Abdul Halim Abdullah, Nur Liyana Zainal Abidin, & Mahani Mokhtar. (2017). Using
thinking blocks to encourage the use of higher order thinking skills among
students when solving problems on fractions. World Academy of Science,
Engineering and Technology International Journal of Social, Behavioral,
Educational, Economic, Business and Industrial Engineering, 11(2), 252–258.
Abdul Halim Roslan, & Nur Jahan Ahmad. (2022). Keberkesanan modul gravi-stem
terhadap kemahiran berfikir aras tinggi (KBAT) bagi topik Kegravitian. Global
Journal of Educational Research and Management (GERMANE), 2(1), 279-
288.
Abdolreza Lessani, Aida Suraya Md Yunus, Rohani Ahmad Tarmiz, & Rosnaini
Mahmud. (2014). Why Singaporean 8th grade students gain highest
mathematics ranking in TIMSS (1999-2011). International Education Studies,
7(11), 173-181.
Abdolreza Lessani, Aida Suraya Md. Yunus, & Kamariah Abu Bakar. (2017).
Comparison of new mathematics teaching methods with traditional method.
PEOPLE: International Journal of Social Sciences, 3(2), 1285-1297.
Abdul Qayyum Chaudhary, Misbah Malik, & Noreen Rafiq. (2019). Attitude of
students towards learning mathematics at elementary level. Journal of
Elementary Education, 29(1), 109-120.
Abu Bakar Nordin. (1995). Penilaian Afektif. Massa Enterprise.
Abu Bakar Nordin. (2013). Kurikulum ke arah penghasilan kemahiran berfikir kritis,
kreatif dan inovatif. Jurnal Kurikulum dan Pengajaran Asia Pasifik.,1, 10-18.
Adisel, A., & Prananosa, A. G. (2020). Penggunaan teknologi informasi dan
komunikasi dalam sistem manajemen pembelajaran pada masa pandemi Covid
19. Journal Of Administration and Educational Management (Alignment), 3(1),
1-10.
Adler, M., & Ziglio, E. (1996). Gazing into the oracle: the delphi method and its
application to social policy and public health. Jessica Kingsley Publishers.
Afinde Othman. (2016). Pengetahuan, kemahiran dan amalan guru membina item
KBAT dalam instrumen pentaksiran pembelajaran. [Tesis Sarjana Yang Tidak
Diterbitkan]. Universiti Tun Hussein Onn Malaysia.
Akanksha Soni, & Santha Kumari. (2017). The role of parental math anxiety and math
attitude in their children‘s math achievement. International Journal of Science
and Mathematics Education, 15, 331–347.
Akyüz, G. (2020). Non-routine problem solving performances of mathematics
teacher candidates. Educational Research and Reviews, 15(5), 214–224.
https://doi.org/10.5897/err2020.3907.
Albert Ling N. B., & Muhammad Sofwan Mahmud. (2021). Kemahiran penyelesaian
masalah matematik berayat dalam pembelajaran matematik di sekolah rendah:
sebuah tinjauan literatur. Jurnal Dunia Pendidikan, 3(3), 123-134.
Andamon, J., & Tan, D. A. (2018). Conceptual understanding, attitude and
performance in mathematics of grade 7 students. International Journal of
Scientific & Technology Research, 7(8), 96-105.
Anderson, L. W., & Krathwohl, D. R., et al. (Eds). (2001). A taxonomy for learning,
teaching, and assessing: a revision of Bloom’s Taxonomy of educational
objectives. Allyn & Bacon: Pearson Education Group.
Anusha Mirza, & Nasreen Hussain. (2018). Performing below the targeted level: an
investigation into KS3 pupils‘ attitudes towards mathematics. Journal of
Education and Educational Development, 5(1), 8-24.
Apino, E., & Retnawati, H. (2017). Developing instructional design to improve
mathematical higher order thinking skills of students. Journal of Physics:
Conference Series, 9(1), 3–10.
Archambault, I., Eccles, J., & Vida, M. (2010). Ability self-concepts and subjective
value in literacy: joint trajectories from grades 1 through 12. Journal of
Educational Psychology, 102(4), 804–816.
Ari Septian, & Elsa Komala. (2019). Kemampuan koneksi matematik dan motivasi
belajar siswa dengan mengunakan model problem-based learning (Pbl)
berbantuan geogebra di SMP. Jurnal PRISMA Universitas Suryakancana, 8(1),
1-13.
Arihasnida Ariffin, Zainora Baisar, Norhasyimah Hamzah, Siti Nur Kamariah Rubani,
& Tamil Selvan Subramaniam. (2018). Kaedah melukis gambarajah: satu
pendekatan dalam proses penyelesaian masalah matematik. Online Journal for
TVET Practioners. 1-7. https://publisher.uthm.edu.my/ojs/index.php/oj-
tp/article/view/4811.
Atanasova-Pacemska, T., Lazarova, L., Arsov, J., Pacemska, S., Trifunov, Z., &
Kovacheva, T. (2015). Attitude of secondary students towards mathematics and
its relationship to achievement in mathematics. In Proceeding from
International Conference on Information Technology and Development of
Education–ITRO, 7, 109-114.
Augustine Anak Singga, & Effandi Zakaria (2020). Penggunaan model bar dalam
menyelesaikan masalah Tahun 6. Jurnal Dunia Pendidikan, 2(1), 113-124.
Aziah Tajudin, & Mohd. Fazli Tajuid (2016). Kamus pelajar Bahasa Melayu dewan
(Edisi Kedua). Dewan Bahasa dan Pustaka.
Azita Ali, & Nor Aini Harun. (2017). Hubungan faktor-faktor penguasaan kefahaman
konsep matematik dengan minat bagi pelajar sarjana muda pendidikan teknik
dan vokasional. Online Journal for TVET Practitioners, 2(2).
https://publisher.uthm.edu.my/.
Azizi Jaafar. (2015). Penilaian pelaksanaan kurikulum islam sekolah menengah
berasaskan model Context-Input-Process-Product (CIPP). [Tesis Doktor
Falsafah Yang Tidak Diterbitkan]. Universiti Utara Malaysia.
Azizi Subeli, & Roslinda Rosli. (2021). Sikap dan kesediaan pelajar Tingkatan Empat
Terhadap perlaksanaan kemahiran berfikir aras tinggi dalam pembelajaran
matematik. Malaysian Journal of Social Sciences and Humanities (MJSSH),
6(3), 54-68.
Azriana Abdul Azis & Roslinda Rosli. (2021). Analisis aras kognitif bagi soalan
dalam buku teks matematik Tahun 4 KSSR Semakan. Malaysian Journal of
Social Sciences and Humanities (MJSSH), 6(3), 146-158. https://doi.org/
10.47405/mjssh.v6i3.712.
Azrul Azwan Mohd Abdul Aziz, Marzita Puteh, & Mazlini Adnan. (2021). The
development of the HOTS mathematical problem-solving framework using the
bar model strategy - a need analysis. Review of International Geographical
Education (RIGEO),11(4), 972-981. https://doi.org/10.48047/rigeo.11.04.90.
Azrul Azwan Mohd Abdul Aziz, Marzita Puteh, Nor‘ain Mohd Tajudin, & Mazlini
Adnan. (2017). Pupils achievement towards higher order thinking skill
mathematics questions with bar model method. Sci.Int.(Lahore), 29(4),733-736.
Bahagian Pembangunan Kurikulum (BPK). (2010). Kurikulum Standard Sekolah
Rendah (KSSR). Kementerian Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum (BPK). (2012a). Kurikulum Standard Sekolah
Rendah: buku panduan kemahiran menaakul. Kementerian Pendidikan
Malaysia.
Bahagian Pembangunan Kurikulum (BPK). (2012b). Higher order thinking skills in
science & mathematics. Kementerian Pendidikan Malaysia.
Bahagian Pengembangan Kurikulum (BPK). (2013). Bahan sumber peningkatan
kemahiran berfikir aras tinggi. Kementerian Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum (BPK). (2014). Kemahiran berfikir aras tinggi:
aplikasi di sekolah. Kementerian Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum (BPK). (2016). Buku penerangan Kurikulum
Standard Sekolah Menengah (KSSM). Kementerian Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum (BPK). (2018). Kurikulum Standard Sekolah
Rendah Matematik : Dokumen standard dan pentaksiran Tahun 4. Kementerian
Pendidikan Malaysia.
Bahagian Pembangunan Kurikulum (BPK). (2019). Kurikulum Standard Sekolah
Rendah: Dokumen standard kurikulum dan pentaksiran matematik Tahun 5.
Kementerian Pendidikan Malaysia.
Baharuddin, & Esa Nur Wahyuni. (2020). Teori Belajar & Pembelajaran. Ar-Ruzz
Media.
Balentyne, P., & Varga, M. A. (2017). Attitudes and achievement in a self-paced
blended mathematics course. Journal of Online Learning Research, 3(1), 55-72.
Barnett, S. (2019). Application of Vygotsky‘s social development theory. Journal of
Education and Practice, 10(35), 1-4.
Barry, G. (2006). Miracle math: A successful program from Singapore tests the limits
of school reform in the suburbs. Educational Next, 6, 38-45.
Beck, C. T., & Gable, R. K. (2001). Ensuring content validity: an illustration of the
process. J Nurs Meas, 9(2), 201–15.
Berger, N., Mackenzie, E., & Holmes, K. (2020). Positive attitudes towards
mathematics and science are mutually beneficial for student achievement: a
latent profile analysis of TIMSS 2015. Aust. Educ. Res. 47, 409–444.
https://doi.org/10.1007/s13384-020-00379-8.
Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under
stress: Working memory, strategy selection, and mathematical problem solving
under pressure. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 33(6), 983–998. https://doi.org/10.1037/0278-7393.33.6.983.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning,
and achievement: Advances in understanding and measuring the role of mobile
technology in education. Contemporary Educational Psychology, 60, 101827.
Bernard Tahim Bael, Suppiah Nachiappan, & Maslinda Pungut. (2021). Analisis
kesediaan guru dalam pelaksanaan kemahiran berfikir aras tinggi dalam
pembelajaran, pengajaran dan pemudahcaraaan abad ke 21. Muallim Journal
of Social Science and Humanities, 5(1), 100–119.
Bishop, A. J., FitzSimons, G., Wee, T. S., & Clarkson, P. (2001). Exploring issues of
control over values teaching in the mathematics classroom. Proceeding of a
2001 Annual Conference of the Australian Association for Research in
Education, Fremantle, Australia.
Blomqvist, A., Elamari, U., & Sumpter, L. (2012). Grade 2 and Grade 5 students‘
conceptions about mathematics and mathematics education. In G.H.
Gunnarsdottir, F. Hreinsdottir, G. Nyman & Sumpter (2019) 95 Palsdottir, M.
Hannula, M. Hannula-Sormunen, E. Jablonka, U. Jankvist, A. Ryve, P. Valero
& K. Wæge (Eds.), Proceedings of NORMA 11: The sixth Nordic conference on
mathematics education, (pp. 187 – 196). Reykjavik.
Bloom, B. S. (1956) Taxonomy of educational objectives, handbook: the cognitive
domain. David McKay.
Bodjanova, S. (2006). Median alpha-levels of a fuzzy number. Fuzzy Sets and
Systems, 157(7), 879-891.
Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T., &
Palmberg, B. (2014). Developing mathematical competence: From the intended
to the enacted curriculum. Journal of Mathematical Behavior, 33, 72–87.
Bozkurt, G. (2017). Social constructivism: does it succeed in reconciling individual
cognition with social teaching and learning practices in mathematics?. Journal
of Education and Practice, 8(3), 210-218.
Brijlall, D. (2015). Exploring the stages of polya‘s problem-solving model during
collaborative learning: a case of fractions. International Journal of Educational
Sciences, 11(3), 291-299. https://doi.org/10.1080/09751122.2015. 11890401.
Brousseau, G. (1997). Theory of didactical situations in mathematics. Kluwer.
Brown, G., Irving, E., & Keegan, P. (2008). An introduction to educational
assessment, measurement and evaluation (2nd ed.). Pearson Education.
Brumbaugh, D. K, Moch, P. L, & Wilkinson, M. (2005). Mathematics content for
elementary teacher. Lawrence Erlbaum Associated.
Bruner, J. S. (1960). The Process of education. Harvard University Press.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.
Bruner, J. S. (1966). Towards a theory of instruction. Harvard University Press.
Bruner, J. (1997) ‗Celebrating divergence: Piaget and Vygotsky‘, Human
Development, 40, 63-73.
Bybee, R.W. (2006). Scientific inquiry and science teaching. In: L.B. Flick, & N.G.
Lederman (Eds.), Scientific inquiry and nature of science. science & technology
education library, 25. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-
5814-1_1.
