Pengajaran KBAT merentas kurikulum: Cabaran guru dalam pelaksanaan

Teaching higher-order thinking skills across the curriculum: Challenges in implementation among teachers

Abstract

Pengajaran Kemahiran Berfikir Aras Tinggi (KBAT) merentas kurikulum memerlukan semua guru melaksanakan perubahan pendekatan pengajaran daripada berpusat guru kepada berpusatkan pelajar. Guru bukan lagi sebagai pemberi maklumat dan pelajar bukan lagi sebagai penerima yang pasif.  Guru perlu menjadi fasilitator pembelajaran dan pelajar perlu aktif dalam pembelajaran.  Walau bagaimanapun,  kajian lepas mendapati pelaksanaan KBAT kurang berkesan.  Oleh yang demikian, kajian ini bertujuan untuk meneroka pengalaman guru terutamanya dalam aspek cabaran yang dihadapi dalam pelaksanaan. Kajian ini dilaksanakan menggunakan pendekatan qualitatif secara indepth interviews bersama 6 orang guru di sekolah menengah.  Hasil kajian menunjukkan terdapat empat elemen utama dalam cabaran pelaksanaan KBAT iaitu inovasi, guru, persekitaran dan pemantauan.  Elemen inovasi dikaitkan dengan aspek fundamental seperti kerencaman dasar versus keupayaan melaksana. Elemen guru berkisar dengan kesediaan guru seperti pengetahuan dan kemahiran. Elemen persekitaran berkait dengan faktor budaya organisasi seperti budaya kerja, kepimpinan sekolah, motivasi kerja, dan infrasturuktur sokongan. Elemen pemantauan memberi fokus kepada faktor seperti penilaian pencapaian dasar. Hasil kajian ini boleh digunakan bukan sahaja oleh guru sebagai pelaksana, tetapi juga pembuat dasar, untuk tujuan penambahbaikan berterusan agar objektif dasar KBAT dapat dicapai.

Teaching Higher Order Thinking Skills (HOTS) across the curriculum requires all teachers to shift their teaching approach from teacher-centered to student-centered. Teachers are no longer just information providers and students are no longer passive receivers. Teachers need to be learning facilitators and students need to be active in their learning. However, past studies have found that the implementation of HOTS has been less effective. Therefore, this study aims to explore teachers' experiences, especially regarding the challenges faced in its implementation. The study was conducted using a qualitative approach through in-depth interviews with 6 secondary school teachers. The results show that there are four main elements in the challenges of implementing HOTS: innovation, teachers, environment, and monitoring. The innovation element is linked to fundamental aspects such as the diversity of policies versus the ability to implement them. The teacher element revolves around the readiness of teachers, like their knowledge and skills. The environmental element is related to organizational culture factors, such as work culture, school leadership, work motivation, and supporting infrastructure. The monitoring element focuses on factors like policy achievement assessment. The results of this study can be used not only by teachers as implementers but also by policymakers, for continuous improvement so that the objectives of the KBAT policy can be achieved.