Impak Pendekatan Pembelajaran Pengalaman terhadap Kemahiran Berfikir Aras Tinggi Topik Bongkah Geometri Tiga Dimensi (Impact of Experiential Learning Approach on Higher Order Thinking Skills in the Topics of Three-Dimensional Geometry Blocks)

Abstract

Transisi global pengajaran matematik daripada berfokuskan kemahiran algoritma kognitif kepada kemahiran berfikir aras tinggi (KBAT) telah memberi cabaran dan kesan kepada pengajaran dan pembelajaran matematik di Indonesia. Kajian ini bertujuan mengenal pasti keberkesanan modul pembelajaran berasaskan pengalaman topik Bongkah Geometri Tiga Dimensi ke atas KBAT dan hubungannya dengan keupayaan pelajar. Kajian ini berbentuk eksperimen kuasi dengan kumpulan kawalan tidak setara. 164 pelajar tingkatan dua Sekolah Menengah Rendah di Pekanbaru Riau, Indonesia yang terbahagi kepada 84 dalam kumpulan rawatan (menerima pengajaran menggunakan kaedah modul) dan 80 dalam kumpulan kawalan (menggunakan kaedah konvesional) terlibat dalam kajian ini. Data dikumpulkan menggunakan lapan soalan KBAT topik Bongkah Geometri Tiga Dimensi. Data dianalisis dengan melakukan ujian-t dan analisis Anova Dua Hala. Dapatan kajian menunjukkan: i) terdapat perbezaan yang signifikan KBAT matematik pelajar yang menggunakan kaedah modul dengan yang menggunakan kaedah konvensional, ii) terdapat perbezaan yang signifikan KBAT matematik pelajar antara kumpulan berdasarkan keupayaan pelajar dengan kesan perbezaannya adalah besar, dan iii) terdapat kesan interaksi yang signifikan antara kumpulan dengan keupayaan pelajar dari segi KBAT. Pencapaian KBAT kumpulan rawatan lebih tinggi berbanding kumpulan kawalan. Implikasinya, penggunaan modul pendekatan pembelajaran pengalaman memberi kesan positif dalam meningkatkan KBAT matematik dan terdapat kesan interaksi antara kumpulan dan keupayaan pelajar dari segi KBAT matematik.

Kata kunci: Pembelajaran berasaskan pengalaman; Kemahiran berfikir aras tinggi; Matematik; Keupayaan pelajar; Bongkah geometri tiga dimensi.

The global transition of mathematics teaching towards focusing on higher order thinking skills (HOTS) rather than cognitive algorithmic skills has challenged and affect the teaching and learning of mathematics in Indonesia. This study identified the effectiveness of the experiential-based learning module in the topic of Three-Dimensional Geometric Block towards HOTS and its relationship with students’ ability. The study was quasi-experimental with unequal control group. 164 form two students of Junior High School in Pekanbaru Riau, Indonesia were involved in the study, and divided into 84 in the treatment group (taught using module) and 80 in the control group (taught using conventional method). Data were collected using eight Three-Dimensional Geometric Block topic HOTS questions and analyzed using t-tests and Two-Way Anova. The findings show: i) a significant difference of mathematical HOTS between the treatment group and control group, ii) a significant difference in mathematical HOTS between the groups based on students’ ability, with large difference effect, and iii) a significant interaction between the groups and the students' ability in terms of HOTS. The treatment group’s HOTS achievement is higher than the control group. This implicates that the use of experiential learning approach module has a positive effect in improving mathematical HOTS and there is an interaction between the groups and the students' ability in mathematical HOTS.

Key Words: Experience based learning h; Higher order thinking skills (HOTS); Mathematics; Student's ability; Three dimensional geometric blocks