Calvo-Ferrer, J. R. (2017). Educational games as stand-alone learning tools and their
motivational effect on L2 vocabulary acquisition and perceived learning gains.
British Journal of Educational Technology, 48(2), 264-278.
Campbell, P. C. (2014). Modifying ADDIE: Incorporating new technologies in library
instruction. Public Services Quarterly, 10(2), 138-149.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental
designs for research. Houghton Mifflin Company.
Carr M. E. (2019). Student and/or teacher valuing in mathematics classrooms:
where are we now, and where should we go?. In P. Clarkson, W. Seah, & J.
Pang (Eds.), Values and Valuing in Mathematics Education. 25-52, ICME-13
Monographs. Springer, Cham. https://doi.org/10.1007/978-3-030-16892-6_3.
Cetin, B. (2015). Academic motivation and self-regulated learninig in predicting
academic achievement in college. Journal of International Education Research,
11(2), 95-106.
Cha, J. H., & Finkelstein, M. (2016). New shock models based on the generalized
Polya process. European Journal of Operational Research, 251(1), 135-141,
https://doi.org/10.1016/j.ejor.2015.11.032.
Chan, Y. L., Gopi Krishnan, & Rozaili Mohd Ali. (2020). Kurikulum Standard
Sekolah Rendah (Semakan 2017): Matematik sekolah kebangsaan Tahun 5.
Dewan Bahasa dan Pustaka.
Chan, C. P., & Roslinda Rosli. (2021). Kebimbangan matematik dan hubungannya
dengan pencapaian pelajar Tingkatan Satu. Malaysian Journal of Social
Sciences and Humanities (MJSSH), 6(3), 30 – 40.
Chang, P. L., Hsu, C. W., & Chang, P. C. (2011). Fuzzy Delphi method for evaluating
hydrogen production technologies. International Journal of Hydrogen Energy.
14172 – 14179.
Chao, T., Chen, J., Star, J. R., & Dede, C. (2016). Using digital resources for
motivation and engagement in learning mathematics: reflections from teachers
and students. Digital Experience in Mathematics Education, 2, 253–277.
Chen, C. T. (2000). Extensions of the TOPSIS for group decision-making under fuzzy
environment. Fuzzy Sets and Systems, 114, 1-9.
Cheng, C. H., & Lin, Y. (2002). Evaluating the best main battle tank using fuzzy
decision theory with linguistic criteria evaluation. European Journal of
Operational Research, 142 (1), 174-186.
Chew M. L., & Faridah Mydin Kutty. (2023). Hubungan antara motivasi dengan
pencapaian matematik murid Tahun Lima. Malaysian Journal of Social
Sciences and Humanities (MJSSH), 8(3). https://doi: 10.47405/mjssh.v8i3.2219.
Chiu, Y. K., & Muhammad Sofwan Mahmud. (2021). Hubungan sikap dengan
pencapaian matematik T Pelajar pra-universiti di Kinta Utara, Perak. Jurnal
Dunia Pendidikan, 3(3), 92-105.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research
on student engagement. Springer.
Chu, H. C., & Hwang, G. J. (2008). A Delphi-based approach to developing expert
systems with the cooperation of multiple experts. Expert System With
Applications, 34(28), 24-40.
Chu, H. E., Martin, S. N., & Park, J. (2019). A theoretical framework for developing
an intercultural STEAM program for Australian and Korean students to enhance
science teaching and learning. International Journal of Science and
Mathematics Education, 17(7), 1251-1266.
Chua, Y. P. (2014a). Kaedah penyelidikan buku 1 (Edisi Ketiga). Mc Graw Hill.
Chua, Y. P. (2014b). Kaedah dan statistik penyelidikan: ujian univariat dan
multivariat (Edisi Kedua). Mc Graw Hill Education (Malaysia) Sdn. Bhd.
Clark, A. (2009). Problem solving in Singapore math. math in focus: A Singapore
approach. http://www.scribd.com/doc/36990278/Math-in-FocusProblem-
Solving by-Andy-Clark.
Clark, A. (2010). Singapore math: a visual approach to word problems. Marshall
Cavendish Education.
Claudia, C. Brandenberger, C. C., Hagenauer, G., & Hascher, T. (2018). Promoting
students‘ self-determined motivation in maths: results of a 1-year classroom
intervention. European Journal of Psychology of Education, 33, 295–317.
Coakes, S. J., & Steed, L. (2007). SPSS version 14.0 for windows: Analysis without
anguish. John Wiley & Sons.
Cohen, L., Manion, L., & Morrison, K. (2018). Research method in education (8th
ed.). Routledge.
Confrey, J. (1990). Chapter 8: What constructivism implies for teaching. Journal for
Research in Mathematics Education: Constructivist Views on the Teaching and
Learning of Mathematics, 4, 107-210.
Connie S. @ Connie C. O., & Juppri B. (2019). Kesan kaedah mengajar terhadap
pencapaian awal matematik dalam kalangan kanak-kanak prasekolah. Jurnal
Pendidikan Awal Kanak-Kanak Kebangsaan, 8, 8–16.
Creswell, J. W. (2018). Research design: qualitative, quantitative and mixed method
approaches (5th ed.). Sage Publications.
Crețu, D. M. (2015). A model for promoting academic motivation. Procedia - Social
and Behavioral Sciences, 180, 751 – 758.
Cronbach, L. J. (1946). Response sets and test validity. Educational and
Psychological Measurement, 6(4), 475–494. https://doi.org/10.1177/001316
444600600405.
Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). HarperCollins
Publishers.
Csikos, C., Szitanyi, J., & Kelemen, R. (2011). The effects of using drawings in
developing young children‘s mathematical word problem solving: A design
experiment with third grade Hungarian students. Educational Studies in
Mathematics, 81(1), 47-65.
Dahlgren, J. A., & Sumpter, L. (2010). Children‘s conceptions about mathematics and
mathematics education. In K. Kislenko (Ed.) Current state of research on
mathematical beliefs, XVI , 77 – 88. OÜ Vali Press.
Daulay, K. R., & Ruhaimah, I. (2019). Polya theory to improve problem-solving
skills. J. Phys.: Conf. Ser. 1188. https://doi:10.1088/1742-6596/1188/1/012070.
Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts.
Applied nursing research, 5(4), 194-197.
Dayana Farzeeha Ali, Cheng, L. Y., & Mohd Nur Khafiz Hussin. (2014). Persepsi
guru-guru terhadap sistem KBSR dan KSSR: Satu kajian tinjauan dari aspek
kurikulum, kesediaan guru dan pelaksanaannya. Prosiding Persidangan
Antarabangsa Kelestarian Insan.
DeCaro, M. S. (2016). Inducing mental set constrains procedural flexibility and
conceptual understanding in mathematics. Mem Cogn, 44, 1138–1148.
https://doi.org/10.3758/s13421 -016-0614-y.
Demir, O. (2012). Students’ concept development and understanding of sine and
cosine functions. Universiteit Van Amsterdam.
http://www.sciense.uva.nl/onderwijs/thesis/central/files/f107257570.pdf.
Di Martino, P. (2019). Pupils‘ view of problems: the evolution from kindergarten to
the end of primary school. Educational Studies in Mathematics, 100(3), 291–
307. https://doi.org/10.1007/ s10649-018-9850-3.
Dick, W., & Reiser, R. A. (1989). Merancang pengajaran yang efektif. Terj. Abdul
Rahim Mohd Saad. Prentice-Hall, Inc.
Dos Santos, L. M. (2019). Pre-Service teachers' professional development through
four-step problem-solving model: A seminar method. International Journal of
Education and Practice, 7(3), 146-157.
Duncan, R. M. (1995). Piaget and Vygotsky revisited: dialogue or assimilation?
Developmental Review, 15(4), 458-472.
Duque Jr. C. A., & Tan, D. A. (2018). Students‘ mathematics attitudes and
metacognitive processes in mathematical problem solving. European Journal of
Education Studies, 4(11), 1-23.
Duval, R. (1995). Sémiosis et pensée: registres sémiotiques et apprentissages
intellectuels (Semiosis and human thought. Semiotic registers and intellectual
learning). Peter Lang.
Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of
mathematics. Educ Stud Math, 61, 103–131. https://doi.org/10.1007/s10649-
006-0400-z.
Ee, A. M. (2002). Psikologi pendidikan iii (semester III). Fajar Bakti Sdn Bhd.
Effandi Zakaria, Roslinda Rosli, & Siti Mistima Maat (pnyt.). (2015). Isu dan
cabaran dalam pendidikan matematik. Universiti Kebangsaan Malaysia.
Effandi Zakaria, & Zanaton Iksan (2007). Promoting cooperative learning in science
and mathematics education: A Malaysian perspective. Eurasia Journal of
Mathematics, Science & Technology Education, 3(1), 35-39.
Eichmann, B., Goldhammer, F., Greiff, S., Pucite, L., & Naumann, J. (2019). The
role of planning in complex problem solving. Computers & Education, 128, 1–
12.
Elmurzaevich, M. A. (2022). Use of cloud technologies in education. Conference
Zone, 191–192. https://www.conferencezone.org/index.php/cz/article/view/252.
England, L. (2010). Raise the bar on problem solving. Teaching Children
Mathematics. 17(3), 156-163. http://eric.ed.gov/?id=EJ902167.
Ernest, P. (1996) ‗Varieties of constructivism: a framework for comparison‘. In L. P.
Steffe et al. (Eds.), Theories of mathematical learning, 335-350. Lawrence
Erlbaum Associates.
Erni Sofinah Matzin, & Mundia, L. (2018). Effective learning of mathematics by Year
7 students using the bar model method: Case of Brunei students. Journal of
Studies in Education, 8(1), 1.
Erni Tanius, Koomashri Arasu, Mohd. Gafarsyah Mohd Idrakisyah, Vinnarasi
Uluganathan, Saibah Siregar, Che Manisah Mohd. Kasim, & Sharifah Zuraidah
Syed Abdul Jalil (2018). The relationship between influence factors (perception,
knowledge, interest) and mathematics performance of primary students in a
national school in Malaysia. International Journal of Innovative Research in
Engineering & Multidisciplinary Physical Sciences, 6(6), 36-42.
Ernie C. Avila. (2020). The use of frayer model as graphic organizer in science: its
effects on the academic performance of college students. Palarch’s Journal Of
Archaeology Of Egypt/Egyptology, 17(6), 2578-2586.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorisme, cognitivism, contructivisme:
Comparing critical features from and instructional design perspective.
Performance Improvement Quarterly, 6(4), 50-72.
Esra Baysal & Serife Sevinc. (2022). The role of the Singapore bar model in reducing
students‘ errors on algebra word problems. International Journal of
Mathematical Education in Science and Technology, 53(2), 289-
310. https://doi:10.1080/0020739X.2021.1944683.
Eugenia, K. (2015). The bar model as a visual aid for developing
complementary / variation problems. CERME 9 - Ninth Congress of the
European Society for Research in Mathematics Education, Charles University
in Prague, Faculty of Education; ERME, 9, 1940–1946.
Farah Aziana Abdul Aziz, & Fadzilah Abd Rahman. (2018). Sorotan kajian kesediaan
dan keperluan guru Bahasa Melayu dalam pelaksanaan kemahiran berfikir aras
tinggi (KBAT) di bilik darjah. PENDETA Journal of Malay Language,
Education and Literature, 9, 80-101.
Fatimah Ibda. (2015). Perkembangan kognitif: Teori Jean Piaget. Intelektualita, 3(1),
27-38.
Fazzlijan Mohamad Ali Khan. (2014). Pembangunan dan keberkesanan perisian
multimedia interaktif dengan tiga strategi berbeza dalam pembelajaran
respirasi sel. Universiti Sains Malaysia.
Field, A. (2017). Discovering statistic using IBM SPSS Statistics (5th ed.). Sage
Publications.
Fink, G. A. (2014). Markov models for pattern recognition: from theory to
applications. Springer Science & Bussiness Media.
Florengel Anak Christopher Jerry, & Khairul Azhar Jamaludin. (2021). Pelaksanaan
pembelajaran berasaskan inkuiri kritis dalam mata pelajaran matematik. Jurnal
Dunia Pendidikan, 3(2), 386-400.
Fox, R. (2001) ‗Constructivism examined‘. Oxford Review of Education, 27(1), 23-
35.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate
research in education (10th ed.). Mc Graw HIll.
Fuqoha, A. A. N., Budiyono, B., & Indriati, D. (2018). Motivation in mathematics
learning. Pancaran Pendidikan, 7(1).
Gagne, R. (1985). The conditions of learning (4th ed.). Holt, Rinehart & Winston.
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional
design (4th ed.). Harcourt Brace Jovanovich.
