A Proposed Problem-Centered Thinking Skill (PCTS) Model at Secondary Schools in Indonesia and Malaysia

Abstract

The purpose of this study is to discover the cost effective context and general components of the instructional system design model that might contribute positively to the Problem-Centered Thinking Skill (PCTS) Model for Science Lesson in Bandung, Indonesia and Selangor, Malaysia in Bandung. In total, there were 200 secondary school science teachers from those two locations participating in the study. The primary tool for gathering data was an open-ended Google form. Triangulation was used to increase the reliability of the data by conducting both participant observations and individual interviews. Researchers found that pupils did not acquire the material because of the teacher's inadequate explanations that did not follow a scientific learning process that applies critical thinking to higher order thinking skills. Furthermore, due to signal and quota restrictions during online learning, individuals were unable to study well at home. In order to help students in Bandung and Selangor enhance their higher-order reasoning skills, it needs a current model that is flexible and uses technology tools to integrate critical thinking and scientific reasoning. Problem-Centered Thinking Skill (PCTS) as a new way of thinking about science education is called for in this study, offering for a new model of scientific learning.