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The Effectiveness of Bar Model to Enhance HOTs in Mathematics for Year 4 Pupils

Authors:
Ragu Ramasamy at Sultan Idris Education University
Ragu Ramasamy
Marzita Puteh at Sultan Idris Education University
Marzita Puteh
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International Journal of Academic Research in Progressive Education and
Development
Vol. 8 , No. 2, 2019, E-ISSN: 2226 -6348 © 2019 HRMARS
200
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The Effectiveness of Bar Model to Enhance HOTs in
Mathematics for Year 4 Pupils
Ragu Ramasamy & Marzita Puteh
To Link this Article: http://dx.doi.org/10.6007/IJARPED/v8-i2/5695 DOI: 10.6007/IJARPED/v8-i2/5695
Received: 29 March 2019, Revised: 19 April 2019, Accepted: 30 April 2019
Published Online: 06 May 2019
In-Text Citation: (Ramasamy & Puteh, 2019)
To Cite this Article: Ramasamy, R., & Puteh, M. (2019). The Effectiveness of Bar Model to Enhance HOTs in
Mathematics for Year 4 Pupils. International Journal of Academic Research in Progressive Education and
Development, 8(2), 200–204.
Copyright: © 2019 The Author(s)
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Vol. 8(2) 2019, Pg. 200 - 204
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JOURNAL HOMEPAGE
International Journal of Academic Research in Progressive Education and
Development
Vol. 8 , No. 2, 2019, E-ISSN: 2226 -6348 © 2019 HRMARS
201
The Effectiveness of Bar Model to Enhance HOTs in
Mathematics for Year 4 Pupils
Ragu Ramasamy & Marzita Puteh
Faculty of Science & Mathematics, UPSI, Malaysia
Abstract
This study aims to evaluate the effectiveness of using Bar Model in Mathematics problem solving
questions involving Higher Order Thinking Skills (HOTs). This study involved 37 pupils from Year 4
class at SK Bukit Bandaraya. This study focusses on to examine the effectiveness using Bar Model
by converting the HOTs problem solving questions to visual by drawing bar model. This is a quasi-
experimental research and the effectiveness of this method will be analyse through the findings
from pre-test and post-test. Discussion of the findings of this study is based on pupil’s per-test and
post-test. The results of this study analysed by using SPSS version 22 for pre-test and post-test
results. The results of the pre-test and post-test show differences in average mean scores of 28.51
to 42.46. This finding shows that the Bar Model method was effective for the pupils that can
improve pupils understanding in order to answer HOTS problem solving questions.
Keywords: Bar Model, Higher Order Thinking Skills (HOTs), Problem Solving, Mathematics
Introduction
Malaysia Education Blueprint 2013-2025 sets thinking skills as one of the six key features of student
aspirations that a student needs to compete globally (Ministry of Education Malaysia, 2013). Pupils
are challenged with Higher Order Thinking Skill (HOTs) questions in all subjects. Therefore, teachers
are required to teach pupils science and mathematical concepts while improving their Higher Order
Thinking Skills (HOTs) and reasoning skills as well (Kamaleswaran, 2017). As an educator it’s our
duty to deliver skills in various techniques and methods to improve the pupils understanding.
According to Rajendran (2017), many educators and researchers are currently focusing in
teaching thinking skills. Many efforts have been made to incorporate thinking skills in many
subjects including mathematics. Malaysia is in the process of achieving developed country status
must be able to compete in international level, hence the thinking skills must be nurture and given
priority.
The transformation of the curriculum outlined in Malaysian Education Blueprint 2013-2025
is a desire of the ministry which has to be implementing by educators. The ministry of education
International Journal of Academic Research in Progressive Education and
Development
Vol. 8 , No. 2, 2019, E-ISSN: 2226 -6348 © 2019 HRMARS
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does believe that the catalyst of success of Malaysian Education Blueprint is mastery of higher
order thinking skills by the teachers and pupils to the optimum by 2025 (MOE, 2013).
Many studies have been conducted in HOTs and problem solving particularly in
mathematics because it is part of the curriculum for all the subject (Halim, 2015). Bar Model is
developed from a set of generator series in rectangular form where its mathematical quantities
consist of known and unknown quantities and their relationship to the problem is presented in real
terms (Ho & Lowrie, 2014). This visual clarity helps pupils to move towards making the right
decisions in various contexts of mathematical problems. The intention of researcher in this is to
use the Bar Model representative to convert word problem to visual so that pupils can see the
problem clearly and solve it according to the problem need. Main intention of this study is to solve
problem solving questions involving HOTs and to see the effectiveness for year 4 pupils.
Problem Statements
According to Siti & Faridah (2015), problem solving is a very important skill for students in
understanding the curriculum. It can be said that all learning topics in mathematics subjects at
primary level are tested with problem solving skills as well as HOTs based questions. Kids need to
learn skills to solve this type of question in order to achieve the learning objective as well.