Galarosa, K. J. D., & Tan, D. A. (2022). Students‘ academic performance and
motivation in Physics using Microlearning via Cybergogy Learning
Environment. Sci. Int.(Lahore), 34(2),157-170.
Geisler, S., Rach, S., & Rolka, K. (2023). The relation between attitudes towards
mathematics and dropout from university mathematics - the mediating role of
satisfaction and achievement. Educational Studies in Mathematics, 112, 359–
381. https://doi.org/10.1007/s10649-022-10198-6.
George, B. & Maria, B. (2007). Fuzzy logic for business, finance and management.
World Scientific.
George, D., & Mallery, P. (2010). SPSS for Windows step by step: a simple guide and
reference, 17.0 update (10th ed.). Pearson.
Gerholm, V. (2016). Mathematically talented teenagers’ motivation and
experience of developmental activities. [Licentiate thesis. Reports in The
Didactics of Mathematics and Science Subjects 8]. Stockholms University.
Ghazali Darusalam, & Sufean Hussin. (2016). Metodologi penyelidikan dalam
pendidikan (Edisi kedua). Penerbit UM.
Gilligan, R. (2007). Adversity, resilience and the educational progress of young
people in public care. Emotional and Behavioural Difficulties, 12, 135-145.
http://dx.doi.org/10.1080/13632750701315631.
Gojak, L. M. (2013). Motivation matters!. National Council of Teachers of
Mathematics. https://www.nctm.org/News-and-Calendar/Messages-from-the-
President/Archive/Linda-M_-Gojak/Motivation-Matters!/.
Golman, R., Hagmann, D., & Miller J. H. (2015). Polya's bees: A model of
decentralized decision-making. Sci Adv., 1(8).
https://doi:10.1126/sciadv.1500253.
Gopal, K., Nur Raidah Salim, & Ahmad Fauzi Mohd Ayub. (2020). Study on
mathematics self-efficacy and anxiety among malaysian upper secondary
students using fuzzy conjoint analysis. Malaysian Journal of Mathematical
Sciences, 14, 63–79.
Griffin, L. (2015). ―How do we improve elementary math education? it starts in high
school.‖ The Source. Advanced, Spring. http://www.advanc-ed.org/source/how-
do-we-improve-elementary-math-education-it-starts-high-school.
Haavold, P.Ø., & Sriraman, B. (2022). Creativity in problem solving: integrating two
different views of insight. ZDM Mathematics Education, 54, 83–96.
https://doi.org/10.1007/s11858-021-01304-8.
Haciomeroglu, G. (2017). Reciprocal relationships between mathematics anxiety and
attitude towards mathematics in elementary students. Acta Didactica
Napocensia, 10(3), 59-68.
Hackman, D. G. (2004). Constructivism and block scheduling: Making the
connection. Phi Delta Kappan, 85(9), 697-702.
https://doi.org/10.1177/003172170408500911.
Hair, J. F, Babin, B. J., Anderson, R. E., & Black, W. C, (2018). Multivariate data
analysis (8th ed.). Cengage Learning EMEA.
Hakan Tuna, & Melek Basdal. (2021). Curriculum evaluation of tourism
undergraduate programs in Turkey: A CIPP model based-framework. Journal of
Hospitality, Leisure, Sport & Tourism Education, 29.
https://doi.org/10.1016/j.jhlste.2021.100324.
Haladyna, T. M. (1997). Writing tests items to evaluate higher-order thinking. Allyn
& Bacon.
Halmos, P. R. (1994). What is teaching? The American Mathematical Monthly,
101(9), 848–854.
Halstead, J. M., & Taylor, M. J. (2000). Learning and teaching about values: A review
of recent research. Cambridge Journal of Education, 30(2), 169–202.
Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions.
Educational Studies in Mathematics, 63, 165–178. https://doi: 10.1007/s10649-
005-9019-8.
Hardi Tambunan (2019). The effectiveness of the problem solving strategy and the
scientific approach to students‘ mathematical capabilities in high order thinking
skills. International Electronic Journal Of Mathematics Education, 14(2), 293-
302. e-ISSN: 1306-3030.
Hareesol Khun-Inkeeree, Mohd Sofian Omar-Fauzee, & Mohamad Khairi Haji
Othman (2016). The mathematics performance of primary school students‘ in
Southern Thailand. International Journal of Academic Research in Progressive
Education and Development, 5(3), 42–52.
Harris, M. M. (2019). Why We Teach Mathematics to Every Student: Determining
Impact of Mathematics on Problem Solving and Logical Reasoning Skills".
Honors Research Projects. 605. The University of Akron.
Hee, N. K., & Siti Mistima Maat. (2022). Keberkesanan kaedah melukis petak dalam
meningkatkan pencapaian topik pertambahan pecahan mudah murid Tahun
Empat‖, Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(1),
184 - 191.
Heinich, R., Molenda, M., Russell, J. D., & Samldino, S. E. (1999). Instructional
media and technologiesn for learning. Prentice Hall.
Helmer, O. (1968) Analysis of the future: the delphi method, technological forecasting
for industry and government—methods and applications. Prentice-Hall.
Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem-based
learning to improve students‘ mathematical problem-solving ability and self
confidence. Journal on Mathematics Education, 9(2), 291–300.
https://files.eric.ed.gov.
Heong, Y. M., Raasini Ponudurai, Andika Bagus Nur Rahma Putra, Mimi Mohaffyza
Mohamad, Kiong, T. T., & Nurul Wahida Azid. (2021). The Level of
Cybergogy Readiness Among Technical Students. 2021 International Research
Symposium On Advanced Engineering And Vocational Education (IRSAEVE),
Malang, Indonesia, pp. 39-44. https://doi.org/10.1109/IRSAEVE52613.2021.96
04015.
Herges, R., M., Duffield, S., Martin. W., & Wageman, J., (2017). Motivation and
achievement of middle school mathematics students. The Mathematics
Educator, 26(1), 83–106.
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the ―new normal‖
of learning in unpredictable times: pedagogical practices and learning
performance in fully online flipped classrooms. Int J Educ Technol High
Educ, 17, 57. https://doi.org/10.1186/s41239-020-00234-x.
Hiebert, J. (2003). Learning to learn to teach: An ―experiment‖ model for teaching
and teacher preparation in mathematics. Journal of Mathematics Teacher
Education, 6, 201-222.
Hobri, Suharto, & Ahmad Rifqi Naja. (2018). Analysis of students‘ creative thinking
level in problem solving based on national council of teachers of mathematics.
J. Phys.: Conf. Ser., 1008, 1-8.
Hsu, C., & Sandford, B. (2007) The delphi technique: making sense of consensus.
Practical Assessment, Research & Evaluation, 12, 1-8.
Hue, W. (2010). Making math lessons as easy as 1, pause, 2, pause.... The New York
Times. http://www.nytimes.com/ 2010/10/01/ education /01math.html?_r=0.
Husaini Kasran, Che Radiah Mezah, & Nik Farhan Mustapha. (2005). Analisis
keperluan pembelajaran Bahasa Arab dalam kalangan warga emas. E-journal of
Arabic Studies & Islamic Civilization, 2, 101-115.
Hussein Ahmad. (2012). Mission of public education in malaysia: the challenge of
transformation. University of Malaya Press.
Ihdi Amin, & Scolastika Mariani. (2017). PME learning model : the conceptual
theoretical study of metacognition learning in mathematics problem solving
based on constructivism. International Electronic Journal of Mathematics
Education, 12(3), 333-352.
Imhof, M., & Hilbert, T. S. (2013). The role of motivation, cognition, and
conscientiousness for academic achievement. International Journal of Higher
Education, 2(3), 69-80.
Institut Aminuddin Baki (IAB). (2017). Panduan pelaksanaan pendidikan abad ke-
21. Kementerian Pendidikan Malaysia.
Ismail Keskin, & Taha Yazar. (2020). Evaluation of the curriculum of high school
mathematics according to CIPP Model. Bulletin of Education and Research,
42(3), 183-214.
Isman, A. (2011). Instructional design in education: New model. The Turkish Online
Journal of Educational Technology, 10(1).
Jackson, S. L. (2016). Research method and statistics: a critical thinking approach
(5th ed.). Cengage Learning.
Jailani Md. Yunos, Tee, T. K., & Yee, M. H. (2010). The level of higher order
thinking skills for technical subject in Malaysia. Proceedings of the 1st UPI
International Conference on Technical and Vocational Education and Training.
Bandung, Indonesia.
Jeffrey, I. (2018). Motivating students in our math classrooms: an example of theory
to practice. Gazette - Ontario Association for Mathematics; Caledon, 57(1), 45-
48.
Jemaah Nazir dan Jaminan Kualiti. (2017). Standard kualiti pendidikan malaysia
gelombang 2. Jemaah Nazir dan Jaminan Kualiti KPM.
Jiang, H. C., & Liu, Y. (2021). Construction of teaching quality evaluation system of
higher vocational project-based curriculum based on CIPP Model. International
Journal of Information and Education Technology, 11(6), 262-268.
Jitendra, A. K., Griffin, C. C., Deatline-Buchman, A., & Sczesniak, E. (2007)
Mathematical word problem solving in third-grade classrooms. The Journal of
Educational Research, 100(5), 283–302.
Johanson, G. A., & Brooks, G. P. (2010). Initial scale development: sample size for
pilot studies. Educational And Psychological Measurement, 70(3), 394-400.
John, H. & Barry, G. (2007). Singapore Math: Using the bar model approach,
Singapore textbooks enable students to solve difficult math problems and learn
how to think symbolically. Educational Leadership, 65, 38–21.
Jones, B. D. (2009). Motivating students to engage in learning:
The MUSIC Model of Academic Motivation. International Journal of Teaching
and Learning in Higher Education, 21(2), 272-285.
Jones, B. D. (2018). Motivating students by design : Practical strategies for
professors. (2nd ed.). CreateSpace.
Jones, B. D. (2020). User guide for assessing the components of the MUSIC© model
of academic motivation.
Jones, B. D., & Sigmon, M. L. (2016). Validation evidence for the elementary school
version of the MUSIC® model of academic motivation inventory. Electronic
Journal of Research in Educational Psychology, 14(1), 155-173.
Jonsson, B., Norqvist, M., Liljekvist, Y., & Lithner, J. (2014). Learning mathematics
through algorithmic and creative reasoning. Journal of Mathematical Behavior,
36, 20–32.
Joseph, G. (2013). A study on school factors affecting students’ attitudes towards
learning mathematics in the Community Secondary Schools in Tanzania, The
Case of Bukoba Municipal Council in Kagera Region. [Masters thesis]. The
Open University of Tanzania.
Julian, P. K. (2017). The effects of a project-based course on students‘ attitudes
toward mathematics and students‘ achievement at a Two-year College. The
Mathematics Enthusiast, 14 (1), 509-516.
Kamus Dewan Edisi Keempat (2014). Dewan Bahasa dan Pustaka.
Kamus Pelajar Edisi Lanjutan Cambridge (2013). Cambridge University Press.
Kamus Pelajar Edisi Lanjutan Oxford (Edisi Kesembilan). (2015). Oxford University
Press.
Kandemir, I., & Cicek, K. (2023). Development an instructional design model
selection approach for maritime education and training using fuzzy axiomatic
design. Education Information Technology. https://doi.org/10.1007/s10639-023-
11623-w.
Karaman, P., Demirci, I., & Ozdemir, A. (2019). Modeling the relationship between
motivation, learning approach, and academic achievement of middle school
students in Turkey. International Journal of Progressive Education, 15 (4), 187-
199.
Karjanto, N. (2017). Attitude toward mathematics among the students at Nazarbayev
University Foundation Year Programme. International Journal Of
Mathematical Education In Science And Technology, 48(6), 849–863.
Kauchak, D., & Eggen, P. (2012). Learning and teaching: research based methods
(6th ed.). Pearson.
Kaufmann, A., & Gupta, M.M. (1988). Fuzzy mathematical models in engineering
and management science. Elsevier Science Publishers.
Kazi, S., & Galanaki, E. (2020). Piagetian theory of cognitive development. In S.
Hupp & J. D. Jewell, Chief (Eds.), The Encyclopedia of Child and Adolescent
Development (pp. 1-11). Wiley. https://doi: 10.1002/9781119171492.wecad364.
Keller, J. M. (2016). Motivation, learning, and technology: Applying the ARCS-V
motivation model. Participatory Educational Research, 3(2), 1-13.
Kementerian Pendidikan Malaysia (KPM). (1994). Buku penerangan Kurikulum
Bersepadu Sekolah Rendah. Kementerian Pendidikan Malaysia.
