Hubungan antara Kemahiran Penyelesaian Masalah Kompleks dengan Gaya Pemikiran dan Pencapaian Murid dalam Mata Pelajaran Sejarah [The Relationship between Complex Problem Solving Skills with Students Thinking Styles and Achievements in History Subjects]

Abstract

Pembelajaran abad ke-21 menekankan pembentukan masyarakat berfikiran kelas pertama, namun penguasaan Kemahiran Berfikir Aras Tinggi (KBAT) dalam kalangan murid, khususnya dalam mata pelajaran Sejarah, masih rendah. Murid lebih bergantung kepada hafalan fakta tanpa kemahiran menganalisis, menilai, dan mentafsir maklumat sejarah secara mendalam, yang boleh menjejaskan keupayaan mereka memahami hubungan sebab akibat serta berfikir secara kritis. Kajian ini bertujuan meneliti hubungan antara kemahiran penyelesaian masalah kompleks, gaya pemikiran, dan pencapaian murid dalam Sejarah. Pendekatan kuantitatif digunakan dengan melibatkan 35 murid Tingkatan Empat di Pulau Pinang yang dipilih melalui persampelan rawak mudah. Instrumen kajian merangkumi The Raven Progressive Matrices Test dan Rational‐Experiential Inventory–40 (REI‐40), dengan analisis data dijalankan menggunakan IBM SPSS versi 26 menerusi ujian ANOVA dan regresi linear pelbagai. Keputusan menunjukkan tiada perbezaan signifikan antara kemahiran penyelesaian masalah kompleks dan tahap pencapaian murid [F (2) = 67.89, p = .20]. Nilai beta (β) bagi gaya pemikiran rasional (0.115) menunjukkan hubungan lemah dan tidak signifikan, manakala gaya pemikiran pengalaman (-0.711) mempunyai hubungan negatif yang signifikan, menjadikannya sebagai peramal utama kemahiran tersebut.

21st-century learning emphasizes the development of a first-class thinking society. However, the mastery of Higher-Order Thinking Skills (HOTS) among students, particularly in the subject of History, remains low. Students tend to rely on rote memorization without the ability to analyse, evaluate, and interpret historical information in depth, which can hinder their understanding of cause-and-effect relationships and critical thinking skills. This study aims to examine the relationship between complex problem-solving skills, thinking styles, and students' achievement in History. A quantitative approach was employed, involving 35 Form Four students in Penang selected through simple random sampling. The study instruments included The Raven Progressive Matrices Test and the Rational‐Experiential Inventory–40 (REI‐40), with data analysis conducted using IBM SPSS version 26 through ANOVA and Multiple Linear Regression tests. The results indicate no significant difference between complex problem-solving skills and students' achievement levels [F (2) = 67.89, p = .20]. The beta (β) value for rational thinking style (0.115) shows a weak and non-significant relationship, whereas experiential thinking style (-0.711) demonstrates a significant negative relationship, making it the primary predictor of complex problem-solving skills.