Rajendran (2017) state that individuals can be trained to master thinking skills by providing
systematic and continuous training. In other word, HOTs can be trained among pupils through a
well-planned method. This can be achieved through a cognitive learning by associating new
learning with existing schemes in pupils. Learning by memorizing without proper understanding
does not help in learning for long term and in real live so much.
Therefore, the teaching style of teachers in implementing HOTs for Mathematics is very important
to train pupils to think in higher order. Salwani (2014) said that the ability to understand what is
learned is the key to the success of the mathematical learning process. This clearly shows pupils
understanding are very important in the learning process. An innovative way or technique is
essential in mathematics teaching and learning in order to encourage pupils to learn and apply
HOTs effectively. Visual plays a very important role in order to enable pupils to understand problem
solving questions involving HOTs better and in deep (Azrul, 2017). Bar Model is a problem solving
strategy using visualisation which will encourage pupis to learn effectively
Research Objective
The main objective of this study is to find out the effectiveness of Bar Model method in solving
problem solving questions involving HOTs for Year 4 pupils in SK Bukit Bandaraya.
Research Methodology
This study carried out to identify the effectiveness of bar model to solve HOTS questions for
students in year 4 class in SK Bukit Bandaraya, Bangsar, Kuala Lumpur. This experimental research
done through pre test and post test without control group was carried out to see the effectiveness
International Journal of Academic Research in Progressive Education and
Development
Vol. 8 , No. 2, 2019, E-ISSN: 2226 -6348 © 2019 HRMARS
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of the Bar Model to solve HOTs questions in mathematic problem solving questions. There are six
HOTs questions in the pre test and post test. The pre test need to be answered by the students
before the Workshop and the post test is after the Workshop ends. The findings of the pre test and
post test were analysed by using SPSS software version 22 to see the differences between the pre
test and post tests results, the average changes and the average percentage changes. Therefore,
T-test was used to analyze the data.
Finding & Discussion
Table 1 shows the findings been analyzed by using SPSS version 22 for pre and post test results.
The results of the pre and post show differences in average mean scores of 28.51 to 42.46.
Indicates the number of pupils involved in this study, which were 37 pupils from year 4 class. This
finding shows that the Bar Model method was effective for the students.
Table 1. One Sample T-Test
Type of Test
N
Standard
deviation
T-value
Pre Test
37
9.938
17.453
Post Test
37
14.303
18.057
P=0
From the result of pre test and post test, the researcher found that by using bar model, the pupils
pay more attention in the topic discussed. Visual representative show a clear picture of the
problem and a clear understanding for the pupils. Pupils can answer the questions according to the
questions need correctly by using bar model.
Conclusion
As a conclusion, Bar Model representative for HOTS questions affect pupils achievements. Pupils
can convert problem questions to bar representatives and this gives a clear picture to the student
to find the best solution for the questions. This visual representative helps pupils to solve HOTs
problem solving question in Mathematics.
Acknowledgement
This research is a part of pilot test for researcher in order to complete his PhD. This research was
supported by Prof. Dr. Marzita Puteh from Faculty of Science & Mathematics, Universiti
Pendidikan Sultan Idris, Tanjung Malim, Perak by giving guidance also comments to improve and
complete this paper successfully.
International Journal of Academic Research in Progressive Education and
Development
Vol. 8 , No. 2, 2019, E-ISSN: 2226 -6348 © 2019 HRMARS
204
References
Ho, S. Y., & Lowrie, T. (2014). The model method: Students' performance and its effectiveness.
Journal of Mathematical Behavior, 35, 87-100.
Hoven, J., & Garelick, B. (2007). Singapore math: Simple or complex Educational Leadership, 65,
28-31.impact of the implementation of thinking skills approaches on pupils, in Research in
Education Library, London: EPPI-Centre, Social Science.
Kamaleswaran, J. (2017) the development of a year five children engineering teaching module for
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Ministry of Education (2013). 11 Anjakan yang Terkandung dalam Pelan Pembangunan
Pendidikan 2013-2025, 1–25.
Ministry of Education Malaysia (MOE), Laporan Awal Pelan Pembangunan Pendidikan Malaysia
2013-2025, Putrajaya: Ministry of Education Malaysia
Ministry of Education. (2015). Executive Summary Malaysia Education Blueprint 2013-2025
(Preschool to Post-Secondary Education). [online] Available at:
http://www.moe.gov.my/cms/upload_files/articlefile/2013/articlefile_file_003114.pdf
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Awang, T. S. (2014). Pembangunan dan kesan pengintegrasian MAPLE dalam pengajaran Kalkulus
Kamiran Terhadap Kefahaman Konseptual, Prosedural dan kesedaran meta kognitif. Tesis
PhD. UKM
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