Malaysian Education Development Plan Research Articles

Principal's Authentic Leadership Practices and Teachers’ Job motivation in the Secondary Cluster Schools of Excellence (SCSE) in Johor Bahru

Authentic leadership is leadership that is genuine, authentic and prioritizes behavior according to ethical principles. The Malaysian Education Development Plan (PPPM) 2013-2015 through the 5th shift outlines the need to place high performance leadership in each school in order to keep up with changes in education at the global level. However, many reports and studies have found that there are still a few principals in schools who do not carry out their roles according to their actual duties. The objective of the study was to identify the level of principal's authentic leadership practices and the level of teachers’job motivation in the Secondary Cluster Schools Of Excellence (SCSE) in Johor Bahru. A quantitative method using a set of questionnaires as an instrument was selected and distributed to 187 teachers through purposive sampling from three SCSE in the Johor Bahru. The data was analyzed through the Statistical Package for Social Science (SPSS) version 20 software. Overall, the findings showed that principals practice a high level of authentic leadership in parallel with a high level of job motivation among teachers of SCSE in Johor Bahru. The researcher suggested that the level of authentic leadership practices can be improved through additional courses or recognition of contributions on a monthly basis covering all areas. Empirical studies supported by qualitative methods taking into account of different target groups to deepen authentic leadership collectively with a focus on principals of private schools or various types of schools under the Malaysian Ministry of Education should be carried out in the future.

The Relationship Between Distributive Leadership andOrganizational Change Management Strategies

This study explores the relationship between distributive leadership and change management strategies in Malaysian vocational colleges. Distributive leadership is vital for implementing Malaysia's Education Development Plan 2013-2025, particularly in enhancing leadership effectiveness. Effective organizational transformation depends on leaders' styles and abilities to manage changes efficiently and continuously. This research examines the extent of distributive leadership practices among vocational college leaders in Malaysia and explores variations based on demographic characteristics. Conducted with a sample of 254 vocational college teachers across nine states, data were collected through a questionnaire distributed via Google Forms. The questionnaire comprised two sections: Perceptions of Distributive Leadership Practices and Change Management Strategies. Data were analyzed using descriptive and inferential statistics with SPSS Version 26.0. Findings indicate that respondents generally agree with the principles of distributive leadership, including bounded empowerment, leadership development, shared decision-making, and collective engagement. Additionally, a positive relationship was found between distributive leadership and change management strategies. To optimize change management, leaders should engage managers, employees, and senior leaders.

Empowering Malaysia’s Youth: Assessing the Impact of STEM Education

The objective of this study is to assess the effectiveness of a Science, Technology, Engineering, and Mathematics (STEM) initiative in attaining the objectives specified in Malaysia's Education Development Plan (PPPM) 2013- 2025. This study emphasises the significance of incorporating STEM education in Malaysia, with a specific focus on its contribution to the development of analytical thinking, problem-solving abilities, and creative thinking among the youth. The focus of this study is specifically directed towards the country of Malaysia. This underscores the need to employ a comprehensive and interdisciplinary methodology while developing a strategy The present study involves the analysis of replies provided by participants enrolled in a STEM education program. The dataset comprises demographic data of students spanning from Forms 1 to 5, together with information pertaining to their levels of interest in STEM. The analysis of post-program surveys indicates a notable increase in agreement and high agreement, particularly in the subjects of Mathematics and Engineering. This trend suggests an increasing level of enthusiasm among individuals toward pursuing careers in the STEM disciplines. A large majority (78%) of participants said the program influenced their future STEM interests, especially in engineering.

