Malaysian Journal of Learning and Instruction最新文献

{"title":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 18, No.2 July 2021","authors":"Noor Azura Mat Said, Siti Mariam Bujang, N. Buang, Harlina Halizah Siraj @ Ramli, M. Besar","doi":"10.32890/mjli2021.18.2","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2","url":null,"abstract":"Purpose – Although there is a growing interest in Critical Thinking Learning Transfer (CTLT), detailed information regarding the transfer seems to be lacking, particularly in the Malaysian context. In addition, past studies have not focused on medical education. This raises the question: How do Malaysian medical undergraduates transfer their critical thinking learning? Thus, this study sought to explore the CTLT process among medical undergraduates in Malaysia, synthesize the CTLT model and present the types of CTLT. Methodology – A qualitative case study approach was adopted. Eight medical undergraduates were selected using purposive sampling, through two sampling strategies. Data was obtained via in-depth interviews and analysed using thematic analysis.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130286182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SELF-REGULATION IN QUR’AN LEARNING","authors":"Yusuf Hanafi, N. Murtadho, A. Hassan, M. Ikhsan, T. N. Diyana, Muhammad Saefi","doi":"10.32890/mjli2021.18.2.4","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.4","url":null,"abstract":"Purpose – The emergence of academic anxiety and poor learning outcomes among Indonesian first-year students at higher education institutions emphasized the need to measure the level of self-regulated learning (SRL). This study was part of a larger SRL research project in the area of ​​learning Qur’an recitation, where we attempted to explore further on how students applied SRL. By using a new perspective of SRL as a social process that emphasized interaction, we investigated how the situated environment influenced learning.\u0000 \u0000Method – Quantitative and qualitative approaches were applied. A set of questionnaires generated from the adaptation process was successfully validated through rigorous psychometric testing. A total of 420 first-year students responded to the questionnaire. Then semi-structured observations and interviews were conducted among eight students. Finally, data obtained from observation checklists and interviews were triangulated.\u0000 \u0000Findings – The SRL level for first-year students in learning Qur’an recitation was insufficient, with a score of 3.37 out of 5.00. The highest score on the Meta-Affective dimension was M = 3.64, and the lowest score on the Sociocultural-Interactive dimension was M = 2.98. These results indicated that although anxiety was not a serious problem, yet it was still an obstacle for some students with low SRL to achieve targeted learning goals. Furthermore, these students did not have the awareness to seek help for their learning difficulties. This situation was further aggravated by the lack of assistance from instructors in creating conducive learning environments for students to interact with each other.\u0000 \u0000Significance – The standard deviations on all SRL dimensions identified in this study were high, showing a large gap between students who had high and low SRL. This condition requires instructors to provide significant assistance. We suggest heterogeneous grouping to enable more intensive interactions between students to increase the sociocultural-interactive dimension. We believe that seamless interaction is the most tangible support for promoting SRL.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123598314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MENEROKA TINGKAH LAKU UNIK PELAJAR PINTAR CERDAS BERBAKAT AKADEMIK","authors":"J. Ismail, Hawa Aqilah Hamuzan, Nurul Hafizah Maarof","doi":"10.32890/mjli2021.18.2.11","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.11","url":null,"abstract":"Tujuan - Kajian lepas membuktikan bahawa pelajar-pelajar pintar cerdas memiliki tingkah laku unik yang boleh membantu meningkatkan pencapaian mereka. Kajian ini bertujuan meneroka tingkah laku unik pelajar pintar cerdas yang ditunjukkan semasa berada di rumah, proses pengajaran dan pembelajaran dalam kelas, dan pergaulan bersama rakan di sekolah.\u0000\u0000\u0000Metodologi - Kajian dijalankan menerusi pendekatan kualitatif di Kolej GENIUS@Pintar Negara yang merupakan tempat pengajian pelajar pintar cerdas berbakat akademik dari seluruh Malaysia. Responden terdiri daripada lima orang ibu bapa cerdas, tiga orang pensyarah, dan enam orang pelajar pintar cerdas. Pengumpulan data melalui kaedah temu bual mendalam dan temu bual kelompok mengikut protokol temu bual.\u0000\u0000\u0000Dapatan - Keputusan menunjukkan tingkah laku unik pelajar pintar meliputi lakuan membaca dalam masa yang lama, suka menyendiri menyiapkan tugasan, suka bertanya sehingga memperoleh jawapan yang konkrit, berhujah untuk mempertahankan jawapan, memberi fokus dalam masa yang lama, dan menyiapkan tugasan melebihi jangkaan.