The Development Of Preschools’ Higher Order Thinking Skills (HOTs) Teaching Model towards Improving the Quality of Teaching

Abstract

The purpose of this study is to develop a preschools' higher order thinking skills (HOTS) teaching model. Some important aspects are also studied namely, the level of preschool teacher's thinking, the preschool teacher's view of the role played by the authorities, the needs of preschool teachers in implementing HOTS and the daily teaching practice of preschool teachers. The mixed method approach is used in this study. The quantitative study was analyzed using the SPSS version 23 software while the qualitative study was analyzed using the Hermeneutic method that was interpretation of text to metatext. A total of 125 preschool teachers from all over Perak state were involved in quantitative data collection using questionnaires. Meanwhile, 30 preschool teachers from three districts, Larut Matang Selama, Kuala Kangsar and Kinta Utara were involved in the collection of qualitative data using observation, interview form and daily lesson plan document analysis. The findings show that the implementation of HOTS at preschool level is still at a moderate level as there are still less skilled teachers in implementing HOTS during the teaching and learning process. In addition, the role of the authorities is still at the beginning because not all preschool teachers have the opportunity to attend courses, trainings, seminars related to the implementation of HOTS especially the teachers who teach in the rural schools. The implication of this study is that authorities such as Ministry of Education, Perak State Education Department, District Education Office and principals need to strengthen the implementation of HOTS through the provision of courses, trainings and seminars as well as improving teachers' needs for teaching and learning processes such as providing teaching aids as well as conducive learning space. In addition, with a preschool HOTS modeling book guide, it can be used as a guide to teachers in the implementation of HOTS in preschool.

Impact of Educational Habits on the Learning of 3–6 Year Old Children from the Perspective of Early Childhood Education Teachers

“…It is considered that children learn especially through interaction with parents, teachers, and classmates, with added value being achieved for language learning and the development of positive dispositions towards the environment [33,34]. This confirms the relationship identified in the present research between collaboration and cooperation habits, hard-work and effort to learn, environmental habits, and personal hygiene.…”

“…In all of them, teachers play a crucial role in ensuring that students acquire such habits. Considering the importance of this educational stage for children's subsequent development [32,33], alongside the decisive role exercised by teachers over children's learning acquisition, it is imperative to better understand good teaching practices which incentivize curiosity and interest within students. It will also be useful to uncover how to get them to acquire hygiene and health habits, whilst also promoting personal and interpersonal skills in order to establish relationships with classmates and cooperative working.…”

Nominal group technique application towards design of components and elements of non-digital game framework

“…Besides, one of the challenges in mathematics learning is the application of problem-solving skills among the teachers to the children [14]. Teachers need to apply different elements of problem-solving skills (expertise, skills, and values) during the learning process.…”

The Influence of Higher Order Thinking and Metacognitive Skills towards Hands-On Teaching among Primary School Science Teachers

“…In the study by Yun (2012), primary school Science teachers in a rural area in Sarawak applied less of higher order thinking skills due to time constraints and they solely taught according to the syllabus to prepare students for examination, namely UPSR for primary schools. Latest research from Nachiappan et al (2019) reported that, the implementationof HOTS at preschool level is still at a moderate level as there are still less skilled teachers in implementing HOTS during the teaching and learninf process. Nonetheless, this study will examine the application of higher order thinking skills among rural school teachers.…”