International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 5 No. 2 [June 2023]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH MOOC IN DEVELOPING 21st
CENTURY SKILLS
Nurul Huda Ibrahim1* and Siti Fatiha Ismail2
1 General Studies Department, Kolej Poly Tech Mara Kuantan, Kuantan, MALAYSIA
2 Department of Accounting and Business, Tunku Abdul Rahman University of Management and Technology, Kuantan, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 24 March 2023 Revised date : 2 May 2023 Accepted date : 20 May 2023 Published date : 5 June 2023
To cite this document:
Ibrahim, N. H., & Ismail, S. F. (2023).
THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH MOOC IN
DEVELOPING 21st CENTURY SKILLS. International Journal of Education and Pedagogy, 5(2), 46-62.
Abstract: This study aimed to investigate the implementation of project-based learning to enhance students’ skills in the 21st –century. The main objectives of this study are: (1) to examine the student's perception of the implementation of project-based learning through MOOC and to investigate the effect of PBL through MOOCs on 21st Century skills (communication, collaboration, creativity, critical thinking, and problem- solving skills) among students. This study used the quantitative method and quasi-experimental research design. A simple random sampling technique is employed to find the specific respondents required for this study. This study used a questionnaire as the instrument to obtain the data. The data was collected by distributing 195 questionnaires to respondents, and the data were analyzed statistically using SPSS. The questionnaire comprises seven sections of closed-ended questions. The paired sample T-test analysis was conducted to identify the different levels of skills develop during the pre and post-test. Results from a paired sample t-test analysis indicate a growing number of skills in communication skills, creativity skills, critical thinking skills, and problem-solving skills. In contrast, the paired sample test result shows that the implementation of PBL through MOOC does not improve collaborative skills.
Keywords: 21st-century skills, project-based learning, massive open online courses.
1. Introduction
In this age of the 21st-century curriculum paradigm shift, educators and students must be prepared to keep up with the times in terms of competencies, skills, attitudes, and learning resources. In the 21st century, change occurs at an incredibly rapid pace and is extremely difficult to predict from all aspects of life. Attempts to foresee and manage 21st-century change through education are crucial, education plays a major role in shaping the younger generation's abilities and the overall direction they take, so those young people have special abilities in preparing for the 21st century. It is suggested that the 4C's abilities to deal with the question are: 1) critical thinking and problem-solving skills, 2) creativity and innovation, 3) communication, and 4) teamwork. Students especially in the areas of geography that need to have an understanding of academic content at a higher level to meet the interdisciplinary theme of the 21st century, such as global awareness, civic literacy, health literacy, and environmental literacy, are required to study far more intensely than in any other subject.
As time goes on, teachers are required to bring forth a lot of breakthroughs to fulfill educational goals. The innovative breakthrough that is planned is, for instance, making available updated learning strategies such as instructional strategies, instructional methods, and learning techniques to support students’ access to 21st-century competencies. In the process of implementing education reform, educators encounter failure in multiple aspects of education reform planning, learning processes, and evaluation because of incorrect identifications of technical problems. To complete this section, it should be noted that teachers concentrate on helping their students hone their critical thinking skills by incorporating that into their subjects;
not teaching critical thinking skills separately, results in suboptimal pedagogy.
Up to now, Malaysia faces a new set of challenges in the twenty-first century. It provides the highest level of skill development of any educational institution for students, preparing them to lead the next generation with the soft skills required to lead society. Furthermore, people with well-developed soft skills have better opportunities to apply their skills in the real world than those who do not have soft skills and find themselves without skills (Wikle and Fagin, 2014; Tsitskaria et al., 2016). Because of recent graduates’ insufficient skills, the percentage of unemployed graduates rises year after year. In 2015, about 40,000 college graduates between the ages of 25 and 34 had a 15.3 percent unemployment rate. Another 27.9 percent of college graduate aged from 25 to 34 were unemployed in 2015. The researcher calculated the graduates’ unemployment rate at the school to be 28.9%. The unemployment rate for graduates with a bachelor's degree from private universities was 26.3 percent in 2016 (Seng, 2018).
