MUADDIB 2019

dentum senapang sepanyol
yang meletup di setiap kampong
dan rasa pemangsaan,
seperti anak akan dilahirkan.
kemerdekaan tidak punya daerah
tetapi mengalir di semua lembah fikiran.

(aksara usia,2002:77)

Kegagalan bangsa Malaysia memahami, menghayati dan mengkaji secara
mendalam sejarah negara menyebabkan generasi baharu yang dibentuk
kurang jati diri dan buta sejarah. Apabila senario tersebut berlaku, generasi
baharu tidak mampu mengenali asal-usul dan tamadun bangsa sendiri.
Mereka akan mudah terpengaruh dengan trend dan pengaruh globalisasi
kerana tidak memiliki kekuatan akar bangsa. Segalanya diperlihatkan oleh
Muhammad Haji Salleh dalam puisi “apalah sejarah” (MHS,1996:184)

apalah sejarah
jikalau aku hanya
menghadapi kata-kata buku,
tanpa merasa ototku
digoncangkan masanya.
apalah sejarah
jikalau kau tak kenal
bangsa ini, bersama
memasuki rumah tamadunnya
serta lorong
belakang fikirannya?

(sebuah unggun di tepi danau,1996:184)

Pandangan dunia Muhammad Haji Salleh terbina hasil kembara beliau yang
panjang dan pengalaman bergaul dengan pelbagai bangsa dunia. Menerusi
puisi beliau berusaha memperlihatkan kepada pembaca peri pentingnya
mengetahui sejarah negara sendiri. Hanya generasi muda yang memahami
sejarah negara mampu membuka minda mereka seluasnya untuk menilai
sesuatu peristiwa dan mengambil iktibar daripadanya. Segala perancangan
negara mampu direncana sebaik mungkin demi meningkatkan martabat
bangsa dan negara di persada dunia. Hal ini dapat mengelakkan sejarah
lama berulang kembali. Muhammad Haji Salleh dengan tegas mengatakan
bahawa tiada gunanya diskusi sejarah dalam seminar yang diadakan di hotel-
hotel jika tidak mampu menyedarkan dan mamahamkan generasi muda
tentang intipati sejarah negara. Persoalan tersebut jelas menempelak pihak

100 | M u a d d i b 2 0 1 9

yang bertanggung jawab agar melakukan perancangan rapi sehingga ke akar
umbi untuk melahirkan masyarakat yang celik sejarah.

…apalah sejarah
jikalau kita bicarakannya
di bilik seminar hotel yang bersih
tanpa membaca puisi pada bunga-bunganya
atau mendengar muzik malamnya ?

apalah sejarah
jikalau kita sukatkannya
dengan rokok dan kertas kerja,
menghentikan masa
di antara dinding bilik ?

(sebuah unggun di tepi danau,1996:184)

Generasi muda harus mengembalikan kehebatan bangsa dahulu kala yang
disegani oleh bangsa dunia. Generasi muda perlu memiliki budaya pemikiran
yang kritis untuk menghadapi cabaran global, mendepani zaman dan tidak
harus takut kepada sebarang ancaman zaman dan bangsa asing.

…ajarlah anak-anak kita dengan cerita
yang tuan hamba ambil dari ingatan nyata
supaya mereka mengenali diri
menyelam dunia dalam perasaan
dan sedia keluar ke semesta Tuhan yang luas,

memikir dengan hati yang faham apa telah berlaku
menjangka bentuk waktu di hadapan.
bentangkan di riba pengalaman mereka corak masa
supaya darinya datang bijaksana
yang tak mungkin ditakutkan keris.

(sajak-sajak sejarah melayu,1992:x)

Muhammad Haji Salleh turut memperlihatkan kepentingan budaya perubahan
pemikiran individu kepada kemajuan sesebuah negara. Kekalahan Jepun
dalam Perang Dunia Kedua kepada Amerika Syarikat tidak pernah
mematahkan semangat individu Jepun untuk membangunkan semula negara
mereka. Mereka berusaha meningkatkan martabat diri menerusi perubahan
pemikiran dan ilmu pengetahuan. Hal ini diketengahkan menerusi puisi
berjudul “xiv” bahagian musim panas (MHS,2004:17).

xiv 2019
laut manusia
beralun bagai pasang,
bergerak bagai mesin perang,
merungkai hanya sesimpul sejarah.

101 | M u a d d i b

akhirnya: bangsa berdiri semula
setelah belajar bijaksana.

(salju shibuya,2004:17)

Puisi “dewi waktu” (MHS,2002:99) merupakan sebuah puisi yang mampu
memperlihatkan kehebatan bangsa Jepun berbanding bangsa dunia lain.
Bangsa Jepun telah lama mengamalkan sikap menghargai masa. Malah
masa umpama dewi mereka yang menyamai pepatah Melayu iaitu `masa itu
emas’. Muhammad Haji Salleh jelas menggambarkan kekuatan pemikiran
dan jati diri bangsa Jepun berbanding diri beliau dalam soal menghargai
masa. Berada dalam majoritinya penduduk Jepun, beliau dapat melihat
kekuatan pemikiran bangsa Jepun yang memanfaatkan masa sepenuhnya
untuk mencapai matlamat mereka. Sifat bangsa Jepun tersebutlah yang tidak
dapat ditandingi oleh bangsa beliau sendiri.

Justeru, beliau berusaha menjadi ‘dewi waktu’ agar diri beliau setanding
dengan bangsa Jepun. Muhammad Haji Salleh memperlihatkan ketinggian
pegangan dan nilai hidup positif bangsa Jepun yang mementingkan masa
diwakili frasa `dewi waktu’ merupakan faktor utama yang membawa kepada
ketinggian tamadun dan kemajuan negara yang dikecapi Jepun. Menurut
Muhammad Haji Salleh, bangsa-bangsa dunia yang lain harus mencontohi
bangsa Jepun jika ingin mengecapi kejayaan setanding Jepun.

setiap lima minit
dewi waktu tiba
menatang jarum nipisnya.

...sewaktu dia pergi
aku sempat lupa diri
terbang ke kayangan
dan ketawa sampai parau.

apabila dia terbangun
ubanku menggatal di kepala.

dia menyentuh bahuku
dan aku pun tersembam
di kaki dewi waktu.

(aksara usia,2002:99)

Selain itu, mendampingi bangsa Amerika; tindak-tanduk masyarakat dan
pemimpinnya mendekatkan diri Muhammad Haji Salleh dengan budaya hidup
mereka. Lantas puisi “kata dipilih” (MHS,2008:96) merupakan sebuah puisi
yang bersifat didaktik yang memfokuskan kepentingan budaya pemikiran.

102 | M u a d d i b 2 0 1 9

Manusia harus berfikir panjang sebelum berkata-kata. Kata-kata yang dipilih
haruslah tepat dan bersesuaian dengan pemikiran yang waras dan logik.

kata dipilih
diseterika sehingga licin cermin,
tajam hasrat.

(setitik darah di bilik bundar,2008:96)

Muhammad Haji Salleh memaparkan dengan jelas akibat tidak berfikir
sebelum berkata-kata akan mengakibatkan suasana yang tenang menjadi
tegang, wujud perasaan syak, curiga dan kesangsian antara satu sama lain.
Senario tersebut akan menjadi kritikal apabila kawan bertukar menjadi
lawan. Sesungguhnya, puisi tersebut mengetengahkan satu pandangan yang
jelas kepada masyarakat dunia tentang falsafah Barat. Seharusnya manusia
berfikir sebelum bertindak dan apabila berkata-kata haruslah memilih kata-
kata yang tepat agar tidak menyakitkan hati insan lain. Hal ini penting kerana
kata-kata “…yang tersilap pilih seperti panah/ dilepaskan/ dari busur diri/
sehingga tertancap/ pada musuh di ladang wasangka…” (setitik darah di bilik
bundar,2008:96).

PENUTUP

Perbicaraan perubahan pemikiran menjadi asas utama kepada ketamadunan
dan kejayaan sesuatu bangsa dunia. Hasil kajian mendapati puisi-puisi
Muhammad Haji Salleh mengajak khalayak pembaca mengamalkan budaya
perubahan pemikiran supaya mampu bersaing di persada dunia. Bangsa
Malaysia harus sanggup melepaskan pemikiran lama yang tidak
menguntungkan, sentiasa berfikiran positif dan berupaya memecah tembok
penghalang untuk maju setanding bangsa dunia lain. Bangsa Malaysia dan
bangsa dunia yang lain harus mencontohi bangsa Jepun yang menghargai
masa, komited terhadap kerja dan sanggup berkorban untuk membangunkan
negara.

