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Ramlan Hamzah IPG, Kampus Pendidikan Teknik, Bandar Enstek, NS

What is HOTS

Apa dia soalan HOTS atau KBAT

KBAT ialah "Keupayaan untuk mengaplikasikan pengetahuan, kemahiran dan nilai dalam membuat penaakulan dan refleksi bagi menyelesaikan masalah, membuat keputusan, berinovasi dan berupaya mencipta sesuatu." [BPK 2013]

KBAT adalah proses kitaran dari pemikiran aras rendah (KBAR) ke pemikiran aras tinggi (KBAT). KBAT memasukkan ciri-ciri berfikir secara kreatif, kritis, logik dan metakognitif. Memerlukan seseorang menyelesaikan masalah yang tidak kerap berlaku (not familiar) dan pelbagai bentuk soalan atau dilema yang tidak pasti keputusannya.

Dengan menggunakan KBAT, murid mampu memberi penjelasan, membuat keputusan, menyelesai masalah, menginovasi, mencipta dan menunjukkan hasil akhir mengikut konteks yang diperlukan.

Ciri-ciri item KBAT:
1. Stimulus
Menggunakan stimulus secara ekstensif untuk menjana kemahiran inferens dan penaakulan kritis. Stimulus boleh terdiri daripada petikan, gambar rajah, dan graf.

2. Pelbagai tahap/aras pemikiran
Mentaksir pelbagai aras pemikiran dalam domain kognitif untuk memberi impak yang lebih besar.

3. Konteks yang baharu
Konteks yang merujuk kepada situasi baharu yang tidak lazim kepada murid. Keadaan ini bertujuan untuk merangsang murid berfikir dan bukannya menyatakan semula apa yang telah dipelajari di dalam bilik darjah.

4. Situasi sebenar dalam kehidupan harian
Mencabar murid untuk menyelesaikan suatu masalah kehidupan sebenar dengan menggunakan pembelajaran daripada pelbagai disiplin.

5. Item tidak berulang
Item pelbagai atau berbeza setiap tahun melangkaui bahan buku teks untuk mewujudkan situasi yang baharu.

Kemahiran kognitif dalam KBAT:

KBAT berfokus kepada pemikiran aras tinggi dengan memberi tumpuan kepada

1. Mengaplikasi
Kebolehan menggunakan pengetahuan untuk menghasilkan sesuatu yang baharu seperti menjalankan eksperimen dan membuat binaan.

2. Menganalisis
Mencerakinkan atau menstrukturkan maklumat ke dalam bahagian yang lebih kecil, menentukan bagaimana bahagian struktur keseluruhan atau matlamat berkaitan antara satu sama lain.

3. Menilai
Membuat pertimbangan berdasarkan kriteria dan standard melalui memeriksa dan mengkritik.

4. Mencipta
Menyatukan elemen untuk membentuk sesuatu (rekacipta) dengan menyusun, menjana dan merancang atau menghasilkan semula elemen ke dalam corak atau struktur yang baharu (inovasi).


Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Bloom’s Taxonomy is the most widely accepted hierarchical arrangement of this sort in education and it can be viewed as a continuum of thinking skills starting with knowledge-level thinking and moving eventually to evaluation-level of thinking. A common example, used by Dr. Chuck Weiderhold of the application of the major categories in Bloom’s Taxonomy, is show below, applying the taxonomy to the Pledge of Allegiance:

Knowledge statements ask the student to recite the pledge. Example: “Say the pledge.”

Comprehension statements ask the student to explain the meaning of words contained in the pledge. Example: “Explain what indivisible, liberty, and justice mean.”

Application statements ask the student to apply understandings. Example: “Create your own pledge to something you believe in.”

Analysis statements ask the student to interpret word meanings in relation to context. Example: “Discuss the meaning of ‘and to the Republic for which it stands’ in terms of its importance to the pledge.”

Synthesis statements ask the student to apply concepts in a new setting. Example: “Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in.”

Evaluation statements ask the student to judge the relative merits of the content and concepts contained in the subject. Example: “Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements.”

(Wiederhold, C. (1997). The Q-Matrix/Cooperative Learning & Higher-Level Thinking. San Clemente, CA: Kagan Cooperative Learning.)

When we promote higher-order thinking then, we are simply promoting thinking, along with the teaching methodologies that promote such thinking, that takes place at the higher levels of the hierarchy just provided, notably application, analysis, synthesis, and evaluation.

Critical/creative/constructive thinking is closely related to higher-order thinking; they are actually inseparable. Critical/creative/constructive thinking simply means thinking processes that progress upward in the given direction. First one critically analyzes the knowledge, information, or situation. Then they creatively consider possible next-step options, and then finally, they construct a new product, decision, direction, or value. The evaluation step listed above with the Pledge of Allegiance would require this sort of thinking.