2. Literature Review
This study focuses on implementing PBL through MOOC to prepare future KPTM students for success in the twenty-first century. The purpose of this study is to investigate the PBL approach affects KPTM Kuantan students’ abilities to perform PBL using Piaget and Vygotsky's theories of learning and PBL implementation.
The research focus includes locating PBL using Piaget and Vygotsky's theories, as well as implementing PBL via MOOC. The researcher identifies 21st-century learning and innovation skills developed by the Partnership for 21st-Century Learning Skills.
The Partnership for 21st Century Learning and Innovation skill (2009) provides a framework for developing the 21st-century skills implemented in this study: communication skills, collaboration skills, problem-solving skills, critical thinking skills, and creativity skills. It is of the utmost importance that students are provided with 21st-century skills to ensure their success in both school and professional settings (Partnership for 21st Century Learning, 2009). It also highlights producing students who can use technology effectively (Arsad, Osman, and Soh, 2011). It is critical to recognize that, even though 21st-century skills are increasingly important in this information-driven age, many students around the world are failing to acquire 21st- century competencies. Most educational systems around the world are dominated by traditional pedagogy of instruction, which poses a significant barrier to students' development of 21st- century skills.
According to Ibrahim, Shafie & Abdul Rahim (2021), PBL is a learning activity that shifts away from the traditional teaching technique, which focused on teacher-centered learning toward more student-centered learning and which concentrates on real-world issues and practices. It is a teaching strategy that fosters the summarization of theory, completing the responsibilities, and discovering the multifaceted issue in which students show their understanding of gaining new knowledge.
PBL is a learning activity that shifts away from the traditional teaching technique which focused on teacher-centred learning towards more student-centered learning which concentrates on real-world issues and practices. It is a teaching strategy that fosters the summarization of theory, completing the responsibilities, and discovering the multifaceted issue in which student’s shows their understanding of gaining new knowledge (Masran, Ibrahim & Abdul Rahim (2020).
Furthermore, Mooc focuses on decentralized learners, where students can watch videos, take quizzes, submit assignments, and chat in discussion forums. The teaching methodology presented here is excellent pedagogy, concentrating on didactic teaching while allowing for cMOOCs-inspired pedagogy (Gamage, Perera & Fernando, 2020). MOOCs are adaptable, with worldwide enrollment and unlimited attendance, and they can be accessed at any time, from anywhere, and everywhere. The amount of time each student has to seek information in MOOCs is one of the MOOCs’ great benefits because they provide 24-hour support. Diagram 1 depicts an abbreviation for MOOCs in learning.
Diagram 1: MOOC at a Glance
Conversely, MOOCs are made up of interactive online Web-based courses that allow participants to access various locations worldwide. They are online learning platforms that are free, open, and easily accessible. MOOCs will lead to an expansion in an entirely new approach to education. They offer lecturers and facilitators, allowing participants to be more involved and interact with one another. With the rise of MOOCs, a new model for providing online learning to students has emerged. While traditional education limits the number of learners who can access it, the original philosophy and program’s method and knowledge are designed to be accessible to a larger population than traditional education would allow (Onah and Sinclair, 2014).
2.1 Problem Statement
According to Teo (2020), 150,000 Malaysian university graduates fail to find work each year.
Also, according to the report, approximately 44,000 Malaysian graduates were still looking for work in 2011. This figure had risen from 41,000 in 2009 to 43,000 in 2010. Poor command of the English language, poor problem-solving skills, and a lack of professional identification contributed to the phenomenon. The unemployed Malaysian graduates lack the necessary skills that employers seek.
On the other hand, graduate employability has become more rigid in recent years, with the industry demanding graduates' academic qualifications and their ability to expose to soft skills.
However, few exit test instruments are available in higher learning institutions that could gauge the graduates' soft skills competence before graduation. Therefore, education is now confronted with new challenges, such as achieving a higher level of student skills to prepare the next generation with excellent soft skills to lead society. The education system will be a shift in overcoming these challenges through curriculum material and learning experiences that contribute to the growth of the physical, mental, spiritual, and intellectual importance of current and future needs. The most crucial aspect of a lack of effective teaching and learning methods in identifying students' skills is the educational institution's role in providing quality graduates with early preparation before they go to their marketplace.