Muhammad Haji Salleh memperlihatkan kepentingan perubahan pemikiran
menjadi asas kepada sesuatu kejayaan; usaha gigih nasionalisme Filipina,
Jose Rizal yang melancarkan revolusi menuntut kemerdekaan negara
daripada kolonial Sepanyol telah berjaya mengubah pemikiran rakyat Filipina
untuk memerdekakan negara mereka meskipun nyawa beliau menjadi
taruhan. Kajian terhadap puisi-puisi Muhammad Haji Salleh turut menemui
pandangan dunia beliau berkaitan kepentingan budaya perubahan pemikiran
kepada kehidupan manusia sejagat. Beliau menyeru kepada semua insan
agar berfikir panjang sebelum berkata-kata. Kata yang dipilih, diungkap harus
tepat dan sesuai dengan pemikiran manusia yang waras dan logik.

103 | M u a d d i b 2 0 1 9

Justeru, pengajaran bahan sastera seperti puisi di sekolah dan pusat
pengajian tinggi mampu melatih para pelajar untuk berfikiran kreatif, kritis dan
memiliki semangat nasionalisme yang kental. Pihak Kementerian Pendidikan
Malaysia perlu mengambil langkah yang proaktif untuk mengembalikan
zaman kegemilangan `celik sejarah’, memupuk perubahan pemikiran dan
semangat cintakan negara menerusi pengajaran sastera seperti puisi, cerpen
dan novel di institusi pendidikan.

RUJUKAN

Muhammad Haji Salleh. (1984). Pengalaman Puisi. Kuala Lumpur: Dewan
Bahasa dan Pustaka.

Muhammad Haji Salleh. (1973). Sajak-sajak Pendatang. Kuala Lumpur:
Dewan Bahasa dan Pustaka.

Muhammad Haji Salleh. (1975). Buku Perjalanan Si Tenggang ii. Bangi:
UKM.

Muhammad Haji Salleh. (1992). Sajak-sajak Sejarah Melayu. Kuala Lumpur:
Dewan Bahasa dan Pustaka.

Muhammad Haji Salleh. (1993). Watak Tenggara. Kuala Lumpur: Pustaka
Cipta.

Muhammad Haji Salleh. (1999). Aksara Usia. Kuala Lumpur: Dewan Bahasa
dan Pustaka.

Pinang:USM.
Muhammad Haji Salleh. (2004). Salju Shibuya. Kuala Lumpur: Dewan

Bahasa dan Pustaka.
Muhammad Haji Salleh. (2008). Setitik Darah di Bilik Bundar. Kuala Lumpur:

Dewan Bahasa dan Pustaka.
Shahnon Ahmad. (1992). Kepolitikan Kealaman Kedirian Kemanusiaan.

Kuala Lumpur: Dewan Bahasa dan Pustaka.
Syed Hossein Nasr. (1990). Falsafah Kesusasteraan dan Seni Halus. Kuala

Lumpur: Dewan Bahasa dan Pustaka.

104 | M u a d d i b 2 0 1 9

TAHAP KESEDIAAN PENGETAHUAN PELAJAR INSTITUSI PENGAJIAN
TINGGI DALAM MENDEPANI REVOLUSI INDUSTRI 4.0

Idrul Hisham Ismail, Ph.D
[email protected]
Jabatan Ilmu Pendidikan,
Institut Pendidikan Guru Kampus Dato’ Razali Ismail

ABSTRAK

Keperluan dunia secara global terkini menunjukkan pemacuan kemunculan
gelombang teknologi baharu yang dikenali sebagai ‘The Fourth Industrial
Revolution’ atau Revolusi Perindustrian Keempat (IR 4.0). Fenomena ini
menyebabkan perkembangan semasa teknologi yang meramalkan 50 billion
peranti elektronik akan saling berinteraksi antara satu sama lain. Mendepani
cabaran IR 4.0 ini, semua pelajar di institusi pengajian tinggi (IPT) perlu
mempunyai kesediaan untuk keluar dari kebiasaan bagi menghadapi
keperluan suasana era baru. Sehubungan itu, kajian ini dijalankan bagi
mengenal pasti kesediaan pelajar dari aspek pengetahuan dalam
menempuh cabaran Revolusi Industri 4.0. Kajian ini melibatkan 286 pelajar
dari IPG Kampus Dato’ Razali Ismail, Universiti Malaysia Terengganu dan
Universiti Sultan Zainal Abidin Terengganu. Kajian ini berbentuk tinjauan
yang menggunakan instrumen soal selidik. Data yang diperoleh dianalisis
menggunakan perisian SPSS V21. Kajian ini dapat menjelaskan tahap

105 | M u a d d i b 2 0 1 9

kesediaan pengetahuan pelajar di IPT berkenaan dalam mendepani
keperluan globalisasi IR 4.0. Dapatan kajian mendapati kesediaan para
pelajar dari aspek ‘Pengetahuan’ dalam mendepani cabaran Revolusi Industri
4.0 berada pada tahap tinggi. Penyelidik mencadangkan agar pihak
pengurusan IPT memperbanyakkan bilangan kursus atau seminar berkaitan
cabaran IR 4.0 kepada para pelajar. Bagi menggalakkan pelajar IPT
meningkatkan pengetahuan dan kemahiran dalam melibatkan diri dengan
sebarang aktiviti berkaitan Revolusi Industri 4.0 dan melakukan inovasi bagi
melaksanakan tugasan yang berkaitan Revolusi Industri 4.0 dengan
cemerlang. Semua pelajar tahun akhir mesti menghasilkan satu inovasi di
samping penulisan tesis sebagai syarat lulus pengajian.

Kata kunci: Revolusi Industri 4.0, Cabaran Industri, Pelajar IPT

PENGENALAN

Kemajuan teknologi telah mengubah wajah ekonomi, terutamanya dalam
sektor perindustrian dan perdagangan. Berdasarkan perkembangan sejarah
Revolusi Perindustrian yang pertama (1760 – 1830) adalah merujuk kepada
kegunaan teknologi air atau wap yang berupaya menggerakkan jentera.
Perkembangan teknologi seterusnya membabitkan kuasa elektrik yang
mencetuskan Revolusi Perindustrian kedua pada sekitar (1870 – 1914). RP
ketiga pula bermula pada pengakhiran abad ke-20 melalui teknologi
maklumat atau digital. Satu fasa penting dalam pembangunan teknologi ialah
kemunculan revolusi perindustrian gelombang ke-4, lebih dikenali sebagai
Revolusi Perindustrian 4.0. Keperluan Revolusi Perindustrian 4.0 (IR 4.0) kini
sedang diperkatakan secara meluas di seluruh dunia. Revolusi Perindustrian
Dunia kini dikatakan sudah memasuki fasa keempat yang dilaksanakan
melalui penambahbaikan teknologi dalam sektor perkilangan, pencIPTan
rangka kerja dasar strategik yang konsisten, dan penentuan keutamaan
tertentu dalam menghadapi persaingan global. Kemunculan gelombang
teknologi baharu ini yang dikenali sebagai ‘The Fourth Industrial Revolution’
atau Revolusi Perindustrian Keempat dan era Ekonomi Digital yang
menyebabkan semua pihak terus berusaha untuk menghadapi cabaran
globalisasi agar mampu terus bergerak maju bagi memantapkan
perkembangan kemajuan negara secara berterusan.

106 | M u a d d i b 2 0 1 9

Revolusi Industri 4.0 yang rancak berlaku di seluruh dunia memerlukan
semua pihak bertindak pantas seiring dengan pembangunan pesat dalam
produk berteknologi dan sistem automasi pintar. IR 4.0 adalah tentang sistem
fizikal siber dengan sistem yang boleh menghubungkan dunia digital, sistem
fizikal dan sistem biologi seperti manusia melalui internet. Menurut Sawal
Hamid Md Ali (2018) teknologi yang ada sekarang menukar cara
konvensional kepada teknologi IR 4.0. Oleh itu, golongan yang tidak mahu
digugat dan dinyahkan oleh teknologi baharu perlu membuat perubahan
dengan bergerak pantas menguasai teknologi IR 4.0. Perkembangan ilmu
pengetahuan dan teknologi IR 4.0 telah melahirkan teknologi informasi dan
proses produksi yang dikendalikan secara automatik. Mesin industri tidak lagi
dikendalikan oleh tenaga manusia tetapi menggunakan Programmable Logic
Controller (PLC) atau sistem automatik berasaskan komputer. Teknologi
informasi juga semakin maju antaranya teknologi robotik, automobil,
perkomputeran dan kamera yang terintegrasi dengan telefon muda alih dan
semakin berkembang dalam industri seperti teknologi komunikasi, maklumat,
seni kreatif dan muzik.