Kementerian Pelajaran Malaysia (KPM). (2012). Laporan awal Pelan Pembangunan
Pendidikan Malaysia 2013-2025. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia (KPM). (2013a). Pelan Pembangunan Pendidikan
Malaysia 2013-2025 (Pendidikan prasekolah hingga lepas menengah).
Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia (KPM). (2013b). Program kemahiran berfikir aras
tinggi: Konsep KBAT. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia. (2014). Buku dasar elemen kemahiran berfikir
aras tinggi (pedagogi). Bahagian Pembangunan Kurikulum.
Kementerian Pelajaran Malaysia (KPM). (2016a). Laporan TIMSS 2015. Bahagian
Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan
Malaysia.
Kementerian Pelajaran Malaysia (KPM). (2016b). PISA 2015. Bahagian Perancangan
dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia (KPM). (2017). Pelaporan Pentaksiran Sekolah
Rendah 2017. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia (KPM). (2018a). Pelaporan Pentaksiran Sekolah
Rendah 2018. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia (KPM). (2018b). Kad pelaporan pencapaian
Malaysia dalam PISA 2018. Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia (KPM). (2019). Pelaporan Pentaksiran Sekolah
Rendah 2019. Kementerian Pendidikan Malaysia.
Kementerian Pelajaran Malaysia (KPM). (2020). Laporan kebangsaan TIMSS 2019.
Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian
Pendidikan Malaysia.
Kementerian Pelajaran Malaysia (KPM). (2022). Pencapaian Malaysia dalam PISA
2022. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian
Pendidikan Malaysia.
Kemp, J. E. (1985). The instructional design process. Haper and Row.
Kerlinger, F. N. (1986). Foundations of behavioral research. Holt, Rinehart and
Wiston.
Khairulazuad Husain, Norhayati Ahmat, Nor‘ain Mohd Tajudin, & Yerizon Yerizon
(2021). Pembangunan modul pembelajaran kendiri pengamiran (InSeL) bagi
pelajar matrikulasi. Journal of Science and Mathematics Letters, 9, 80–90.
https://doi.org/10.37134/jsml.vol9.sp.10.2021.
Khairulazuad Husain. (2020). Kebimbangan matematik dengan pencapaian
matematik dan faktor demografi dalam kalangan pelajar matrikulasi. Jurnal
Dedikasi, 14, 89-121.
Khairul Hasni Abdul Kadir, Norazah Mohd Nordin, & Zanaton Iksan. (2015). Reka
bentuk dan pembangunan modul sains (eSmart) berasaskan pendekatan
konstruktivisme 5E dan analogi: Satu alternatif strategi pengajaran bagi
menerapkan kemahiran berfikir kreatif. Universiti Kebangsaan Malaysia.
Khaliza Abdul Wahid, & Niorazrena Abu Samah. (2019). Pembelajaran teradun
berbantukan streaming video bagi meningkatkan pencapaian, minat dan persepsi
pelajar dalam pembelajaran topik Ruang. Innovative Teaching and Learning
Journal (ITLJ), 3(2), 61-79.
Khiat, H. (2010). A grounded theory approach: Conceptions of understanding in
engineering mathematics learning. The Qualitative Report, 15(6), 1459-1488.
Kilpatrick, J. (2001). Understanding mathematical literacy: the contribution of
research. Educational Studies in Mathematics, 47, 101-116.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children
learn mathematics. National Research Council.
Kim, C., Park, S. W., & Cozart, J. (2014). Affective and motivational factors of
learning in online mathematics courses. British Journal of Educational
Technology, 45(1), 171- 185. doi: 10.1111/j.1467-8535.2012.01382.x.
King, F., Goodson, L., & Rohani, F. (2011). Higher order thinking skills: Definitions,
strategies, assessment. Center for Advancement of Learning and Assessment
Florida State University.
Knake, L. (2011). Saginaw township elementary schools implement hands-on
Singapore math program. MLive Grand Rapids, MI.
http://www.mlive.com/news/saginaw/index.ssf/2011/12/saginaw_township_elementy_ sc.html.
Krahenbuhl, K. S. (2016). Student-centered education and constructivism: challenges,
concerns, and clarity for teachers. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 89(3), 97-105.
Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview. Theory
Into Practice, 41(4), 212-218, https://doi: 10.1207/s15430421tip4104_2.
Kroll, Lambdin, D. & Miller, T. (1993). Insights from research on mathematical
problem solving in the middle grades. In D. T. Owens (Pnyt.). Research Ideas
for the Classroom: Middle Grades Mathematics (pp. 58-77). National Council
of Teachers of Mathematics.
Krongthong Khairiree, (2011). Enhancing students’ understanding in word problems
through bar model strategy. Internationnal College, Suan Sunandha Rajabhat
University.
Krulik, S., & Rudnick, J.A. (1993). Reasoning and problem solving a handboom for
elementary school teachers. Longwood Division.
Krulik, S., & Rudnick, J.A. (1996). The new sourcebook for teaching reasoning and
problem solving in junior and senior high schools. Allyn and Bacon.
Kumuthavalli Subramaniam, & Muhammad Sofwan Mahmud. (2022). Keberkesanan
teknik visualisasi bagi meningkatkan kemahiran penyelesaian masalah berayat
matematik murid Tahun Tiga. Jurnal Dunia Pendidikan, 4(4), 249-259.
Kupari, P., & Nissinen, K. (2013). Background factors behind mathematics
achievement in Finnish education context: Explanatory models based on TIMSS
1999 and TIMSS 2011 data. IEA CONFERENCE, Proceedings.
https://www.iea.nl/fileadmin/user_upload/IRC/IRC_2013/Papers/IRC2013Kupari_Nissinen.pdf.
Kusaeri, K., Hamdani, A. S., & Suprananto, S. (2019). Student readiness and
challenge in completing higher order thinking skill test type for
mathematics. Infinity Journal, 8(1), 75-86.
https://doi:10.22460/infinity.v8i1.p75-86.
Larkin, K., & Jorgensen, R. (2016). ‗I hate maths: Why do we need to do maths?‘
using ipad video diaries to investigate attitudes and emotions towards
mathematics in Year 3 and Year 6 students. International Journal of Science
and Mathematics Education, 14, 925–944.
Lawnik, M., Krakowczyk, J., & Banasik, A. (2019). Fuzzy Delphi method with Z-
numbers. In: R. Damaševičius & G. Vasiljevienė (eds). Information and
Software Technologies. ICIST 2019. Communications in Computer and
Information Science, 1078. Springer, Cham. https://doi.org/10.1007/978-3-030-
30275-7_3.
Lawsha Mohamed, & Hussain Waheed (2011). Secondary students‘ attitude towards
mathematics in a selected school of Maldives. International Journal of
humanities and social science, 1(15), 277-281.
Lay, Y. F., & Khoo, C. H. (2019). Pengenalan kepada pendekatan kuantitatif dalam
penyelidikan pendidikan (Cetakan Kelima). Penerbit Universiti Malaysia Sabah.
Lee, J., & Stankov, L. (2018). Non-cognitive predictors of academic achievement :
Evidence from TIMSS and PISA. Learning and Individual Differences, 65, 50–
64. https://doi.org/10.1016/j.lindif.2018.05.009.
Lee, T. T., & Kamisah Osman (2013). Pembinaan dan keberkesanan modul
multimedia interaktif dengan agen pedagogi dalam pembelajaran elektrokimia.
In book: Trend Penyelidikan Pendidikan Sains. Penerbit Universiti Kebangsaan
Malaysia.
Leinwand. S. (2009). Accessible matehmatics: 10 instructional shifts that raise
student achievement. Heinemen.
Lembaga Peperiksaan Malaysia (LPM). (2016). Laporan Pencapaian Ujian
Pencapaian Sekolah Rendah (UPSR) 2016. Kementerian Pendidikan Malaysia.
Lembaga Peperiksaan Malaysia (LPM). (2015). Laporan Pencapaian Ujian
Pencapaian Sekolah Rendah (UPSR) 2015. Kementerian Pendidikan Malaysia.
Lembaga Peperiksaan Malaysia (LPM). (2014). Laporan Pencapaian Ujian
Pencapaian Sekolah Rendah (UPSR) 2014. Kementerian Pendidikan Malaysia.
Lerman, S. (1996). ‗Intersubjectivity in mathematics learning: A challenge to the
radical constructivist paradigm?‘, Journal for Research in Mathematics
Education, 27(2), 133-150.
Lesh, R.,Cramer, K., Doerr, H.M., Post, T., & Zawojewski, J.S. (2003). Model
development sequence. In R. Lesh, & H.M. Doerr (Eds.). Beyond
Contructivism: Models and Modeling Perspectives on Mathematics Problem
Solving, Learning and Teaching, 3-33. Lawrence Erlbaum.
Lesseig, K., Casey, S., Monson, D., Krupa, E. E., & Huey, M. (2016). Developing
an interview module to support secondary noticing of student thinking.
Mathematics Teacher Educator, 5(1), 29-46.
Liljedahl, P., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem Solving
in Mathematics Education. In: Problem Solving in Mathematics Education.
ICME-13 Topical Surveys. Springer, Cham. https://doi.org/10.1007/978-3-319-
40730-2_1.
Lim, Y. W. (2023). A deeper understanding of Form 1 students' errors in solving
fractions problems in mathematics. Journal of Science and Mathematics
Education in Southeast Asia, 45, 49-76. ISSN 2636-9230.
Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes
towards mathematics inventory. Educational Studies in Mathematics, 82(1),
160.
Lisamini Selva Raja, Shahlan Surat, & Saemah Rahman. (2023). Hubungan antara
konsep kendiri dan motivasi dengan pencapaian matematik dalam kalangan
murid sekolah rendah. Jurnal Dunia Pendidikan, 5(1), 621-635. ISSN 2682-
826X.
Logeswari Kanagah Rajah, & Mohd Afifi Bahurudin Setambah. (2022). Kesan
penggunaan peta alir terhadap pencapaian matematik dan kemahiran berfikir
murid Tahun Tiga. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(1),
101–115.
Luh Made Sriyati, Nyoman Dantes, & I Made Candiasa (2014). Pengaruh model
pembelajaran kooperatif tipe STAD terhadap prestasi belajar matematika
ditinjau dari motivasi belajar siswa kelas XII IPA SMA Negeri 2 Semarapura.
Jurnal Penyelidikan dan Penilaian Pendidikan Indonesia, 4, 1-16.
Lynn, M. (1986) Determination and quantification of content validity index. Nursing
Research, 35, 382-386. https://doi.org/10.1097/00006199-198611000-00017.
Madani, N.A., Tengah, K. A., & Prahmana, R. C. I. (2018). Using bar model to solve
word problems on profit, loss and discount. IOP Conf. Series: Journal of
Physics: Conf. Series 1097, 1-9.
Maharani, S., Nusantara, T., Abdur Rahman As‘ari, & Abdul Qohar. (2019).
Analyticity and systematicity students of mathematics education on solving
non-routine problems. Mathematics and Statistics, 7(2), 50-55.
https://doi:10.13189/ms.2019.070204.
Mahoney, D. J. (2018). Lean learning using the ADDIE model. TD at Work.
Mahoney, K. (2012). Effects of Singapore's model method on elementary student
problem solving performance: single case research [Doctoral dissertation].
Northeastern University. http://hdl.handle.net/2047/d20002962.
Mailizar, Abdulsalam Almanthari, Suci Maulina, & Sandra Bruce. (2020). Secondary
school mathematics teachers' views on e-learning implementation barriers
during the Covid-19 pandemic: The case of Indonesia. Eurasia journal of
mathematics, science and technology education, 16(7).
https://doi.org/10.29333/ejmste/8240.
Maimunah Abdul Gani, Khairul Amilin Tengah & Hardimah Said. (2019). Bar model
as intervention in solving word problem involving percentage. International
Journal on Emerging Mathematics Education, 3(1), 69-76.
Mainali, B. (2021). Representation in teaching and learning mathematics.
International Journal of Education in Mathematics, Science, and Technology
(IJEMST), 9(1), 1-21. https://doi.org/10.46328/ijemst.1111.
Marin K.A. (2015). Modeling whole number operations. Lesley University Summer
Institute.
Marohaini Mohd Yusoff. (2013). Penyelidikan kualitatif, pengalaman kerja lapangan
kajian. Penerbit Universiti Malaya.
Martin, L., West, J., & Bill, K. (2008). Incorporating problem-based learning
strategies to develop learner autonomy and employability skills in sports science
undergraduates. Journal of Hospitality, Leisure, Sports and Tourism Education,
7 (1).
Martino, P. D., & Zan, R. (2011). Attitude towards mathematics: A bridge between
beliefs and emotions. ZDM, 43, 471–482.