Based on the findings of Hanapi, Zaliza, and Nordin (2014), graduates should acquire employability and technical skills since they are critical criteria for obtaining jobs. The study results in a focus on the student's skills, which have become a factor in unemployment, as well as technical and employability skills. According to the findings, most respondents agreed that most graduates have difficulty applying what they learned in their educational institutions.
Besides, most students struggle with employability issues, such as poor communication skills, particularly in English, as well as a lack of discipline and leadership abilities.
The Department of Statistics Malaysia (2020), stated that the number of unemployed graduates is a critical issue. This number is expected to rise by 5.3% to 5.7% per year by 2020. The main contributing factor to such a problem is the degree to which graduates have gained or lost their soft skills. Today's students only continue their education to pass the exam, with no improvement in social knowledge or soft skills.
A total of 200,000 graduate students in Malaysia have been unable to find work due to a lack of soft skills such as problem-solving, communication, and creative ability (Edu Advisor, 2016). Effective learning cannot occur unless the educational system implements new, more efficient teaching methods and encourages two-way communication between students and
educators. The learning process must be made more effective to improve these skills, necessitating two-way contact between educators and students. Many students, especially undergraduates, underestimate the value of transferable skills and believe that mastery of skills within their discipline is sufficient to achieve the desired career change after obtaining a graduate degree. Despite this, many people believe that college and university graduates frequently lack the skills needed to succeed in the workplace
3. Method
The researcher employed the quasi-experimental method to collect the research objective and research question for this analysis method. The researcher examined the different significant characteristics of the research process using quantitative data. Overall, the researcher would investigate a problem and gain a comprehensive understanding of the research findings.
3.1 Materials
For this study, the researcher selected a sample of first-semester students from various programs at Kolej Poly-Tech MARA Kuantan. The first-semester student population was 387 students for July 2018 intake (Campus Management system, KPTM). The reason for choosing the semester one student is that students may be exposed to early opportunities to develop 21st- century skills. Such exposure aimed to increase their skills and prepare them for their industrial training after completing their studies. Students could develop their attitudes, knowledge, and skills by participating in PjBL in the classroom.
3.1.1 Samples
A total number of 195 first-semester students in the July 2018 intake were selected as respondents. Sekaran and Bougie (2010) suggested that the population's sample size for 380- 400 students; the minimum sample size was 191-196 respondents. Students enrolled in the different programs registering Study Skills subject (MPU2223).
3.1.2 Site
All units or universe criteria of the research population in which the researcher was interested were included in the population (Keyton, 2006). For this study, the researcher selected a sample of first-semester students from various programs at Kolej Poly-Tech MARA Kuantan.
3.1.3 Procedures
The researcher used a probability sampling technique to select the respondents for the actual research. When selecting the population to participate in the study, the sampling technique relied on the researcher's judgment (Saunders, Lewis, and Thornhill, 2012). A simple random sampling technique is employed to find the specific respondents required for this study. A simple random sampling strategy was the purest and most straightforward probability sampling strategy. It was also the most effective way to select a sample from the population for various purposes. During a simple random sampling, each member of the population had an equal chance of being chosen as a sample member. As the first step in the data collection process, the researcher was required to obtain approval from the institutional review board before approaching study participants. These steps included obtaining board permission, creating a project description, establishing an informed consent form, and conducting a project review.
The researcher followed Creswell's (2012) advice in seeking approval from the institutional review board to conduct research with the students. Before collecting data, the researcher had to obtain permission from the Academic Deputy Director of KPTM Kuantan to conduct research involving Semester One students. The study protocols, procedures, and consent forms at KPTM Kuantan were all approved by the Academic Deputy Director. Each participant signed an informed consent form and returned it with permission to participate in the study.
Lecturer participants received participant letters, and the questionnaire was distributed to the participants. The researcher distributed the questionnaire to gain feedback on skill development before implementing the PBL.
