development Plan (MEDP) (Kementerian Pendidikan Malaysia, Malaysia, 2013). Thus, one of the 21st century skills that students need to master is the higher-order thinking skills. In fact, the aim of the Malaysian education is to develop students’ potential in innovative and collaborative practices and possesses creative and critical thinking skills which related to higher-order thinking skills (Noraini & Khairul, 2014). Furthermore, the implementation of the higher-order thinking skills should be done from the primary school level as this stage is the best time to cultivate the basic foundation for further education (Ikhsan & Norlia, 2005; Mohamad & Nasruddin, 2008; Seman, Yusoff
& Embong, 2017).
Higher-order thinking skills are the continuation of creativity and critical thinking skills that focus on assessing, analyzing, exploring and creating aspects. However, emphasizing higher-order thinking skills is more holistic than creative and critical thinking skills, it is
more towards the application of more complex mental activity (Arni Yuzie, 2016, Nur Aida
& Mohd Aderi 2014) and the needs to resolve the non-routine problems (Rajendran, 2008).
Higher-order thinking skills are triggered when an individual used his or her thinking skills to deal with complex, new and challenging situations or problems (Rajendran 2008; Halimah 2009; Yee, et al., 2010).
2.0 Background of Study
Teaching of higher-order thinking skills to encourage students to think critically is one of the main challenges for the teachers as it is a constant demand for improving students’
thinking skills in teaching and learning process (Najua, Mohd Salleh & Abdul Halim, 2017).
In fact, students’ achievement has always been a benchmark of the success in the learning process especially related to the higher-order thinking skills learning (Mohd Rustam & Nora, 2013). However, the process to inculcate higher-order thinking skills among students is not an easy task especially in this 21st century. It requires teachers’ knowledge, skills, effort and patience in order to produce skilled students. Unfortunately, some of the past studies related to thinking skills showed that the mastery level of students towards critical and creative thinking skills and higher-order thinking skills remained at low and moderate level (Siti Rahayah et al., 2008; Sarimah & Shaharom 2008; Nor Hasnida et al., 2011; Siti Nurliyana 2015; Suhana & Zanaton 2015).
Besides, the other challenges for students to obtain the higher-order thinking skills are they often do not understand and cannot solve and apply mathematical skills. It is because of the abstract mathematical concepts and it requires high level of reasoning and thinking skill (Sabri and Tengku Zawawi, 2006). Due to the mathematics nature that requires critical thinking, it affects the interest, enthusiasm and motivation of students in learning mathematics especially the ones related to the higher-order thinking skills (Mohd Rustam &
Nora, 2013). In addition, in the 21st century education, the students need to be more active, able to generate ideas, dare to try, be able to reflect, can communicate and think critically (Kementerian Pendidikan Malaysia, 2013) which becoming a major challenges for the students to acquire the higher-order thinking skills (Abdul Halim, Nur Liyana & Marlina, 2015; Najua, 2017; Rajendran, 2008). Plus, due to lack of skills, abilities and some other obstacles, they make some of the students left behind in mastering higher-order thinking skills especially in Mathematics. This makes it difficult for them to collaborate with excellent and good students and indirectly, it makes them become a group of passive students in the classroom.
Therefore, a meaningful teaching and learning process is very important to increase students’ interest and motivation to practice lifelong learning education. Hence, this study focuses on the challenges in mastering higher-order thinking skills from the students’
perspectives based on the Mathematics teaching and learning process. This study is expected to help students and teachers in facing the challenges in school in succeeding teaching and learning process based on the 21st century skills.