THE PROJECT-BASED LEARNING (STEM MODEL) IN FUNDAMENTAL PHYSICS LEARNING

The education involves STEM combines four fields: S for Science, T for Technology, E for Engineering, and M for Mathematics. STEM education is under the Malaysian Education Development Plan (PPPM) 2013-2025, to enhance the high interest and motivation to study these four fields. Subsequently, the academic achievement of the STEM subjects can be improved. Therefore, this study aims to study the usage of the STEM model in the learning process of fundamental physics subject, characterized by higher-order thinking skills. The sample in this study was students from the Centre of Foundation Studies in Science of Universiti Putra Malaysia. Two groups are formed: the group that will produce the model (developer groups) and the group that will use the model in the learning process (user groups). The user groups are given a Pre-Achievement Test (Pre-AT) to determine their initial skills on the related topic. At the same time, the developer groups develop the STEM model, which acts as a learning tool for the usage groups. Then, after being exposed to the STEM model for 2 months, the user groups are requested to answer a Post-Achievement Test (Post-AT). The performance of Pre-AT and Post-AT are compared since these tests use a similar level of Bloom's taxonomy. Moreover, both groups need to answer the same surveys regarding the model's formation and evaluate the model's satisfaction in the learning process. Based on the analysis results, it was found that using the STEM model enhances the understanding of physics concepts, and subsequently increase the critical thinking and problem-solving skills among students. In addition, the STEM model development enhances the skills of project-based learning (PBL) among students.

LEADERSHIP PRACTICES AND RISK MANAGEMENT AND ITS RELATIONSHIP WITH SCHOOL PERFORMANCE: EVIDENCE THROUGH PLS-SEM AND IPMA ANALYSIS

A key component of running a tahfiz school is the system of educational governance. A school's reputation can be destroyed and community trust can be lost if it is unable to manage academics, stakeholder satisfaction, internal processes, as well as learning and growth in school. The school's progress towards reaching the Malaysia Education Development Plan 2015-2025, which focuses on producing holistic human capital, will be hampered by ineffective educational governance. Tahfiz school's performance can be enhanced by implementing leadership practices and risk management to address the problem. The purpose of this study was to identify the level of leadership practices and risk management, as well as the level of performance in tahfiz schools. Furthermore, an investigation was conducted into the correlation between leadership practices and risk management with the performance of tahfiz school. This research examines 190 school administrators from Negeri Sembilan, Kedah, Kelantan, Terengganu, Pahang, Perak, Selangor, and Johor through a quantitative survey approach. A series of questionnaires were used as instruments for data collection, and the statistical packages Partial Least Squares Structural Equation Modeling (PLS-SEM) and Statistical Package for Social Science (SPSS) were used for analysis. A descriptive analysis reveals that tahfiz schools perform exceptionally well and have moderate and very high standards for leadership practices and risk management. The results of the structural model test indicate a moderate positive influence of leadership practices (β=0.308, t=4.276, p<0.01, f2=0.132) and a strong positive influence of risk management (β=0.618, t=5.225, p<0.01, f2=0.531) on the performance of tahfiz schools. This study also used IPMA analysis to identify the overall effect, indicating the significance of the risk management dimension in predicting tahfiz school performance. The findings of the study can help the Malaysian Ministry of Education develop a number of efforts to assist the administration of tahfiz school in reaching their goal of 125,000 professional huffaz by the year 2050.

Exploring Distributed Leadership and Teacher Efficacy in TS25 Primary Schools, Sarawak