Sehubungan itu IPG KDRI telah bergerak seiring bersama institusi pengajian
tinggi awam yang lain di Pantai Timur seperti UMT dan UniSZA dalam
mengatur langkah untuk mendepani gelombang teknologi 4.0 .
Pemerolehan pengetahuan teknologi IR 4.0 dalam kalangan pelajar dijadikan
satu agenda penting yang perlu disediakan oleh IPG agar seiring dengan
matlamat negara menuju pasaran digital global. Bagi memastikan matlamat
negara dapat dicapai, maksud IR 4.0 perlu diperjelaskan kepada semua
pelajar. Dengan pengetahuan dan pemahaman yang mantap barulah aktiviti
berkaitan IR 4.0 dapat dilaksanakan dengan jayanya. Menurut Dell (2018),
universiti-universiti perlu menawarkan kursus-kursus berbentuk teknologi
yang memberi manfaat jangka panjang dan boleh memperbaiki kualiti hidup
para pelajar pada masa akan datang. Kursus berbentuk aplikasi teknologi
baharu seperti automasi, big data, simulasi, integrasi sistem, robotik, cloud
dan IoT amat diperlukan oleh pelajar IR 4.0. Di Malaysia, penggunaan
teknologi dalam bidang pendidikan telah berkembang dengan pesat dan
mempengaruhi gaya hidup manusia dari sehari ke sehari hinggakan mustahil
untuk membayangkan dunia hari ini tanpa pengaplikasian teknologi dalam
kehidupan seharian. Aplikasi teknologi dalam pendidikan bukanlah sesuatu
yang baharu tetapi telah dilaksanakan sejak awal 60-an di Amerika Syarikat
dan Eropah. Seiring dengan itu, Malaysia juga turut membangun dan
melaksanakan pengaplikasian teknologi dalam pendidikan dan kini terus
berkembang.

Kajian oleh Rozinah Jamaludin (2005) mendapati bahawa anjakan paradigma
dalam masyarakat telah mengubah sistem pendidikan negara. Pembangunan
dan akses yang luas daripada Internet dan Multimedia dapat membantu
pelajar di IPT untuk lebih bersedia dengan gelombang Industri 4.0. Manakala
Penprase (2019), menyarankan supaya kursus-kursus yang ditawarkan oleh

107 | M u a d d i b 2 0 1 9

institusi pengajian tinggi perlu diperbaharui selaras dengan perkembangan
teknologi IR 4.0 untuk memenuhi keperluan pasaran kerja dunia digital masa
kini. Ironinya revolusi industri 4.0 memberi impak yang negatif terhadap
peluang pekerjaan. Berdasarkan kepada kenyataan Dwikorita Karnawati
(2017), revolusi industri 4.0 dalam lima tahun akan datang dijangka akan
menghapus 35 peratus jenis pekerjaan. Bahkan pada 10 tahun yang akan
datang jenis pekerjaan yang akan hilang bertambah menjadi 75 peratus. Hal
ini disebabkan pekerjaan yang dikendalikan oleh manusia setahap demi
setahap digantikan dengan program teknologi digital. Ekoran dari itu, proses
produktiviti menjadi lebih cepat dan lebih mudah dikendalikan dengan
penggunaan tenaga manusia yang minimum.

Kesediaan pelajar dalam aspek pengetahuan bagi menempuh gelombang IR
4.0 adalah penting bagi membolehkan para pensyarah melaksanakan
strategi pembelajaran yang komprehensif untuk meningkatkan pengetahuan
dan kemahiran pelajar dalam IR 4.0. Oleh itu, dapatan kajian diperlukan
untuk mengenal pasti kesediaan pelajar dalam memahami teknologi IR 4.0.
Kesediaan pengetahuan dan kemahiran mereka terhadap IR 4.0. amat
diperlukan untuk menggunakan teknologi, memahami pedagogi dan
mengintergrasi pengetahuan teknologi tersebut dalam proses pembelajaran.
Oleh itu satu kajian telah dibuat bertujuan mengenal pasti tahap
pengetahuan, pelajar tentang Revolusi Industri 4.0. Bagi tujuan ini, kerangka
konseptual kajian yang akan dijalankan adalah seperti Rajah 1. Kerangka
kajian ini dibina berdasarkan Teori Cognitive Information Processing (1991)
yang diperkenalkan oleh Peterson, Sampson dan Reardon.

Pengetahuan Kesediaan Pelajar
Menangani

Cabaran IR 4.0

Rajah 1: Kerangka Konseptual Kajian
( Adaptasi: Peterson, Sampson dan Reardon (1991) )

Teori Cognitive Information Processing (CIP) telah dibangunkan melalui
usaha sama penyelidik di Florida State University (FSU) Career Centre. Teori
ini menjelaskan bahawa individu terlibat dalam proses penyelesaian masalah
dan membuat keputusan dalam kerjaya. Teori ini diperkenalkan pada tahun
1991 oleh Peterson, Sampson, dan Reardon (Reardon, Lenz, Sampson, &
Peterson, 1996, 2006, 2012). Andaian asas teori ini berasaskan kepada teori
kognitif iaitu menekankan aspek penyelesaian masalah dan membuat
keputusan kerjaya; memahami kesan positif dan negatif ke atas meta kognitif
dalam konteks penyelesaian masalah dan membuat keputusan kerjaya; dan
konsep asas bagi reka bentuk interaksi untuk meningkatkan kemahiran

108 | M u a d d i b 2 0 1 9

dalam menyelesaikan masalah kerjaya dan membuat keputusan. Teori
kognitif adalah berdasarkan satu kepercayaan terbentuk daripada
pengalaman lepas dan boleh menjadi tidak berfungsi jika rangsangan
terganggu agar sesuai dengan pemikiran sistematik seseorang (Peterson,
Sampson, Reardon, & Lenz, 1996). Sistem kepercayaan yang dibentuk ini
akan diterjemahkan melalui perasaan dan tingkah laku. Teori ini
beranggapan penyelesaian masalah adalah satu proses yang rasional dalam
konteks sosial-emosi. Uniknya teori ini berbanding teori kerjaya lain adalah
kerana teori ini memberi fokus kepada kognitif, emosi, pembelajaran,
membuat keputusan dan praktis (Reardon et al., 2011).

Persoalannya, apakah tahap pengetahuan pelajar IPTA tentang Revolusi
Industri 4.0, apakah aspek pengetahuan yang telah mencapai tahap
kesediaan pelajar dalam mendepani cabaran Revolusi Industri 4.0 dan
apakah aspek pengetahuan yang tidak mencapai tahap kesediaan pelajar
dalam mendepani cabaran Revolusi Industri 4.0. Pengetahuan yang
dimaksudkan adalah merujuk kepada tahap pengetahuan dari aspek
Revolusi Industri 4.0 dari segi automasi, big data, simulasi, integrasi sistem,
robotik, cloud dan internet of things (IOT). Sampel kajian terdiri dari pelajar
Tahun 3 dan 4 di ketiga- tiga IPT (IPGKDRI, UMT dan UniSZA). Seramai 300
orang pelajar dipilih secara rawak mudah untuk dijadikan sampel kajian.
Sampel kajian ini merupakan pelajar tahun 3 dan tahun 4 di ketiga-tiga buah
IPT yang mengikuti pelbagai kursus. Data kajian berhubung dengan tahap
pengetahuan para pelajar IPTA tentang Revolusi Industri 4.0 adalah seperti
berikut:
a) Tahap pengetahuan pelajar tentang Revolusi Industri 4.0
Jadual B1: Saya pernah mendengar berkenaan Revolusi Industri 4.0 (IR 4.0)

Skala/Tahap Rendah Sederhana Tinggi Keseluruhan
Bil 28 66 176 270

% 10.4 24.4 65.2 100.0
Tahap Tinggi

Berdasarkan Jadual B1, item ‘Saya pernah mendengar berkenaan Revolusi
Industri 4.0’ bagi tahap rendah adalah 10.4% dengan bilangan responden
seramai 28 orang. Manakala bagi tahap sederhana adalah seramai 66 orang
responden (24.4 peratus) dan tahap tinggi adalah seramai 176 orang (65.2
peratus). Secara keseluruhannya data kajian menunjukkan item ini berada di
tahap tinggi.