\u0000\u0000\u0000Signifikan - Kajian ini menjadi panduan kepada ibu bapa, guru-guru dan masyarakat untuk memahami pelajar pintar cerdas dengan lebih dekat lagi seterusnya mengelakkan risiko peminggiran pelajar pintar cerdas. Implikasi terhadap kaedah dan strategi pengajaran guru untuk disesuaikan dengan keunikan tingkah laku pelajar pintar cerdas di sekolah. Kajian seterusnya dicadangkan untuk membincangkan langkah mengatasi tingkah laku negatif pelajar pintar cerdas, membina kurikulum khas pendidikan pintar cerdas dan penerokaan terhadap bidang pintar cerdas.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123988914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPROVING STUDENTS’ INQUIRY SKILLS IN ISLAMIC EDUCATION THROUGH HIKMAH PEDAGOGY AND COMMUNITY OF INQUIRY","authors":"Suhailah Hussien, Rosnani Hashim, Mohd Shahezwan Abd Wahab","doi":"10.32890/mjli2021.18.2.7","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.7","url":null,"abstract":"Purpose – Empowering students has become one of the primary goals of education in the 21st century. The current trend of education is moving towards student-centred and independent learning. The core success of student empowerment lies in the teaching and learning approaches used to engage students. Thus, the present study aims to examine how Hikmah pedagogy, a philosophical inquiry approach, empowers students through the development of a community of inquiry and students’ inquiry skills in learning Islamic Education. Method – This study employed a case study design on a Form 4 class comprising 24 students. The method of data collection involved classroom observation and students’ reflective journaling. Analysis of classroom discourse was conducted according to Bloom’s Taxonomy to identify higher-order levels of thinking engaged by the students. Meanwhile, students’ journals were analysed thematically to examine how Hikmah pedagogy empowered their thinking. Findings – The study found that after four Hikmah pedagogy sessions, students’ thinking improved from lower-order to higher-order thinking (HOT) based on the students’ level of questions posed in the Hikmah sessions. Questions posed by the students also indicated an improvement in terms of the quantity and quality of the questions. Finally, analysis of the students’ journals showed that students found Hikmah pedagogy a provoking approach that continuously engaged them to be independent in their thinking. This is most useful when learning Islamic Education since it deals with many abstract concepts that require deep understanding. Significance – Results of the study have shown that Hikmah pedagogy can empower students by improving their HOT, developing their inquiry skills and independent thinking, which directly assist in realising the objectives of Islamic Education, which are to understand, internalise and practise Islamic principles and values.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121465718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ONLINE SELF-REGULATED LEARNING STRATEGIES AMID A GLOBAL PANDEMIC: INSIGHTS FROM INDONESIAN UNIVERSITY STUDENTS","authors":"Yogi Saputra Mahmud, E. German","doi":"10.32890/mjli2021.18.2.2","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.2","url":null,"abstract":"Purpose – At the beginning of 2020, the COVID-19 pandemic affected many aspects of life, including education. In response, the Indonesian government mandated all educational institutions, including universities, to implement online learning. Through online learning, many university students experienced considerable changes in the way they regulated their knowledge-seeking process. This research examined the level of EFL university students' self-regulated learning during their online learning activities for an English academic writing course, as well as the difficulties encountered and strategies developed in the online learning context. \u0000 \u0000Methodology – This research employed a convergent mixed-method research design by adapting the Online Self-Regulated Learning Questionnaire (Barnard et al., 2009) and an open-ended questionnaire to discover the students' difficulties and strategies during online learning. The study involved 307 students of the English 3 (Academic Writing) course at President University, Indonesia. Descriptive statistics were employed to analyse the quantitative data sets, while the qualitative data sets were systematically coded and thematically analysed.\u0000 \u0000Findings – The statistical analysis indicated that the students had a medium level of self-regulated learning skills. The qualitative analysis revealed that in the context of online self-regulated learning, the issues they faced included technical, material, time management, study space, and motivation issues. At the same time, the students attempted to alleviate these issues by improving collaboration and time management, and adopting technical, academic, and affective strategies.