Masliza Siti Ramli, & Nor‘ain Mohd Tajudin. (2021). Analisis keperluan untuk
membangunkan modul pembelajaran berasaskan challenge dalam
mempelajari matematik bagi murid Tingkatan 4. Jurnal Pendidikan Sains &
Matematik Malaysia, 11 (Special Issue), 50–58.
Masyithoh Md Zuber, & Hajar Sulaiman. (2019). Exploring the effectiveness of e-
learning in increasing students‘ achievements in mathematics at the primary
school level. AIP Conference Proceedings, 2184(1).
Mata, M. D., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics:
Effects of individual, motivational, and social support factors. Child
development research. https://doi.org/10.1155/2012/876028.
Matt Jarvis (2011). Teori-Teori Psikologi (Cet. X). Nusa Media.
Matthews, B., Lietz, P., & Darmawan, I. G. N. (2007). Values and learning
approaches of students at an international university. Soc Psychol Educ, 10,
247–275. https://doi.org/10.1007/s11218-007-9019-x.
Maxwell Aling, & Siti Mistima Maat. (2021). Tahap penerapan dan kefahaman
guru matematik terhadap kemahiran berfikir aras tinggi (KBAT) dalam PdP
matematik di sekolah rendah. Jurnal Dunia Pendidikan, 3(1), 331–341.
Mazlini Adnan, Effandi Zakaria, & Siti Mistima Maat (2012). Relationship between
mathematics beliefs, conceptual knowledge and mathematical experience
among pre-service teachers. Procedia-Social and Behavioral Sciences, 46,
1714-1719.
McDonald, P., & Smith, J. (2019). Improving mathematical learning in Scotland‘s
curriculum for excellence through problem posing: An integrative review. The
Curriculum Journal, 31(3), 398- 435.
McKillip, J. (1987). Need analysis: Tools for the human service and education.
applied social research methods series, (Vol. 10). Sage Publications.
McLeod, S. A. (2019). Bruner - learning theory in education. Simply Psychology.
www.simplypsychology.org/bruner.html.
Mensah, J. K., Okyere M., & Kuranchie, A. (2013). Student attitude towards
Mathematics and performance: Does the teacher attitude matter? Journal of
Education and Practice, 4(3), 132-139.
Milda Rizky Novriania & Edy Surya. (2017). Analysis of student difficulties in
mathematics problem solving ability at MTs SWASTA IRA Medan.
International Journal of Sciences: Basic and Applied Research, 33(3), 63-75.
Miri, B., David, B., & Uri, Z. (2007). Purposely teaching for the promotion of higher
order thinking skills: A case of critical thinking. Research in Science Education,
37, 353–369.
Moenikia, M. & Zahed-Babelan, A. (2010). A study of simple and multiple relations
between mathematics attitude, academic motivation and intelligence quotient
with mathematics achievement. Procedia-Social and Behavioral Sciences, 2,
1537–1542.
Mohammad Firros Rosool Gani. (2018). The effectiveness of high level thinking
skills students in mathematics through the methods of learning outside the
classroom. Journal of Advanced Research in Social and Behavioural Sciences,
10(1), 80–90.
Mohamad Khairi Othman, Alis Puteh, Mohd. Zailani Mohd Yusoff, & Fauziah Abdul
Rahim. (2019). Keperluan penggunaan modul etika kerja guru dalam
meningkatkan penghayatan nilai pelajar. ISLÓMIYYÓT, 41(1), 49 – 57.
Mohamad M. Hammoudi (2020). Measurement of students‘ mathematics motivation
and self-concept at institutions of higher education: Evidence of reliability
and validity. International Journal of Mathematical Education in Science
and Technology, 51(1), 63–86.
https://doi.org/10.1080/0020739X.2019.1670369.
Mohd Azarul Mohd Mokhtar, Ahmad Fauzi Mohd Ayub, Rozita Radhiah Said, & Siti
Salina Mustakim. (2019). Analysis of Year Four pupils‘ difficulties in solving
mathematical problems involving fraction. International Journal of Academic
Research in Business and Social Sciences, 9(11), 1561-1569.
Mohd Azahar Madar, & Mohd Syaubari Othman. (2022). Penilaian Kurikulum
Standard Prasekolahkebangsaan (Semakan 2017) Komponen Pendidikan Islam.
Jurnal Pendidkan Bitara UPSI, 15(2), 75-82. https://doi.org/10.37134/bitara.vol
15.2.7.2022.
Mohd. Majid Konting. (2005). Kaedah penyelidikan pendidikan (Edisi ke-7). Dewan
Bahasa dan Pustaka.
Mohd Ridhuan Mohd Jamil, & Nurul Rabihah Mat Noh. (2020). Kepelbagaian
Metodologi dalam Penyelidikan Reka Bentuk dan Pembangunan. Qaisar
Prestige Resources
Mohd Ridzuan Padzil, Aidah Abd Karim, & Hazrati Husnin. (2021). Employing DDR
to design and develop a flipped classroom and project based learning module to
applying design thinking in design and technology. International Journal of
Advanced Computer Science and Applications, 12(9), 791-798.
Mohd Sani Ismail, & Wan Roslini Mat Rasik (2019). Model pembinaan modul Sidek
di dalam modul intervensi pengurusan stres pelajar. International Journal of
Education, Psychology and Counseling, 4(26), 66-76. ISSN 0128-164X.
Mohd Zamri Abdullah, Iskandar Daud, Muhammad Ridzuan Idris, & Mohd Nazri
Abdul Rahman. (2019). Kesan pembelajaran flipped classroom terhadap sikap
bagi penyelesaian masalah bagi algebra. Jurnal kurikulum & Pengajaran Asia
Pasifik, 7(4), 1-10.
Moneva, D. J. C., & Valle, A. F. S. (2020). Difficulty in mathematics: Close
assistance and self-confidence. Journal of Studies in Education, 10(1), 117.
https://doi.org/10.5296/jse.v10i1.16460.
Morin, L. L., Watson, S. M. R., Hester, P., & Raver, S. (2017). The use of a bar
model drawing to teach word problem solving to students with mathematics
difficulties. Learning Disability Quarterly, 40(2), 91–104.
Morrison, G., Ross, D., & Kemp, J. (2007). Designing effective instruction (5th ed.).
Wiley.
Morrison, G., Ross, S., Kalman, H. K., & Kemp, J. (2011). Designing effective
instruction. Wiley.
Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and
calibration of children’s expectations for success and competence beliefs.
Developmental Review.
Muhamad Saiful Bahri Yusoff. (2019). ABC of content validation and content
validity index calculation. Education in Medicine Journal, 11(2), 49–54.
https://doi.org/10.21315/eimj2019.11.2.6.
Muhammad Sabiq Mohd Noor & Megat Aman Zahiri Megat Zakaria. (2018).
Motivation, attitude and performance review among primary pupils through
virtual learning environment. Sains Humanika, 3(2), 7–13.
https://doi.org/10.11113/sh.v10n3-2.1482.
Muhammad Sofwan Mahmud, Aida Suraya Md. Yunus, Ahmad Fauzi Mohd Ayub, &
Tajularipin Sulaiman. (2020). Enhancing mathematical language through oral
questioning in primary schools. International Journal of Learning, Teaching
and Educational Research, 19(5), 395–410.
https://doi.org/10.26803/IJLTER.19.5.24.
Muhammad Syahrul Kahar, & Muhamad Ruslan Layn. (2017). Analisis kesalahan
siswa dalam menyelesaikan soal cerita matematika. Jurnal Math Educator
Nusantara, 3(2), 95–102. https://doi.org/10.29407/ jmen.v3i2.855.
Muhammad Talhah Ajmain @ Jima‘ain, & Ahmad Marzuki Mohamad. (2020).
Konsep kemahiran berfikir aras tinggi (KBAT) menurut Ibnu Khaldun dalam
konteks pengajaran dan pemudahcaraan (PdPc). Jurnal Dunia Pendidikan, 2(2),
146-157.
Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital
learning in mathematics education? Contemporary Educational Technology,
12(2), 269.
Mullins, B., Jones, B. D., & LaCroix, T. J. (2020). Designing for and assessing
students‘ motivation in mathematics classes. Illinois Mathematics Teacher. 1-7.
Murayama, K., Pekrun, R., Lichtenfeld, S., & Hofe R. V. (2013). Predicting long-term
growth in students‘ mathematics achivement: the unique contributions of
motivation and cognitive strategies. Child Development, 84, 1475-1490.
Murray, J. W., & Hammons, J. O. (1995). Delphi: A versatile methodology for
conducting qualitative research. Review of Higher Education, 18(4), 23-26.
Murray, T., Pipino, L., & Vangigch, J. (1985). A pilot study of fuzzy set modification
of delphi. Human System Management, 5(1), 6 - 80.
Mushlihah Rohmah, & Sugeng Sutiarso. (2018). Analysis problem solving in
mathematical using theory Newman. EURASIA Journal of Mathematics,
Science and Technology Education, 14(2), 671- 681.
Mustafa Zeki Aydogdu, & Cenk Keşan (2014). A research on geometry problem
solving strategies used by elementary mathematics teacher candidates. Journal
of Educational and Instructional Studies in The World, 4(1), 53-62.
Myers, A., & Hansen, C. H. (2011). Experimental psychology. (7th ed.). Cengage
Learning.
Najua Syuhada Ahmad Alhassora, Mohd Salleh Abu, & Abdul Halim Abdullah.
(2017). Inculcating higher-order thinking skills in mathematics: why is it so
hard. Man In India, 97(13), 51-62.
National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and
evaluation standards for school mathematics. NCTM.
National Council of Teachers of Mathematics (NCTM) (2000). Principles and
Standards for School Mathematics. NCTM.
Nava Nourdad, Sanam Masoudi, & Parisa Rahimali. (2018). The effect of higher
order thinking skill instruction on EFL reading ability. International Journal of
Applied Linguistics & English Literature, 7(3), 231-237.
Nesher, P. (2020). Solving multiplication word problems. In Analysis of arithmetic for
mathematics teaching, 189-219. Routledge.
Ng, B. S., & Siti Mistima Maat. (2020). Strategi dan kaedah penyelesaian masalah
matematik melalui Model Polya: Satu tinjauan sistematik. Jurnal Dunia
Pendidikan, 2(2), 123-131.
Ng, S. F., & Lee, K. (2009). The model method: Singapore children‘s tool for
representing and solving algebraic word problems. Journal for Research in
Mathematics Education, 40(3), 282-313.
Ngussa, B. M., & Mbuti, E. E. (2017). The influence of humour on learners‘ attitude
and mathematics achievement: a case of secondary schools in Arusha City,
Tanzania. Journal of Educational Research, 2(3), 170-181.
https://www.researchgate.net/publication/315776039.
Nik Azis Nik Pa. (2009). Nilai dan Etika Dalam Pendidikan Matematik. Penerbit
Universiti Malaya.
Nik Nur Fadhlillah Abd Razak, Azurah Mohd Johar, Desi Andriani, & Yee, C.Y.
(2014). Keupayaan penyelesaian masalah matematik dalam kalangan pelajar
Tingkatan 2. Jurnal Pendidikan Matematik, 2(2), 1-13.
Ningrum, Y., Kusmayadi, T. A., & Fitriana, L. (2019). Analysis problem solving
about contextual problem of algebraic in junior high school. In Journal of
Physics: Conference Series, 1211(1), 1-8.
Njoroge, M., (2014). Causes of poor mathematics performance in Thika County.
International Journal of Education and Practice, 5(35).
Noor Erma Abu, & Leong, K. E. (2014). Hubungan antara sikap, minat, pengajaran
guru dan pengaruh rakan sebaya terhadap pencapaian matematik tambahan
Tingkatan 4. Jurnal Kurikulum & Pengajaran Asia Pasifik , 2(1), 1-10.
Noor Qomaria Agustina, & Fanni Mukhtaruddin. (2019). The CIPP model-based
evaluation on integrated english learning (IEL) program at language center.
English Language Teaching Educational Journal, 2(1), 22-31.
Noor Shah Saad, & Sazelli Abdul Ghani. (2010). Teaching mathematics in secondary
school: theories and practices (Cetakan ke-2). Universiti Pendidikan Sultan
Idris.
Noor Suhaily Misrom, Muhammad Sani Abdurrahman, Abdul Halim Abdullah,
Sharifah Osman, Mohd Hilmi Hamzah, & Ahmad Fauzan. (2020). Enhancing
students‘ higher-order thinking skills (HOTS) through an inductive reasoning
strategy using Geogebra. International Journal of Emerging Technologies in
Learning (iJET), 15(3), 156.
