Higher order thinking skills analysis of reading comprehension questions in a form one Arabic KSSM textbook

Abstract

The present study aims to explore the cognitive level that is emphasised in the questions embedded in the reading comprehension questions in the Form One Arabic textbook in the Standard Curriculum for Secondary School (KSSM) and to ascertain the prevalence of higher order thinking skills (HOTS) based on Bloom’s Revised Taxonomy which has been widely used in classifying learning objectives, standards, and questions for assessments. To achieve the objectives mentioned, the study employs the quantitative research design using the content analysis method. The subject of this study is the Form One Arabic KSSM textbook which used in Malaysia National secondary schools. This book contains eight chapters with the focus to master the four language skills namely listening, speaking, reading, and writing. Two analysis sheets were used as the instrument for data collection. The analysis sheets were developed based on the levels of cognitive domains in the Revised Bloom’s Taxonomy (2001). The instrument was applied in 97 reading comprehension questions embedded in the Form One Arabic KSSM textbook. Data from the reading comprehension questions were analysed manually. Frequency and percentages were used to show the occurrences of HOTS questions in the reading comprehension questions. Results from the textbook analysis revealed that HOTS were not covered adequately as 57% of the reading comprehension questions were in LOTS (remembering and understanding), and 43% were in HOTS. On the prevalence of HOTS, three sub-skills were found in applying level which are classifying, choosing, and demonstrating while in analysing, comparing was the only sub-skill revealed. The study also found the neglecting of two levels of Revised Bloom’s Taxonomy in reading comprehension questions which are evaluating and creating. In the light of these results, the researcher recommended that the teachers must be encouraged to cultivate HOTS in the reading lessons. The curriculum developers, as well as textbook writers, should work closely to review the national textbook and not put off the development of strategies to overcome this issue. This study also proposed more quantitative content analysis studies should be conducted on the other Arabic Language textbooks.