B2: Saya faham maksud Revolusi Industri 4.0

Skala/Tahap Rendah Sederhana Tinggi Keseluruhan
Bil 40 135 95 270

% 14.8 50.0 35.2 100.0

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Tahap
Sederhana

Berdasarkan Jadual B2, item ‘Saya faham maksud Revolusi Industri 4.0’
mempunyai tahap rendah adalah 14.8% dengan bilangan responden seramai
40 orang. Manakala tahap sederhana adalah seramai 135 orang responden
(50.0 peratus) dan tahap tinggi pula adalah seramai 95 orang (35.2 peratus).
Secara keseluruhannya data kajian menunjukkan item ini berada di tahap
sederhana.
B3: Saya sangat memahami perkakasan (IR Tools) berkaitan Revolusi
Industri 4.0.

Skala/Tahap Rendah Sederhana Tinggi Keseluruhan
Bil 64 141 65 270

% 23.7 52.2 24.1 100.0
Tahap
Sederhana

Berdasarkan Jadual B3, item ‘Saya sangat memahami perkakasan (IR Tools)
Revolusi Industri 4.0’ mempunyai tahap rendah sebanyak 23.7% dengan
bilangan responden seramai 64 orang. Manakala tahap sederhana adalah
seramai 141 orang responden (52.2 peratus) dan tahap tinggi pula adalah
seramai 65 orang (24.1 peratus). Secara keseluruhannya data kajian
menunjukkan item ini berada di tahap sederhana.

B4: Saya bersedia memberi maklumat terhadap sebarang pertanyaan
berkaitan Revolusi Industri 4.0

Skala/Tahap Rendah Sederhana Tinggi Keseluruhan
Bil 51 143 76 270

% 18.9 53.0 28.1 100.0
Tahap Sederhana

Jadual B4 bagi item ‘Saya bersedia memberi maklumat terhadap sebarang
pertanyaan berkaitan Revolusi Industri 4.0’ menunjukkan tahap rendah
sebanyak 18.9% dengan bilangan responden seramai 51 orang. Manakala
tahap sederhana adalah seramai 143 orang responden (53.0 peratus) dan
tahap tinggi pula adalah seramai 76 orang (28.1 peratus). Secara
keseluruhannya data kajian menunjukkan item ini berada di tahap sederhana.

B5: Aktiviti tentang Revolusi Industri 4.0 amat perlu sentiasa disediakan bagi
meningkatkan pengetahuan saya.

Skala/Tahap Rendah Sederhana Tinggi Keseluruhan

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Bil 17 91 162 270

% 6.3 33.7 60.0 100.0

Tahap Tinggi

Jadual B5 bagi item ‘Aktiviti tentang Revolusi Industri 4.0 amat perlu sentiasa
disediakan bagi meningkatkan pengetahuan saya’ menunjukkan tahap
rendah sebanyak 6.3% dengan bilangan responden seramai 17 orang.
Manakala tahap sederhana adalah seramai 91 orang responden (33.7
peratus) dan tahap tinggi pula adalah seramai 162 orang (60.0 peratus).
Secara keseluruhannya data kajian menunjukkan item ini berada di tahap
tinggi.

B6: Saya bersedia menempuh era Revolusi Industri 4.0

Skala/Tahap Rendah Sederhana Tinggi Keseluruhan
Bil 16 116 138 270

% 5.9 43.0 51.1 100.0
Tahap Tinggi

Jadual B6 bagi item ‘Saya bersedia menempuh era Revolusi Industri 4.0’
mempunyai tahap rendah sebanyak 5.9% dengan bilangan responden
seramai 16 orang. Manakala tahap sederhana adalah seramai 116 orang
responden (43.0 peratus) dan tahap tinggi pula adalah seramai 138 orang
(51.1 peratus). Secara keseluruhannya data kajian menunjukkan item ini
berada di tahap tinggi.

Berdasarkan dapatan kajian terhadap pengetahuan para pelajar IPT dalam
mendepani cabaran Revolusi Industri 4.0, aspek ‘pengetahuan’ secara
keseluruhannya berada pada tahap tinggi. Dapatan kajian ini juga
menyokong dapatan kajian yang dilaksanakan oleh Sharita Abd. Ghoni,
Norfidah Abdul Hamid dan Asmah Othman (2018) berhubung dengan tahap
pengetahuan para pelajar terhadap IR4.0 berada pada tahap sederhana
pada beberapa aspek. Justeru seramai 58% pelajar IPT menyatakan aktiviti
tentang Revolusi Industri 4.0 amat perlu sentiasa disediakan bagi
meningkatkan pengetahuan mereka berhubung dengan IR4.0. Nurul
Syuhada Mohd Yunus dan Md Yusoff Daud (2019) menyatakan bahawa dari
peringkat awal kanak-kanak sehingga pengajian tinggi keperluan pelajar-
pelajar Malaysia didedahkan kepada Revolusi Industri 4.0 ini adalah penting
untuk pelajar bersedia mendepani cabaran pada masa depan. Justeru hasil
dapatan kajian berhubung dengan aspek ‘pengetahuan’ iaitu pemahaman
pelajar terhadap maksud IR4.0, pemahaman pelajar terhadap perkakasan
berkaitan IR 4.0 dan kesediaan pelajar dalam memberikan maklumat
terhadap sebarang pertanyaan berhubung dengan IR 4.0 dapat
dipertingkatkan.

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Dari segi persoalan kajian kedua iaitu aspek pengetahuan yang telah
mencapai tahap kesediaan pelajar mendepani Revolusi Industri 4.0, majoriti
pelajar di IPT mengetahui dan pernah mendengar berkenaan IR 4.0 dan
bersetuju bahawa aktiviti IR 4.0 amat perlu sentiasa disediakan bagi
meningkatkan pengetahuan mereka. Kesediaan dan persiapan para pelajar
IPT untuk menempuh era IR 4.0 juga berada pada tahap yang tinggi.
Dapatan kajian ini menjelaskan bahawa kesediaan pelajar IPT dari segi
‘pengetahuan’ bagi mendepani cabaran IR 4.0 berada pada tahap yang
tinggi.

Persoalan kajian ketiga merujuk kepada aspek pengetahuan yang tidak
mencapai tahap kesediaan pelajar dalam mendepani Revolusi Industri 4.0.
Aspek-aspek ini perlu diberikan tumpuan dan penambahbaikan bagi
memastikan tahap kesediaan para pelajar IPT mendepani cabaran IR 4.0
berada pada tahap yang tinggi. Di antara aspek tersebut ialah dari segi
‘pengetahuan’ pelajar dalam memahami maksud IR 4.0, memahami
perkakasan berkaitan IR 4.0 dan kesediaan memberi maklumat terhadap
sebarang pertanyaan berkaitan dengan IR 4.0.

CADANGAN

IPT bukan sahaja tempat para pelajar mendapat ilmu pengetahuan tetapi
juga sebagai medan melengkapkan diri menghadapi cabaran Revolusi
Industri 4.0. Oleh itu IPT perlu merangka pelbagai aktiviti pendedahan
kepada perubahan ini seperti seminar dan kursus yang berkaitan bagi
meningkatkan kesedaran dan kesediaan pelajar. Pemilihan projek semester
akhir juga perlu menjurus ke arah IR 4.0. Pelajar hendaklah didedahkan
dengan konsep, cabaran, keperluan, perkakasan yang merangkumi aspek
pengetahuan, kemahiran dan kecerdasan emosi dalam mendepani cabaran
IR 4.0. Kita harus bertindak dengan cara komprehensif, melibatkan semua
pihak seluruh dunia, dari sektor awam dan swasta kepada akademik serta
masyarakat keseluruhannya.

Pada Revolusi Perindustrian Keempat (Industri 4.0) ini, ramai pakar melihat
tugas hakiki manusia akan digantikan oleh tenaga robotik, jutaan manusia
hilang kerja terutamanya di sektor pengilangan. Justeru itu, semua pihak
perlu bersedia dengan re-skill supaya graduan IPT terus dapat memberi
sumbangan kepada negara. Cabarannya juga dihimpit lagi apabila pada 2020
kelak, Revolusi Perindustrian Keempat atau Industri 4.0 bakal
menghidangkan kepada kita robotik termaju dan pengangkutan autonomi,
kepintaran buatan, bahan termaju, bioteknologi dan 'genom' yang juga

112 | M u a d d i b 2 0 1 9

disebut menerusi sembilan tonggak iaitu robot automasi, simulasi, integrasi
sistem, Internet of Things (IoT), keselamatan siber, pengkomputeran awan,
pembuatan bahan tambahan, dunia realiti maya, analisis data besar, integrasi
sistem menegak dan melintang. Bagi menghadapi persekitaran yang semakin
kompleks, graduan abad ke-21 mesti memperkukuh diri dengan lima (5)
perkara yang turut sepadan dengan beberapa ciri yang digariskan sebagai
kemahiran unggul oleh Forum Ekonomi Dunia:

a. Mahir menyelesaikan masalah yang kompleks
b. Mahir sebagai pemimpin dan ahli pasukan yang berkesan
c. Mahir berkomunikasi secara lisan dan bertulis
d. Memiliki kepintaran emosi
e. Memiliki nilai integriti dan moral terpuji (Sharita, Norfidah & Asmah, 2018)