Nooriza Kassim, & Effandi Zakaria. (2015). Integrasi kemahiran berfikir aras tinggi
dalam pengajaran dan pembelajaran matematik: Analisis keperluan guru. Jurnal
Pendidikan Matematik, 3(1), 1–12.
Nor Adibah Abdullah. (2020). Kompetensi penyelesaian masalah dan pengetahuan
konseptual guru matematik sekolah menengah. Jurnal Kurikulum & Pengajaran
Asia Pasifik, 8(3), 1-14.
Nor Ezah Ariffin, & Nurulwahida Hj. Azid @ Aziz. (2016). Persepsi murid Tahun
Lima terhadap penggunaan kaedah model bar dalam penyelesaian masalah
matematik berayat tajuk pecahan. Proceeding of ICECRS, 1, 287-304.
Nor Hidayah Ahmad Damanhuri, Suhaida Jamlus, & Siti Syahida Ahmad. (2020).
Faktor-faktor yang mempengaruhi pencapaian subjek matematik pengurusan
bagi pelajar sijil pengoperasian perniagaan di Kolej Komuniti Hulu Langat.
International Journal of Education and Pedagogy (IJEAP), 2(4), 275–287.
Nor‘ain Mohd. Tajudin, Marzita Puteh, Mazlini Adnan, Mohd Faizal Nizam Lee
Abdullah, & Amalina Ibrahim. (2015). Persepsi dan amalan pengajaran guru
matematik dalam penyelesaian masalah algebra. Jurnal Pendidikan Sains &
Matematik Malaysia, 5(2), 12-22.
Nor‘ain Mohd Tajudin, Nur Ashikin Suhaimi, Mazlini Adnan, & Marzita Puteh
(2021). Promoting transformative mathematical learning through heutagogy,
paragogy and cybergogy approaches. PalArch's Journal of Archaeology of
Egypt/ Egyptology, 17, 481-497.
Noraini Idris (2006). Teaching and learning of mathematics make sense and
developing cognitive abilities. (1st ed.). Utusan Publications & Distributors Sdn
Bhd.
Norazlin Mohd Rusdin, Siti Rahaimah Ali, & Md. Nasir Masran. (2018). Primary
school pupils‘ perception on mathematics in context of 21st century learning
activities and skills. Advances in Social Science, Education and Humanities
Research, 239, 148-153.
Norfariana Rahim, & Lee, T. T. (2021). Pembangunan Modul e-pembelajaran asid bes
(e-PAB) menggunakan google classroom. Journal of Science and Mathematics
Letters, 9(1), 1–10. https://doi.org/10.37134/jsml.vol9.1.1.2021.
Norhaqikah Mohamad Khalil, & Kamisah Osman. (2017). STEM-21Cs module:
Fostering 21st century skills through integrated STEM. K-12 STEM Education,
3(3), 225-233.
Nor Hayati Mt Ali (2019). Pendidikan abad ke-21: Amalan penggunaan ICT dalam
pedagogi matematik. Prosiding Seminar Darulaman Peringkat Kebangsaan.
Norlidah Alias, Saedah Siraj, Dorothy DeWitt, Mohammad Attaran, & Abu Bakar
Nordin. (2013). Evaluation on the usability of physics module in a secondary
school in malaysia: students' retrospective. Malaysian Online Journal of
Educational Technology, 1(1), 44-53.
Norulbiah Ngah, & Effandi Zakaria. (2016). Keupayaan pelajar dalam menjana
masalah, menyelesaikan masalah matematik dan sikap pelajar terhadap
penyelesaian masalah. Jurnal Pendidikan Matematik, 4(1), 1-16.
Norusis, M.J. (1977). SPSS professional statistics 7.5. North Michigan Avenue.
Norziah Othman, Effandi Zakaria, & Zanaton Hj Iksan. (2015). Bab 4: Nilai dalam
pembelajaran matematik. Dalam Effandi Zakaria, Roslinda Rosli & Siti Mistima
Maat (Eds). Isu dan Cabaran Dalam Pendidikan Matematik, 53-73. Awal
Hijrah Enterprise.
Nur Afiqah Zakaria, & Fariza Khalid. (2016). The benefits and constraints of the use
of information and communication technology (ICT) in teaching Mathematics.
Creative Education, 7, 1537-1544. https://doi.org/10.4236/ce.2016.711158.
Nur Aqilah Rozali, & Noor Dayana Abd Halim (2019). Kesan Pembelajaran
berasaskan inkuiri dengan integrasi video terhadap pencapaian pelajar dalam
pembelajaran matematik. Innovative Teaching and Learning Journal, 3(2), 42–
60.
Nur Haida Zafirah Shamsudin, & Shahlan Surat. (2023). Kesan penggunaan modul
pintar darab terhadap tahap motivasi dan pencapaian murid SRITI. Jurnal
Dunia Pendidikan, 5(1), 678-692.
Nur Izati Rozman, & Nurfirdawati Muhamad Hanafi. (2023). Pembinaan modul amali
kursus penyelenggaraan dan perkhidmatan bangunan bagi program sarjana
muda Pendidikan Vokasional (Binaan Bangunan) FPTV. Research and
Innovation in Technical and Vocational Education and Training, 3(1), 057-064.
Nurul Hasna Hassan, Zaharah Hussin, Saedah Siraj, Ahmad Arifin Sapar, & Zawawi
Ismail. (2019). Kemahiran berfikir kritis dalam buku teks Bahasa Melayu
Kurikulum Standard Sekolah Rendah Tahap II, Jurnal kurikulum & Pengajaran
Asia Pasifik, 7(1), 18-29.
Nyman, M., & Sumpter, L. (2019). The issue of ‗proudliness‘: Primary students‘
motivation towards mathematics. International Journal on Math, Science and
Technology Education. 7(2), 80-96. University of Helsinki.
Obiero, J. (2018). The relationship between achievement motivation and mathematic
performance amongst female learners and in selected urban girls‘ secondary
schools in Kenya. Global Journal of Social Sciences Studies, 4(1), 23-29.
Othman Talib. (2013). Asas penulisan tesis penyelidikan & statistik. Universiti Putra
Malaysia.
Othman Lebar. (2015). Penyelidikan kualitatif: Pengenalan kepada teori dan metode.
Cetakan Keenam. Penerbit Universiti Pendidikan Sultan Idris.
Otoo, D., Iddrisu, W. A., Kessie, J. A., & Larbi, E. (2018). Structural model of
students‘ interest and self-motivation to learning mathematics. Hindawi
Education Research International, 1-10. https://doi.org/10.1155/2018/9417109.
Ozdem-Yilmaz, Y., & Bilican, K. (2020). Discovery learning - Jerome Bruner. In B.
Akpan & T. J. Kennedy (Eds.), Science Education in Theory and Practice.
Springer Texts in Education. Springer. https://doi.org/10.1007/978-3-030-
43620-9_13.
Pace, A. C., Ham, A. L., Poole, T. M., & Wahaib, K. L. (2016). Validation of the
MUSIC® Model of Academic Motivation Inventory for use with student
pharmacists. Currents in Pharmacy Teaching and Learning, 8(5), 589-597.
Pajuzi Awang. (2018). Pembangunan dan penilaian m-kandungan (m-KBAT App)
bagi penerapan aspek pentaksiran kemahiran berfikir aras tinggi dalam sains
untuk guru pra perkhidmatan. [Tesis yang tidak diterbitkan]. Universiti
Kebangsaan Malaysia.
Pallant, J. (2016). SPSS survival manual. A step by step guide to data analysis using
IBM SPSS (6th ed.). Allen & Unwin.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic
Books.
Permata, L. D., Kusmayadi, T. A., & Fitriana, L. (2018). Mathematical problem
solving skills analysis about word problems of linear program using IDEAL
problem solver. J. Phys.: Conf. Ser., 1108, 1-6.
Peter, O. I., Abiodun, A. P., & Jonathan, O. O. (2010). Effect of constructivism
instructional approach on teaching practical skills to mechanical related trade
students in Western Nigeria Technical Colleges. International NGO Journals,
5(3), 59-64.
Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary
school students‘ difficulties in mathematical problem solving. Procedia-Social
and Behavioral Sciences, 116, 3169-3174.
Piaget, J. (1970). Science of education and the psychology of the child. Viking.
Piaget, J. (1977). Epistemology and psychology of functions. D Reidel Publishing
Company.
Poch, A. L., van Garderen, D., & Scheuermann, A. (2015). Students' understanding of
diagrams for solving word problems: A framework for assessing diagram
proficiency. TEACHING Exceptional Children, 47(3), 153-162
Polit, D. E., & Beck, C. T. (2006). Essentials of nursing research (6th ed.). Lippincott
Williams & Wilkins.
Polit D. F., Beck C. T., & Owen S. V. (2007). Is the CVI an acceptable indicator of
content validity? Appraisal and recommendations. Res Nurs Health, 30(4), 459-
67. https://doi: 10.1002/nur.20199. PMID: 17654487.
Polit, D. F., & Hungler, B. P. (2013). Essentials of nursing research: Methods
appraisal and utilization (8th ed.). Wolters Kluwer/Lippincott Williams and
Wilkins.
Polya, G. (1945). How to solve It. A new aspect of mathematical method. Princeton
University.
Polya, G. (1957). How to Solve It. A new aspect of mathematical method. (2nd ed.).
Princeton University Press.
Polya, G. (1981). Mathematics discovery: An understanding, learning, and teaching
problem solving (combined ed.). John Willey & Son.
Popat, S., & Starkey, L. (2019). Learning to code or coding to learn? A systematic
review. Computers & Education, 128, 365-376.
Prast, E. J., Van de Weijer-Bergsma, E., Miočević, M., Kroesbergen, E. H., & Van
Luit, J. E. H. (2018). Relations between mathematics achievement and
motivation in students of diverse achievement levels, Contemporary
Educational Psychology. https://doi.org/10.1016/j.cedpsych.2018.08.002.
Pratama, A. R., Saputro, D. R. S., & Riyadi (2018). Problem solving of student with
visual impairment related to mathematical literacy problem. J. Phys.: Conf.
Ser., 1008, 1-10.
Primi, C., Bacherini, A., Beccari, C., & Donati, M. A. (2020). Assessing math
attitude through the Attitude Toward Mathematics Inventory – Short form in
introductory statistics course students. Studies in Educational Evaluation, 64.
Pritchard, A. (2009). Ways of learning learning theories and learning styles in the
classroom (2nd ed.). Routledge.
Puplampu, N. (2018). Effects of instructional strategies based on the music model of
academic motivation on undergraduate mathematics students' subject learning.
[Tesis PhD]. Florida State University. https://diginole.lib.fsu.edu/
islandora/object/fsu%3A661169/.
Pusat Perkembangan Kurikulum [PPK]. (2001). Kurikulum Bersepadu Sekolah
Rendah: Huraian sukatan pelajaran Matematik Tahun 4. Kementerian
Pendidikan Malaysia.
Pusat Perkembangan Kurikulum [PPK]. (2012). Kurikulum Standard Sekolah
Menengah (KSSM). Kementerian Pelajaran Malaysia.
Ragin, C. C. (2007). Qualitative comparative analysis using fuzzy sets (fsQCA). In
configurational comparative analysis. Sage Publications.
Ragu Ramasamy, & Marzita Puteh. (2018). Bar model method for higher order
thinking skills questions in mathematics for Dual Language Program pupils.
International Journal of Academic Research in Business and Social Sciences,
8(9), 1456–1462.
Rahil Mahyuddin, & Habibah Elias. (2006). Psikologi pendidikan untuk perguruan.
Karisma Publications.
Rahma Fitri. (2014). Penerapan strategi the firing line pada pembelajaran
matematika siswa Kelas Xi Ips SMA Negeri 1 Batipuh. Jurnal Pendidikan
Matematika, 3(1).
Rajendran Nagappan (2019). Teaching and acquiring higher order thinking
skills: Theory and practise. Universiti Pendidikan Sultan Idris.
Rannikmäe, M., Holbrook, J., & Soobard, R. (2020). Social Constructivism - Jerome
Bruner. In B. Akpan & T. J. Kennedy (Eds.), Science Education in Theory and
Practice. Springer Texts in Education. Springer. https://doi.org/10.1007/978-3-
030-43620-9_18.
Ratna Wilis Dahar (2011), Theories belajar dan pembelajaran (Cet. V). Erlangga.
Reimer, D., Sortkear, B., Oskarsson, M., Nilsen, T., Rasmusson, M., & Nissinen, K.
(2018). Northern lights on TIMSS and PISA 2018. Nordic Council of Ministers.
Remijan, K. W. (2017). Project-based learning and design-focused projects to
motivate secondary mathematics students. Interdisciplinary Journal of
Problem-Based Learning, 11(1).
