Peramal proksimal dan distal yang mempengaruhi Kemahiran Berfikir Aras Tinggi (KBAT) dalam mata pelajaran sains

• Main Author: Mohd Saifulkhair, Omar
• Format: Thesis
• Language: English; English; English
• Published: 2025
• Subjects: L Education (General); LB1050.9-1091 Educational psychology
• Online Access: https://etd.uum.edu.my/11733/1/kebenaran%20mendeposit-tidak%20membenarkan-s902601.pdf; https://etd.uum.edu.my/11733/2/s902601_01.pdf; https://etd.uum.edu.my/11733/3/s902601_02.pdf; https://etd.uum.edu.my/11733/

Higher-Order Thinking Skills (HOTS) are among the skills that are highly required for 21st-century students to face the ever-growing challenges and complexities of life. However, the level of effectiveness of these skills is influenced by various factors. This study aims to identify the proximal and distal predictors that influence HOTS in the Science subject. Concurrently, the quality of HOTS items for the Form Two Science subject also was examined other than identifying the level of HOTS; the level of psychosocial learning environment of science laboratories; the level of attitude towards science among Form Two students; and also the differences of HOTS based on gender and the school location. The research design involves a cross-sectional survey. The total of 376 of Form Two students from 14 secondary schools in Terengganu participated in this study. The SEM analysis found that the psychosocial learning environment of science laboratories was proximal predictor, while attitude towards science is a distal predictor of HOTS. Concurrently, the item difficulty index analysis found that the quality of HOTS items for the Form Two Science subject is moderate; mean analysis found that the level of HOTS among the Form Two science students is low; mean analysis also found that the level of psychosocial learning environment of science laboratories and the level of attitude towards science among Form Two students is high; and also the t-test analysis found that there is a significant difference in HOTS based on gender and school location. This study suggests that the teaching content in theory classes should be in line with, and relevant to experiment activities in science laboratories. Therefore, schools should ensure the science apparatus and materials are readily available and functioning well, so that all experiment activities planned can be successfully conducted.