Sumber yang paling sukar dan paling berharga dalam era yang dipacu oleh
teknologi digital bukanlah modal biasa atau modal kapital sebaliknya ia
merupakan satu sumber daya manusia yang berinovasi, kritis, kreatif dan
berdaya cIPT. Spekulasi awal tentang keadaan pekerjaan yang
menggunakan industri digital di seluruh dunia memerlukan pekerja
mempelajari pelbagai kemahiran baru dan senantiasa meningkatkan
kemahiran sedia ada supaya kadar bayaran pekerjaan meningkat. Sektor
pekerja yang kerjayanya berulang-ulang akan menghadapi cabaran dalam
industri yang sedang berkembang. Namun keadaan ini mungkin akan susah
buat pekerja yang lebih berusia. Oleh itu, bentuk pendidikan yang berbeza
mesti diperkenalkan agar keperluan tenaga kerja mahir dan pakar dalam
teknologi-teknologi baru dalam IR 4.0 ini seperti robot, automasi, data raya,
Internet of Things kekal relevan untuk masa depan dunia pekerjaan.

PENUTUP

Revolusi Industri 4.0 (RI 4.0) berbeza daripada revolusi industri pertama
yang tertumpu kepada penggunaan mesin berkuasa wap, kedua kepada
elektrik dan ketiga kepada penggunaan teknologi maklumat. RI 4.0 juga
menggantikan banyak pekerjaan dalam revolusi pertama, kedua dan ketiga
melalui proses automasi hasil bantuan perisian. Melalui Revolusi ini,
kecekapan pengurusan dan sistem penyampaian dapat dipertingkatkan
kerana semua urusan dijalankan secara digital. Alvin Toffler (1970), dalam
bukunya Future Shock mengemukakan bahawa “Orang buta huruf abad ke-
21 tidak akan menjadi orang yang tidak dapat membaca dan menulis tetapi
mereka yang tidak dapat belajar, tidak belajar dan belajar semula”. Toffler
tidak mencadangkan bahawa membaca dan menulis menjadi tidak penting
namun beliau menekankan perubahan dalam masa yang tidak menentu
membuatkan kemahiran yang paling berharga adalah belajar cara untuk
belajar daripada sekadar membaca sekumpulan fakta dan prosedur. IPT di
era IR 4.0 ini harus memastikan pembelajaran sepanjang hayat, pelbagai
kecerdasan, kecekapan, kemahiran dan pemikiran komputasi merupakan

113 | M u a d d i b 2 0 1 9

asas untuk semua peringkat masyarakat mendepani kehidupan era revolusi
digital ini. Dunia sedang berubah ke arah kemajuan pelbagai teknologi baru,
teknologi Internet of Thing dan automasi sedang berleluasa digunakan dalam
industri, perniagaan dan juga pendidikan. Bagi menyediakan generasi masa
hadapan yang bermaklumat dan berinovasi, kaedah pengajaran dan
pembelajaran perlu mengikut perkembangan teknologi terkini. Gaya
pembelajaran era revolusi digital ini terlihat seperti pelajar sebagai guru dan
guru sebagai panduan maklumat serta menjadikan web sebagai kurikulum.
Malaysia perlu menyediakan para pelajar dan graduan yang berpengetahuan
dan berkemahiran tinggi serta mampu berdaya saing di era penuh cabaran
bagi mendepani cabaran IR 4.0.

RUJUKAN

Afandi Ahmad, P. (2017). Industri 4.0 ubah cara kerja, hidup. Retrieved from

https://www.bharian.com.my/node/291781

Bryan Edward Penprase. (2019). The Fourth Industrial Revolution and Higher
Education in the Era of the Fourth Industrial Revolution. Springer

Nature Singapore Pte Ltd: Macmillan
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A Simple

guide and reference. 11.0 update (4th ed.) Boston: Allyn & Bacon.
Hussein Ahmad. 2012. Mission of Public Education in Malaysia: The

Challenge of Transformation. Kuala Lumpur: University of Malaya Press

Kamaruddin Ilias, Mubin Md Nor, Che Aleha Ladin, Suhaidah Tahir, Roshidah

Abdul Rahman, Fauziah Hanim Abdul Latif (2018). Knowledge of soft

skills in industry revolution 4.0. IRCon 2018: International Research

Conference. Jose Maria College, Davao City, Philippines

Klaus Schwab. 2016. The Fourth Industrial Revolution, Geneva : World

Economic Forum. ISBN 1944835008

Kergroach, S. (2017). Industry 4.0: New challenges and opportunities for the

labour market. Foresight and STI Governance, vol. 11 (4), pp. 6–8. DOI:

10.17323/2500-2597.2017.4.6.8 https://foresightjournal.hse.ru

/data/2018/01/09/1160538630/0-Kergroach-6-8.pdf

Mohd Azizuddin Mohd Sani, Sidang Kemuncak Kecemerlangan Penyelidikan

Asia Pasifik di Taiwan, Julai 2017
Malek Saat. 2011. Tahap kesediaan pembelajaran kendiri dan jenis gaya

pembelajaran serta hubungan dengan pencapaian akademik dalam
kalangan guru pelatih IPG Zon Timur. Tesis sarjana pendidikan, Fakulti

Pendidikan, UKM (unpublished)

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Mohd Fairuz Mohd Yusof. (2017). Revolusi Perindustrian Keempat / Industri
4.0 / Ir 4.0. Pusat Data Negara dan Inovasi, Kuala Lumpur: Malaysia.

Mohd Izwan Mahmud, Sidek Mohd Noah, Jamaludin Ahmad, Wan Marzuki
Wan Ahmad. 2016. Modul Kesediaan Kerjaya Berdasarkan Teori
Cognitive Information Processing (Cip). Jurnal Kurikulum & Pengajaran
Asia Pasifik. Julai 2016, Bil. 4, Isu 3

Mohd Majid Konting. 2005. Kaedah Penyelidikan Pendidikan. Kuala Lumpur:
Dewan Bahasa dan Pustaka

PwC. 2017. Industry 4.0 : The Current State of Play in Flemish
Manufacturing. Press Release PwC March 31, 2017.

Rozinah Jamaludin. 2005. Multimedia Dalam Pendidikan. Kuala Lumpur:
Utusan Publication & Distributors.

Sharita Abd. Ghoni, Norfidah Abdul Hamid, Asmah Binti Othman. 2018.
Kajian Mengenai Kesediaan Pelajar Semester Empat Polimas Dalam
Mengharungi Cabaran Revolusi Industri 4.0. Persidangan National
Innovation and Invention Competition Through Exhibition (iCompEx’18).

Sharon Dell. (2018). Using 4IR Technology for the Greater Good. University
World News (Africa Edition).

USING BLOOM’S TAXONOMY AND PEER SOCRATIC QUESTIONING
(PSQ) TECHNIQUE IN GROUP DISCUSSION

Zainab Ab. Rahman Ph.D
IPG Kampus Dato’ Razali Ismail,

Kuala Nerus, Terengganu
[email protected]

ABSTRACT

Developing critical thinking skills is one of the main foci of 21st Century
learning. Studies show that the skills can be promoted through collaborative
work and questioning. This paper presents the result of a study which was
conducted to investigate the how a technique called the Peer Socratic
Questioning influenced the levels of critical thinking of pre-service teachers at
an Institute of Teacher Education (ITE) or also known as Institut Pendidikan
Guru (IPG) measured by the revised Bloom’s taxonomy indicators. The study
involved 20 second semester first-year pre-service TESL teachers who were
doing their degree programme by employing a qualitative study method. The
data was collected from transcripts of group discussions, the reflective journal
entries and the focus group interview transcripts. The transcripts were

115 | M u a d d i b 2 0 1 9

analysed for the types of Socratic questions used by the participants and the
levels of thinking from their responses. The levels of thinking were measured
by using the revised Bloom’s taxonomy indicators. The perceptions of
participants were analysed from their reflective journal entries and the
transcripts of the focus group interview. The results indicated that there were
improvements in critical thinking levels shown by the HOTS levels (analysing
and evaluating levels) as measured by the Bloom’s taxonomy indicators after
using the PSQ technique as compared to before using the technique.
Participants also perceived that the technique had increased their critical
thinking levels. Generally the PSQ technique helped the participants to ask
questions that enabled their friends to give answers of HOTS levels, thus
enhancing their critical thinking skills.