The Malaysian Education Development Plan (PPPM) 2013-2025 Wave 3, spearheaded by the Ministry of Education Malaysia, is geared towards enhancing the nation's education system. This initiative prioritizes elevating educational standards and delivering a comprehensive education to equip students for their future careers. A key focus of this plan is fostering a culture of peer leadership among educators to drive professional excellence. Consequently, this study aims to examine the correlation between distributed leadership and teachers’ efficacy in TS25 primary schools in Sarawak. Data collection involved the use of two instruments: Distributed Leadership Inventory (DLI) and the Teachers’ Sense of Efficacy Scale (TSES). Through stratified random sampling, 254 teachers from TS25 primary schools in the Sarikei district of Sarawak, Malaysia, participated in the study. Analysis reveals a generally positive perception of distributed leadership practices among teachers in these schools. Additionally, while most teachers perceive a moderate level of efficacy, smaller proportions demonstrate either low or high levels of efficacy. The findings from linear regression analysis indicate that distributed leadership significantly predicts teachers' efficacy in TS25 Primary Schools in Sarawak. In summary, this study underscores the significance of distributed leadership in shaping teacher efficacy and school outcomes, emphasizing the importance of collaboration, trust, and positive organizational climates. It underscores the necessity for policymakers, educators, and professional development providers to collaborate in promoting distributed leadership principles and empowering teachers to excel in their roles. This collaboration is crucial for ensuring the delivery of the highest quality education to all students.

Embedding higher order thinking skills in Islamic history (Sirah) education in Malaysia

<span lang="EN-US">The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (</span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US">) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation.</span>

THE RELATIONSHIP BETWEEN DIGITAL COMPETENCIES AND 21ST CENTURY SKILLS OF TECHNOLOGY STUDENTS’ CONSTRUCTION OF VOCATIONAL COLLEGES

Now digitalization-based learning is needed because it is in line with the Malaysian Education Development Plan 2013-2025 which is to utilize ICT to improve the quality of education in Malaysia. Therefore, the development of technology must be in line with 21st century learning because it is interdependent and has elements that are closely related to each other. However, the acceptance of students the change in the education system has become one of the constraints for the development of technology today. In fact, the probability of constraints in terms of applications or technological devices the less sophisticated ones used by students also restrict the skills of the 21st century and digital competencies among students are well developed. Therefore, the purpose of this study is to find out the relationship between digital competencies and 21st century skills based on the elements that have been provided This study utilizes an online survey and face to face, which is distributed to the students to investigate their relationship between digital skills and 21st century skills. In this study uses a quantitative method, involving use level of certificate in questionnaires to obtain data. Overall, the results of the study show a Mean of Competency digital m= 3.85, 21st century skills m= 3.95. While the mean for relationship is m=4.20. The findings of this study there is a good relationship between the digital element of competence and 21st century skills towards students.

EXPLORING SELF-DIRECTED LEARNING IN PRACTICAL CLASS FOR HOSPITALITY STUDENTS

The Malaysia Education Development Plan 2015-2025 (Higher Education) aims to strengthen Technical and Vocational Education and Training (TVET) to meet the demands of the industry by producing skilled workers. It is crucial for TVET students to enhance their skills through high-quality practical training. This study aims to investigate the self-directed learning as learning styles and the achievement of practical hospitality courses among hospitality students in community college in the northern part of peninsular Malaysia. This study proposes to apply the Kolb's Learning Style. This quantitative study utilizes a survey method, with preliminary study involving 30 students and the actual sample of 136 participants comprising students from semester two and semester three at the identified Community Colleges using Proportionate Stratified Random Sampling technique. The preliminary collected data were analyzed using the Statistical Package for Social Science (SPSS) version 27.0. The findings of this study are expected to provide a better understanding of learning styles and self -directed learning on academic achievement in the context of TVET among hospitality students at Community Colleges.

Kesediaan Guru Sejarah Sekolah Rendah dalam Mengaplikasikan Kemahiran Berfikir Aras Tinggi dalam Mata Pelajaran Sejarah

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.