Revelle, W., & Condon, D. M. (2017). Reliability. In The Wiley Handbook of
Psychometric Testing: A Multidisciplinary Reference on Survey, Scale and Test
Development, 2(2), 709-749.
Richey, R. C., & Klein, J. (2007). Design and Development Research methods,
strategies, and issues. Lawrence Erlbaum Associates, Publishers.
Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design
knowledge base: Theory, research and practise. Taylor and Francis.
Riconscente, M. M. (2014). Effects of perceived teacher practices on Latino high
school student interest, self-efficacy, and achievement in mathematics. The
Journal of Experimental Education, 50-74.
Ridwan Sani Abdullah. (2019). Pembelajaran berbasis HOTS. Tira Smart.
Rittle-Johnson, B., & Star, J. R. (2011). The power of comparison in learning and
instruction: Learning outcomes supported by different types of comparisons. In
J. P. Mestre & B. H. Ross (Eds.), Psychology Of Learning And Motivation:
Cognition In Education, 55, 199–222. Elsevier. https://doi:10.1016/B978-0-12-
387691-1.00007-7.
Rittle-Johnson, B., Star, J., & Durkin, K. (2012). Developing procedural flexibility:
Are novices prepared to learn from comparing procedures? British Journal of
Educational Psychology, 82, 436–455. https://doi:10.1111/j.2044-8279.2011.
02037.x.
Rittle-Johnson, B. (2017). Developing mathematics knowledge. Child Development
Perspectives, 11(3), 184–190. https://doi.org/10.1111/cdep.12229.
Riyanto Yatim (2009). Paradigma pembelajaran (Cet. I). Prenada Media Group.
Rodrigues, I. B., Adachi, J. D., Beattie, K. A., & MacDermid, J. C. (2017).
Development and validation of a new tool to measure the facilitators, barriers
and preferences to exercise in people with osteoporosis. BMC Musculoskelet
Disord, 18, 540. https://doi.org/10.1186/s12891-017-1914-5.
Roslina Radzali, Subhan Mohd Meerah, & Effandi Zakaria (2010). Hubungan antara
kepercayaan matematik, metakognisi dan perwakilan masalah dengan kejayaan
penyelesaian masalah matematik. Jurnal Pendidikan Malaysia, 35(2), 1-7.
Rosnee Ahad, Mohamad Zaid Mustafa, Salina Supiyan, & Abdul Rasid Abdul
Razzaq. (2018). Keberkesanan penggunaan petak sifir dalam penguasaan
fakta asas darab dalam matematik Tahun 2. Online Journal for TVET
Practitioners. https://publisher.uthm.edu.my/ojs/index.php/oj-tp/article/view/
4813.
Roubicek, F. (2006). Variety of representational environments in early geometry.
Proceedings of the 30th Conference of International group for the Psychology
of Mathematics Education, Czech Republic, 1, 321.
Rubinstein, M. F. (1986). Tools for thinking and problem solving. Prentice Hall.
Rudi Santoso Yohanes. (2010). Teori Vygotsky dan implikasinya terhadap
pembelajaran matematika. Widya Warta, 2, 127-135.
Runisah, Tatang Herman & Jarnawi Afgani Dahlan. (2017). Using the 5E learning
cycle with metacognitive technique to enhance students‘ mathematical critical
thinking skills. International Journal on Emerging Mathematics Education,
1(1), 87-98.
Ruslina Othman, Nor‘ain Mohd Tajudin, & Mazlini. (2021). Needs analysis for
developing a thinking-based learning module in mathematics learning.
Turkish Journal of Computer and Mathematics Education, 12(4), 1165-1172.
Russell, J. L., Correnti, R., Stein, M. K., Thomas, A., Bill, V., & Speranzo, L. (2020).
Mathematics coaching for conceptual understanding: promising evidence
regarding the Tennessee Math Coaching Model. Educational Evaluation and
Policy Analysis, 42(3), 439–466. https://doi.org/10.3102/0162373720940699.
Saedah Siraj, Norlidah Alias, Dorothy DeWitt, & Zaharah Hussin (2013). Design and
Developmental Research. Emergent trends in educational research. Pearson.
Saedah Siraj, Muhammad Ridhuan Tony Lim, & Rozaini Muhamad Rozkee. (2020).
Pendekatan Penyelidikan Rekabentuk dan Pembangunan: Aplikasi kepada
penyelidikan pendidikan. UPSI Press.
Sahendra, A., Budiarto, M. T., & Fuad, Y. (2018). students‘ representation in
mathematical word problem solving: Exploring students‘ self-efficacy. IOP
Conf. Series: Journal of Physics, 947.
Samuelsson, J. (2010). The impact of teaching approaches on pupils‘ mathematical
proficiency in Sweden. International Electronic Journal of Mathematics
Education, 5(2), 61-78.
Sanitah Mohd Yusof, & Norsiwati Ibrahim (2012). Kesediaan guru matematik Tahun
Satu dalam pelaksanaan Kurikulum Standard Sekolah Rendah (KSSR) di daerah
Kluang. Journal of Science and Mathematics Education, 6, 26-38.
Sanjaya Wina. (2009). Strategi pembelajaran: Berorientasi standar proses
pendidikan. Kencana.
Saperstein, A. M., & Medalia, A. (2015). The role of motivation in cognitive
remediation for people with schizophrenia. In: Simpson E., Balsam P. (eds.).
Behavioral Neuroscience of Motivation. Current Topics in Behavioral
Neurosciences, 27. Springer.
Sarıer, Y. (2016). Factors affecting academic achievement of students in Turkey: A
meta-analysis study. Hacettepe University Faculty of Education Journal, 31(3),
609-627.
Sarmah, A., & Puri, P. (2014). Attitude towards mathematics of the students studying
in Diploma Engineering Institute (Polytechnic) of Sikkim. Journal of Research
& Method in Education, 4(6).
Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press.
Schoenfeld, A. H. (1998). Towards a theory of teaching-in-context. Issues In
Education, 4(1), 1-94.
Schmidt, H. G., van der Molen, H. T., te Winkel, W. W. R., & Wijnen, W. H. F. W.
(2009). Constructivist, problem-based learning does work: A meta-analysis of
curricular comparisons involving a single medical school. Educational
Psychologist, 44(4), 227–249. https://doi.org/10.1080/00461520903213592.
Schram, A. B. (2015). Validating an Icelandic version of the MUSICSM Model of
Academic Motivation Inventory. [Doctoral Thesis, Virginia Polytechnic
Institute and State University]. https://vtechworks.lib.vt.edu/handle/
10919/64155.
Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in
mathematics education: Theoretical considerations and empirical contributions.
International Journal on Mathematics Education, 49(1).
Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in
mathematics education: Where we are today and where we need to go. ZDM
Mathematics Education, 55, 249–267. https://doi.org/10.1007/s11858-022-
01463-2.
Schunk, D. H. (2012). Learning theories, an educational perspective (6th ed.).
Pearson Education Inc.
Seah, W. T., & Bishop, A. (2001) Teaching more than numeracy: The socialisation
experience of a migrant teacher. In I. Bobis, B. Perry & M. Mitchelmore
(Eds.), Numeracy and beyond: Proceedingsof the Twenty-Fourth Annual
Conference of the Mathematics Education Research Group of Australasia, 2,
442–450. Turramurra, Australia: Mathematics Education Research Group of
Australasia.
Seah, W. T. (2018). Improving mathematics pedagogy through student/teacher
valuing: Lessons from five continents. In G. Kaiser, H. Forgasz, M. Graven,
A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th
International Congress on Mathematical Education (pp. 561–580).
Switzerland, Springer.
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill-building
approach (7th ed.). Wiley & Sons.
Shamsa Aziz, Munazza Mahmood, & Zahra Rehman. (2018). Implementation of
CIPP Model for quality evaluation at school level: A case study. Journal of
Education and Educational Development, 5(1), 189-206.
Shamila Dewi Davadas, & Yoon F. L. (2018). Factors affecting students‘ attitude
toward mathematics: A Structural Equation Modeling approach. EURASIA
Journal of Mathematics, Science and Technology Education, 14(1), 517-529.
Shara Nor Raifana, Noor Shah Saad, & Mohd Uzi Dollah (2016). Analisis jenis
kesilapan melalui kaedah Newman Error dalam penyelesaian masalah berayat
matematik dalam kalangan murid Tahun 5. Jurnal Pendidikan Sains &
Matematik Malaysia, 6(2), 109-119.
Sharifah Nor Puteh, & Fareed Mohamed Nawastheen. (2013). An evaluation on the
implementation of 5E Instructional Model in teaching geography in Sri Lanka.
Middle- East Journal of Scientific Research, 16(5), 721-728.
Sharifah Nurarfah Syed Abd Rahman, Abdul Halim Abdullah, & Nor Hasniza
Ibrahim (2023). Pembangunan strategi pembelajaran kontekstual berbantukan
GeoGebra untuk meningkatkan kemahiran berfikir aras tinggi (KBAT) murid
sekolah menengah. Malaysian Journal of Social Sciences and Humanities, 8(2).
https://doi.org/10.47405/mjssh.v8i2.2115.
Sharifah Osman, Che Nurul Azieana Che Yang, Mohd Salleh Abu, Norulhuda Ismail,
Hanifah Jambari, & Jeya, A. K. (2018). Enhancing students‘ mathematical
problem-solving skills through bar model visualisation technique. International
Electronic Journal of Mathematics Education, 13(3), 273–279.
Shu, H. L., & Yun, C. H. (2016). Development and application of a chinese version of
the Short Attitudes Toward Mathematics Inventory. International Journal of
Science and Mathematics Education, 14, 193–216.
Sidek Mohd Noah, & Jamaluddin Ahmad. (2008). Pembangunan modul: Bagaimana
membina modul latihan dan modul akademik (Vol. 2). Penerbit Universiti Putra
Malaysia.
Sidek Mohd Noah, & Jamaluddin Ahmad. (2005). Pembinaan modul: Bagaimana
membina modul latihan dan modul akademik. Penerbit Universiti Putra
Malaysia.
Siew, Y. H., & Lowrie, T. (2014). The model method: Students' performance and its
effectiveness. Journal of Mathematical Behavior, 35, 87-100.
Simsek, A. (2014). Interview with John M. Keller on motivational design of
intruction, 5(1). 90-95.
Singh, M. N. (2021). Inroad of digital technology in education: Age of digital
classroom. Higher Education for the Future, 8(1), 20-30.
Sirajuddin, Nurdin Arsyad & Ma‘rufi. (2019). Pengaruh sikap pada pelajaran
matematika terhadap hasil belajar matematika siswa. PEDAGOGI: Jurnal
Pendidikan Matematika, 4(1), 13-19.
Siregar, N. R., Wimbarti, S., & Ilham, M. (2019). Individual differences in attitudes
toward mathematics. Journal of Physics: Conference Series, 1-8.
Siti Rahayah Ariffin. (2008). Inovasi dalam pengukuran dan penilaian pendidikan.
Fakulti Pendidikan, Universiti Kebangsaan Malaysia.
Siti Suhaina Mohamed Daud, & Rafeizah Mohd Zulkifli. (2023). Penilaian
pembangunan Modul Celik Programming untuk pelajar Kolej Vokasional
melalui aspek kesahan. Sains Humanika, 15(1), 57-65.
Siti Yahya, & Ruslin Amir. (2018). Kebimbangan matematik dan pencapaian
Matematik Tambahan. Journal of Nusantara Studies (JONUS), 3(2), 124-133.
Skovsmose, O. (2018). Critical constructivism: Interpreting mathematics education
for social justice. For The Learning of Mathematics, 38(1), 38-42.
Sivadasan, C. (2003). Penghasilan dan penilaian modul pengajaran kendiri
nilai semangat bermasyarakat untuk Pendidikan Moral Tingkatan Empat.
[Tesis Sarjana Yang Tidak Diterbitkan]. Universiti Malaya.
Slavin, R. E. (2000). Educational psychology: Theory and practice (6th ed.).
Allyn and Bacon.
Smaldino, S. E. (2006). Instructional technology and media for learning. Upper
Saddle River.
Smaldino, S., Lowther, D., & Russell, J. (2012). Instructional technology and media
for learning. Pearson.
Smith, S. P. (2003). Representation in school mathematics: Children‘s representations
of problems. In J. Kilpatrick, W. G. Martin & D. Schifter (Eds.), A research
companion to principles and standards for school mathematics (pp. 263–274).
National Council of Teachers of Mathematics.
Squire, K. (2011). Video games and learning: Teaching and participatory culture in
the digital age. New York Teachers College Press.
Star, J. R., & Newton, K. J. (2009). The nature and development of experts‘ strategy
flexibility for solving equations. ZDM-The International Journal on
Mathematics Education, 41, 557–567. https://doi:10.1007/s11858-009-0185-5.