Keywords: Socratic questions, Higher Order Thinking Skills, group
discussion, Bloom’s taxonomy, critical thinking

INTRODUCTION

For a very long time critical thinking skills have been considered as one of the
important soft skills to develop. These skills are becoming more important for
students to develop especially for 21st century learning with the emphasis on
the 21st century skills. The 21st century skills, among others, include critical
thinking such as problem solving, reasoning, analysis, interpretation and
synthesizing information; teamwork, collaboration, cooperation, facility in
using virtual workspaces and information and communication technology
(ICT) literacy. Besides collaborative work, questioning is considered as one of
the ways to promote critical thinking among students (Norhailmi, 2017).

Higher Order Thinking Skills (HOTS) according to Reid (2014) include critical
thinking, creative thinking, logical thinking, reflective thinking and
metacognitive thinking. According to Anderson and Krathwohl (2001) and
Reid (2014) the skills are represented by the last or the upper three levels,
analysing, evaluating and creating in the Revised Bloom’s taxonomy. The first
three levels in the Revised Bloom’s taxonomy, remembering, understanding
and applying are considered as the Lower Order Thinking Skills Levels
(LOTS) domain. The higher the level means the higher your critical thinking
levels are.

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Bloom’s taxonomy has been widely used in education to form questions by
using the verbs related to each level in order to achieve respective levels of
answers from students. It has also been used to determine the objectives or
learning outcomes of a course or subjects. However, there were also studies
which made use of this taxonomy to specifically measure students’ answers
(Athanassiou, McNett & Harvey, 2003; Meyer, 2004; Pappas, Pierrakos &
Nagel, 2013). In this study, the revised Bloom’s taxonomy indicators or
descriptors were used to evaluate participants’ responses or answers to the
questions asked by their peers during group discussion as these indicators
clearly state the skills that are demonstrated at each level.

STATEMENT OF THE PROBLEM

Despite the importance of critical thinking, Hurd (2013) claims studies reveal
that HOTS or critical thinking skills are rare in college classrooms. He asserts
that teachers or instructors tend to focus only on facts and concepts, which
are at the lowest cognitive levels rather than higher cognitive levels. Studies
also show that teachers, instructors or lecturers are also not trained and have
to find ideas to teach critical thinking on their own (Muhammad Kamarul
Kabilan, 2013; Sidhu & Sarjit, 2013).

There have been many efforts done by the Ministry to ensure that HOTS are
emphasised and developed at schools and higher learning institutions
including changing the syllabuses for schools and also for tertiary levels to
include critical thinking skills (Ministry of Education, 2013). In the Malaysia
Blueprint 2013-2025, it is also mentioned that the Ministry would review the
curriculum for pre-service teacher training at Institute of Teacher Education
(ITE) or Institute Pendidikan Guru (IPG) since teachers too need to be
adequately prepared to teach Malaysian students the desired higher-order
thinking skills (Ministry of Education, 2013). Apart from fulfilling the
aspirations of the Ministry of Education to increase the quality of teacher
training by improving the curriculum which includes critical thinking (Ministry
of Education, 2013), the IPG students also need to be exposed and trained in
critical thinking skills. As students and also future teachers, they need the
skills to make decisions when they are working later either in classrooms and
dealing with the pupils or making decisions regarding other matters. They do
not only need the skills for themselves but also to teach their future students
to think critically.

Group discussion is a very popular activity in IPG and it is believed to
enhance critical thinking among students (Adams & Galanes, 2012).
However, students in IPG are not guided on how to really conduct their group
discussion in order to develop or enhance their critical thinking skills. By using
the Socratic Questioning technique, students can be trained to ask questions
which can enhance their HOTS and critical thinking during group discussion.
According to Eggen and Kauchak (2012), “Questioning encourages students

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to put their understanding into words, and responding to questions is the most
effective way for them to develop this ability.”

Other than teaching students to think critically, there is also a problem of
measuring critical thinking levels in face-to-face group discussion. There are
many commercially prepared critical thinking assessments but they are not
specifically prepared for face-to-face group discussion. Therefore, in this
study, the revised Bloom’s taxonomy indicators were used to measure the
critical thinking levels of the participants. It was the aim of this study to
investigate how the Peer Socratic Questioning (PSQ) technique had
influenced the critical thinking levels of TESL students in IPG and how it
helped to carry out effective group discussion. IT was also the purpose of this
study to investigate the perceptions of participants involved in group
discussion activities after employing the Peer Socratic Questioning (PSQ)
technique.

RESEARCH OBJECTIVES

The objectives of this study are:
1. to investigate the extent the Peer Socratic Questioning (PSQ)
technique had influenced the participants’ critical thinking skills in
group discussion
2. to investigate how the participants perceive the use of PSQ technique
in improving their critical thinking skills.
3.

RESEARCH QUESTIONS

Specifically, the research questions for this study are as follows:
1. “To what extent the Peer Socratic Questioning (PSQ) influenced the
critical thinking skills of participants in group discussion?”
2. “How do the participants perceive the use of Peer Socratic
Questioning (PSQ) technique in improving their critical thinking skills?”

LITERATURE REVIEW

Critical Thinking Skills

The term critical thinking comes from the Greek word 'kritike', which means
the art of judgment. Building on the work of early Greek philosophers, critical
thinking is the basis of the intellectual history of the West. Scriven & Paul
(1996) define critical thinking as skilfully and actively conceptualizing,
analysing, applying, synthesizing, and/or evaluating information collected
from, or generated by experience, observation, reasoning, reflection, or
communication to guide belief and action. Critical thinking also involves skills
such as analysing arguments carefully (Kizlik, 2005; Lamb, 2000), seeing

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various viewpoints (Kizlik, 2005; Kurland, 1995) and making conclusions from
ideas and evidence provided (Kizlik, 2005; William & Stockdale, 2003; Ooi,
2000; Halpern, 1996). It also includes the students’ ability to choose
conclusions that are most acceptable from ideas and evidence provided and
applying knowledge and understanding to different and new problems and
developing reasonable and rational interpretations (William & Stockdale,
2003; Kurland, 1995). All these skills are highlighted in the revised Bloom’s
taxonomy as higher order thinking skills (HOTS) which are analysing,
evaluating and creating levels (Forehand, 2012).

There are many benefits of critical thinking. According to Schoeman (1997),
critical thinking skills are essential for good citizenship and academic
excellence. If students do not have the ability to critically evaluate the world
around them, they will not be able to both define problems and find their
solutions. Lau and Chan (2012) list several reasons why it is important to
have critical thinking skills. First, whatever we choose to do, it is very
important to be able to think clearly and rationally. It is an asset for any career
to be able to think well and solve problems systematically. Second, in the new
knowledge economy, which is driven by information and technology, we have
to be able to deal with changes quickly and effectively. The new economy
places increasing demands on flexible intellectual skills, the ability to analyse
information and put together various sources of knowledge in solving
problems. Third, with critical thinking, language and presentation skills can be
enhanced. We can improve the way we express our ideas by thinking clearly
and systematically. Critical thinking also leads to creativity because to solve a
problem creatively does not only require having new ideas. Critical thinking is
very important in assessing new ideas, choosing the best ones and changing
them when necessary. Finally, it is crucial to use critical thinking in doing self-
reflection. We need to justify and reflect on our values and decisions in order
to live a meaningful life and to organize our lives accordingly.

Socratic Questioning

One of the techniques to teach critical thinking is by questioning and Socratic
Questioning or probing questioning technique is one of them. According to
Eggen and Kauchak (2012), by questioning, students are encouraged to put
their understanding into words and the most effective way for them to develop
this ability is by responding to question. Chin and Osborne (2008) claim that
the process of asking questions allows students to articulate their current
understanding of a topic, to make connections with other ideas and also to
become aware of what they do or do not know. The act of asking questions
encourages students to engage in critical reasoning. Asking questions means
the students are thinking about the ideas presented.

Socratic questioning originated from the Greek philosopher, Socrates back in
470-399 B.C. and it is at the heart of critical thinking. The Socratic questions

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are also called the probing questions. A Socratic approach to teaching is also
known as dialectical approach or dialogic teaching where the teacher is
engaged in dialogue with the participants. Socrates believed that students
would be able to examine ideas logically and determine the validity of the
ideas through thoughtful questioning. He also believed that this type of
questioning could correct misconceptions and lead to reliable knowledge
construction. Through Socratic questioning students will have the capacity to
recognize contradictions and correct any incomplete or inaccurate ideas;
hence, leading to progressively greater truth and accuracy. In Socratic
questioning, teachers should be asking the questions and students should be
doing the talking, discussing and writing (Wilcomb & Wilcox, n.d.).

