Penerapan kemahiran insaniah dalam pengajaran dan pembelajaran penyelesaian masalah matematik di sekolah rendah

Soft skills help individuals communicate and collaborate with employers or colleagues to solve problems and make decisions. Soft skills are stated in the Mathematics Standard Curriculum and Assessment Document (DSKP) Year Four. However, there are no clear guidelines for teachers regarding the application of soft skills in teaching mathematics. The interpretation of soft skills is given is in the form of a level of mastery from Level One to Level Six which, which is very simple and unclear. This study explores the application of soft skills through the learning process in a learning environment of solving mathematical problems among year four student in primary schools. The qualitative research design was used in this study. The conceptual framework model used in this study is a modification of the Biggs 3P Model. A total of four mathematics teachers from four national schools in the State of Perlis were selected by purposeful sampling. The study data were obtained through observations, document analysis and interviews. The data were analyzed using comparative analysis method. This study found that teaching and learning in a conducive classroom environment with adequate ventilation, lighting, appropriate furniture arrangement, and functional teaching aids encourage students to be actively involved in learning. The questioning used to convey mathematical concepts and content stimulates students' thinking. The softskills applied are teamwork skills, positive values, communication skills, problem solving skills, and decision-making skills. This study contributes to guiding the application of soft skills through the teaching and learning process of solving mathematical problems in primary school. This study also has implications for teaching and learning practices of mathematical problem solving by developing a Soft Skills Application Model in learning and teaching mathematics.