Abstract
Higher-level thinking skills (HTS) is a transformation in the education system in Malaysia in this century in line with the implementation of the Malaysian Education Development Plan (PPPM) 2013-2025. The teaching practice that applies KBAT has gone beyond the entire concept of subject content by focusing on several theories of KBAT, particularly Bloom's and Lorin Anderoson's taxonomy. Therefore, the purpose of this study is to identify teachers' readiness from the aspects of knowledge, skills and attitudes in applying Higher Level Thinking Skills (HOTS) for History subjects in primary schools. This survey study with a quantitative approach involved a total of 100 teachers in Bangsar district, Kuala Lumpur. The researcher used a questionnaire instrument and a 5-point likert scale in this study. The data information obtained was analyzed using Statistical for Social Science version 26.0. Data was analyzed using descriptive statistics (frequency, percentage, mean score and standard system). The findings of the study reported that the level of readiness of primary school teachers to apply KBAT in the subject of History exceeded the medium-high level. The mean score for each aspect evaluated is knowledge (mean = 4.12), skills (mean = 3.94) and attitude (mean = 3.97). This means that teachers have a high potential in applying KBAT in History subjects if their talent is successfully polished from the early stages of their studies, which is at the college of teachers. The results of this study can be used as a guide by all primary school teachers in applying KBAT in the teaching of History. In addition, it also emphasizes the importance of continuous professional development and institutional support in strengthening teachers' skills in integrating KBAT in the teaching of History.
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