3.2 Measurement
The data for this study will be analyzed by quantitative method. The data were analyzed quantitatively using the Software package used for statistical analysis (SPSS) 21 with descriptive and inferential statistics. The frequency, mean, percentage, and standard deviation were evaluated in the descriptive analysis, while a Paired Sample t-test based on the research question was used to infer the inferential statistic.
3.3 Data Analysis
The inferential statistic was used to reach conclusions that were not based solely on the available data. For instance, inferential statistics attempted to infer what the population might think based on the sample data. In this research, the researcher used a paired sample t-test to compare pre-test and post-test skills development. The paired sample t-test enabled the researcher to compare one variable across two or more groups while taking other variables’
variability into account. This section included the group name, number, means, standard deviation, and confidence interval for each group. The degree of confidence was used to calculate the confidence intervals for each group and the mean difference in the descriptive statistics. The average level of trust was 90%, 95%, and 99%, with 95% being the most popular.
Table 1 details the analysis used in analyzing the data.
Table 1: Analysis Used in Analysing the Data
No. Research Objectives Statistical Tests
1. To examine student’s perception toward the implementation of PjBL through MOOC.
Descriptive analysis (Mean and Standard Deviation)
2. To investigate the effect of PjBL through MOOCs on communication skills between pre-test and post-test
Inferential Statistic (Paired sample T-Test) 3. To investigate the effect of PjBL through MOOCs on
collaborative skills between pre-test and post-test.
Inferential Statistic (Paired sample T-Test) 4. To investigate the effect of PjBL through MOOCs on critical
thinking skills between pre-test and post-test.
Inferential Statistic (Paired sample T-Test) 5. To investigate the effect of PjBL through MOOCs on creativity
skills between pre-test and post-test
Inferential Statistic (Paired sample T-Test) 6. To investigate the effect of PjBL through MOOCs on problem-
solving skills between pre-test and post-test
Inferential Statistic (Paired sample T-Test)
3.3.1 Validity and Reliability
Validity referred to an instrument’s ability to measure what should be measured in a study.
Simultaneously, reliability explained how all of the variables in the variable were related to one another. Each instrument's validity and reliability must be assessed to evaluate the accuracy of the research findings. A questionnaire checklist and a PBL module were among the two instruments used throughout the research. Various researchers contributed to the development of the instrumentation, which was then tailored to the needs of the current study. According to Laili (2016) and Othman (2014), the instrument’s validity and reliability were critical for obtaining accurate data.
Validity is a term that refers to the degree to which a concept holds up in both quantitative and qualitative research. The instrument is exhaustive in its coverage of the variables' entire domain. The term "validity" refers to the degree to which the data will be accurate. According to Jackson (2006), validity is a tool for determining what should be measured in a study and how it should be measured.
The researcher solicited expert feedback to validate the instrumentation. Peer reviewers were chosen based on their expertise and experience with PjBL implementation in the classroom and their abilities to validate the instrumentation. The experts provided feedback and evaluated the instrument's items and construction. They had to indicate "agree" if the details and the research objective were appropriate and "disagree" if the constructor items did not adequately address the research questions.
For this study, the reliability procedure in SPSS was used to calculate the coefficient alphas for the various constructs in this research (version 21). The validity and reliability of the items in the questionnaire were tested in a pilot study. Thirty-five people were chosen at random to test reliability. The Cronbach alpha for this study was .977 (table 2) based on the reliability test using SPSS 21.
Table 2: Cronbach’s Alpha
Cronbach’s Alpha (α) No. of items (N)
.977 39
4. Results and Discussion
These sections of the chapter present a descriptive analysis of the respondents’ demographic factors. They were tabulated in tables with statistical annotations and included data from the pre-test and post-test of the PBL implementation via MOOC. Conversely, the student's perception of implementing PBL through MOOC was provided, as and statistical and narrative analysis of the findings.
