The Implementation of Higher Order Thinking Skills (Hots) in Malaysia Secondary School: Post PISA 2009

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

“…respondents agreeing and strongly agreeing that HOTS in mathematics could help them in their school life. Statistics have shown that the majority of pupils place a high value on mastering HOTS in mathematics, which corresponds to the increase in the percentage of HOTS questions in national examinations in our country (Hassan et al, 2020). All the items have reached more than 50% of the agreement.…”

“…The increase in HOTS content from year to year demonstrates that the Malaysian government prioritises the implementation of HOTS in the education system. Statistics have shown that the percentage of HOTS questions in the Primary School Achievement Test (UPSR) and the Malaysia Certificate of Education (SPM) has increased from 10% in 2013 to 40% and 50%, respectively, in 2016 (Hassan et al, 2020).…”

Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers

“…Introduced in phases beginning in 2011, the curriculum emphasizes a holistic, student-centred approach to learning, prioritizing the mastery of competencies alongside the cultivation of critical thinking and problem-solving abilities (Curriculum Development Division, 2017;Ministry of Education Malaysia, 2013). The curriculum highlights the Malaysian Ministry of Education's (MOE) dedication to nurturing balanced growth in studentsintellectually, spiritually, emotionally, and physically-in accordance with the National Education Philosophy (Abu Hassan et al, 2020;Ministry of Education Malaysia, 2013). This educational reform aligns with the aspirations of the Malaysia Education Blueprint 2013-2025 to produce graduates who are not only academically accomplished but also possess the skills necessary for employability.…”

“…The integration of Higher Order Thinking Skills (HOTS) is largely a response to Malaysia's performance in international assessments such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), where Malaysian students have historically underperformed compared to their global counterparts (Ministry of Education Malaysia, 2013). By incorporating HOTS across various subjects and year levels, the objective was to transform students from passive recipients of knowledge into active learners who can apply knowledge in diverse contexts, critically analyse information, and devise innovative solutions to real-world challenges (Abu Hassan et al, 2020;Curriculum Development Division, 2017, 2018. Additionally, the focus on HOTS is considered essential in addressing both the immediate educational deficiencies identified through international assessments and the long-term economic goals of the nation (Ministry of Education Malaysia, 2013).…”