TRANSFORMASI GURU DALAM PENGAJARAN DAN PEMBELAJARAN MENGENAI KEMAHIRAN MEMBUAT HIPOTESIS DALAM KALANGAN MURID SEKOLAH RENDAH

Abstract

Science process skills consist of basic science process skills and integrated process skills. The skill of making hypothesis is one of the integrated science process skills. This study was conducted to examine the level of making hypothesis skills among primary school children. This study employed a qualitative research method using observation, interviews and document analysis. The study involved six students, a teacher of a primary school and three high school teachers. Data analysis using the NVivo 8 produced five themes, namely (a) the acquisition of the concept of variables, (b) the ability to form relationships between the variables, (c) the ability to state the hypotheses, (d) the acquisition of the skill of making hypothesis and (e) the ability to relate the experimental hypothesis with hypothesis testing. In general, the students' mastery of the skills of making hypothesis was low and it depends on the children’s mastery of the basic science process skills. In improving this skill, teachers need to transform their teaching. Among others are the using of inquiry approach, emphasis on existing knowledge of the students, students’ cognitive ability and making the children’s learning experiences meaningful and not mere emphasizing drill and rote methods. Five elements for quality learning includes, (a) the implementation of hands-on and minds on activities, (b) blending concepts with skills, (c) coaching skills, (d) micro thinking, and (e) shared reflections from the children’s perspective. Through this transformation of teaching practices, it is hoped that it can improve and develop further the children’s competencies in making hypotheses in order for them to pursue their studies in science education at a higher level.