Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)

Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)

Critical thinking is an intellectual process that occurs actively and in a disciplined manner that requires conceptualizing, applying, analysing and synthesizing skills. The main goal of critical thinking that is accentuated at various levels of educational institutions is to produce students who ar...

Full description

Saved in:
Bibliographic Details
Main Author: Fadzli, Dahalan
Format: Thesis
Language:eng
eng
Published: 2018
Subjects:
LB1025-1050.75 Teaching (Principles and practice)
Online Access:https://etd.uum.edu.my/6966/1/s94452_01.pdf
https://etd.uum.edu.my/6966/2/s94452_02.pdf
Tags: Add Tag
No Tags, Be the first to tag this record!
id my-uum-etd.6966
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Abd Karim, Abdul Malek
Mohd Yusoff, Nurahimah
topic LB1025-1050.75 Teaching (Principles and practice)
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
Fadzli, Dahalan
Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)
description Critical thinking is an intellectual process that occurs actively and in a disciplined manner that requires conceptualizing, applying, analysing and synthesizing skills. The main goal of critical thinking that is accentuated at various levels of educational institutions is to produce students who are competent with future job challenges. Although its role is recognized across disciplines, its importance is still not taken seriously in teacher education. Currently, teacher education programs are widely criticized for being impractical and ineffective in shaping critical thinking generation. This qualitative research aims to explore how critical thinking is applied by lecturers in their teaching practices at one of the teacher education institutes in the northern region of Peninsular Malaysia. A total of six lecturers who teach Science and Mathematics were selected as participants for this study. The data supporting this research were obtained through interviews, observations of teaching activities as well as from relevant documents. Data were then analysed using Atlas-ti software Version 7.0. The findings indicated that majority of the participants showed a positive disposition towards applying critical thinking in their teaching practices. This is translated in their understanding, willingness, and commitment shown in applying relevant elements in their teaching practices. Meanwhile, in the aspect of teaching practices, the participants were found to apply critical thinking through questioning oriented teaching method, group discussions, explanations, demonstrations and simulations. In general, participants had a positive disposition and were able to apply critical thinking in their teaching practices in their teacher education institution. Among the issues that arise in developing critical thinking in their institution include aspects of cognitive development, teaching practices, professional development, time constraints and standard assessment practices. Critical thinking has to be inculcated, developed and practised systematically by IPG lecturers through active learning strategies such as projects, simulations, oral discourses, concept maps and role-plays which are capable of stimulating critical thinking among students effectively
format Thesis
qualification_name Ph.D.
qualification_level Doctorate
author Fadzli, Dahalan
author_facet Fadzli, Dahalan
author_sort Fadzli, Dahalan
title Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)
title_short Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)
title_full Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)
title_fullStr Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)
title_full_unstemmed Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG)
title_sort penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah institut pendidikan guru (ipg)
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2018
url https://etd.uum.edu.my/6966/1/s94452_01.pdf
https://etd.uum.edu.my/6966/2/s94452_02.pdf
_version_ 1747828137764323328
spelling my-uum-etd.69662021-08-09T07:15:36Z Penerapan pemikiran kritis dalam pengajaran dan pembelajaran pensyarah Institut Pendidikan Guru (IPG) 2018 Fadzli, Dahalan Abd Karim, Abdul Malek Mohd Yusoff, Nurahimah Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences LB1025-1050.75 Teaching (Principles and practice) Critical thinking is an intellectual process that occurs actively and in a disciplined manner that requires conceptualizing, applying, analysing and synthesizing skills. The main goal of critical thinking that is accentuated at various levels of educational institutions is to produce students who are competent with future job challenges. Although its role is recognized across disciplines, its importance is still not taken seriously in teacher education. Currently, teacher education programs are widely criticized for being impractical and ineffective in shaping critical thinking generation. This qualitative research aims to explore how critical thinking is applied by lecturers in their teaching practices at one of the teacher education institutes in the northern region of Peninsular Malaysia. A total of six lecturers who teach Science and Mathematics were selected as participants for this study. The data supporting this research were obtained through interviews, observations of teaching activities as well as from relevant documents. Data were then analysed using Atlas-ti software Version 7.0. The findings indicated that majority of the participants showed a positive disposition towards applying critical thinking in their teaching practices. This is translated in their understanding, willingness, and commitment shown in applying relevant elements in their teaching practices. Meanwhile, in the aspect of teaching practices, the participants were found to apply critical thinking through questioning oriented teaching method, group discussions, explanations, demonstrations and simulations. In general, participants had a positive disposition and were able to apply critical thinking in their teaching practices in their teacher education institution. Among the issues that arise in developing critical thinking in their institution include aspects of cognitive development, teaching practices, professional development, time constraints and standard assessment practices. Critical thinking has to be inculcated, developed and practised systematically by IPG lecturers through active learning strategies such as projects, simulations, oral discourses, concept maps and role-plays which are capable of stimulating critical thinking among students effectively 2018 Thesis https://etd.uum.edu.my/6966/ https://etd.uum.edu.my/6966/1/s94452_01.pdf text eng public https://etd.uum.edu.my/6966/2/s94452_02.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia Abrami, P., Bernard, R., Borokhovski, E., Wade, A., Surkes, M., Tamim, R. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134. doi:10.3102/0034654308326084. Alberts, R. (2011). Beyond penguins and polar bears. Retrieved from http://beyond penquins.nsdl.org Acheampong, K., Ampiah, J., Fletcher, J., Kutor, N., & Sokpe, B. (2000). Learning to teach in Ghana. Multi-site teacher education research (MUSTER) project discussion paper 17. University of Sussex, UK: Sussex Center for International Education. Adeyemi, S. B. (2012). Developing critical thinking skills in students : A mandate for higher education in Nigeria. European Journal of Educational Research, 3(2), 155-161. Ambigapathy, P., & Aniswal, A. G. (2005). University curriculum: An evaluation on preparing graduates for employment. National Higher Education Research Institute, Pulau Pinang: Malaysia. Anderson, L. & Krathwohl, D. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Boom’s taxonomy of educational objectives. New York: Longman. Ainon & Abdullah (1994). Pemikiran reka cipta. Kuala Lumpur: Utusan Publication & Distributors Sdn Bhd. Albergaria-Almeida, P. (2011). Critical thinking, questioning and creativity as components of intelligence. Procedia-Social and Behavioral Sciences, 30, 357-362. Alias, M., & Sulaiman, Y. (2012). The impact of instructional methods on critical thinking: A comparison of problem-based learning and conventional approach in engineering education. ISRN Education 2012. Alkeaid, A. (2007). ISO 9000 and creativity: Potential advantages of implementing ISO in community colleges. College Student Journal, 41(3), 657-667. Allamnakhrah, A. (2013). Learning critical thinking in Saudi Arabia: Student perceptions of secondary pre-service teacher education programs. Journal of Education and learning, 2(1), 197. Allen, G. D., Rubenfeld, M. G., & Scheffer, B. K. (2004). Reliability of assessment of critical thinking. Journal of Professional Nursing, 20(1), 15-22. Alozie, N., Moje, E., & Krajcik, J. (2010). An analysis of the supports and constraints for scientific discussion in high school project-based science. Science Education, 94(3), 395-427. American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A project 2061 report. New York: Oxford University Press. Anderson, L. & Krathwohl, D. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. Andrews, D. (2007). How do we know we’ve won? Business Communication Quarterly, 70(1), 9-15. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ798332). Applegate, A., Applegate, M., McGeehan, C., Pinto, C., & Kong, A. (2009). The assessment of thoughtful literacy in NAEP: Why the states aren’t measuring up. Reading Teacher, 62(5), 372-381. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ826854) Arends, R.I.(2009). Learning to teach (8th ed.). Boston: Mcgraw Hill. Arnheim, R. (1969). Visual thinking. Berkeley, CA: University of California Press. Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education (Online), 40(3), 140. Applefield, J., Huber, R., & Moallem, M. (2001). Constructivism in theory and practice: Toward a better understanding. The High School Journal, (84), 35- 53. Atherton, J.S. (2005). Teaching and learning: Piaget's developmental theory. Retrieved from http://www.learningandteaching.info/learning/piaget.htm Atkins, M. (1993). Evaluating interactive technologies for learning. Journal of Curriculum Studies, 26(4), 333-342. Averkieva, L., Chayka, Y., & Glushkov, S. (2015). Web quest as a tool for increasing students’ motivation and critical thinking development. Procedia- Social and Behavioral Sciences, 206, 137-140. Awang, H., & Ramly, I. (2008). Creative thinking skill approach through problem- based learning: Pedagogy and practice in the engineering classroom. International Journal of Human and Social Sciences, 3(1), 18-23. Azizi, Y., Jamaludin, R., & Mazeni, I. (2010). Factors that contributed stress among secondary school teachers in four states in Malaysia. Asia Pacific Journal of Educators and Education, 25(1), 103-136. Azizi Yahya, Nordin Yahya & Zurihanmi Zakariya. (2005). Psikologi kognitif. Skudai: Universiti Teknologi Malaysia. Azizi Yahya, Asmah Suboh, Zurihanmi Zakariya & Fawziah Yahya. (2005). Aplikasi kognitif dalam pendidikan. Kuala Lumpur: PTS Profesional. Azzi, A., Davies, K. J., & Kelly, F. (2004). Free radical biology-terminology and critical thinking. FEBS Letters, 558(1-3), 3-6. Babbie, E. (2004). The practice of social research (10th ed). Wadsworth, United States: Thomson Learning, Inc. Badger, E. (1992). More than testing. The Arithmetic Teacher, 39(9), 7. Bahagian Pembangunan Kurikulum. (2012). Kreativiti dan inovasi: Elemen merentas kurikulum dalam KSSR. Kuala Lumpur: KPM. Bahagian Pembangunan Kurikulum. (2012). Program i-think: Membudayakan kemahiran berfikir. Kuala Lumpur: KPM. Bahagian Pembangunan Kurikulum. (2011). Buku panduan: Teknologi maklumat dan komunikasi merentasi kurikulum. Kuala Lumpur: KPM. Bahagian Pembangunan Kurikulum. (2012). Buku panduan: Kemahiran menaakul. Kuala Lumpur: KPM. Bahagian Pembangunan Kurikulum. (2010). Buku panduan: Elemen keusahawan. Kuala Lumpur: KPM. Bahagian Pendidikan Guru. (2001). Sukatan pelajaran ilmu pendidikan: Kursus diploma perguruan Malaysia. Kuala Lumpur: KPM. Bahagian Pendidikan Guru. (1994a). Kemahiran berfikir secara kritis dan kreatif dan kemahiran belajar (sukatan pelajaran KPA lima semester). Kuala Lumpur: KPM. Bahagian Pendidikan Guru. (1994b). Model pengajaran dan pembelajaran kemahiran berfikir. Kuala Lumpur: KPM. Bahagian Pembangunan Kurikulum [BPK]. (2012). Modul kemahiran proses sains- dunia sains dan teknologi tahun 3. Putrajaya: Kementerian Pelajaran Malaysia. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2012). Laporan awal: Pelan pembangunan pendidikan Malaysia 2013-2025. Kuala Lumpur: KPM. Bajracharya, I. K. (2010). Influencing factors of critical thinking in class room teaching. Education Quarterly, 1(1), 1-7. Ball, D.L., & Forzani, F.M. (2010). What does it take to make a teacher? Phi Delta Kappan, 92, 8-12. Bandura. A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, New Jersey: Prentice-Hall. Bandura, A. (1997). Self efficacy: The exercise of control. New York: W.H.Freeman. Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among inservice science teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459-474. Barazza, L. (2001). Environmental education in Mexican schools: The primary level. The Journal of Environmental Education, 32(3), 31-36. Barbour, R. (2007). Doing focus group. London: SAGE Publication Ltd. Barbour, S. C. (2016). A study of teaching methods to enhance creativity and critical thinking in graphic design. (Unpublished Doctoral dissertation). Iowa State University, USA. Barnes, C. A. (2005). Critical thinking revisited: Its past, present, and future. New Directions for Community Colleges, 2005(130), 5-13. Barth, R. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443-449. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ62 1323) Bataineh, O. (2009). Perceptions of Jordanian secondary schools teachers towards critical thinking. International Education, 38(2), 56-72. Bayona, E. 1995. Curriculum design and development: The role of teachers. Gaborone: Print Consult. Belski, I. (2009). Teaching thinking and problem solving at university: A course on TRIZ. Creativity and Innovation Management, 18(2), 101-108. Benedict, F. (1999). A systemic approach to sustainable environmental education. Cambridge Journal of Education, 29(3), 433-446. Berg, B. (2001). Qualitative research methods for the social sciences. Needham Heights, MA: Allyn and Bacon. Berman, P. & McLaughlin, M.W. (1978). Federal programs supporting educational change Vol.III: Implementing and sustaining innovations. Santa Monica, CS: Rand. Bernard, H.R. (2000). Social research methods: Qualitative and quantitative approaches. Thousand Oaks California: Sage Publications, Inc. Berns, R. G., & Erickson, P. M. (2001). Contextual teaching and learning: Preparing students for the new economy. The Highlight Zone: Research@ Work. Best, J.W. & Kahn, J.V. (1993). Research in education. Boston: Allyn and Bacon. Beyda S.D., Zental, S.S. & Ferko, D.J.K.(2002). The relationship between teacher practices and the task-appropriate and social behavior of students with behavioral disorders. Behavioral Disorders, 27(3), 236-255. Beyer, B. (2008). What research tells us about teaching thinking skills. Social Studies, 99(5), 223-232. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ812510). Beyer, B. K. (1987). Practical strategies for the teaching of thinking. Boston, MA: Allyn and Bacon, Inc. Bierma, T., & Krishnan, U. (1997). Educator-employer partnerships: A tool for improving environmental health education. Journal of Environmental Health, 60(1), 11-15. Biggs, J. (1989). Approaches to the enhancement of teaching. Higher Education Research and Development, 8,7-25. Biggs, J. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12, 73-86. Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham: SRHE and Open University Press. Bixler, G. M., Brown, A., Way, D., Ledford, C., & Mahan, J. D. (2015). Collaborative concept mapping and critical thinking in fourth-year medical students. Clinical Pediatrics, 54(9), 833-839. Bjorklund, D. F., & Causey, K. B. (2017). Children's thinking: Cognitive development and individual differences. SAGE Publications. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire, England: Open University Press. Black, S. & Ellis, R. (2010). Evaluating the level of critical thinking in introductory investments courses. Academy of Educational Leadership Journal, 14(4), 99- 106. Bloom B., Engelhart, M., Furst, F., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook I: Cognitive domain. New York: McKay. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3), 369-398. Bogdan, R.C. & Biklen, S.K. (1992). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon. Boh, B. (1994). Environmental issues in secondary education. World Bank. Retrieved from http://www- wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/1999/09/30/00017 8830_9 8101912231 780/Rendered/INDEX/multi_page.txt. Bolte, L. A. (1999). Using concept maps and interpretive essays for assessment in mathematics. School Science and Mathematics, 99(1), 19-30. Boud D. & Falchicov, L. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), 399-413. Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70-77. Bowden, R.G., Lanning, B.A., Pippin, G.R., & Tanner, Jr. J.F. (2003). Teachers attitudes towards abstinence-only sex education curricula. Education, 123(4), 780 -788. Bowker, M. H., & Fazioli, K. P. (2016). Rethinking critical thinking: A relational and contextual approach. Pedagogy and the Human Sciences, 6(1), 1-26. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (expanded ed.). Washington, DC: National Academies Press. Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: SUNY Press. Broadbear, J. (2003). Essential elements of lessons designed to promote critical thinking. Journal of Scholarship of Teaching and Learning, 3(3), 1-8. Retrieved from Education Research Complete database. Brookfield, S.D., & Holst, J. D. (2011). Radicalizing learning: Adult education for a just world. San Francisco, CA: John Wiley. Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco, CA: Jossey-Bass. Brooks, J., & Brooks, M. (1999). In search of understanding: A case for the constructivist classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Brookhart, S. (2010). How to assess higher order thinking skills in your classroom. Alexandria, VA: (ASCD) Association for Supervision and Curriculum Development. Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD. Brown, K. (1998). Education, culture, and critical thinking. Aldershot, Brookfield: USA Browne, M., & Freeman, K (2000). Distinguishing features of critical thinking classrooms. Teaching In Higher Education, 5(3), 301-309. doi: 10.1080/13562510050084703 Browne, M., & Meuti, M. (1999). Teaching how to teach critical thinking. College Student Journal, 33(2), 162-169. Brotherton, P. (2011). Critical thinking: A top skill for future leaders. American Society for Training & Development, 65, 11-24. Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press. Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32. Bubb, S., & Earley, P. (2004). Managing teacher workload: Work-life balance and wellbeing. Sage. Buhagiar, M. A. (2007). Classroom assessment within the alternative assessment paradigm: Revisiting the territory. The Curriculum Journal, 18(1), 39-56. Bullen, M. (2007). Participation and critical thinking in online university distance education. International Journal of E-Learning & Distance Education, 13(2), 1-32. Burbach, M. E., Matkin, G. S., Quinn, C. E., & Searle, T. P. (2012). The impact of preparing agriculture faculty to influence student critical thinking disposition. Journal of Agricultural Education, 53(2), 1-14. Burns, L. R., Stephenson, P. L., & Bellamy, K. (2016). The socratic method: Empirical assessment of a psychology capstone course. Psychology Learning & Teaching, 15(3), 370-383. Cakir, M. (2008). Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Journal of Environmental & Science Education, 3(4), 193-206. Retrieved from Education Research Complete database. Cangelosi, J. S. (2002). Teaching mathematics in secondary and middle school: An interactive approach. Prentice Hall. Camacho, A., Benenson, G., & Rosas-Colin, C. (2012). Drawing out the artist in science students. Science and Children, 50(3), 68-73. Cantrell, D.C. & Barron, P.A. (1994). Integrating environmental education and science: Using and developing learning episodes. Ohio: Environmental Education Council of Ohio. Certo, J., Cauley, K., Moxley, K., & Chafin, C. (2008). An argument for authenticity. High School Journal, 91(4), 26-39. Retrieved from Education Research Complete database. Chaffee, J. (1988). Thinking critically. Boston, MA: Houghton Mifflin. Chan, A. H. S., Chen, K., & Chong, E. Y. L. (2010, March). Work stress of teachers from primary and secondary schools in Hong Kong. Paper presented at the International MultiConference of Engineers and Computer Scientists 3, Hong Kong. Chaplin, S. (2007). A model of student success: Coaching students to develop critical thinking skills in introductory biology courses. International Journal for the Scholarship of Teaching and Learning, 1(2), 10. Charrois, T. L., & Appleton, M. (2013). Online debates to enhance critical thinking in pharmacotherapy. American Journal of Pharmaceutical Education, 77(8), 1-5. Chen, C., & She, H. (2012). The impact of recurrent on-line synchronous scientific argumentation on students' argumentation and conceptual change. Journal of Educational Technology & Society, 15(1), 197-210. Chin, C., & Chia, L. G. (2004). Implementing project work in biology through problem-based learning. Journal of Biological Education, 38(2), 69-75. Ching, H. S., & Fong, S. F. (2013). Effects of multimedia-based graphic novel presentation on critical thinking among students of different learning approaches. TOJET: The Turkish Online Journal of Educational Technology, 12(4). Chomsky, N. (2000). Chomsky on miseducation. (D. Macedo, Ed.). New York: Rowman & Littlefield Publishers, Inc. Choy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198-206. Choy, S., & Pou San, O. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International Journal of Instruction, 5(1), 167-182. Clayton, C. D., & Ardito, G. (2009). Teaching for ownership in the middle school science classroom: Towards practical inquiry in an age of accountability. Middle Grades Research Journal, 4(4), 53-79. Cochran-Smith, M. (2004). The problems of teacher education. Journal of Teacher Education, 55(4), 295-299. Cochran-Smith, M., & K. M. Zeichner, (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Washington, D.C.: American Educational Research Association. Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education. London: Routledge Falmer. Colucciello, M. L. (1997). Critical thinking skills and dispositions of baccalaureate nursing students: A conceptual model for evaluation. Journal of Professional Nursing, 13(4), 236-245. Combs, A.W., Avila, D. & Purkey, W.W.(1971). Helping relationships: Basic concepts for the helping professions. Boston: Allyn & Bacon. Conti, D. B. (2016). A new paradigm for student and institutional success in higher education. American Association of University Administrators, 31(1), 119- 130. Cooper, J., & Mueck, R. (1990). Student involvement in learning: Cooperative learning and college instruction. Journal on Excellence in College Teaching, 1, 68-76. Corlu, M. A., & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Sciences: Theory and Practice, 12(1), 514-521. Costa, A. (2008). The school as a home for the mind. Thousand Oaks, CA: Corwin Press. Costa, A., & Kallick, B. (2000). Discovering and exploring habits of mind. Thousand Oaks, CA: Corwin Press. Cottrell, S. P., & Meisel, C. (2003, April). Predictors of personal responsibility to protect the marine environment among scuba divers. Paper presented at Proceedings of the 2003 Northeastern recreation research symposium. Newtown Square, PA: US. Cotton, K. (1991). Teaching thinking skills. Northwest Regional Educational Laboratory, School Improvement Program. Creemers, B.P.M. 1994. The effective classroom. London: Cassell. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage. Creswell, J. (2003). Research design qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage. Critelli, A., & Tritapoe, B. (2010). Effective questioning techniques to increase class participation. E-Journal of Student Research, 2(1), 1-7. Cromwell, L. (Ed.). (1986). Teaching critical thinking in the arts and humanities. Milwaukee, WI: Alverno Publications. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms: 1890-1990 (2nd ed.). New York: Teachers College Press. Curcio, F. R. (1987). Comprehension of mathematical relationships expressed in graphs. Journal for Research in Mathematics Education, 382-393. Cuypers, S. (2004). Critical thinking, autonomy and practical reason. Journal of Philosophy of Education, 38(1),75-90. doi: 10.111 1/j .0309-8249.2004.00364.x Dahlgren, M.A., Dahlgren, L.O. (2002). Portraits of PBL: Students’ experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology. Instructional Science, 30, 111-127. Daniel, M., Lafortune, L., Pallascio, R., Splitter, L., Slade, C., & Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education, 54(4), 334-354. Darby, N. M., & Rashid, A. M. (2017). Critical thinking disposition: The effects of infusion approach in engineering drawing. Journal of Education and Learning, 6(3), 305. Darling-Hammond, L. (2010a). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press. Darling-Hammond, L. (2010b). Teacher education and the American future. Journal of Teacher Education, 61, 35-47. Davenport, T. H. (2005). Thinking for a living: How to get better performance and results from knowledge workers. Boston, Mass: Harvard Business School Press. Davidson, B. (1997). Service needs of relative caregivers: A qualitative analysis. Families in Society, 78, 502-510. Davidson, B., & Dunham, R. (1997). Assessing EFL student progress in critical thinking with the Ennis-Weir critical thinking essay test. JALT Journal, 19(1), 43-57. Delandshere, G., & Arens, S. A. (2003). Examining the quality of the evidence in preservice teacher portfolios. Journal of Teacher Education, 54(1), 57-73. Denzin, NK & Lincoln, YS. (1994). Handbook of qualitative research. Thousand Oaks: Sage Publications. Denzin & Y. S. Lincoln (2005). Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage. Dewey, J. (1964). John Dewey on education: Selected writings. R. D. Archambault (Ed). New York: Random House. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin. Diehl, W., Grobe, T., Lopez, H., & Cabral, C. (1999). Project-based learning: A strategy for teaching and learning. Boston, MA: Center for Youth Development and Education, Corporation for Business, Work, and Learning. Dierick, S., & Dochy, F. (2001). New lines in edumetrics: New forms of assessment lead to new assessment criteria. Studies in Educational Evaluation, 27(4), 307-29. Dillon, N. (2006). Skills for a new century: What your students should learn today if they are to be successful tomorrow. American School Board Journal, 193, 22-26. Dixon, F., Prater, K., Vine, H., Wark, M., Williams, T., Hanchon, T. (2004). Teaching to their thinking: A strategy to meet the critical thinking needs of gifted students. Journal for the Education of the Gifted, 28(4), 56-76. Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson. Drummond, C. K. (2012). Team based learning to enhance critical thinking skills in enterpreneuship education. Journal of Entrepreneurship Education, 15, 57- 64. Dumbrajs, S., & Keinonen, T. (2009). Beginning teachers shape their own future: Class teachers and science instruction. The International Journal of Learning, 16 (2), 103-114. Duke, C. R. (2002). Learning outcomes: Comparing student perceptions of skill level and importance. Journal of Marketing Education, 24(3), 203-217. Duplass, J.A. & Zeidler, D.L. (2000). Critical thinking and the role of logical argument in social studies education. International Journal of Social Education, 15(1), 113-127. Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Learning and Teaching in Higher Education, 17(2), 160-166. Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291. Edwards, K. (1990). The interplay of affect and cognition in attitude formation and change. Journal of Personality and Social Psychology, 59, 202-216. EECO (Environmental Education Council of Ohio). (2000). Best practices for environmental education: guidelines for success a project of Ohio EE 2000: A strategic plan for environmental education in Ohio. Akron, Ohio: Environmental Education Council of Ohio. Retrieved from http://www.eeco-online.org/about/EECOStratPlanEdited.pdf. Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press. Ehrlen, K. (2009). Drawings as representations of children’s conceptions. International Journal of Science Education, 31(1), 41-58. Elder, L., & Paul, R. (1998). Critical thinking development: A stage theory. Retrieved from http:// www.criticalthinking.org/article/ct-development-a-stage- theory.cfm. Elder, L., & Paul, R. (2008). Critical thinking: Strategies for improving student learning. Journal of Developmental Education, 32(1), 32-33. Engel, S. (2013). The case for curiosity. Educational Leadership, 70(5), 36-40. Ennis, R. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-16. Retrieved from http://edr.sagepub com/archive/ Ennis, R. (2000). A super-streamlined conception of critical thinking. Retrieved from http://www.criticalthinking.net/SSConcCTApr3.html Ennis R. H. (1990). The extent to which critical thinking is subject-specific: Further clarification. Educational Researcher, 19(4),13-16. Ennis, R. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179-186. Erasmus, C. J. (2013). Concept mapping as a strategy to enhance learning and engage students in the classroom. Journal of Family and Consumer Sciences Education, 1(31), 27-35. Erickson, H. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. Eisner, E. W., & Day, M. D. (Eds.). (2004). Handbook of research and policy in art education. Routledge. Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33. Ernst, J., & Monroe, M. (2006). The effects of environment-based education on students’ critical thinking skills and disposition toward critical thinking. Environmental Education Research, 12(3/4), 429-443. Evans, C. (1999). Improving test practices to require and evaluate higher levels of thinking. Journal of Education, 119(4), 616-618. Ewing, J. C., & Whittington, M. S. (2009). Describing the cognitive level of professor discourse and student cognition in college of agriculture class sessions. Journal of Agricultural Education, 50(4), 36-49. Facione, P. A. (2006). Critical thinking: What it is and why it counts. CA: California Academic Press. Facione, P. (1990). Critical thinking: A statement of expert consensus for the purposes of educational assessment and instruction: Executive summary: The Delphi report. Milbrae, CA: The California Academic Press. Retrieved from http://www.insightassessment.com/pdf_files/DEXadobe.PDF. Fahim, M., & Ghamari, M. R. (2011). Critical thinking in education: Globally developed and locally applied. Theory and Practice in Language Studies, 1(11), 1632-1638. Fahim, M., & Masouleh, N. S. (2012). Critical thinking in higher education: A pedagogical look. Theory and Practice in Language Studies, 2(7), 1370- 1375. Fatimah S., Lim, C.S. (2010). Analisis data kualitatif. In Noraini Idris (Ed.), Penyelidikan dalam pendidikan (pp. 488-506). Kuala Lumpur: McGraw Hill Education. Fauziah, S. (2011). The effectiveness of problem-based learning (PBL) online on students’ creative and critical thinking in physics at tertiary level in Malaysia. (Ubpublished Doctoral dissertation). University of Waikato, New Zealand. Feng, A., & Brown, E. (2009). A longitudinal study of enhancing critical thinking and reading comprehension in Title I classrooms. Journal for the Education of the Gifted, 33(1), 7-37. Findley, D., & Hamm, R. (1977, October). The bandwagon approach to curricular innovation: Look before you leap. NASSP Bulletin, 61(411), 57-60. Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, M.A: Addison-Wesley. Retrieved from http://www.people.umass.edu/ajzen/f&a1975.html. Fishbein, J. (1967). Readings in attitude theory and measurement. New York: John Wiley & Sons. Fisher, A. (2011). Critical thinking: An introduction. Cambridge University Press. Fisher, A., & Scriven, M. (1997). Critical thinking its definition and assessment. Centre for research in Critical Thinking. Fisher, D., & Frey, N. 2008. Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD. Flogaitis, E., Daskolia, M. & Agelidou, E. (2005). Kindergarten teachers’ conceptions of environmental education. Early Childhood Education Journal 33(3), 125-136. Flores, K. L., Matkin, G. S., Burbach, M. E., Quinn, C. E., & Harding, H. (2012). Deficient critical thinking skills among college graduates: Implications for leadership. Educational Philosophy and Theory, 44(2), 212-230. Foundation for Critical Thinking. (2010). Critical thinking: Identifying the targets. Retrieved from http://www.criticalthinking.org/articles/ct-identifying- targets.cfm Forbes, R. H. (1984, December). Thinking skills: What are they? Can they be taught? Why and how?. NASSP Bulletin, 68(476), 68-75. Fox, C.M., & Jones, J.A. (1998). Uses of rasch modeling in counseling psychology research. Journal of Counseling Psychology, 45(1), 30-45. Frank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning course for preservice science and technology teachers. Assessment & Evaluation in Higher Education, 29(1), 41-61. Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum. French, J. N., & Rhoder, C. (1992). Teaching thinking skills: Theory and practice. New York: Garland Publishing, Inc. Freseman, R. (1990). Improving higher order thinking of middle school geography students by teaching skills directly. Fort Lauderdale, FL: Nova University. Retrieved from ERIC database. (ERIC Document Reproduction Service No. ED320842). Friedman, T. (2005). The world is flat: A brief history of the twenty-first century. NewYork: Farrar, Straus and Giroux. Friedman, T.L. (2007). The world is flat:A brief history of the twenty-first century 3.0. New York: Farrar, Strauss and Giroux. Fromboluti, C. S., Magarity, D., & Rinck, N. (1999). Early childhood: Where learning begins. Mathematics: Mathematical activities for parents and their 2-to 5-year-old children. ED Pubs: Jessup. Fuad, N. M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving junior high schools’ critical thinking skills based on test three different models of learning. International Journal of Instruction, 10(1), 101-116. Fullan, M.G. & Stiegelbauer, S. (1991). The new meaning of educational change (2th ed.). New York: Teachers College Press. Gagne, R. M. (1984). Learning outcomes and their effects. American Psychologist, 39(4), 377-385. Gallagher, J. J. (1985). Teaching the gifted child. Allyn & Bacon. Gall, M. D., Borg, W. R., and Gall, J. P. (1996). Educational research: An introduction (6th ed.). USA: Longman Publishers. Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10. Garner, A. & Bradley, M.J. (1991). The principal as a leader in curriculum innovation. Clearing House, 4(6), 419-425. Garson, G. D. (2013). Path analysis. Statistical Associates Publishing. Gay, L.R.(1996). Educational research: Competencies for analysis and application (5th ed.). Upper Saddle River, New Jersey: Prentice-Hall Inc. Gay, L.R., & Airasian, P. (2003). Educational research (7th ed.). Upper Saddle River, NJ: Merrill. Ghabanchi, Z., & Behrooznia, S. (2014). The impact of brainstorming on reading comprehension and critical thinking ability of EFL learners. Procedia-Social and Behavioral Sciences, 98, 513-521. Giancarlo, C., Blohm, S., & Urdan, T. (2004). Assessing secondary students’ disposition toward critical thinking: Development of the California measure of mental motivation. Educational and Psychological Measurement, 64(2), 347-364. doi:10.1 177/oo13164403258464 Giannakos, M. N., Krogstie, J., & Aalberg, T. (2016). Video-based learning ecosystem to support active learning: Application to an introductory computer science course. Smart Learning Environments, 3(1), 11. Gibbs, G. (1995). Assessing student centred courses. Oxford: UK. Gill, H. K., & Kansal, A. K. (2016). Learning strategies of secondary school students as correlates of academic achievement and stream of study. Imperial Journal of Interdisciplinary Research, 2(8), 212-223. Gillham. (2005). Research interviewing: The range of techniques. England: Open University Press. Gipe, J.P. & Richards, J.C. (1992). Reflective thinking and growth in novices’ teaching abilities. The Journal of Educational Researh, 86(1), 52-57. Glaser, E. M. (1941). An experiment in the development of critical thinking. Teachers College, Columbia University. Glazer, E. (2001). Using web sources to promote critical thinking in high school mathematics. Retrieved from : http://math. unipa. it/~ grim/Aglazer79-84. pdf. Gojkov, G., Stojanovic, A., & Rajic, A. G. (2015). Critical thinking of students- indicator of quality in higher education. Procedia-Social and Behavioral Sciences, 191, 591-596. Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal Of Technology Education, 7(1), 22-30. Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational Studies, 45(1), 39-58. doi:10.1080/001319 40802546894 Goodman, L.,& Berntson, G. (2000). The art of asking questions. American Biology Teacher, 62, 473-476. Gough, D. (1991). Thinking about thinking. Research Roundup, 7(2), 1-5. Gueldenzoph L., & Snyder, M. (2008). Teaching critical thinking and problem solving skills. Delta Pi Epsilon Journal, 50(2), 90-99. Guest, K. (2000). Introducing critical thinking to non-standard entry students: The use of a catalyst to spark debate. Teaching in Higher Education, 5, 289-299. Gul, R., Khan, S., Ahmad, A., Cassum, S., Saeed, T., Parpio, Y., ... & Schopflocher, D. (2014). Enhancing educators’ skills for promoting critical thinking in their classroom discourses: A randomized control trial. International Journal of Teaching and Learning in Higher Education, 26(1), 37-54. Gupta, A. K., & Govindarajan, V. (2000). Knowledge management's social dimension: Lessons from Nucor Steel. MIT Sloan Management Review, 42(1), 71. Guruz, K. (2011). Higher education and international student mobility in the global knowledge economy: Revised and updated second edition. SUNY Press. Grabe, M. & Grabe, C. (2004). Integrating technology for meaningful learning (4th ed.). New York: Houghton Mifflin. Grant, A., Hutchinson, K., Hornsby, D., & Brooke, S. (2008). Creative pedagogies: “Artfull” reading and writing. English Teaching Practice and Critique, 7(1), 57- 72. Graven, M. (2001). Coping with new mathematics teacher roles in a contradictory context of curriculum change. Journal of the Mathematics Educator, 12(2), 21-27. Green, L. (2006). Becoming a thinking teacher. Journal of Cognitive Education and Psychology, 5(3), 310-327. Gregory, B. B., (2011). Beliefs about critical thinking and motivations for implementing thinking skills training in pre-service teacher education courses: A grounded theory model. (Unpublished Doctoral dissertation). North Carolina State University, USA. Gronlund, N., & Waugh, C. (2009). Assessment of student achievement (9th ed.). Upper Saddle River, NJ: Pearson. Gross, N., Giacquinta, J. & Bernstein, M. (1971). Implementing organizational innovations: A sociological analysis of planned educational change. New York: Basic Books. Gupta, R. (2001). Effective teaching: Aspects and techniques. Retrieved from Httc:/Www.Newcastle.Edu.Au/Serviceiteaching- Learninciteachingreviewicw2tal.Html Hall, D. (2011) Debate: innovative teaching to enhancing critical thinking and communications skills in healthcare profesionals. The Internet Journal of Allied Sciences and Practice, 9(3), 1-8. Halpern, D.F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449-455. Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69-74. Hamza, M.K. & Griffith, K. G. (2006). Fostering problem solving and creative thinking in the classroom: Cultivating a creative mind. National Forum of Applied Educational Research Electronic Journal, 19(3), 1-30. Hancock, B. (1998). Trent focus for research and developement in primary health care: An introduction to qualitative research process. Trent Focus. Hand, B., L. Norton-Meier, J. Staker, and J. Bintz. (2009). Negotiating science: The critical role of argument in student inquiry. Portsmouth, NH: Heinemann. Harlen, W., & Winter, J. (2004). The development of assessment for learning: Learning from the case of science and mathematics. Language Testing, 21(3), 390-408. Harris, S., Irons, E., & Crawford, C. (2006). Texas superintendents’ ratings of standards/assessment/accountability programs. Planning and Changing, 37, 190-204. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ756223) Hart, D. (1994). Authentic assessment: A handbook for educators. Assessment bookshelf series. Dale Seymour Publications, 10 Bank Street, White Plains, NY 10602. Hart, P. (2003). Teachers’ thinking in environmental education: Consciousness and responsibility. New York: Peter Lang. Hasani, A. (2016). Enhancing argumentative writing skill through contextual teaching and learning. Educational Research and Reviews, 11(16), 1573-1578. Hatch, J. (2002). Doing qualitative research in educational settings. Albany, NY: SUNY Press. Hawamdeh, S. (2003). Knowledge management cultivating knowledge professionals. Chandos Publishing: Oxford. Hayes, K. D., & Devitt, A. A. (2008). Classroom discussions with student-led feedback: A useful activity to enhance development of critical thinking skills. Journal Of Food Science Education, 7(4), 65-68. Haynes, J. (2002). Children as philosophers: Learning through enquiry and dialogue in the primary classroom. Routledge, New York. Hee-Ok, P., & Insook, L. (2016). Enhancing critical thinking through simulation problem based learning in nursing education. Indian Journal of Science and Technology, 9(37). Henke, K. G. (2007). Measuring up in a flat world. Technology And Learning- Dayton, 27(6), 14. Hetland, L., & Winner, E. (2004). Cognitive transfer from arts education to nonarts outcomes: Research evidence and policy implications. In E.W. Eisner & M. D. Day (Eds.), Handbook of research and policy in art education (pp. 135-162). Mahwah, NJ: Erlbaum. Higgins, B., Miller, M., & Wegmann, S. (2006). Teaching to the test. .not! Balancing best practice and testing requirements in writing. Reading Teacher, 60(4), 310-319. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ749447). Higgins, S., Hall, E., Baumfield, V., & Moseley, D. (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. Research evidence in education library. London: University of London. Hirsch, E. (2006). The knowledge deficit: Closing the shocking education gap for American children. Boston: Houghton Mifflin. Hitchcock, G. & Hughes, D. (1989). Research and the teacher: A qualtitative introduction to school-based research. London: Routledge. Hoepfl, M.C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9(1), 47-63. Hoffman, J., & Preus, J. (2016). Preparing leaders for the use of tomorrow’s technology: Perspectives from chief information officers. American Association Of University Administrators, 31(1), 184-194. Holden, C. (1992). Study flunks science and mathematics tests. Science, 258(5082), 541-542. Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction. Thousand Oaks, CA: Corwin Press. Hope, D. L., King, M. A., & Hattingh, H. L. (2017). Impact of Socratic teaching on pharmacy students’ critical thinking and patient-centredness regarding emergency contraception. Pharmacy Education, 17. Horton, J., & Ryba, K. (1986). Assessing learning with logo: A pilot study. Computing Teacher, 14(1), 24-28. Housen, A. (2002). Aesthetic thought, critical thinking and transfer. Arts and Learning Journal, 18(1), 99-131. Howard, D. R., & Miskowski, J. A. (2005). Using a module-based laboratory to incorporate inquiry into a large cell biology course. Cell Biology Education, 4(3), 249-260. Hsu, P.L., Roth, W.M., & Mazumber, A. (2009). Natural pedagogical conversations in high school students’ internship. Journal of Research in Science Teaching, 46, 481-505. Huang, J. L. (2015). Cultivating teacher thinking: Ideas and practice. Educational Research for Policy and Practice, 14(3), 247-257. Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn and Bacon. Hubard, O. M. (2010). Three modes of dialogue about works of art. Art Education, 63(3), 40-45. Huitt, W. (1995). A systems model of the teaching/learning process. Valdosta, GA: College of Education, Valdosta State University. Hursh, D. (2005). The growth of high-stakes testing in the USA: Accountability, markets and the decline in educational equality. British Educational Research Journal, 31(5), 605-622. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ718874) Husain, H., Mokri, S. S., Hussain, A., Samad, S. A., & Majid, R. A. (2012). The level of critical and analytical thinking skills among electrical and electronics engineering students, UKM. Asian Social Science, 8(16), 80-88. Husain, H., Wahab, D. A., Hussain, A., Samad, S. A., Mohamed, A., Azhari, C. H., & Tahir, N. M. (2010). Kajian kes ke atas kesan kaedah pembelajaran koperatif teknik ‘Jigsaw’dalam kursus isyarat dan sistem. ASEAN Journal of Teaching and Learning in Higher Education, 2(1), 12-21. Ijaiya, N.Y.S., Alabi, A.T., Fasasi, Y.A. (2011). Teacher education in Africa and critical thinking skills: Needs and strategies. Research Journal Of Management, 5(1), 26-34. Inoue, N., & Buczynski, S. (2011). You asked open-ended questions, now what? Understanding the nature of stumbling blocks in teaching inquiry lessons. Mathematics Educator, 20(2), 10-23. Institut Pendidikan Guru Malaysia (IPGM). (2013). Buku panduan program ijazah sarjana muda dengan kepujian. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Buku panduan pelaksanaan kerja kursus. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Buku panduan pentaksiran. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PISMP SCE3093: Tenaga dalam kimia. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PISMP SCE3153: Penyelidikan tindakan. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PISMP SCE3083: Merancang pengajaran sains sekolah rendah. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PISMP SCZ1064: Kefahaman sains & kemahiran sains. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PISMP SCE3143: Sains teknologi dan masyarakat. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PISMP MTE3113: Penyelidikan tindakan. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PPISMP GSA1072: Statistik asas. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2015). Ringkasan maklumat kursus (RMK) PISMP MTZ1024: Matematik asas. Kuala Lumpur: KPM. Institut Pendidikan Guru Malaysia (IPGM). (2013). MS ISO 9001:2008. Kuala Lumpur: KPM. Institut Pendidikan Guru Kampus Tuanku Bainun. (2009). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2008. Pulau Pinang: Halim Publication. Institut Pendidikan Guru Kampus Tuanku Bainun. (2010). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2009. Pulau Pinang: Halim Publication. Institut Pendidikan Guru Kampus Tuanku Bainun. (2011). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2010. Pulau Pinang: Halim Publication. Institut Pendidikan Guru Kampus Tuanku Bainun. (2012). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2011. Pulau Pinang: Dumpil Sdn. Bhd. Institut Pendidikan Guru Kampus Tuanku Bainun. (2013). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2012. Pulau Pinang: Dumpil Sdn. Bhd. Institut Pendidikan Guru Kampus Tuanku Bainun. (2014). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2013. Pulau Pinang: PMI. Institut Pendidikan Guru Kampus Tuanku Bainun. (2015). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2014. Pulau Pinang: PMI. Institut Pendidikan Guru Kampus Tuanku Bainun. (2016). Laporan pelaksanaan kursus dalam perkhidmatan tahun 2015. Pulau Pinang: PMI. Isenberg, J.P. (1990). Teachers’ thinking and beliefs and classroom practice. Childhood Education, 66(5), 322-327. ProQuest Education Journals. Jackson, A. W., & Davis, G.A. (2000). Turning points 2000: Educating adolescents in the 21 st century. New York: Teachers College Press. Jacobs, H. (2006). Active literacy across the curriculum: Strategies for reading, writing, speaking, and listening. Larchmont, NY: Eye on Education. Jacobs, M., Vakalisa, N. C. G., & Gawe, N. (Eds.). (2011). Teaching-learning dynamics. Pearson Education South Africa. Jarche, H., Stolovitch, H., & Clark, R. (2012). What skills will your employees need? Facing the future. The Canadian Learning Journal Spring, 23-26. Jin, G., Bierma, T. J., & Broadbear, J. T. (2004). Critical thinking among environmental health undergraduates and implications for the profession. Journal of Environmental Health, 67(3), 15-20. Johnson-Reid, A. (2010). Engaging students. Children & Schools, 32(1), 3-4. Johnson, S., Thompson, S., Wallace, M., Hughes, G., & Manswell Butty, J. (1998). How teachers and university faculty perceive the need for and importance of professional development in performance-based assessment. The Journal of Negro Education, 67(3), 197-210. Jones, H. (2008). Thoughts on teaching thinking: Perceptions of practitioners with a shared culture of thinking skills education. Curriculum Journal, 19(4), 309-324. doi:10.1080/09585170802509898 Kachina, O. A. (2012). Using webquests in the social sciences classroom. Contemporary Issues in Education Research (Online), 5(3), 185-199. Kahin, B., & Foray, D. (2006). Advancing knowledge and the knowledge economy. Cambridge, Mass: MIT Press. Kalu, I., Uwat, L.E. & Asim, A.E. (2005, July). Nigerian teachers’ attitude towards environmental sustainability in the school curriculum. Paper presented at the International Conference on Energy, Environment and Disasters- INCEED 2005, Charlote, NC. Kamus Dewan (4th ed.). (2007). Kuala Lumpur: Dewan Bahasa dan Pustaka. Karabay, A., Kusdemir Kayiran, B., & Isik, D. (2015). The investigation of pre-service teachers' perceptions about critical reading self-efficacy. Eurasian Journal of Educational Research, 59, 227-246. Karagol, İ., & Bekmezci, S. (2015). Investigating academic achievements and critical thinking dispositions of teacher candidates. Journal of Education and Training Studies, 3(4), 86-92. Kartini Baharom. (1998). Critical thinking skills, dispositions and classroom practices of history teachers in Malaysian secondary schools. (Unpublished Doctoral dissertation). Manchester University, United Kingdom. Kattayat, S., Josey, S., Asha, J. V., & Philip, S. (2016). Critical thinking ability and vocational aspirations of higher secondary students. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), 21(1), 241-249. Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77-92. Kelly, A.E. & Lesh, R. (2000). Handbook of research data design in mathematics and science education. Hillsdale, NJ: Lawrence Erlbaum Associates. Kementerian Pendidikan Malaysia (KPM). (2013). Pelan pembangunan pendidikan Malaysia 2013-2025. Kuala Lumpur: Malaysia Kementerian Pelajaran Malaysia (KPM). (2010). Kad laporan pelan induk pembangunan pendidikan 2006-2010. Kuala Lumpur: Malaysia. Kementerian Pelajaran Malaysia (KPM). (2006). Rancangan Malaysia ke-9: Pelan induk pembangunan pendidikan 2006-2010. Kuala Lumpur: Malaysia Kementerian Pelajaran Malaysia (KPM). (2011). Pelan strategik interim Kementerian Pelajaran Malaysia 2011-2020. Kuala Lumpur, Malaysia: Kementerian Pelajaran Malaysia. Kennedy, M. (1991). Policy issues in teacher education. Phi Delta Kappan, 72(9), 659-665. Khalid Johari, Zuraida Ismail, Shuki Osman, & Ahmad Tajudin Othman. (2009). Pengaruh jenis latihan guru dan pengalaman mengajar terhadap efikasi guru sekolah menengah. Jurnal Pendidikan Malaysia, 34(2), 3-14. Kharbach, M. (2012). The 21st century skills teachers and student need to have. Halifax: Creative Commons Attribution Mount Saint Vincent University. Kheradmand Saadi, Z., & Rashidi, N. (2016). Teaching critical thinking through a dialogic approach: The infusion model. International Journal of Foreign Language Teaching and Research, 4(15), 35-49. Khoshneshin, Z. (2011). Collaborative critical thinking in online environment. Procedia-Social and Behavioral Sciences, 30, 1881-1887. Killeen, M. B., & Barnfather, J. S. (2005). A successful teaching strategy for applying evidence-based practice. Nurse Educator, 30(3), 127-132. King, L. (2007). Information literacy of incoming undergraduate arts students at the University of the Western Cape: Assessment of competencies and proficiencies (Doctoral dissertation, University of the Western Cape). King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass. Kirmizi, F. S., Saygi, C., & Yurdakal, I. H. (2015). Determine the relationship between the disposition of critical thinking and the perception about problem solving skills. Procedia-Social and Behavioral Sciences, 191, 657-661. Kirschner, S. R. (2011). Critical thinking and the end(s) of psychology. Journal of Theoretical and Philosophical Psychology, 31(3), 173-183. doi:10.1037/a0024698. Kivunja, C. (2014). Innovative pedagogies in higher education to become effective teachers of 21st century skills: Unpacking the learning and innovations skills domain of the new learning paradigm. International Journal of Higher Education, 3(4), 37-48. Klugman, C., Peel, J., & Beckmann-Mendez, D. (2011). Art rounds: Teaching interprofessional students visual thinking strategies at one school. Academic Medicine, 86(10), 1266-1271. Knapp, T. E. (2012). Picturing German: Teaching language and literature through visual art. Die Unterrichtspraxis / Teaching German, 45(1), 20-27. doi:10.1111/j.1756-1221.2012.001 15.x Kobzeva, N. (2015). Scrabble as a tool for engineering students’ critical thinking skills development. Procedia-Social and Behavioral Sciences, 182, 369-374. Kokdemir, D. (2003). Decision making and problem solving under uncertainty. (Unpublished Doctoral Thesis). Ankara University Institute of Social Sciences, Ankara. Kolsto, S. D., & Ratcliffe, M. (2008). Social aspects of argumentation. In S. Erduran & M.P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp.114-133). Berlin, Germany: Springer. Koo, A. C. (2008). Factors affecting teachers' perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology & Society, 11(1), 266-278. Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337. Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory Into Practice, 43(4), 268-273. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ683358). Kurniati, K., Kusumah, Y. S., Sabandar, J., & Herman, T. (2015). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education, 6(1), 53-62. Kwan, Y. W., & Wong, A. F. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70, 68-79. Labaree, D. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13-22. Lambert, D. & Balderstone, D. (2000). Learning to teach geography in the secondary school. London : RoutledgeFalmer. Lambert, L., Walker, D., Zimmerman, D., Cooper, J., Lambert, M., Gardner, M., et al. (2002). The constructivist leader. New York: Teachers College Press. Landsman, J., & Gorski, P. (2007). Countering standardization. Educational Leadership, 64(8), 40- 44. Langrehr, J. (2001). Teaching our children to think. Bloomington, IN: Solution Tree. Leader, L. F., & Middleton, J. A. (2004). Promoting critical-thinking dispositions by using problem solving in middle school mathematics. RMLE Online, 28(1), 1-13. Lebar, O. (2007). Penyelidikan kualitatif [Qualitative research]. Tanjong Malim: Universiti Pendidikan Sultan Idris. Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 19-34. Lee, S. (2016). A Study on middle school students smart media literacy and learning in a context of online inquiry-based mathematics and science learning. Educational Technology International, 17(2), 229-251. Leh, A. (2014). Using project-based learning and google docs to support diversity. International Association for Development of the Information Society. Lehman, B., & Hayes, D. (1985). Advancing critical reading through historical fiction and biography. The Social Studies, 76(4), 165-169. Leitner, L. M., & Thomas, J. C. (2009). Personal constructivism: Theory and applications. New York, NY: Pace University Press. Lesh, R., & Lehrer, R. (2000). Iterative refinement cycles for videotape analyses of conceptual change. Handbook of research design in mathematics and science education, 665-708. Levine, A. (2010). Teacher education must respond to changes in America. Phi Delta Kappan, 92, 19-24. Levin, T., & Long, R. (1981). Effective instruction. Association for supervision and curriculum development: North Washington Street, Alexandria, VA. Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory into practice, 32(3), 131-137. Li, S.S., & Yusof, M.A. (2015). Inquiry practices in Malaysian secondary classroom and model of inquiry teaching based on verbal interaction. Malaysian Journal of Learning and Instruction, 12, 151-175. Lim, C.S., & Chee, K.M. (2010). Kesahan dan kebolehpercayaan penyelidikan. In Idris, N. (Eds.), Penyelidikan dalam pendidikan (164-177). Kuala Lumpur: McGraw Hill Education. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Lipman, M. (2003). Thinking in education (2nd ed.). New York: Cambridge University Press. Llewellyn, D., & Rajesh, H. (2011). Fostering argumentation skills: Doing what real scientists really do. Science Scope, 35(1), 22-28. Lloyd, M., & Bahr, N. (2010). Thinking critically about critical thinking in higher education. International Journal for the Scholarship of Teaching and Learning, 4(2), 9. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press. Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 1-13. doi: 0022487114533386. Lund, J. (1997). Authentic assessment: Its development and applications. Journal of Physical Education, Recreation & Dance, 68(7), 25-28. Lunenburg, F., & Ornstein, A. (2004). Educational administration: Concepts and practices. Belmont, CA: Thompson. Lustick, D. (2010). The priority of the question: Focus questions for sustained reasoning in science. Journal Of Science Teacher Education, 21(5), 495-511. Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language in Education, 22(3), 222-240. doi:10.2167/le778.0 Lyutykh, E. (2009). Practicing critical thinking in an educational psychology classroom: Reflections from a cultural-historical perspective. Educational Studies, 45(4), 377-391. Mahapoonyanont, N. (2012). The causal model of some factors affecting critical thinking abilities. Procedia-Social and Behavioral Sciences, 46, 146-150. doi:10.1016/j.sbspro.2012.05.084 Mahathir Mohamed. (1991). Malaysia: The way forward. Kuala Lumpur, Malaysia: Center for Economic Research & Services, Malaysian Business Council. Maiorana, V.P. (1990). The road from rote to critical thinking. Community Review, 11, 53-63. Majidi, N., & Aydinlu, N. A. (2016). The effect of contextual visual aids on high school students' reading comprehension. Theory and Practice in Language Studies, 6(9), 1827-1835. Maker, C. J., & Nielson, A. B. (1996). Curriculum development and teaching strategies for gifted learners. Austin, TX: PRO-ED. Malamitsa, K., Kasoutas, M., & Kokkotas, P. (2008). Reliability for the Greek version of the test of everyday reasoning (TER). Journal of Instructional Psychology, 35(1), 83-86. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ813309). Malatji, K. S. (2016). Moving away from rote learning in the university classroom: The use of cooperative learning to maximise students’ critical thinking in a rural University of South Africa. Journal of Communication, 7(1), 34-42. Mammana, C., & Villani, V. (Eds.). (2012). Perspectives on the teaching of geometry for the 21st century: An ICMI study (Vol. 5). Springer Science & Business Media. Mandernach, B. J. (2006). Thinking critically about critical thinking: Integrating online tools to promote critical thinking. Insight: A collection of faculty scholarship, 1, 41-50. Manjula, H. S., & Manichander, T. (2015). Need for enhancing critical thinking skills among student teachers in colleges of education: A perspective. Online Submission, 4(1), 305-307. Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications, and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48. Retrieved from Education Research Complete database. Marcut, I. (2005). Critical thinking-applied to the methodology of teaching mathematics. Educatia Matematica, 1(1), 57-66. Marican, S. (2006). Penyelidikan sains sosial [Research in social science]. Batu Caves: Edusystem Sdn. Bhd. Marino, R. P., Pickering P., and McTighe, J. (1993). Assessing student outcomes. Alexandria, Va.: Association for Supervision and Curriculum Development. Marlowe, B., & Page, M. (2005). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin Press. Marohaini Yusoff. (2001). Penyelidikan kualitatif: Pengalaman kerja lapangan kajian. Kuala Lumpur: Universiti Malaya. Marshall, C., & Rossman, G. (1999). Designing qualitative research. London: Sage Publications. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Masek, A., & Yamin, S. (2011). The effect of problem based learning on critical thinking ability: A theoretical and empirical review. International Review of Social Sciences and Humanities, 2(1), 215-221. Masita, P. N., Mahanal, S., & Suwono, H. (2016). Critical thinking skills in biology learning class x senior high school. Research Report, (2), 539-544. Mason, C. Y., & Steedly, K. S. (2006). Lessons and rubrics for arts integration. Teaching Exceptional Children Plus, 3(1) Article 1. Retrieved from http://escholarship.bc.edu/education/tecplus/ vol3/iss1/art1 Masri, S. (2003). Kaedah penyelidikan dan panduan penulisan [Research methods and writing guidelines]. Kuala Lumpur: Utusan publication & Distributors. Matthews, B.E. & Riley, C.K. (1995). Teaching and evaluating outdoor ethics education programs. Vienna, VA: National Wildlife Federation. (ERIC Document Reproduction Service No. ED 401 097). Mazloomy Mahmoodabad, S. S., Nadrian, H., & Nahangi, H. (2012). Critical thinking ability and its associated factors among preclinical students in Yazd Shaheed Sadoughi University of Medical Sciences (Iran). Medical Journal of The Islamic Republic of Iran (MJIRI), 26(2), 50-57. McBrien, J.L & Brandt, R.S. (1997). The language of learning: A guide to education terms. Alexandria, VA. Association for Supervision and Curriculum Development. McInerney, D. (2005). Educational psychology: Theory, research, and teaching: A 25- year retrospective. Educational Psychology, 25(6), 585-599. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ720952). McIntosh, M. E. (1997). Formative assessment in mathematics. The Clearing House, 71(2), 92-96. McMahon, G. (2009). Critical thinking and ICT integration in a Western Australian secondary. Educational Technology & Society, 12(4), 269-281. McMillan, J. H. (2000). Essential assessment concepts for teachers and administrators. Corwin Press. McMillan, J. H. (2007). Formative classroom assessment: Theory into practice. Teachers College Press. McNeill, K.L. & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain general knowledge in writing arguments to explain phenomenon. Journal of the Learning Sciences, 18(3), 416-460. McPeck, J. (1990). Critical thinking and subject specificity: A reply to Ennis. Educational Researcher, 19(4), 10-12. Retrieved from ERIC database. (ERIC Document Reproduction Service No. EJ41 1292). McTighe, J., & Wiggins, G. P. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: ASCD.

Similar Items