Applying Male 117 3.55 0.59 0.52 0.17
Female 123 3.51 0.51
Higher Order Gender N Mean Standard t Sig.
Thinking
Skills Deviation
Analyzing Male 117 3.47 0.53 0.62 0.09
Female 123 3.43 0.48
Higher Order Gender N Mean Standard t Sig.
Thinking Skills Deviation
Evaluating Male 117 3.46 0.49 -0.09 0.45
Female 123 3.46 0.47
Higher Order Gender N Mean Standard t Sig.
Thinking Skills Deviation
Creating Male 117 3.44 0.57 2.45 0.74
Female 123 3.26 0.58
9. Implications And Recommendations
The study of the higher order thinking skills of the History Subject also has implications towards student, teacher, school and the Ministry of Education. All parties involved in the implementations of higher order thinking skills of History subjects among students.
9.1 Implications towards students.
i. Enhancing students’ knowledge and appreciation of the History subject in order students can understand better about certain topics in History book that contained in the History syllabus and able to gain certain events when they apply this higher order thinking skills. Students will be able to relate and compare certain historical events with the current situation of the country and nation and able to process the information that they learned to the short form or note. Students also will be able to make a good and bad judgment about certain thing based on the valid evidence and produce new ideas and creative in transforming the existing one to the new one without changing the original facts of certain historical events such as a mind map. Students will be more thinking critically and creatively in resolving certain problem during the teaching and learning process of History subject in classroom.
ii. Learning History subject based on higher order thinking skills can attract students’ interest to learn History subject because students able to express their opinions and develop their ideas actively without memorizing the facts in the textbooks.
iii. The application of higher order thinking skills in History subject will influence students’
learning style. This is because, learning styles of history subject which focusing on teacher- centered is not more relevant to apply currently. Teaching and learning method which focusing on teacher-centered is not giving chance to students to give ideas and opinions in the class and indirectly it cause students to behave passively. This is because students only listen and write a note given by the teacher.
This situation makes students having difficulty to develop their mind. Other than teacher centered, students should practice self-learning to improve their understanding through access to the additional reading via the Internet. Thus, students’ learning will change as the higher order thinking skills need students who are dynamic, capable of expressing idea and active in the learning process.
9.2 Implications towards teachers
There are changes in teaching method for History teacher, which is from the teaching method that focusing on teacher centered that using “chalk and talk” to the students centered method. Teachers need to apply the question method to the students during their teaching process. Through the question method, students will be able to examine the ideas logically and help them to determine the valid ideas as well as encourage the learning process be more active. Teaching method based on a mind map concept can also be applied by teachers.
9.3 Implications towards the Malaysia Ministry of Education.
Besides teachers and students, the application of Higher Order Thinking Skills of History Subject also has implications for the Malaysia Ministry of Education (MOE) as an attempt to apply higher order thinking skills in the History subject must begin with the drafting of higher order thinking skills characteristic in the curriculum. This is important because, the textbook is the main guidelines that used by students and teachers in their teaching and learning process. If the syllabus not included with the elements of higher order thinking skills, it will make teachers and students are difficult to practice higher order thinking skills in History subject. Consequently, the syllabus of the History subject should be reviewed and transformed to suit with the effort to encourage students’ ability in higher order thinking skills.
There are some suggestion made based on the finding of the study that related with higher order thinking skills in learning History subject as below:
i. To implement the application of higher order thinking skills in the History subject, teachers should play a main role in helping students to practice all the skills that included in higher order thinking skills which is applying, analyzing, evaluating and creating skill.
Teachers need to encourage students to practice all the skills during teaching and learning process and also should act as a facilitator in conducting the student group activities by giving the relevant topic of their discussion and help them to organize a group presentation based on the given assignment.
ii. Students need to have initiative to improve their ability in practicing higher order thinking skills in History subject. Students need to co- operate each other in giving ideas for their group discussion to stimulate their thinking skills. If students able to practice higher order thinking skills fin history subject, students will know and understand better about history and directly give impact to their achievement in academic. Students should also implement self- learning consistently to stimulate their ability of higher order thinking in History subject.
iii. The new researchers are encouraged to conduct a new study involving the combination of qualitative and quantitative design as seen it give more input to the findings related with higher order thinking skills because it able to encourage the respondents to think critically before give their responds to the questions asked by the researcher. The finding through qualitative and quantitative will complete each other and give a detail result. The new researcher is encouraged to conduct a comprehensive study with combining the perception both of teachers and students in answering the questions that related with higher order thinking skills in history subject.
10. Conclusion
Based on the study of higher order thinking skills in learning History subject that has been done, it can be concluded that, it is important to emphasize the higher order thinking skills in teaching and learning process of History subject.