Table 3: Gender Frequency Table (N=149)
Gender Frequency Percentage (%)
Male 75 38.30
Female 121 61.70
Total 196 100
Table 3 shows the gender distribution of the 196 respondents. There were 38.3% (75) male respondents and 61.7% (121) female respondents. As indicated in Table 4.1, the majority of respondents were female.
Table 4: The Effect of PBL Through MOOC after Pre and Post-Test on 21st Century Skills (Communication, Collaborative, Creativity, Critical Thinking and Problem Solving Skills) (N=195)
Items Mean SD t Value df Sig (p)
Post-test communication skills 27.95 3.30 0.86 195 0.000
Pre-test communication skills 14.21 1.39
Post-test collaborative skill 13.21 3.67 -2.06 195 .041
Pre-test collaborative skill 13.27 3.66
Post-test critical thinking skill 38.08 3.46 67.76 195 0.000 Pre-test critical thinking skill 19.71 2.71
Post-test creativity skill 24.832 3.256 43.001 195 0.000
Pre-test creativity skill 13.143 1.812
Post-test Problem Solving skill 24.739 4.249 30.87 195 0.000 Pre-test Problem-Solving skill 12.536 3.485
*Significant level p=0.001
Table 4 describes the result of the implementation of PBL through MOOC to enhance students' skills except for collaborative skills. This suggests that while the students may have improved in areas such as critical thinking, problem-solving, or knowledge acquisition, they did not demonstrate significant improvements in working together with their peers. It is important to note that the study only focused on the effects of PBL through MOOCs, and there may be other factors that affect collaborative skills that were not accounted for in this research. The students may have improved in areas such as critical thinking, problem-solving, or knowledge acquisition, but they did not demonstrate significant improvements in working together with their peers means that despite the students’ participation in PBL through MOOCs resulting in positive outcomes in some areas, such as critical thinking and problem-solving, there was no significant improvement in their ability to collaborate effectively with their peers.
Collaborative skills refer to the ability to work well with others, communicate effectively, and contribute meaningfully to a group effort. In the context of PBL, collaboration is often an essential part of the learning process, as students are expected to work together to solve problems and complete projects. It is important to note that the study only focused on the effects of PBL through MOOCs, and there may be other factors that affect collaborative skills that were not accounted for in this research, this is a reminder that the study only examined the effects of PBL through MOOCs on students' collaborative skills. Other factors, such as the student’s prior experience with collaboration, their communication skills, or their ability to manage conflicts, could also influence their ability to collaborate effectively.
In the context of education, the ability to collaborate is essential for students to learn from each other, share their ideas and perspectives, and work together towards a common goal. PBL is a teaching method that emphasizes collaboration, critical thinking, and problem-solving, and it is effective in enhancing students’ learning outcomes. However, the finding that PBL through MOOCs did not significantly improve students' collaborative skills suggests that there may be limitations to how well online courses can support the development of these skills. Although the study provides valuable insights into the effectiveness of PBL through MOOCs, there may be other factors that influence students' ability to collaborate effectively that were not examined. For instance, the study did not explore the impact of individual differences in students’ personalities, cultural backgrounds, or communication styles on their ability to collaborate in a group. Therefore, the results of the study should be interpreted with caution and not generalized to other contexts without further investigation. In conclusion, the statement highlights the importance of collaboration in education and the potential limitations of PBL through MOOCs in enhancing students’ collaborative skills. It also emphasizes the need for further research to explore the impact of other factors on students' ability to collaborate effectively in a group.
5. Conclusion
It was only a small-scale experiment, and the context in which the learning occurred is essential to outcomes. The author does not go out of her way to claim that the results apply to everyone.
While this study provides a good understanding of PBL through MOOC at a higher secondary level, it must be noted that other studies have found the opposite. Overall, the students favored Project-based learning via the MOOC over traditional in-class group work. All the students declared having an outer motivation of getting a good grade and an inner motivation to maintain the spirit of the learning process.
This study investigated whether or not PBL had been effectively incorporated with MOOCs to assist students in acquiring 21st-century skills. To comprehend the plethora of competencies that characterize MOOC participants, one must first understand what a MOOC is. As evidenced by the questionnaire responses and in-depth interviews with respondents, conclusions were reached. The researcher identified, established, and analyzed similarities and differences in concepts and perceptions of PBL as demonstrated by MOOCs through the process of coding.