Exploring Innovation in the Development of Teaching Aids among Prospective Teachers for the Implementation of Assessment of Reading Skills

The use of teaching aids during the teaching and learning process (T&L) is very important for teachers to ensure that the delivery of information related to the subjects taught is more clear, systematic and can be followed by students better. Educators of the 21st century are advised to innovate in developing teaching aids to improve in the Malay language skills continuously as contained in the Malaysian Education Development Plan (PPPM) 2013-2025. The research question of this study is i) what kind of teaching aids are developed by prospective teachers in teaching and learning Malay language?, ii) what is the challenge of developing innovative teaching aids among prospective teachers for teaching and learning the Malay language, and iii) what are the skills of innovation in the development of teaching aids among prospective teachers for teaching and learning the Malay language?. The qualitative survey involved a total of seven prospective Malay Language teachers. The results of the study through interviews and observations found that the development of teaching aids showed that the participants have high skills and knowledge, the participants have creative and innovative skills by combining various materials, can move the T&L process more effectively in developing teaching aids for Malay language and Malay literature. The results of teaching aids innovations that they develop help students to easily understand the topics taught in class. The diversity in the selection of teaching aids in this study can be applied to other subjects in future studies.

Development Of Self-Use Module For The Problem-Solving Framework Of The Number And Mathematical Operations In The Form Of Higher Order Thinking Skill (HOTS) Using The Bar Model

The curriculum transformation implemented in the Malaysian Education Development Plan (PPPM) 2013-2025 PPPM emphasizes the concept of high-order thinking skills (HOTS) applied in Mathematical problem-solving skills. However, it is seen to surprise the pupils and was not handled well. The level of achievement of the majority of the pupils in this country in Mathematics is still unsatisfactory. Pupils have difficulty getting good performance in Mathematics especially in public examinations in Malaysia. The mathematical problem-solving framework in the form of HOTS (KP2MK) using the Bar Model strategy that has been developed is seen to help overcome this problem. Therefore, this self-use module developed to ensure that KP2MK using the Bar Model strategy can be used optimally. It can be used as a guide for teachers and pupils in applying KP2MK using the Bar Model strategy in the teaching and learning (TnL) process in the classroom. The self-use module of KP2MK using the Bar Model strategy has been developed based on the Sidek and Jamaludin Module Development Model (2005). This self-use module has obtained validation from 5 experts in the field of Mathematics education. To ensure it has high reliability, a pilot study was conducted involving 35 pupils. The findings indicated that this self-use module has good content validity of 93% (content validity coefficient > 0.70) and good reliability (Cronbach's Alpha coefficient value = 0.96). The implications of the study show that this self-use module definitely can be used as a guide for teachers and students in applying KP2MK using the Bar Model strategy optimally in the TnL process in the classroom.

Kerangka E-pembelajaran TVET Kursus Kemahiran Praktikal

Online teaching and learning (TnL) is one of the transformation of education towards digital it is a necessity now especially during a pandemic. The TnL in Technical and Vocational Training (TVET) institutions prioritizes on the practical, which is one of the Malaysia Education Development Plan 2015-2025 (Higher Education). The implementation of TnL is less effective if the practical course is conducted online without a guide specially designed for the practical subject. Thus, this study will develop an TVET e-learning framework for practical courses offered in TVET institution. The objective of this study is to identify components in the TVET e-learning framework of practical skills courses and test the acceptance of the framework through application prototypes. Respondents for this study are specialist lecturers from Nilai Polytechnic Retail Management Diploma who implement TVET teaching and learning. This study is divided into two phases which is identify elements from the previous study and the second phase is the assessment of the acceptance of the framework by ten experts in the field which aims to see the suitability and acceptance of the framework to be used as a guide by TVET teaching staff. The results of the study were analyzed to meet the objectives of the study. This research framework is based on the Community of Inquiry model and the Malaysian Qualifications Framework (MQF) also use of augmented reality. The results of the analysis show that experts agree on the elements used for the learning framework. From analysis,this framework can be implemented in the online TnL process and is capable of helping TVET instructors to implement practical skills teaching in addition it functions as a guide for lecturer to increase creativity, engagement and communication of students with lecturer.

