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Higher order thinking skills in teaching Malay language through questions and questioning among the teachers

机译：通过老师的提问和提问来提高马来语教学的高阶思维能力

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摘要

This study was conducted to investigate the issues related to the level of knowledge acquisition in Higher Level Thinking Skills (HOTS) among the Malay language teachers in national primary schools. This study applied quantitative approach by using Bloom's Taxonomy (1956, 2001) and Intellectual Enhancement and Upbringing Model (Philips, 1996). Total of 60 teachers from one district in the Negeri Sembilan were selected to answer the HOTS test. In addition, this study also explored whether there were significant differences between the level of knowledge acquisition in HOTS questioning with teachers' social background. Data wasudanalyzed by using SPSS version 21.0. The fmdings showed that the. level of knowledge acquisition of HOTS questioning in Malay language was at a moderate level. Mann-Whitney and Kruskall-Wal1is test showed no significant differences between the level of knowledge acquisition in HOTS questioning based on teachers' specialization, attendance to relevant courses and teaching experiences. In other words, the social background of teachers did not determined the level of knowledge acquisition in HOTS questioning technique among the Malay language teachers in national primary schools. Therefore, Ministry of Education need to conduct effective HOTS courses in order to ensure that the implementation of HOTS questioning technique in all schools a success.
机译：这项研究的目的是调查与国立小学马来语教师中的高级思维技能（HOTS）的知识获取水平有关的问题。这项研究通过使用布卢姆的分类法（1956年，2001年）和智力增强与养育模型（菲利普斯，1996年）来应用定量方法。来自森美兰州一个地区的总共60名教师被选为回答HOTS测试。此外，本研究还探讨了在具有教师社会背景的HOTS提问中知识获取水平之间是否存在显着差异。使用SPSS 21.0版分析了数据。显示结果。马来语的HOTS提问的知识获取水平处于中等水平。 Mann-Whitney和Kruskall-Wal1is测验表明，基于教师的专业化，参加相关课程和教学经验的HOTS提问的知识获取水平之间没有显着差异。换句话说，教师的社会背景并没有决定国立小学马来语教师中HOTS提问技术的知识获取水平。因此，教育部需要进行有效的HOTS培训课程，以确保在所有学校成功实施HOTS提问技术。

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