Anda di halaman 1dari 24

PELAKSANAAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) dalam

SAINS
BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA

Apa itu KBAT dalam Sains?

Murid:
Belajar dengan berkesan melalui aktiviti hands on Seronok menyelesaikan masalah yang bermakna Menjadi bosan jika guru bercakap lebih dari 10 minit Memberi respon kepada soalan yang bermakna Belajar lebih baik melalui galakan berbanding hukuman Memahami idea berkembang secara berperingkat dan berurutan

Menghasilkan modal insan yang cerdas, kreatif dan inovatif bagi memenuhi cabaran abad ke-21 agar negara mampu bersaing di persada dunia. If we want students to develop the capacity to think, reason, and problem solve then we need to start with high-level, cognitively complex tasks.
Stein & Lane 1996

Berubah daripada amalan hafalan kepada pemahaman yang mendalam. Meningkatkan tahap kesedaran dengan menganalisa, menyelesaikan masalah dan menilai serta mencipta

Belajar mewajarkan penyelesaian dan penemuan


Konsep sains boleh dipelajari dengan berkesan melalui KBAT.

Penyiasatan saintifik memerlukan KBAT

berfikir

menyoal bagi mencungkil idea


murid Memotivasi murid menekankan aktiviti hands-on mengubah jenis tugasan mentaksir untuk pembelajaran

berkomunikasi secara berkesan

Menggalakkan pemikiran kritis, kreatif dan inovatif

1.

Memastikan setiap murid melibatkan diri secara aktif dalam PdP.

2. Memberi peluang murid berbincang, bertanya dan memberi pendapat. 3. Mempelbagaikan strategi. 4. Mengemukakan soalan membina, memimpin, terbuka serta menggalakkan penaakulan serta

berfikir pada aras tinggi.

Murid belajar konsep sains berdasarkan penemuan yang mereka sendiri peroleh.
Inkuiri berlaku apabila terdapat kaitan antara konsep sains dengan soalan yang murid kemukakan dan mereka mencari jawapan melalui

penyiasatan.

Murid teruja apabila diberikan masalah luar dari kebiasaan, ketidakpastian, persoalan atau dilema.
Penyoalan

HOTs

KPS/KBSB

Belajar secara hands-on menghasilkan kefahaman yang mendalam untuk membolehkan mereka mengaplikasikannya dalam situasi yang

Inkuiri

baru.

The mass of a substance A and B are measured on a balance, as shown in Figure 1. Substance B is put into the beaker and substance C is formed. The empty beaker is put back on the balance, as shown in Figure 2.

Negara Jepun Korea China Taipei Rusia Singapura Hong Kong

% jawapan betul 65 51 51 39 37 30

The scale in Figure 1 shows a mass of 110 grams. What will it show in Figure 2?
Check one box: More than 110 grams 110 grams Less than 110 grams

England
Australia Thailand

28
25 25

Amerika Syarikat
Purata Antarabangsa Malaysia

24
23 14 6

Explain your answer.

Indonesia

The diagram shows four identical size rods each of a different material sealed into the bottom of a container. The same amount of wax is placed on the end of each rod and then the container is filled with boiling water. On which rod will the wax melt first?

Negara Singapura China Taipei Jepun England

% jawapan betul 79 75 68 66

Rusia
Australia Korea Amerika Syarikat Hong Kong Malaysia A. B. C. D. Glass rod Wooden rod Metal rod Plastic rod Thailand Purata Antarabangsa Indonesia

63
60 60 57 55 55 53 47 21

Negara

In a deep valley on Earth, a person shouting will hear an echo as the sound is reflected back off the surrounding mountains. In a similar valley on the Moon, no echo will be heard. This is because A. the gravitational pull on the Moon is too low. B. the temperature on the Moon is too low. C. there is no air on the Moon for the sound to travel through. D. the mountains on the Moon cannot reflect sound.

% jawapan betul 90 89 84 82 77 77 73 73 71 67 65 63 54

Korea
China Taipei Hong Kong Jepun Singapura England Australia Rusia Amerika Syarikat Indonesia Purata Antarabangsa Malaysia Thailand

Work is done when an object is moved in the direction of an applied force. A person performed different tasks as shown in the diagrams below. In which diagram is the person doing work?

Negara Singapura Amerika Syarikat Rusia Korea Indonesia Australia England Malaysia Jepun China Taipei Purata Antarabangsa Hong Kong Thailand

% jawapan betul 96 91 91 91 86 86 85 84 82 81 78 75 74

Ultrasound

Ultrasound
Question 1: ULTRASOUND To form an image the ultrasound machine needs to calculate the distance between the foetus and the probe. The ultrasound waves move through the abdomen at a speed of 1540 m/s. What measurement must the machine make so that it can calculate the distance?
................................................................................................................................... ...................................................................................................................................

Question 2: ULTRASOUND An image of a foetus can also be obtained using X-rays. However, women are advised to avoid having X-rays of their abdomens during pregnancy. Why should a woman avoid having her abdomen X-rayed during pregnancy in particular? ............................................................................................................................ .............................................................................................................................

Ultrasound
Question 4: ULTRASOUND An image of a foetus can also be obtained using X-rays. However, women are advised to avoid having X-rays of their abdomens during pregnancy. Why should a woman avoid having her abdomen X-rayed during pregnancy in particular?

.............................................................................................................................. ..............................................................................................................................
Question 5: ULTRASOUND Can ultrasound examinations of expectant mothers provide answers to the following questions? Circle Yes or No for each question.

Can an ultrasound examination answer this question? Yes or No? Is there more than one baby? Yes / No What colour are the babys eyes? Yes / No Is the baby about the right size? Yes / No

Ultrasound

PELAKSANAAN HOTs MENUNTUT


Sikap Positif Pelbagai Pendekatan Pelbagai Perkaitan

Engaging Pemikiran Reflektif


Peruntukan Masa

Non-algorithmic

Kritikal & Analitikal Komunikasi

Penaakulan & Pembuktian

Pelbagai Strategi

Membuat & menguji konjektur

Penerokaan & Penyiasatan

Kefahaman Mendalam

Kreatif & Inovatif

Bahagian Pembangunan Kurikulum Kementerian Pelajaran Malaysia