The Application of Fuzzy Delphi Technique in Evaluating the Appropriate Arrangement of the Teaching Activity Model Elements using I-Think Maps in the Development of Future Thinking Skills

Abstract

This study discussed the application of fuzzy Delphi technique in evaluating the appropriate arrangement of the teaching activity model elements using i-think maps to develop future thinking skills among secondary school students in learning the Malay language. The process of evaluating the appropriate arrangement of the elements in this teaching activity model was based on the confirmation evaluation of the Richey internal model (2005) aimed to determine the integrity of each model element, the process of developing the teaching activity model and the use of this model in designing lessons. There were 18 experts involved in evaluating the model and they were selected based on the purposive sampling and consisted of only secondary school teachers who teach the Malay language subject. The evaluation included 23 items, the list of elements in the model, that required consensus and the percentage of experts’ approval. The data was analyzed using the triangular requirements of fuzzy numbers and the fuzzy evaluation process conditions. The findings discovered that all the arrangement of elements in the model was accepted with a threshold value 'd' not exceeding 2.0 (d≤ 0.2), the percentage of expert consensus exceeded 75% and the fuzzy score value exceeded 0.5 to determine the acceptance and rejection of the items. Overall, all the panels of experts agreed on the arrangement of teaching activities model elements using i-think maps that has been designed to develop future thinking skills.