PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

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• Aliakbari, M., & Sadeghdaghighi, A. (2013). Teachers’ perception of the barriers to critical thinking. Procedia-Social and Behavioral Sciences, 70, 1-5. https://doi.org/10.1016/j.sbspro.2013.01.031

• Anderson, J., & Taner, G. (2022). Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review, 38, 100485. https://doi.org/10.1016/j.edurev.2022.100485

• Ardila, I. (2020). Persepsi guru terhadap hambatan dalam meningkatkan high order thinking skills (HOTS) siswa di sekolah menengah atas (SMA) [Teachers’ perceptions of obstacles in improving high order thinking skills (HOTS) of students in high school (SMA)]. Prosiding Seminar Nasional IKIP Budi Utomo, 1(01), 612–622. https://doi.org/10.33503/prosiding.v1i01.973

• Arip, M. A. S. M., Abd Rashid, N., Ahmad, S. H., & Husin, N. S. (2018). The development, validity and reliability of higher-order thinking skills-peer appraisal inventory (HOTS-PA). International Journal of Academic Research in Business and Social Sciences, 8(3), 395–409. https://doi.org/10.6007/IJARBSS/v8-i3/3936

• Baguma, R., Bagarukayo, E., Namubiru, P., Brown, C., & Mayisela, T. (2019). Using whatsapp in teaching to develop higher order thinking skills–a literature review using the activity theory lens. International Journal of Education and Development Using Information and Communication Technology, 15(2), 98–116.

• Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129–163. https://doi.org/10.5951/jresematheduc.44.1.0129

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• Chong, E. K.-M., Hu, J., Cheng, E. C.-K., Davies, I., Tang, H. H.-H., Leung, Y. W., & Hung, S. C.-F. (2022). Handling national controversy on the education frontline: Perceptions of Hong Kong teachers on the pedagogies for National Education. Asia-Pacific Journal of Teacher Education, 50(4), 387–405. https://doi.org/10.1080/1359866X.2021.2010273

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• Eastman, A., & Studd, M. (2020). Learning in practice. Learning, 4(1), 3–15.

• Ghanizadeh, A., Al-Hoorie, A. H., Jahedizadeh, S., Ghanizadeh, A., Al-Hoorie, A. H., & Jahedizadeh, S. (2020). Higher order thinking skills. Springer. https://doi.org/10.1007/978-3-030-56711-8

• Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solving higher-order thinking skills problems. Problems of Education in the 21st Century, 76(4), 520–532. https://doi.org/10.33225/pec/18.76.520

• Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis. Prentice Hall.

• Hamzah, L. M., & Wan Yusoff, W. M. (2021). A scoping review on implementation of I-think maps and its effects on higher order thinking skills in Malaysian schools. Asian Journal of University Education (AJUE), 7(2), 169–182. https://doi.org/10.24191/ajue.v17i2.13386

• Ibrahim, S. N. K. A., & Harun, J. (2017). Argumentative knowledge construction process in social collaborative learning environment towards students’ higher order thinking skills [Special issue]. Pertanika Journal of Social Sciences & Humanities, 25(S), 365–376.

• Jailani, J., & Retnawati, H. (2016). The challenges of junior high school mathematic teachers in implementing the problem-based learning for improving the higher-order thinking skills. Online Journal of Counseling & Education, 5(3), 1–13.

• Jannah, S. M. (2018). Teachers’ beliefs on teaching reading to achieve higher order thinking skills (HOTS): a case study at sma abbs surakarta [Unpublished doctoral dissertation]. Universitas Muhammadiyah Surakarta.

• Johnson, C. C., Mohr-Schroeder, M. J., Moore, T. J., & English, L. D. (2020). Handbook of research on STEM education. Routledge. https://doi.org/10.4324/9780429021381

• Kacmaz, G., & Dubé, A. K. (2021). Examining pedagogical approaches and types of mathematics knowledge in educational games: A meta-analysis and critical review. Educational Research Review, 35, 1–15. https://doi.org/10.1016/j.edurev.2021.100428

• Khonamri, F., Amirdehi, M., Pavlikova, M., & Tkacova, H. (2021). EFL teachers’ perceptions of implementing critical thinking in teaching reading: Focus on the possible hindrances. Education & Self Development, 16(4), 48–63. https://doi.org/10.26907/esd.16.4.05

• Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2019). Teachers’ and students’ belief systems about the self-regulation of learning. Educational Psychology Review, 31(1), 223–251. https://doi.org/10.1007/s10648-018-9453-7

• Livy, S., Muir, T., Trakulphadetkrai, N. V., & Larkin, K. (2023). Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education, 26(1), 5–26. https://doi.org/10.1007/s10857-021-09517-0

• Lu, K., Yang, H. H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education, 18, Article 1. https://doi.org/10.1186/s41239-020-00238-7

• Makki, T. W., O’Neal, L. J., Cotten, S. R., & Rikard, R. V. (2018). When first-order barriers are high: A comparison of second-and third-order barriers to classroom computing integration. Computers & Education, 120, 90–97. https://doi.org/10.1016/j.compedu.2018.01.005

