Mathematics Teachers’ Perceptions and Practices in Integrating Thinking skills During Teaching and Learning in Tangkak District, Johor

Abstract

This study aims to examine the perceptions of Mathematics teachers in Tangkak district, Johor, regarding the integration of thinking skills in teaching. Teachers’ perceptions were evaluated across four dimensions: teaching approaches, values and significance, self-efficacy, and curriculum and school support. Meanwhile, the practice of creative teaching was assessed through three dimensions: lower-order thinking skills (LOTS), higher-order thinking skills (HOTS), and the application of diverse thinking strategies. The study also explored the relationship between teachers’ perceptions and their creative teaching practices. A total of 250 Mathematics teachers participated in the survey, using a structured questionnaire as the research instrument. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation). Findings revealed that teachers’ perceptions across all four dimensions were at a high level. Similarly, their practices in implementing LOTS, HOTS, and varied thinking strategies also scored highly. A significant and strong positive correlation was found between teachers’ perceptions and their creative teaching practices.