Development of The “ThinkHOTS” Software Based on Thinking Maps To Increase Higher-Order Thinking Skills

The weak performance of Malaysian students in the Trends in Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) indicates a very low mastery of higher-order thinking skills (HOTS) among them. The i-Think program, which introduces eight types of thinking maps, was introduced to increase and cultivate the thinking skills of students and teachers. In line with the implementation of the programme, a Computer Aided Learning (CAL) software named “ThinkHOTS” was developed. This software covers Form 1 KBSM Mathematics topics of Round Number, and Number Pattern and Sequence. The software was developed based on a cognitive theory, and each question in the software uses all sorts of thinking maps and focuses on weaker students, although it is still suitable for use by all Form 1 students. “ThinkHOTS” was developed based on the ADDIE model using the Macromedia Authorware 7.0, Adobe Photoshop CS6, Adobe Flash CS6, and Sony Sound Forge 9.0. The majority of the respondents agreed that the contents of “ThinkHOTS” software was in sync with the KBSM Mathematics syllabus, easy to use, suitable as a Teaching Tool (ABM) for learning and teaching, and helped students understand mathematical concepts. From a technical perspective, a majority of the respondents agreed that the illustrations and explanation of the teaching materials were clear and easily understood, and the “ThinkHOTS” software was complete with a user manual. The combination of the thinking maps application and multimedia elements makes students' learning experience more interesting and encourages them to use HOTS.

I. Introduction

The education transformation in the Malaysian Education Blueprint (PPPM) 2013–2025 has given emphasis on the higher-order thinking skills (HOTS) concept which is expected to produce a generation that is able to think critically and creatively. Thinking skill is one of six main characteristics aspired by the Ministry for students to compete at a global level. The Ministry of Education Malaysia (MOE) and the National Innovation Agency of Malaysia (AIM) launched the i-Think program in order to increase and cultivate thinking skills among students to produce creative, critical and innovative students. “i-Think” means innovative thinking, which is a quality that every student should possess. Eight types of Thinking Maps were introduced in the i-Think program. Thinking Maps is not a new curriculum; it is a thinking tool that allows teachers to deliver the syllabus in a more meaningful manner. The i-Think-based learning comes from learning through thinking maps that are widely used in other countries. Learning via thinking maps was introduced in 1988 by the founder David Hyerle who came up with eight thinking maps: the circle map, the bubble map, the double bubble map, the tree map, the flow map, the multi-flow map, the bridge map, and the brace map. Each of the thinking maps is based on specific basic cognitive processes. According to [1] , the circle map is used to define knowledge according to context, the bubble map is used to express descriptive qualities, the double bubble map is used to compare and contrast, the tree map is used to show the relationship between the main idea and supporting ideas, the flow map is used to sequence and order events, the multi-flow map is used to analyse cause and effect, the brace map is used to identify part-to-whole relationships, and the bridge map is used to illustrate analogies and their relating factors.