Following surveys, interviews, and observations of PjBL via MOOC, it was discovered that respondents were receptive to the concept. Through the MOOC platform, PjBL offers students the opportunity to apply their knowledge to pursue in-depth investigation and documentation of education, which translates into students taking charge of their learning responsibilities.
Since the PBL through MOOC is interdependent with 21st-century skills, there is a positive and statistically significant relationship between PBL implementation and 21st-century skills.
Also, having the ability to work with PBL through MOOC will greatly increase one's chances of success in the 21st century. However, PBL implementation through MOOC for students in other academic fields is a strong predictor of 21st-century skills. in line with this, it can be said that PBL abilities increase for students according to the academic fields they have, and 21st- century abilities will increase for those who have acquired those 21st-century skills. It is important to recognize that with advances in the 21st-century educational environment, such as changes in pedagogy, online learning opportunities, and mobile devices, there are heightened expectations for all learners to take initiative in their learning.
6. Acknowledgement
I am writing to express my sincere gratitude for allowing me to conduct research under your auspices. The organization’s support and resources have been instrumental in helping me carry out my research effectively. Through the support, I have been able to access important data, materials, and resources that have been crucial in helping me conduct my study. The opportunities that the organization has provided have allowed me to gain valuable insights and experience in my field of research, and I am deeply grateful for that. Once again, I want to express my heartfelt appreciation to my partner for supporting my research. Your generosity and support have been invaluable to me, and I am grateful for everything you have done to help me succeed.
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Appendices
ELEMENT
ITEMS 1 2 3 4 5
COMMUNICATION SKILLS
I can articulate thoughts and ideas effectively using oral, written, and nonverbal communication in a variety of forms by implementing PjBL in the classroom.
Saya boleh mengeluarkan idea dan pendapat yang berkesan menggunakan komunikasi lisan,
komunikasi bertulis dan komunikasi bukan lisan di dalam pelbagai bentuk dengan melaksanakan PBL di dalam kelas.
I can listen effectively and interpret meaning by implementing PjBL in the classroom.
Saya boleh mendengar secara berkesan dalam menafsir sesuatu maksud dengan melaksanakan PBL di dalam kelas
I can use communication for a variety of purposes (to inform, to persuade and motivate others) by implementing PjBL in the classroom.
Saya boleh menggunakan komunikasi dalam pelbagai tujuan (untuk memaklumkan, memujuk dan memberi motivasi kepada seseorang) dengan melaksanakan PBL di dalam kelas.
I can communicate effectively in a diverse environment by implementing PjBL in the classroom.
Saya boleh berkomunikasi secara berkesan di dalam kepelbagaian persekitaran dengan melaksanakan PBL di dalam kelas.
I can structure the data for oral presentations (e.g., creating graphs, tables, and charts).
Saya boleh menstrukturkan data untuk
pembentangan (contoh: membina graf, jadual dan carta).
I can prepare and present an oral presentation in front of a lecturer and students.
Saya boleh bersedia dan menyampaikan
pembentangan di hadapan pensyarah dan pelajar.
I can answer the question in front of the class or the audience.
Saya boleh menjawab soalan di hadapan penonton dan pelajar lain.
COLLABORATIVE SKILLS
I can work in pairs or a group to complete the task.
Saya boleh bekerja perpasangan atau di dalam kumpulan untuk menyiapkan sesuatu tugasan.
I can present someone else’s work in front of a lecturer and other students.
Saya boleh membentangkan hasil kerja orang lain di hadapan pensyarah dan pelajar lain.
I can collaborate with other groups to set goals and develop a plan for the group.
Saya boleh berkerja dengan kumpulan lain untuk menentukan matlamat dan mencipta pelan untuk kumpulan.
I can work as part of a team to incorporate feedback on group tasks.
Saya boleh bekerja sebagai satu kumpulan dalam memberi maklumbalas terhadap tugas kumpulan.