Paul (1993) develops the taxonomy of Socratic Questioning, which covers six
types of Socratic questions. They are the questions about conceptual
clarification, the questions that probe assumptions, questions that probe
reasons and evidence, questions that probe viewpoints and perspectives,
questions that probe implications and questions about questions. Usually,
Socratic questioning is used by instructors, teachers or facilitators to lead
discussions. They ask the questions to direct participants’ thinking. However,
the researcher believes that if the teacher models and trains the participants
with this type of questions they can be guided to use the technique on their
own when conducting group discussion activities. They can ask each other
probing questions to complete their task or to solve problems so that they
help each other to use their critical thinking skills. In this study the participants
applied the Peer Socratic Questioning technique and implemented the six
types of Socratic questions.

Type of Question Table 1
Questions about The Six Types of Socratic Questions
conceptual clarification
Example
Questions that probe What exactly does this mean?
assumptions Can you give me an example?
Can you rephrase that please?
Questions that probe What else could we assume?
rationale, reasons and What are you assuming?
evidence How did you choose this assumption?
Why is that happening?
Questions about How do you know this?
viewpoints and What evidence is there to support What you
perspectives are saying?
What alternative ways of looking at this are
there?
What is the difference between ... and...?
What are the strengths and weaknesses
of...?

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Questions that probe What are the consequences of the
implications and assumption?
consequences What are the implications of?
How does ... fit with what we learned before?
Questions about the What was the point of asking that question?
question Why do you think I asked this question?
What else might I ask?

Bloom’s Taxonomy

Benjamin Bloom introduced the original Bloom’s taxonomy in 1956. Within the
cognitive domain, Bloom identified six levels or categories: knowledge,
comprehension, application, analysis, synthesis, and evaluation. These levels
are ordered from the simplest to the most complex; the knowledge level the
simplest or lowest level being followed by comprehension, application,
analysis, synthesis and evaluation level being the last or the highest level.
The lowest three levels: knowledge, comprehension, and application are also
known as lower order thinking skills (LOTS) while the highest three levels:
analysis, synthesis, and evaluation are known as higher order thinking skills
(HOTS) (Forehand, 2010).

Lorin Anderson, Bloom’s former student, led an assembly to update the
taxonomy during the 1990’s to make it more relevant for 21st century students
and teachers. This revised Bloom’s Taxonomy was published in 2001
(Churches, 2008).The changes involve terminology, structure, and emphasis.
The most apparent differences are the changes in terminology from noun to
verb forms and the lowest level, knowledge was renamed remembering.
Finally, comprehension and synthesis were retitled to understanding and
creating respectively (Forehand, 2010). From the changes, it can be seen
that the highest level is creating. The changes are summarized in Table 2.

Table 2

Critical Thinking Levels and Skills Demonstrated

Level Skills Demonstrated

Remembering Retrieving, recognizing, and recalling relevant
Understanding knowledge from long-term memory.
Constructing meaning from oral, written, and graphic
Applying messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and
explaining.
Carrying out or using a procedure through executing,
or implementing.

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Analysing Breaking material into constituent parts, determining
how the parts relate to one another and to an overall
Evaluating structure or purpose through differentiating,
Creating organizing, and attributing.
Making judgments based on criteria and standards
through checking and critiquing.
Putting elements together to form a coherent or
functional whole; reorganizing elements into a new
pattern or structure through generating, planning, or
producing.

METHODOLOGY

Research Design

This study employed a qualitative research design. The study examined in
detail how the participants used the PSQ technique and how it influenced
their critical thinking skills and also their perceptions on using the technique in
improving their critical thinking in their group discussions. By employing a
qualitative study method, processes (with the use of the Peer Socratic
technique) involved in group discussion could be observed and understood.

Sample

A purposive sample was used in this study. The participants for this study
were chosen from a class of semester two first year students taking a degree
in Teaching English as a Second Language (TESL) at an IPG in Terengganu.
There were altogether 20 students in this class and everyone was chosen as
the research participants. The participants were used to questioning and
group discussion activities after spending two semesters of their foundation
year and one semester of their degree programme.

Instrumentation

The main instrument used for this study was video recording. The other
instruments were reflective journals and interview protocol. The data was
collected from the transcripts of video recordings of participants’ group
discussions, the reflective journal entries and the transcripts of the focus
group interview. The Bloom’s taxonomy indicators were used to measure the
participants’ critical thinking levels based on their responses to the questions
asked during their group discussions.

Research Procedure

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The participants were required to record their discussions before and after the
introduction of Peer Socratic Questioning technique. This questioning technique
was adapted from the Socratic questioning technique introduced by Paul (1993).
Paul (1993) develops the taxonomy of Socratic Questioning which covers six
types of Socratic questions. These questions are also known as the probing
questions. They are the questions about conceptual clarification, the questions
that probe assumptions, questions that probe reasons and evidence, questions
that probe viewpoints and perspectives, questions that probe implications and
questions about questions. Refer Table 1

Socratic questioning technique is commonly used by the instructors or the
lecturers to ask their students questions in order to probe their thinking.
However, the technique used in this study was called the Peer Socratic
questioning because, instead of the instructor asking the Socratic questions
to students as commonly practised, the participants used these questions
with their peers to ask one another. The participants were introduced to the
Socratic questions in two workshop sessions. Then, they were given the
tasks to carry out their discussion using the technique on their own.

In order to conduct their group discussions, the participants were given seven
tasks. The tasks were according to the syllabus for the ELT Methodology
course that they had taken in their second semester of the degree
programme. Data collection took about eleven weeks to complete. The data
was obtained from video recordings of the participants’ group discussions
before the introduction of PSQ technique and then from another six
recordings after the introduction of PSQ technique and participants’ reflective
journals for a period of eleven weeks. Finally, data was obtained from focus
group interview to elicit participants’ perceptions on the technique introduced
to enhance critical thinking. This interview was done in Week 11.

The video recordings were collected after each discussion and transcribed
verbatim. The journal entries were also collected at the end of the week after
the discussion was conducted. The focus group interview was also recorded
by using the video recording and later transcribed verbatim. The transcripts
from the participants’ discussion were analysed for the level of critical thinking
according to the revised Bloom’s taxonomy. The analysis was the responses
or answers to the questions posed by the participants during their group
discussions. The level of thinking according to the Bloom’s taxonomy are
remembering, understanding, applying, analysing, evaluating and creating.
The analysis was done by highlighting the responses given by the
participants after their peers asked questions and giving the codes according
to the levels of the revised Bloom’s taxonomy by using the ATLAS.ti software.
However, the tasks did not require the participants to show any applying or
creating levels of thinking. Therefore, only four codes were used -
remembering, understanding, analysing and evaluating. Remembering and

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understanding levels are considered as Lower Order Thinking Skills (LOTS)
while analysing and evaluating levels are considered as the Higher Order
Thinking Skills (HOTS) or the critical thinking levels (Forehand, 2010). The
higher thinking skills, means the higher critical thinking levels (Forehand,
2010). By looking at the frequency of the levels of critical thinking in the
answers provided by the participants, it gave a general idea of the level of
critical thinking in each discussion as well as in all the discussions in general.
The reflective journal entries and the focus group interview transcripts were
also analysed by using the ATLAS.ti software for qualitative research for their
perceptions on the use of PSQ on their critical thinking.

RESULTS OF THE STUDY

The findings from the analysis of discussion transcripts before and after using
PSQ had shown that there were increases in the levels of thinking according
to the revised Bloom’s taxonomy indicators. From the analysis of answers or
responses given by the students to the questions asked by their peers during
the discussion before PSQ, it can be seen that most of the answers were of
understanding level. There were only three levels of responses given by the
participants which were the understanding, evaluating and remembering
levels. The answers were very much dependent on the type of questions
asked and since they were not yet introduced to the PSQ technique, their
questions were also at low levels (Table 4).

Table 3
LOTS and HOTS Levels in Discussions before and after using PSQ

Number of responses

Level of Discussion before Discussion after PSQ
Bloom’s PSQ
taxonomy
G G2 G3 AVG G1 G2 G3 AV %
HOTS 1 G increase
analysing
evaluating 2 0 11 4 13 14 12 13 225

LOTS 0 0 0 0 3 7 5 5 Post-PSQ
remembering
2 0 11 4 11 7 7 8 100
understanding
1 12 6 11 12 14 19 15 36.4
TOTAL 5

42 1 2 2 4 5 4 100

1 10 5 9 10 10 14 11 22.2
1

1 12 0 15 26 28 31 28 86.7
7

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In Table 3, the average number of responses given by the participants had
increased for all levels of Bloom’s taxonomy – remembering, understanding,
analysing and evaluating levels. For understanding level, the responses had
increased from nine to 11 responses on average (an increase of 22.2%). The
average responses for evaluating and remembering levels had increased
from four and two responses to eight (100%) and four responses (100%)
respectively. In discussion before using PSQ, only three responses were
given but in the discussion after using PSQ, there was an addition of
responses given at the analysing level with an average of five responses.
Since none of the tasks required the participants to apply their knowledge or
create something, there was no response given at the applying and creating
levels.