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Reading Beyond the Lines

Another way to look at higher-order thinking is to look at the reading process in typical terms and then extend the terms one step to reach higher-order thinking. That is, being able to read, being literate, typically means having the ability to decode words and understand their meanings individually and collectively. Being able to read and to comprehend the reading is generally considered thinking and involves “reading the lines” and “reading between the lines.” Higher-order thinking or literacy though, is the next crucial step, often not even thought of in the reading process, that being “reading beyond the lines.” This is so crucial because it is in reading beyond the lines that reading the lines and reading between the lines have their real value.

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Instructional Elements for Fostering Higher-Order Thinking in the Classroom

(Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995)

1. Remember to ask for it; that is, for discovery, invention, and artistic/literary creation.

2. Great curiosity and new ideas with enthusiasm; these can often lead to the most valuable “teachable moments.”

3. Expose learners to new twists on old patterns and invite looking at old patterns from new angles.

4. Constructively critique new ideas because they almost always require some fine-tuning.

5. Reset our expectations to the fact that there will be many more “misses” than “hits” when reaching for workable new ideas.

6. Learn to invite contrary, or opposing, positions; new possibilities are often discovered in this way and existing thoughts, patterns, and beliefs can be tested and strengthened.

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Questions that Invite Higher-Order Thinking

(Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995)

· How is this study like another you/we have read? This question encourages students to make connections and see analogies.

· Does this story/information make you aware of any problems that need attention? This amounts to asking students to see themselves as active participants in problem identification as well as problem solving.

· What does this mean to you and how might it affect others? This pair of questions gives students a chance to express their own interests but also to empathetically consider and understand the views of, and possible consequences to, others.

· Is there anything wrong with this solution, and how else might this problem be solved? These questions are the heart of successful critical analysis.

· What more needs to be known or done to understand or do this better? This is a pointed request for creative problem solving that invites thinking “beyond the lines.”

· What is a contrary way of seeing this? Being able to examine issues from multiple points of view helps the students to clarify their thoughts.

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Questioning for Quality Thinking at Each Level of Bloom’s Taxonomy

Knowledge: Identification and recall of information

Who, what, when, where, how?

Describe ___________________.

Comprehension: Organization and selection of facts and ideas

Retell ___________ in your own words.

What is the main idea of ___________________?

Application: Use of facts, rules, principles

How is __________ and example of _______________?

How is __________ related to _________________?

Why is _________________ significant?

Analysis: Separation of the whole into component parts

What are the parts or features of ________________?

Classify _______________ according to ________________.

Outline/diagram/web ____________________.

How does ______________ compare/contrast with __________________?

What evidence can you list for _____________________?

Synthesis: Combination of ideas to form a new whole

What would you predict/infer from __________________?

What ideas can you add to __________________?

How would you create/design a new __________________?

What might happen if you combine _______________ with ________________?

What solutions would you suggest for __________________?

Evaluation: Development of opinions, judgments, or decisions

Do you agree with _________________?

What do you think about _______________?

What is the most important _____________?

Prioritize ________________.

How would you decide about ________________?

What criteria would you use to assess ______________________?

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Head-on Approaches to Teaching Higher-Order Thinking

(Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995)

  • “Thinking Thursdays”
    • Consider setting aside a given amount of time on a regular basis to try some of these direct approaches to teaching critical and creative thinking.
  • Word Creation:
    • Define the word “squallizmotex” and explain how your definition fits the word.
    • If dried grapes are called raisins, and dried beef is called beef jerky, what would you call these items if they were dried: lemons, pineapple, watermelon, chicken.
  • Unusual Uses:
    • Have students try to think of as many unusual uses as they can for common objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track cassette tapes.
  • Circumstances and Consequences: What would happen if . . .
    • school was on weekends and not during the week?
    • water stuck like glue?
    • gravity took a day off?
    • there were no colors?
    • everyone in the country could vote on every issue that is now decided by government representatives?
  • Product Improvements:
    • How could school desks be improved?
    • How could living room furniture be improved to provide better storage and even exercise while watching television?
    • How can we better equip book-carrying bags to handle lunches and other needs that you can think of?
  • Systems and Social Improvements:
    • A sample question that could lead into plenty of higher-level discussion and a good give-and-take of views and needs could be: “How can schools be made more fun without hurting learning?”

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Ramlan Hamzah, PhD
Institut Pendidikan Guru, Kampus Pendidikan Teknik 
Kompleks Pendidikan Nilai,71760  Bandar Enstek
NEGERI SEMBILA DARUL KHUSUS

019-2244 676