Modularizing an Acting Imagination Activity for Malaysian Secondary School Theatre Activities

The primary aim of this study was to develop an Acting Imagination Activity Module that can effectively augment cognitive capabilities within the context of secondary school theatre co-curricular activities. The development of this activity module is grounded in the incorporation of imagination techniques developed from Stella Adler's Acting Theory, Constructivism Theory, and Richey and Klein's DDR Model. The assessment of the module's usability is carried out over two cycles, applying the Delphi Method. The findings obtained from the needs analysis and literature review suggest a dearth of specialized modules and reference materials employed for theatre co-curricular activities, particularly in the context of acting in Malaysian secondary schools. Moreover, the primary objective of developing and implementing this activity module was to augment students' cognitive capacities, in accordance with the National Education Philosophy and Student Aspirations. The objective of this research was to develop an Acting Imagination Activity Module that prioritizes the utilization of imagination techniques to augment the cognitive capacities of pupils and evaluate the applicability of the Acting Imagination Activity Module as a tool for overseeing theatre co-curricular activities in secondary schools within the context of Malaysia. The incorporation of theatrical elements into educational settings was expected to have a positive impact on the cognitive capacities of students, consequently promoting the cultivation of comprehensive human resources. The goal of this strategy was to foster critical thinking, creativity, innovation, and strong student ambitions, in accordance with the goals outlined in the Malaysian Education Development Plan 2013-2025.

CABARAN GURU PENGAJARAN PENDIDIKAN ISLAM KURIKULUM STANDARD SEKOLAH MENENGAH (KSSM)

Standard Secondary School Curriculum (KSSM) is the beginning of changes to improve the quality of education in the country comparable to developed countries. It is designed based on six pillars namely Communication; Spirituality, Attitudes and Values; Humanity; Self appearance; Physical and Aesthetic Development; and Science and Technology. At the same time, it is to realize the agenda of the Second Wave, the Malaysian Education Development Plan (PPPM) 2016 to 2020 by emphasizing holistic student development. This writing aims to see the challenges of Islamic Education Teachers (GPIs) in dealing with learning and facilitation (PdPc) through the new KSSM curriculum and the follow-up actions implemented to address these challenges as a solution. Based on the literature review method, the researcher refers to the highlights of the literature as a primary source to strengthen the views and ideas presented in this writing. As a result of the findings, the author found that among the challenges of GPI are GPI's competence in knowledge and mastery of KSSM's Basic Content Curriculum, teaching practices based on traditional methods to student-centered, student differences in terms of existing knowledge, interest, motivation and learning style, and implementation of century learning 21 (PAK-21). The author's hope through this writing can provide guidance to GPI to improve teaching strategies in accordance with changes in the era of globalization in addition to this learning process can build students who are holistic and ready to face competition.

THE LEVEL OF STUDENT OUTCOME AMONG ASNAF FAMILIES THROUGH THE SCHOOL TRANSFORMATION PROGRAM

The TS25 program is an initiative by the Ministry of Education Malaysia aimed at improving the quality of school education and student outcome in line with the Six Student Aspirations in the Malaysia Education Development Plan 2013-2025. This study aims to explore the level of student development among asnaf families through the TS25 program, which is a government initiative aimed at improving the quality of education by 2025. The study was conducted using a quantitative research method, employing document analysis and questionnaires. The respondents in this study were (n=58) teachers and (n=30) students from asnaf families. The analysis results of the knowledge, co-curricular, and character/spiritual aspects indicate that students are beginning to understand the importance of learning and developing life skills needed to face future challenges. They also develop positive attitudes towards education and have higher hopes for their future. Through the TS25 program, students have higher expectations for their future. This study contributes significantly to the improvement of education quality and the development of students from asnaf families.