• Meldawati, M., Maimunah, M., & Roza, Y. R. Y. (2020). The ability of junior high school mathematics teachers in kampar regency in developing higher order thinking skills. Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 8(3), 251–258. https://doi.org/10.26858/jdm.v8i3.16672

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• Muganga, L., & Ssenkusu, P. (2019). Teacher-centered vs. student-centered: An examination of student teachers’ perceptions about pedagogical practices at Uganda’s Makerere University. Cultural and Pedagogical Inquiry, 11(2), 16–40. https://doi.org/10.18733/cpi29481

• Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. https://timssandpirls.bc.edu/timss2011/downloads/t11_ir_mathematics_fullbook.pdf

• Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a finnish high school during the covid pandemic. International Journal of Technology in Education and Science, 4(4), 352–369. https://doi.org/10.46328/ijtes.v4i4.167

• Ozkan-Akan, S. (2003). Teachers’ perceptions of constraints on improving students thinking in high schools [Unpublished master’s thesis]. Middle East Technical University.

• Rachmawaty, N., & Ariani, S. (2019). Investigating the types of teacher questions in EFL secondary classroom. Advances in Social Science, Education and Humanities Research, 276, 40–49. https://doi.org/10.2991/icoelt-18.2019.6

• Radhy, Z. H. (2019). Application of multiply regression linear model and new technology method in estimating learning and education of students. International Electronic Journal of Mathematics Education, 14(1), 87–90. https://doi.org/10.12973/iejme/3978

• Rahmawati, A., Nurhidayati, A., & Saputro, I. N. (2019). Building higher order thinking skills (HOTS) for pre-service vocational engineering teachers by applying a multi-method approach to the learning process through lesson study. Pertanika Journal of Social Sciences & Humanities, 27(2), 1709–1725.

• Rajendran, N. (2001). The teaching of higher-order thinking skills in Malaysia. Journal of Southeast Asian Education, 2(1), 42–65.

• Retnawati, H., Munadi, S., Arlinwibowo, J., Wulandari, N. F., & Sulistyaningsih, E. (2017). Teachers’ difficulties in implementing thematic teaching and learning in elementary schools. The New Educational Review, 48(2), 201–212. https://doi.org/10.15804/tner.2017.48.2.16

• Sa’dijah, C., Murtafiah, W., Anwar, L., Nurhakiki, R., & Cahyowati, E. T. D. (2021). Teaching higher-order thinking skills in mathematics classrooms: Gender differences. Journal on Mathematics Education, 12(1), 159–180. https://doi.org/10.22342/jme.12.1.13087.159-180

• Saragih, S., Napitupulu, E. E., & Fauzi, A. (2017). Developing learning model based on local culture and instrument for mathematical higher order thinking ability. International Education Studies, 10(06), 114–122. https://doi.org/10.5539/ies.v10n6p114

• Sebatana, M. J., & Dudu, W. T. (2022). Reality or mirage: Enhancing 21st-century skills through problem-based learning while teaching particulate nature of matter. International Journal of Science and Mathematics Education, 20, 963–980. https://doi.org/10.1007/s10763-021-10206-w

• Seif, A. (2017). Developing higher order thinking skills of Arab high school students in Israel. [Doctoral dissertation, University of Derby]. Research at Derby. https://repository.derby.ac.uk/item/9307x/developing-higher-order-thinking-skills-of-arab-high-school-students-in-israel

• Seman, S. C., Yusoff, W. M. W., & Embong, R. (2017). Teachers challenges in teaching and learning for higher order thinking skills (HOTS) in primary school. International Journal of Asian Social Science, 7(7), 534–545. https://doi.org/10.18488/journal.1.2017.77.534.545

• Sevian, H., Dori, Y. J., & Parchmann, I. (2018). How does STEM context-based learning work: What we know and what we still do not know. International Journal of Science Education, 40(10), 1095–1107. https://doi.org/10.1080/09500693.2018.1470346

• Singh, C. K. S., & Marappan, P. (2020). A review of research on the importance of higher order thinking skills (HOTS) in teaching english language. Journal of Critical Reviews, 7(8), 740–747. https://doi.org/10.31838/jcr.07.08.161

• Torff, B., & Sessions, D. (2006). Issues influencing teachers’ beliefs about use of critical-thinking activities with low-advantage learners. Teacher Education Quarterly, 33(4), 77–91.

• Utami, F. D., Nurkamto, J., Marmanto, S., & Taopan, L. L. (2019). The implementation of higher-order thinking skills in EFL classroom: Teachers’ perceptions. Proceeding of the 2nd International Conference on Future of Education, 2(1), 64–72. https://doi.org/10.17501/26307413.2019.2107

• Wilson, D. M., & Narasuman, S. (2020). Investigating teachers’ implementation and strategies on higher order thinking skills in school based assessment instruments. Asian Journal of University Education, 16(1), 70–84. https://doi.org/10.24191/ajue.v16i1.8991

• Yusoff, W., & Selman, S. (2018). Teachers’ knowledge of higher order thinking and questioning skills: A case study at a primary school in Terengganu, Malaysia. International Journal of Academic Research in Progressive Education & Development, 7(2), 45–63. https://doi.org/10.6007/ijarped/v7-i2/4120