This is because, through higher order thinking skills, students will pursue and understand better all the topics in History that taught by the teacher. This is in line with the current objective of education which aims to produce active students in the teaching and learning process in school and not just limited to the process of one way information transfer and students only act as a passive recipient.
This change is important to strengthen the education field, especially in the History subject because the History subject is one of the core subjects in the curriculum and has been made as a compulsory subject to pass in the Malaysian Certificated of Education started in 2013. All parties, especially teachers, students and Ministry of Education should give a good cooperation in improving the mastery of higher order thinking skills of the History subject that involving applying, analyzing, evaluating and creating skills for developing minds and extensive knowledge in the history subject. Thus, higher order thinking skills are important to be applied in learning the History subject.
REFERENCES
[1] [Ahmat Adam, Ke Arah Mencapai Kemahiran Berfikir Aras Tinggi: Pemikiran Kritis dalam Pengajaran dan Pembelajaran Sejarah. Prosiding Simposium Janji Sejarah: Asas Berfikiran Aras Tinggi, hlm. 1-15, 2015.
[2] Ahmad Kamal Ariffin Mohd Rus, Aplikasi KBAT dalam Pengajaran dan Pembelajaran Sejarah:
Warisan Negeri-Negeri Melayu. Prosiding Simposium Janji Sejarah: Asas Berfikiran Aras Tinggi, hlm. 203-227, 2015.
[3] Aman, Penerapan Metode Inkuiri dalam Pembelajaran Sejarah Asia Tenggara Baru. Kertas Kerja Seminar Nasional Laporan Hasil Penelitian PPKP di Hotel Inna Garuda Yogyakarta, 20-23 Mac, 2006.
[4] Juhana Salim, Kaedah Socratic Dalam Pengajaran Dan Pembelajaran Sejarah. Prosiding Simposium Janji Sejarah: Asas Berfikiran Aras Tinggi, hlm. 43- 54, 2015..
[5] Kamarul Afendey bin Hamimi dan Ishak bin Saat, Kemahiran Pelestarian Pemikiran dalam Pendidikan Sejarah. Seminar Pendidikan Sejarah dan Geografi 2013, Universiti Malaysia Sabah, 29-30 Ogos, 2013.
[6] Kementerian Pendidikan Malaysia, Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah:
Sejarah. Kuala Lumpur: Pusat Perkembangan Kurikulum, 2002.
[7] Khoo Kay Kim, Memupuk Kemahiran Berfikiran Sejarah. Prosiding Simposium Janji Sejarah: Asas Berfikiran Aras Tinggi, hlm. 17-24, 2015.
[8] Maharom Mahmood, Analisis Kemahiran Pemikiran Sejarah Dalam Bahan Kurikulum Peringkat Menengah Rendah. Tesis Sarjana, Universiti Malaya, 1998.
[9] Mok Soon Sang, Falsafah dan Pendidikan di Malaysia. Selangor: Penerbitan Multimedia, 2013.
[10] J. A. Philips, Pengajaran Kemahiran Berfikir-Teori dan Amalan. Selangor: Utusan Publications &
Distributors Sdn. Bhd., 1997.
[11] Pushpalatha Sivamugam, Kemahiran Berfikir Aras Tinggi dalam Sukatan Pelajaran Sejarah Tingkatan Empat: Satu Kajian Kes. Tesis Sarjana, Universiti Pendidikan Sultan Idris, 2006.
[12] Rohana Zubir, The History Teacher’s Dilemma:
Fact or Fiction. Jurnal Masalah Pendidikan (9): 87- 93, 1980.
[13] Rosnanaini Sulaiman, Maimun Aziz dan Mok Soon Sang, Kemahiran Berfikir. Selangor: Penerbit Multimedia Sdn. Bhd., 2011.
[14] Shakila Yacob, Kemahiran Berfikir Dan Pendekatan Inovatif dalam Pendidikan Sejarah. Prosiding Simposium Janji Sejarah: Asas Berfikiran Aras Tinggi, hlm. 25-42, 2015.
[15] Shuib dan Azmawati, Pemikiran Kreatif. Petaling Jaya: Prentice Hall, 2001.
[16] S. Wineburg, Historical Thinking and Other Unnatural Acts: Charting The Future Of Teaching The Past. Philadelphia, PA: Temple University Press, 2001.
[17] Zahara Aziz dan Nik Azleena Nik Ismail, Kajian Tinjauan Kesediaan Guru-guru Sejarah Menerapkan Kemahiran Pemikiran Sejarah kepada Para Pelajar.
Jurnal Pendidikan 32 (2007) 119-137, 2007.
[18] Zahara Aziz dan Nurliah Jair, Penggunaan Peta Konsep Untuk Meningkatkan Pencapaian Mata Pelajaran Sejarah Bagi Pelajar Tingkatan Dua.
Jurnal Pendidikan Malaysia, 34 (1): 3-15, 2009.