TAHAP AMALAN PENERAPAN KEMAHIRAN PEMIKIRAN KRITIS (KPK) DI SEKOLAH MENENGAH BERPRESTASI TINGGI, SEDERHANA DAN RENDAH

DOI: https://doi.org/10.21070/picecrs.v1i1.639

Author (s)


(1) * Shamsuddin Muhammad   (Universiti Utara Malaysia)  
        Malaysia
(2)  Ruzlan Md. Ali   (Universiti Utara Malaysia)  
        Malaysia
(3)  Siti Noor Ismail   (Universiti Utara Malaysia)  
        Malaysia
(*) Corresponding Author

Abstract


Matlamat utama pendidikan negara sebagaimana yang dinyatakan dalam Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 adalah untuk melahirkan modal insan yang mempunyai tahap dan penguasaan kemahiran berfikir yang tinggi dan berkesan.  Kajian ini bertujuan untuk mengenal pasti tahap amalan penerapan kemahiran pemikiran kritis (KPK) dalam P&P Matematik di sekolah menengah berprestasi.  Kajian ini menggunakan pendekatan kuantitatif yang menggunakan soalan soal selidik, dan ianya melibatkan responden seramai 226 orang guru Matematik di sekolah menengah di negeri Kelantan.  Bagi mengkaji tahap amalan penerapan KPK dalam kalangan guru, pengkaji telah mengambil dan membuat adaptasi dari instrumen kajian olehBarak dan Shakhman (2008), Al-degether (2009), Knapp (2013) dan Wainwright et al. (2003).  Dapatan kajian menunjukkan tahap amalan penerapan KPK di sekolah berprestasi tinggi (SBT) adalah lebih tinggi, diikuti sekolah berprestasi sederhana (SBS), dan sekolah berprestasi rendah (SBR). Secara spesifiknya, hasil analisis data menunjukkan nilai min bagi kesemua dimensi amalan penerapan KPK di SBT melebihi nilai 4.00 dan mencapai tahap tinggi, iaitu membuat refleksi dan merumus idea (min = 4.03), menggalakkan tabiat berfikir  (min = 4.49), mewujudkan persekitaran berfikir (min = 4.42), pergerakan ke arah pembelajaran kendiri (min = 4.12), dan merangsangkan meta kognitif (min = 4.50).  Manakala di SBS pula,  dimensi merangsangkan meta kognitif, menggalakan tabiat berfikir dan mewujudkan persekitaran berfikir adalah pada tahap tinggi dengan nilai min 4.27, 4.26, dan 4.24 masing-masing.  Manakala dimensi pergerakan ke arah pembelajaran kendiri dan membuat refleksi dan merumus idea masing-masing berada pada tahap sederhana dengan nilai min 3.85 dan 3.72.  Seterusnya di SBR pula,  empat (4) dimensi memberikan keputusan tahap sederhana, iaitu menggalakkan tabiat berfikir (min = 3.57), mewujudkan persekitaran berfikir (min = 3.66), pergerakan ke arah pembelajaran kendiri (min = 3.14) dan merangsangkan meta kognitif (min = 3.76).  Manakala, dimensi membuat refleksi dan merumus idea menunjukkan tahap yang rendah dengan nilai min 2.83.  Adalah diharapkan dapatan kajian ini dapat memberi sumbangan kepada bidang tubuh ilmu dengan mengetengahkan tahap amalan KPK berserta beberapa elemen penting yang dapat menyumbang kepada kecemerlangan mata pelajaran Matematik di sekolah.



Keywords

Amalan Penerapan; Kemahiran Berfikir Aras Tinggi (KBAT); Kemahiran Pemikiran Kritis (KPK); Sekolah Berprestasi



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