Table 3 also shows that there were increases in the average number of
responses at HOTS and LOTS levels from discussion before PSQ to
discussions after using PSQ. In total, there was an increase in the average
number of responses from 15 to 28 responses (86.7%). However, the
increase in the HOTS level was more significant than the increase in LOTS
level. For HOTS level, there was an increase from an average of four
responses to 13 responses (225%). For LOTS level, there was an increase
from an average of 11 responses to 15 responses (36.4%). Since HOTS level
indicates higher critical thinking level, therefore, it can be concluded that there
was an increase in the level of critical thinking of participants with the use of
PSQ technique.

The findings from the analysis of responses given by the participants showed
that after the introduction of the PSQ technique, the most frequent responses
given by the participants were mainly at understanding level followed by
evaluating, analysing and remembering levels. The levels of responses had
increased from only three levels (understanding, evaluating and
remembering) to four levels (understanding, evaluating, analysing and
remembering). There were no responses at the applying and creating levels
since none of the tasks required participants to show the application of their
knowledge or create something. The average responses had increased for
HOTS levels (analysing and evaluating) while there were decreases in LOTS
responses.

DISCUSSION

Before the PSQ technique was introduced, the participants did not really
know what to discuss and what kind of questions they would ask. They were
merely asking for examples and some explanations from their group mates
and the analysis of the responses showed that responses were at LOTS
levels. The discussions were very short since they did not know what to ask,
as they admitted during the focus group interview and also as written in their
reflective journal entries. The same situation was reported by Cacchioti

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(2011) whereby the participants in his study claimed that before the study,
they did not know what the teachers were asking them to do when they were
supposed to think of something but the intervention used in the study helped
them to understand what they were supposed to do by defining what it takes
to think.

By using the PSQ technique, the participants learned to ask questions that
required their peers to answer not only to recall information (remembering)
but also to demonstrate their understanding (understanding), compare and
contrast between two elements or concepts, analysing information and
organise their ideas and discussing implications of a theory they had learnt
and making links to their own life as student teachers (analysing) and also
making judgement by giving their views and opinions (evaluating). Even
though the answers were mainly at understanding levels, they were
necessary as they helped the participants to understand the concepts or the
topics better. According to Paul and Elder (2007) before students can use all
these skills, they need to have the necessary knowledge and understanding
about the concepts. In order to understand the concepts, they had to be clear
about them and this was done by asking clarification questions which would
provide the answers either at remembering or understanding level. Once they
had understood the concepts, they could start giving answers at higher level
of thinking such as analysing and evaluation.

A study by Nor Lisa (2012) supported these findings as it showed that the
practice of asking open-ended questions such as the Socratic questioning in
small group discussions were effective to promote critical thinking skills of
students. This is also supported by many studies which proved that Socratic
Method had improved critical thinking skills of students for instance Cleveland
(2015), Lee (2009), Yang, Newby and Hill (2005), Jensen (2015), McGuire
(2010) and Menden (2012). Another study also proved that student-initiated
questions increase higher-order learning by requiring them to analyse
information, connect seemingly disparate concepts, and articulate their
thoughts (Tofade, Elsner & Haines, 2013).

The findings from the reflective journal entries revealed that a majority of the
participants believed that the PSQ technique had made them think critically.
The participants had to think critically or think deeply in order to answer the
questions asked by their friends. For example, they needed critical thinking to
answer questions which required them to compare and contrast and to give
opinions (viewpoints and perspective questions), questions that probed
reasons and evidence and also questions for conceptual clarification. Instead
of merely giving closed-ended answers, they learned to explain and elaborate
their answers.

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The following are some extracts from the participants’ reflective journal
entries on what they felt about the use of PSQ in increasing their critical
thinking skills. To illustrate, Dijah from Group 1 felt that using this technique
gave the group a better environment to encourage critical thinking of the
group.

I find that my group members are able to use this method and
success in thinking of the questions and answers. In general, this
method provides a better environment to promote critical thinking...
(Dijah’s Journal Entry 5)

Kiah from Group 3 in her Journal 6 wrote that she also felt that using this
technique helped her in many areas including developing their critical
thinking.

In conclusion, peer group discussion indeed helps us in many areas
such as social skills, developing critical thinking, and also increases
our knowledge. (Kiah’s Journal Entry 6)

Similar to what was written by Kiah in her journal, another participant from
Group 5, Hana, also wrote in her journals that she believed the PSQ
technique should be used in classroom as it had helped them in developing
critical thinking. For example, she wrote in her Journal entry 6:

In conclusion, peer group discussion helps in many areas such as
social skills, developing critical thinking, and also deepens our
understanding of the subject matter. (Hana’s Journal Entry 6)

The findings from the journal entries were supported by the findings from the
focus group interview. When participants were asked whether the PSQ had
improved the way they conducted their group discussion and their critical
thinking, the answers were positive. They agreed that the technique had
helped them to increase their critical thinking skills. According to the
participants, the questions helped to make them understand the topics better
because when they gave their opinions, it did not just stop there as their
friends would ask them to explain further in order to clarify their points or give
justifications for their answers. Everyone in the group was alert and actively
thinking as they had to be ready to answer the questions asked by their peers
and at the same time think of the questions that they themselves would ask.
They also had to keep thinking to develop ideas for the discussion which
means no one could be a “free rider”, without contributing anything to the
discussion. Extract 1 from the focus group interview illustrates this.

Extract 1
Focus Group Interview, lines 125-160

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Interviewer: So now.... with the introduction of Peer Socratic
Ray : Questioning technique ah... how do you think of
the Peer Socratic Questioning? Does it improve
Syah : the way you carry...carry out your group
discussion? The way you think, maybe?
Interviewer: Yes... (nodding). In general, it’s more to ...
Syah : umm...enhance this.. HOTS... High order
thinking skill ....because erm...when you... still
Interviewer: there is something. Of course, if you want to
Hana : convince the audience... your... your peers, right?
So ah...so that... believe in yours... turn or your
point. So, you’ve to provide with elaboration and
examples to make it clear just to question.
Before this ah...we did try some discussion where
that is for EDU. Me, Ray, Dijah I think and some
others are in the group, we talked about... we
divided about ah... the NPE, the National
Philosophy of Education... we divided into parts
and then we ah... divided ourselves into pairs and
threes and then we discussed. In the end after we
finish discuss...umm...we...we just present it and
then ah...some...some will ask some questions
and then but the questions are too... of... too... on
the surface not deeper enough..not deep enough.
You mean compared to peer questioning?
Ah…compared to peer questioning. Because
peer questioning...ah... when we ask questions,
ah... some doesn’t know the answer but some
people do. When we ask the question, those who
have the answers will try to answer and explain to
them. So that we give others some ideas on what
they ah... what they don’t know.
Anyone... ya...

In my opinion peer questioning helps in terms of
what question... what variety of question that we
can.... question our friends because basically before
this... before we are introduced to the peer
questioning we are...we are only umm... asking
questions such as why, what and that’s umm...not
specific enough... to help the... to help the person to
deliver the ... so, ya... gives some varieties... of
question to be asked.

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Shiha : I agree with Hana, the technique er... somehow
helps in generate our thinking skills... because
using the technique err... sometimes we... should
think out of the box because we are not only
depends on the materials...we...er...there are...

sometime that are very curious to know ... about the

answer so we...should search for the answer... by...

asking the question to the...another person

The findings from both the reflective journal entries and the focus group
interview showed that participants perceived that PSQ technique had
enhanced their critical thinking as they learned to ask higher order thinking
questions and answer the questions asked by their peers by giving
explanations, evidence and opinions instead of just presenting the facts as
they normally did in their previous discussions and presentations before using
the technique.

CONCLUSION

Peer Socratic Questioning technique has proven to be a useful technique to
develop or enhance critical thinking skills of students (Van Erp, 2008;
Menden, 2012; McGuire 2010; Jensen, 2015). This technique should first be
introduced to teachers or lecturers to familiarise them with this technique
before it could be introduced to the students. The technique should be
practised in classroom first before the students can practise it among
themselves. The topics chosen for the discussion are also important to
enable the students to develop different levels of thinking. With longer time to
practise the technique, the students could develop higher levels of thinking.
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