Stefaniak, J., & Xu, M. (2020). An examination of the systemic reach of instructional
design models: a systematic review. TechTrends, 64, 710–719. https://doi.org/
10.1007/s11528-020-00539-8.
Stonewater, J. (2005). Inquiry teaching and learning: The best math class study.
School Science and Mathematics, 105(1), 36-47. https://doi.org/10.1111 /j.1949-
8594.2005.tb18034.x.
Streiner D. L., Norman G. R., & Cairney J. (2014). Health measurement scales. A
practical guide to their development and use (4th ed.). Oxford University Press.
Stufflebeam, D. L. (1971). The relevance of the CIPP Evaluation Model for
educational accountability. Journal of Research and Development in Education,
5, 19-25.
Stufflebeam, D. L., & Shinkfield, A. J. (1985). Systematic evaluation: A self-
instructional guide to theory and practice. Kluwer-Nijhoff Publishing.
Stufflebeam, D. L. (2003). The CIPP Model for Evaluation. Annual Conference on
the Oregon Program Evaluators Network (OPEN).
Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models and
applications. Jossey-Bass.
Stylinou, D. A. (2002). On the interaction of visualation and analysis – the
negotiaition of a visual represantation in problem solving. The Journal of
Mathematical Behaviour, 21(3), 303-17.
Subahan Mohd Meerah, & Syed Ismail Syed Mustapa. (2017). Pedagogi abad ke-21.
Sasbadi Sdn. Bhd.
Subia, E. G. S., Salangsang, L. G., & Medrano, H. B. (2018). Attitude and
performance in Mathematics I of Bachelor of Elementary Education Students: A
correlational analysis. American Scientific Research Journal for Engineering,
Technology, and Sciences (ASRJETS), 39(1), 206-213.
Sumarsono (2019). Teacher Guides to make online kahoot! with Combro (Cet. I).
Deepublish.
Sumule, U., Amin, S. M., & Fuad, Y. (2018). Error analysis of Indonesian junior high
school student in solving space and shape content PISA problem using
Newman procedure. Journal of Physics: Conference Series. 947, 1-7.
doi.org/10.1088/1742-6596/947/1/012053.
Syaubari Othman, Amir Khan Shah Ahmad, & Yunus Kassim. (2017). Konsep
Malakah Ibnu Khaldun dalam konteks pengajaran yang menerapkan kemahiran
berfikir aras tinggi (KBAT). Al-Irsyad: Journal of Islamic and Contemporary
Issues, 2(2), 12-26.
Syaza Hazirah Mohd Hashim, Sulaiman Hashim, & Tunku Badariah Tunku Ahmad
(2019). Using educational game apps in improving students mathematics‘
learning: An exploratory study on Third Grader At-Risk Classroom at primary
school in Selangor, Malaysia. International Journal of Education and Research,
7(5), 253-264.
Syed Abdul hakim Syed Zainuddin, & Mohini Mohamed. (2010). Keupayaan dan
sikap dalam menyelesaikan masalah Matematik bukan rutin. Jurnal Teknologi
(Sains Sosial), 53, 47-62.
Syyeda, F. (2016). Understanding Attitudes Towards Mathematics (ATM) using a
Multimodal modal model: An exploratory case study with secondary school
children in England. Cambridge Open-Review Educational Research e-Journal,
3, 32-62. http://corerj.soc.srcf.net/?page_id=224.
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.).
Pearson.
Taber, K. S. (2020). Mediated learning leading development—The Social
Development Theory of Lev Vygotsky. In B. Akpan & T. J. Kennedy (Eds.),
Science Education in Theory and Practice. Springer Texts in Education.
Springer. https://doi.org/10.1007/978-3-030-43620-9_19.
Taber, K. S. (2011) Constructivism as Educational Theory: Contingency in learning,
and optimally guided instruction. Nova Science Publishers Inc., 39-61.
Tang, C. W., & Wu, C. T. (2010). Obtaining a picture of undergraduate education
quality: A voice from inside the university. Springer, Higher Education, 60,
269-286.
Tanner, T. (2010). Shifting the narrative: child‐led responses to climate change and
disasters in El Salvador and the Philippines. Children & Society, 24(4), 339-
351.
Tapia, M. (1996). The Attitudes Toward Mathematics instrument. Annual Meeting of
the Mid-South Educational Research Association. Tuscaloosa, AL.
Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes.
Academic Exchange Quarterly, 8(2), 16-22.
Thirunavukkarasu, & Senthilnathan, S. (2014). Effectiveness of bar model in
enhancing the learning of mathematics at primary level. International Journal of
Teacher Educational Research, 3(1). 15-22.
Thomas, A., & Thorne, G. (2009). How to increase higher order thinking. Center for
Development and Learning.
Tomei, L.A. (2005). Taxonomy for the education domain. Information Science
Publishing.
Tong, D. H., & Loc, N. P. (2017). Students‘errors in solving mathematical word
problems and their ability in identifying errors in wrong solutions. European
Journal of Education Studies, 3(6), 226-241.
Tshabalala, T., & Ncube, A. C. (2016). Causes of poor performance of ordinary level
pupils in mathematics in rural secondary schools in Nkayi district: Learner‘s
attributions. Nova Journal of Medical and Biological Sciences, 1(1).
http://nova-jmbs.com/index.php/jmbs/article/view/13.
Tuan Siti Humaira Tuan Hashim, & Mohamad Amir Shah Ahmad (2016). Analisis
kesalahan Newman dalam penyelesaian masalah matematik Tahun 3. Jurnal
Pendidikan Sains & Matematik Malaysia, 6(2), 69-84.
Tuckman, B. W., & Harper, B. E. (2012). Conducting educational research (6th ed.).
Rowman & Littlefield Publishers.
Tuckman, B. W., & Waheed, M.A. (1981). Evaluating an individualized Science
Programme for Community College student. Journal of Research in Science
Teaching, 18, 489-495.
Tunku Badariah Tunku Ahmad. (2014). Between school factors and teacher factors:
What inhibits Malaysian science teachers from using ICT? The Malaysian
Online Journal of Educational Technology, 2(1), 1-10.
Ulya, H. (2016). Profil kemampuan pemecahan masalah siswa bermotivasi belajar
tinggi berdasarkan IDEAL problem solving. Jurnal Konseling GUSJIGANG, 2
(1), 90-96.
Usmonov, M. (2021). Mathematical proofs. Imcomplete induction, deduction,
analogy. The concept of Algorithm and its properties. International Journal of
Academic Multidisciplinary Research (IJAMR), 5(1), 26-29.
Vergnaud, G. (1987). Conclusions. In C. Janvier (Ed.), Problems of representation in
the teaching and learning of mathematics (pp. 227-232). Lawrence Erlbaum
Associates.
Verschaffel, L., Luwel, K., Torbeyns, J., & Van Dooren, W. (2009). Conceptualizing,
investigating, and enhancing adaptive expertise in elementary mathematics
education. European Journal of Psychology of Education, 24, 335–359.
https://doi.org/10.1007/BF03174765.
Vilarinho-Pereira, D. R., Koehler, A. A., & de Souza Fleith, D. (2021). Understanding
the use of social media to foster student creativity: A systematic literature
review. Theories – Research - Applications, 8(1), 124–147. https://doi.org/
10.2478/ctra-2021-0009.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
Wan Naliza Wan Jaafar, & Siti Mistima Maat. (2020). Hubungan antara motivasi
dengan pencapaian matematik dalam kalangan murid sekolah luar bandar.
Jurnal Pendidikan Sains & Matematik Malaysia, 10(1), 39-48.
Wan Nor Shairah Sharuji, & Norazah Mohd Nordin. (2017). Kesediaan guru dalam
pelaksanaan kemahiran berfikir aras tinggi (KBAT). Simposium Pendidikan
DiPeribadikan: Perspektif Risalah An-Nur, 1, 140–146.
Wan Nurul Huda Wan Ab Kadir, Nurul Syafiqah Yap Abdullah, & Izan Roshawaty
Mustapha. (2021). The effectiveness of Form Four Stem-Based Physics
Interactive Laboratory (I-Lab) by employing Isman Instructional Design Model.
Turkish Online Journal of Educational Technology (TOJET), 20(2), 140-145.
Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video:
Effects on visual attention, recall, and perceived learning. Computers in human
behavior, 71, 79-89.
Wang, M. J. (2008). Cybergogy for engaged learning. Journal Of Open And Distance
Education In China, 14(2), 14-22.
Wang, M., & Kang, M. (2006). Cybergogy for Engaged Learning: A framework for
creating learner engagement through information and communication
technology. In D. Hung & M. S. Khine (Eds.), Engaged Learning with
Emerging Technologies. Springer. https://doi.org/10.1007/1-4020-3669-8_11.
Widodo Winarso, & Dede Dewi Yuliyanti. (2017). Pengembangan bahan ajar
matematika berbentuk leaflet berbasis kemampuan kognitif siswa berdasarkan
Teori Bruner. Jurnal Ilmiah Pendidikan Matematika, 6(1), 11-24.
Wilkie, K. J., & Sullivan, P. (2018). Exploring intrinsic and extrinsic motivational
aspects of middle school students‘ aspirations for their mathematics learning.
Educational Studies in Mathematics, 97, 235–254.
Wina Sanjaya (2010). Strategi pembelajaran berorientasi standar proses pendidikan
(Cet. VII). Prenada Media Group.
Wong, W. T., & Mohd Effendi @ Ewan Mohd Matore. (2020). Kemahiran
penyelesaian masalah berayat matematik melalui model bar: sorotan literatur
bersistematik. Malaysian Journal of Social Sciences and Humanities(MJSSH),
5(12), 144–159.
Wong, J. K. (2010). Faktor-faktor yang mempengaruhi pembelajaran matematik
Tambahan dalam kalangan pelajar Tingkatan empat. [Tesis Doktor
Falsafah Yang Tidak Diterbitkan]. Universiti Teknologi Malaysia.
Wray, L. (2012). The motivational effects of using mobile devices in mathematics
classrooms by students with exceptionalities. University of Ontario Institute of
Technology.
Wynd C. A., Schmidt, B., & Schaefer, M. A. (2003). Two quantitative approaches for
estimating content validity. West J Nurs Res. 25(5), 508-18. https://doi:
10.1177/0193945903252998. PMID: 12955968.
Yang, X. (2013). Senior secondary students‘ perceptions of mathematics classroom
learning environments in China and their attitudes towards mathematics. The
Mathematics Educator, 15(1), 66-80. http://math.nie.edu.sg/ame/matheduc/tme/
tmeV15_1/4.pdf.
Yap, J. L., & Siti Rahaimah Ali. (2018). Keberkesanan pendekatan model bar dalam
penyelesaian masalah berayat matematik operasi tolak Tahun Empat. Jurnal
Pendidikan Sains & Matematik Malaysia, 8(2), 35-44.
Yee, M. H., Jailani Md Yunos, Widad Othman, Razali Hassan, Tee, T.K., & Mimi
Mohaffyza Mohamad. (2012). The needs analysis of learning higher order
thinking skills for generating idea. Procedia - Social and Behavioral Sciences,
59, 197-203.
Zadeh, L.A. (1965). Fuzzy sets. Information and Control, 8(3), 338-353.
Zafirah Mohd Adnan, & Jamilah Hamid. (2020). Kesan Model Polya dalam
pembelajaran algoritma dalam kalangan pelajar: Satu kajian kes. Journal of
Humanities and Social Sciences, 2(3), 88-92.
Zamanzadeh, V., Ghahramanian, A., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H.,
& Nikanfar, A. R. (2015). Design and Implementation Content Validity Study:
Development of an instrument for measuring Patient-Centered Communication.
J Caring Sci, 4(2), 165-78. https://doi:10.15171/jcs.2015.017.
Zana Babakr, Pakstan Mohamedamin, & Karwan Kakamad. (2019). Piaget‘s
Cognitive Developmental Theory: Critical review. Education Quarterly
Reviews, 2(3), 517-524. https://doi.org/10.31014/aior.1993.02.03.84.
Zulianis Alias, Mohd Fairuz Jafar, & Marini Kasim. (2023). Pengaruh sikap sebagai
pengantara hubungan di antara aspek efikasi kendiri dengan kemahiran
penyelesaian masalah matematik. International Journal Of Education,
Psychology And Counselling (IJEPC), 8(49), 239-258. https://doi
10.35631/IJEPC.849017.
Zarina Eshak, & Azizah Zain. (2020). Kaedah Fuzzy Delphi: Reka bentuk
pembangunan modul seksualiti pekasa berasaskan latihan mempertahankan diri
untuk prasekolah. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 9(2), 12-
22.