I can demonstrate my ability to work effectively in a diverse group setting.
Saya boleh menunjukkan kebolehan bekerja secara berkesan di dalam pelbagai kumpulan.
I am willing to assist and make compromises to accomplish the goals.
Saya sanggup untuk membantu dan berkompromi untuk mencapai sesuatu matlamat.
I can share responsibility for collaborative work and value individual contributions made by each team member.
Saya boleh berkongsi tanggungjawab untuk kerja berpasukan, dan memberi sumbangan peribadi kepada setia ahli kumpulan.
PROBLEM-SOLVING SKILLS
I can anticipate a different kind of problem in complicated projects or tasks.
Saya boleh menyelesaikan pelbagai jenis masalah di dalam menyelesaikan tugas yang sukar.
I can think of alternative solutions to the problem before it worsens.
Saya boleh berfikir di dalam pelbagai keadaan untuk menyelesaikan masalah sebelum masalah tersebut semakin buruk.
I can identify the critical importance of the information required to solve complex problems.
Saya boleh mengenalpasti kepentingan maklumat yang diperlukan untuk menyelesaikan masalah yang sukar.
I can analyze all of the criteria before beginning to solve it.
Saya boleh menganalisis semua ciri ciri masalah sebelum saya mula untuk menyelesaikannya.
I can use the tools and strategies I have learned to solve problems that are not part of class
assignments.
Saya boleh menggunakan peralatan dan strategi yang saya miliki untuk menyelesaikan masalah walaupun bukan tugasan di dalam kelas.
I can reflect on my problem-solving process, and evaluate how well the strategies are working and make changes as needed.
Saya boleh memberi maklumbalas di dalam proses menyelesaikan masalah dan mengukur bagaimana keberkesanan sesuatu strategi dan membuat perubahan jika diperlukan.
CRITICAL THINKING SKILLS
I can make correct inferences based on what I have observed.
Saya boleh membuat andaian yang betul berdasarkan kepada apa yang telah dilihat.
I can recognize assumptions based on what I have seen.
Saya boleh mengenalpasti anggapan terhadap apa yang telah dilihat.
I can provide the information and evaluate the list of deductions.
Saya boleh memberikan maklumat dan menilai kesimpulan.
I can come up with a conclusion and interpret the information given.
Saya boleh membuat kesimpulan dan menterjemahkan maklumat yang diberikan.
I can handle multiple goals, tasks, and inputs.
Saya mempunyai keupayaan untuk mengendalikan pelbagai matlamat, tugasan dan input.
I can handle the problem with constraints of time, resources, and systems.
Saya berkeupayaan untuk mengatasi masalah dengan kekangan masa, sumber dan sistem.
I can share my thoughts with others and listen to their feedback.
Saya boleh berkongsi fikiran dengan orang lain dan mendengar maklumbalas mereka.
I have a cognitive process of analysis, comparison, interpretation, and evaluation of any problem- solving context.
Saya mempunyai kemahiran berfikir dalam menganalisis, menilai apa jua kontek penyelesaian masalah.
CREATIVITY SKILLS
I can generate ideas to develop several original concepts.
Saya boleh menjana idea untuk membentuk idea sebenar.
I can promote the creative perspective during the discussion.
Saya boleh mengeluarkan pemikiran kreatif semasa perbincangan.
I can use a different perspective to elaborate and improve on the selected ideas.
Saya boleh membuat perbandingan perspektif untuk menghuraikan dan memperbaiki
pembentukkan idea.
I can generate ideas by using my imagination and pushing myself outside of my comfort zone.
Saya boleh menggunakan imaginasi, berfikiran diluar kotak semasa menjana idea.
I can carefully evaluate the quality of the ideas and select the best ones.
Saya dapat menilai kualiti idea yang dikeluarkan secara teliti dan memilih idea yang terbaik.
I can come up with novel, unique, and surprising ideas that others do not have.
Saya boleh menjana idea baru, unik dan mengejutkan dimana orang lain tiada.
STUDENTS’ PERCEPTIONS
