Implication Of KBAT In Education

1.0 Introduction

Nation efforts to compete with the most advanced and developed countries in the world , our education systems need to seek for opportunities to give birth to the young generation that is knowledgeable , have the ability to think critically and creatively ,as well as to communicate effectively in the global rankings .

With the hope that the implication of Kemahiran Berfikir Aras Tinggi ( KBAT ) in the Teaching and Learning activity is ongoing,it will be able to raise the achievement of the country, especially in the competitive ranking International especially in assessment Programme for International Student Assessment ( PISA ) and the Trends in International Mathematics and Science Study ( TIMSS ), which is expressed in
Whereas, Higher-Order Thinking Skills ( HOTS ) is a concept of education reform based on learning taxonomies such as Bloom’s Taxonomy postulated by (Anderson & Krathwohl, 2001). Higher order thinking involves the learning of complex judgemental skills such as critical thinking and problem solving. Higher order thinking is more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations.

The application of KBAT in education system nowadays,indeed contributes a huge impacts on student’s performance academically. The study apparently aims to investigate the application of KBAT during P&P process. The research basically focuses on identify the effects of the implication of KBAT in P&P process in classrooms.

Does KBAT give the good impacts on students’ academic or contributes to a dire drawbacks that can affect their achievement in school? What are the benefits of having KBAT during P&P process? What are the advantages will be received by the country of having KBAT in education system
It was found that it is common understanding that to develop students’ HOT teachers should promote student engagement with learning tasks which exceed the second level ‘comprehension’ in order to encourage application, analysis, synthesis and evaluation activities in processing information (Zohar, 1999). This resonates with the notion that HOT encompasses any thinking skills which require more than mere recall or memorization of information (Ivie, 1998; Underbakke, Borg & Peterson, 1993).

Higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful applications of the skills result in explanations, decisions, performances, and products that are valid within the context of available knowledge and experience and that promote continued growth in these and other intellectual