\u0000 \u0000Significance – By exploring the level of students' self-regulated learning skills, this study provides insights for universities and lecturers into students’ ability to regulate their learning in an online learning context. Additionally, this study has identified the difficulties students face in the online learning process and their strategies to overcome these issues, which can practically inform educational institutions about the necessary support that should be provided to facilitate students' self-regulated learning skills in the online learning context.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"49 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123396668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES","authors":"R. Md-Ali, A. Veloo, S. Shanmugam, Yus'aiman Jusoh @ Yusoff, Rosna Awang Hashim","doi":"10.32890/mjli2021.18.2.5","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.5","url":null,"abstract":"Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia.\u0000 \u0000Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers.\u0000 \u0000Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement.\u0000 \u0000Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134050770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ACHIEVEMENT GOALS AND EXTRANEOUS LOAD PREDICT GERMANE LOAD: THE MEDIATING EFFECTS OF ACHIEVEMENT EMOTIONS","authors":"Sunawan Sunawan, Sugiyo Sugiyo, Yuli Kurniawati Sugiyo Pranoto","doi":"10.32890/mjli2021.18.2.8","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.8","url":null,"abstract":"Purpose – Achievement emotions have been shown to mediate the association between achievement goals and learning performance, but no research to date has tested whether there is a similar process in predicting germane cognitive load. Based on the control-value theory of academic emotions (Pekrun, 2006), the present study tested a model to determine whether goal orientation and extraneous load were mediated by achievement emotions in predicting germane load. \u0000 \u0000Methodology – This survey study involved 487 voluntary university students (N = 487; 61% women; ages 17-23) who were enrolled in a statistics class and these study participants were selected using the cluster random sampling technique. They responded to three adapted scales which were translated into Bahasa Indonesia. The scales were, namely the Achievement Goal Questionnaire (AGQ), Achievement Emotions Questionnaire (AEQ), and Cognitive Load Questionnaire. Data were collected 20 minutes before the statistics class ended and the data was then analyzed using bootstraped bias corrected (CI = 95%; N=5000) in Structural Equation Modelling (SEM). \u0000 \u0000Findings – The results of the structural equation modeling indicated that a mastery-approach goal was associated with higher germane load through higher enjoyment and lower anxiety, and a performance-avoidant goal was associated with lower germane load through higher anxiety. Moreover, extraneous load was negatively associated with germane load through enjoyment, but was positively associated with germane load through anxiety. \u0000 \u0000Significance – These findings have implications in educational settings: for most students with a mastery-approach goal, and enjoyable activities are helpful, as with those that increase cognitive performance in processing learning information. The present research is the first study to show that achievement goals are linked to the capacity to process learning-relevant information, in part due to the emotions the student experiences in the learning environment.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133079431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INTEGRATION OF EMOTIONAL INTELLIGENCE IN TEACHING PRACTICE AMONG UNIVERSITY TEACHERS IN HIGHER EDUCATION","authors":"N. Ismail","doi":"10.32890/mjli2021.18.2.3","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.3","url":null,"abstract":"Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’ emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. \u0000 \u0000Method – A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely; raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. \u0000 \u0000Results – Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students’ emotions, reflection of university teachers’ characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated.\u0000 \u0000Significance – The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115515858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EXPLORING THE RELATIONSHIP BETWEEN MOBILE ADDICTION, INTERPERSONAL RELATIONSHIP, AND ACADEMIC BEHAVIOR AMONG YOUNG ADULTS IN TERTIARY INSTITUTIONS","authors":"C. Y. Fook, S. Narasuman, Norazah Abdul Aziz, Sharifah Muzlia Syed Mustafa, Cheong Tau Han","doi":"10.32890/mjli2021.18.2.10","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.10","url":null,"abstract":"Purpose – Smartphones have become part and parcel of life in the 21st century. Since there has been limited research exploring the relationship between mobile addiction, interpersonal relationship, and academic behaviour among young adults in tertiary institutions, the present study has embarked on an exploration of the relationship between these three variables in the Malaysian higher education context.\u0000 \u0000Methodology – A descriptive correlational research design was employed to collect and analyse the data, which came from a total of 150 young adults who responded to an online Google form distributed through a WhatsApp link. The items in the questionnaire were adapted from various doctorate studies. The data were analysed using descriptive and inferential statistics such as the mean and standard deviation, correlation, and multiple regression.\u0000 \u0000Findings – The study found that young adults in tertiary institutions in Malaysia experienced a case of moderate mobile addiction. The results also established that the three variables, namely mobile addiction, interpersonal relationship, and academic behaviour, were interrelated. The findings revealed that interpersonal relationship has positively contributed to the variance of academic behaviour, while mobile addiction has negatively impacted young adults’ academic behaviour in tertiary institutions. \u0000 \u0000Significance – The findings have provided valuable insights into how to help facilitate the monitoring of disruptive mobile usage among young adults in tertiary institutions.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125834136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CRITICAL THINKING SKILLS AND THEIR IMPACTS ON ELEMENTARY SCHOOL STUDENTS","authors":"S. Sarwanto, L. E. W. Fajari, Chumdari Chumdari","doi":"10.32890/mjli2021.18.2.6","DOIUrl":"https://doi.org/10.32890/mjli2021.18.2.6","url":null,"abstract":"Purpose – This study aimed to examine elementary school students’ critical thinking skills and their impact.\u0000 \u0000Methodology – This research was a qualitative case study. The subjects of this study were 29 fifth-grade students and three teachers at an elementary school, chosen by a purposive sampling technique. Data were collected through observation, interviews, and critical thinking skills tests with open description types. The data validation technique used triangulation, applied to the study’s methods, sources, and theories. The data analytical framework of this research employed Milles and Hubberman's (1994) interactive analysis model with the following stages: data validity, data collection, data reduction, data presentation, and drawing conclusions.\u0000 \u0000Findings – Based on the research result analysis and discussion, only 10% of students whose scores were above the minimum completeness criteria from the school, and the class average only reached 50 out of 100. The scores on each indicator of critical thinking skills from the highest to the lowest, respectively, were inference with an average of 70, analysis with an average of 63, interpretation with an average of 56, and explanations with an average of 50. This low critical thinking skill was caused by students' mistakes in answering the test questions. This research concluded that elementary school students’ critical thinking skills were still very low and caused by student factors: (a) students’ answers were not systematic; (b) students identified questions incorrectly and simply summarized the questions, then using them as answers directly; (c) misconception; (d) students relied on memory, not understanding. Meanwhile, the teacher factors comprised: (a) the learning model used by the teachers was dominant in the direct learning model with the lecture method; (b) the problem description provided was not familiar for students; (c) the problem and its resolution strategy offered did not make the students understand; (d) the teachers did not understand the material, lacked expertise in delivering the material, and used the textbook as the only source of information and delivery content.\u0000 \u0000Significance – The study results indicated that the elementary school students’ critical thinking skills were still low due to several factors. These factors were originating mainly from the students and teachers themselves. The implication is that the school needs to pay more attention to strategies to improve and develop students' critical thinking skills in the future. The findings can be used as a reference point when considering the planning of effective strategies to improve the teaching and learning of critical thinking skills in elementary schools.","PeriodicalId":375345,"journal":{"name":"Malaysian Journal of Learning and Instruction","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130249185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}