School-Type Difference Among Rural Grade Four Malaysian Students’ Performance in Solving Mathematics Word Problems Involving Higher Order Thinking Skills

Abstract

The cultural diversity of Malaysia gives a way to three types of public primary schools which vary in terms of cultural and medium of instruction. This study aimed to explore the difference between the performance of grade four primary students from the rural region of Malaysia in solving word problems involving measurement formula and higher order thinking skills. The sample of the study consisted of a total of 107 students from the three types of schools, namely National Primary School, Chinese National-Type Primary School and Tamil National-Type Primary School located in the rural region of Penang, Malaysia. The results indicated that there was no significant difference between the performance of the students from the three types of schools. However, most of the students performed below the minimum proficiency level. The findings of the study suggest that the teaching approach should be shifted to be more focused on problem-solving skills and more educational intervention for promoting students' problem-solving ability of the students should be designed and implemented in the three types of schools.

ASSESSING STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY

“…From this perspective, Liljedahl & Cai states that mathematics as posing, refining and solving problem processes, not just a collection of finished products. Suseelan provides encouragement for problem solving that solving problems involves higher-order thinking skills (Suseelan et al, 2023). The final reason for problem solving in school mathematics is dealing with the relationship of the school curriculum and student daily life after school (Monica et al, 2019).…”

Training on Preparation of Islamic Integrated HOTS-Based Questions and Their Application in Online Learning in Elementary Schools

“…The goals of the 2013 curriculum with madrasas have a meeting point that equips students with balanced intellectual and spiritual abilities, therefore students who are able to think critically, creatively, and are able to solve problems independently and still have high spirituality are expected to be achieved if the teacher able to present an Islamic integrated HOTS-based assessment instrument (Moh. Zaini Fanani, n.d.;Suseelan et al, 2022). Seeing the importance of mastering the ability to develop HOTS-based instruments (Brown et al, 2019), it is necessary to have guidance and training conducted to provide insight and skills for madrasa teachers in Malang Regency in developing skills in making HOTS-based assessment instruments that are integrated with Islam.…”