The Effectiveness of Online Learning during the Covid-19 Pandemic in Malaysia

The Movement Control Order (MCO) was implemented in Malaysia on 18 March 2020. The MCO has changed people’s lifestyle to some extent because they have been advised to work from home. Due to this situation, the Malaysian Ministry of Education (MOE) implemented online learning methods throughout the MCO period to prevent the spread of the Covid-19 virus. Therefore, all schools have implemented online teaching and learning with the instructions of the MOE as a new norm to ensure that learning sessions are not delayed. The purpose of this study was to determine the level and factors of effectiveness of online learning for secondary school students studying economics subjects during the Covid-19 pandemic. This study used a quantitative research design employing a questionnaire as data collection instrument. The results show that the effectiveness of online learning for economics students is at a high level. The results of the survey illustrate that most students use mobile phones and laptops to attend classes that take place online. Furthermore, the study found that teacher factors are the main factors that influence the effectiveness of online learning among students. This research has implications for educators to apply online learning methods as a new normative teaching method to ensure compliance with the National Education Philosophy and the objectives of the Malaysia Education Development Plan 2013–2025.

Mathematics Secondary School Teacher Readiness in Applying Heutagogical Approach for Teaching and Learning

By the 21st century, the education system needs to provide its citizens not only knowledge but also a wide range of skills in facing the challenges of globalization and future career preparation. Today, there are various new pedagogical concepts emerging in addressing educational issues such as heutagogy. A heutagogical approach is an approach that encourages students to acquire their own knowledge. This concept paper aims to identify the readiness of mathematics secondary school teachers using heutagogical approaches in teaching and learning. In line with the main objective of the Malaysia Education Development Plan (PPPM) 2013-2025, a competent teacher is a teacher who can provide effective teaching and learning to his students. Thus, based on the analysis, the teacher's readiness in terms of knowledge, attitudes and behaviors identified as domains that should be given attention by mathematics school teachers in implementing the heutagogical approach. Instead of using chalk and talk, mathematics teacher might use heutagogical apporach to variate their style of teaching. Thus, as a future research, the pattern of secondary school teacher readiness in applying heutagogical approach for teaching and learning should be explore to see how far the implementation in our school system.

Issues and Challenges: Teaching and Learning of General Studies in Malaysia

The Malaysian Education Development Plan 2015-2025 (Higher Education) (PPPM-PT) is the ministry's aspiration in higher education that includes three aspects, namely the quality of students, the quality of institutions and the quality of the entire system. The Ministry aims to achieve a graduate employability rate of at least 80% by the year 2025. In meeting this challenge, several initiatives need to be introduced and implemented. For example, expanding industry collaboration in designing curriculum and implementing academic programs. Emphasis on experience-based learning and service needs to be emphasized in efforts to develop appropriate skills in the 21st century. The use of technology in education is also necessary to strengthen the learning and teaching system that is adapted to the needs of students (personalized learning). This situation needs to take several things into account, including a holistic student achievement assessment system, as well as balanced with the development of students' soft skills. Keywords: Issues, Challenges, MPU, COVID-19 Pandemic, Teaching and Learning

Implementation of Higher Order Thinking Skills (HOTs) in Teaching Malay Language Writing Skills among Preschool Teachers

In the Malaysian Education Development Plan (PPPM 2013-2025), one of the aspects that is the focus is the implementation of Higher Order Thinking Skills in teaching and learning in schools. In this regard, teachers need to apply HOTs in teaching in order to train and improve students' thinking skills creatively and critically. In addition, in teaching Malay writing skills, teachers need to be more creative in determining HOTs-based teaching methods as writing skills are the most difficult skills to master compared to other skills. Therefore, HOTs are important to be applied in the teaching of writing skills starting from the early stages of education in preschool in order to train preschoolers to think high level and be cultured with HOTs. Hence, preschool teachers need to master the knowledge on the implementation of HOTs so that the teaching process are of excellent quality and can stimulate the thinking of the students to the highest level of HOTs. Thus, this concept paper will discuss the problem of the implementation of HOTs in Malay language writing skills, the importance of teachers applying HOTs in teaching and learning by detailing the planning and implementation of HOTs in pedagogy as well as parsing the teaching and learning strategies of HOTs.