Amalan Terbaik Penerapan Kemahiran Berfikir Aras Tinggi (KBAT) dalam Pengajaran dan Pembelajaran Penulisan Karangan Sekolah Rendah: Satu Sorotan Literatur Sistematik
Abstract
Kemahiran Berfikir Aras Tinggi (KBAT) merupakan elemen penting dalam pendidikan abad ke-21 yang berperanan meningkatkan keupayaan murid untuk berfikir secara kritis, kreatif dan reflektif dalam menghasilkan penulisan yang berkualiti. Walau bagaimanapun, pelaksanaan KBAT dalam pengajaran dan pembelajaran penulisan karangan sekolah rendah masih menghadapi pelbagai cabaran seperti amalan pengajaran yang berorientasikan peperiksaan, kekangan pengetahuan pedagogi guru serta penguasaan murid yang tidak konsisten. Sehubungan itu, kajian ini bertujuan mengenal pasti amalan terbaik penerapan KBAT dalam pengajaran dan pembelajaran penulisan karangan sekolah rendah berdasarkan sorotan literatur sistematik. Kajian ini menggunakan kaedah Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) dalam proses pemilihan artikel. Sebanyak 30 artikel yang diterbitkan antara tahun 2001 hingga 2025 telah dipilih daripada pangkalan data yang memenuhi kriteria inklusi dan eksklusi. Data dianalisis menggunakan analisis tematik. Hasil kajian mengenal pasti enam tema utama, iaitu (i) Pembelajaran Berasaskan Inkuiri, (ii) Pembelajaran Berasaskan Projek dan Penyelesaian Masalah (PBL/PjBL), (iii) Pemikiran Kritis dan Penghujahan, (iv) Metakognitif dan Refleksi Kendiri, (v) Konstruktivisme dan Pembelajaran Berpusatkan Murid serta (vi) Kreativiti dan Pengembangan Idea Penulisan. Dapatan menunjukkan bahawa penerapan KBAT yang berkesan memerlukan gabungan pelbagai strategi pedagogi yang memberi peluang kepada murid berfikir secara mendalam, menyelesaikan masalah, membuat pertimbangan dan membina pengetahuan secara aktif. Kajian ini diharapkan dapat menjadi rujukan kepada guru, penyelidik dan pembuat dasar dalam memperkukuh pelaksanaan KBAT dalam pengajaran penulisan karangan sekolah rendah.
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References
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