Kemahiran pemikiran kritis guru matematik sekolah menengah

Critical thinking skill (CTS) is part of higher order thinking which is emphasized in the implementation shift of Mathematics teaching and learning (T&L). The effectiveness of CTS inculcation in classrooms depends on teachers’ knowledge and perception of critical thinking concept. Though it is said the inculcation of critical thinking happens in Mathematics classrooms, nevertheless students’ quality of critical thinking is still unsatisfactory. Hence, this study was implemented to determine secondary schools Mathematics teachers’ perceptions and level of readiness towards the practice of CTS inculcation in T&L of Mathematics. The study also aimed to determine the relationship between perception and teacher readiness and CTS inculcation practice, as well as to determine whether or not perception and teacher readiness are predictors for CTS inculcation practice. Quantitative and qualitative approaches were used in this study. The quantitative data were collected using questionnaires which were completed by 226 secondary schools Mathematics teachers from the state of Kelantan, Malaysia. Qualitative data were obtained via interviews with six purposively selected Mathematics teachers. Quantitative data were analyzed using descriptive and inferential statistics whereas the qualitative data were thematically analyzed. The research findings show significant differences between levels of CTS inculcation among the three categories of schools, whereby high performing schools (HPS) show highest level of CTS inculcation, followed by average performing schools (APS) and low performing schools (LPS). The HPS Mathematics teachers’ level of readiness is the highest, followed by APS and LPS. The findings also indicate significant positive relationship between teacher readiness and CTS inculcation practice. Teacher perception and readiness towards CTS is a predictive factor for CTS inculcation in Mathematics T&L processes. The highest CTS inculcation practice is the metacognitive stimulating dimension and followed by the creating thinking environment, encouraging thinking habit and steps towards self-learning dimensions. The doing reflection and concluding ideas dimensions are the least practiced. The qualitative data analysis found three main factors that contribute to teacher perception towards CTS, namely teacher understanding of CTS concept, clear understanding of the advantageous and importance of CTS, and critical thinking strategies. This study contributes to the field of Mathematics education within the context of critical thinking skill inculcation in Mathematics classrooms. The study also implies a need for schools and the ministry to organize and implement efforts to enhance CTS inculcation in T&L of Mathematics in secondary schools.