Abdol Reza, L., Aida Suraya, M. Y., & Kamariah, A. B. (2017). Comparison of new

mathematics teaching methods with traditional method. International Journal of

Social Sciences, 3(2), 1285-1297.

 

Abdul Halim, A., Nur Liyana, Z. A., & Marlina, A. (2015). Analysis of students‟s errors

in solving Higher Order Thinking Skills (HOTS) problems for the topic of

fraction. Asian Social Science, 11(21), 132-142.

 

Abdul Jalil, O & Bahtiar, O. (2005). Aplikasi pembelajaran secara konstruktivisme

dalam pengajaran karangan berpandu. Masalah Pendidikan, 28, 221-232.

 

Adam, P. (2006). Exploring social constructivism: Theories and practicalities. Journal

Education, 34(3), 243-257.

 

Aiken, L. R. (2000). Rating scales and checklists: Evaluating behavior, personality, and

attitudes. New York: John Wiley & Sons, Inc.

 

Akyuz, D. Dixon, J. K., & Stephan, M. (2013). Improving the quality of mathematics

teaching with effective planning practices. Teacher Development: An

International Journal of Teaches’ Professional Development, 17(1), 92-106.

 

Ali, A. A., & Reid, N. (2012). Understanding mathematics some key factors. European

Journal of Educational Research, 1(3), 283-299.

 

Ali, T. (2011). Exploring students‟ learning difficulties in secondary mathematics

classroom in Gilgit-Baltistan and teachers‟ effort to hel students overcome these

difficulties. Bulletin of Educations and Research, 33(1), 47-69.

 

Anderson, J. (2014). Forging new opportunities for problem solving in Australian

mathematics classrooms through the first national mathematics curriculum.

Dalam Yeping, L. & Glenda, L. (Eds.), Mathematics Curriculum in School

Education, Dordrecht: Springer.

 

Anstey, M. (2003). Multiliteracies and the for resources model. Sydney: Prentice Hall.

 

Arief, B. W., & Adhetia, M. (2019). Analysis of junior high school students errors in solving 

mathematical problems for the topic of circle. Indonesian Journal of Mathematics Education, 2(2), 

61-68.

 

Arsaythamby, V., & Shamsuddin, M. (2011). Hubungan sikap, kebimbangan, dan tabiat pembelajaran 

dengan pencapaian matematik tambahan. Asia Pacific Journal of Educators and Education, 26(1), 

15-32.

 

Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen. C. (2006). Introduction to research in education. 

California: Thomson Wadsworth.

 

Asiahwati, A. (2017). Hubungan antara gred matematik SPM dengan tahap numerasi pelajar lepasan 

menengah dalam bidang nombor. Jurnal Penyelidikan Dedikasi, 12, 1-19.

 

Asman, D. & Markowitz, Z. (2001) The use of real word knowledge in solving mathematical problem. 

Dibentangkan di 25ᵗʰ Conference of the International Group for the Psychology of Mathematics 

Education. Utrecht, Netherlands.

 

Aunio, P., Heiskari, P., Van Luit, J., & Vuorio, J. (2015). The development of early numeracy 

skills in kindergarten in low-average and high-performance groups. Journal of Early Childhood 

Research, 13(1), 3-16.

 

Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton 

Inc.

 

Ayu, E., & Effandi, Z. (2014). Kesan penggunaan perisian geogebra ke atas keupayaan penyelesaian 

masalah dan pencapaian matematik pelajar. Jurnal Pendidikan Matematik, 2(1), 51-64.

 

Azizi, Y. & Elanggovan, S. (2008). Kepentingan Kefahaman Konsep dalam Matematik.

Permasalahan dalam pendidikan sains dan matematik. Skudai, Johor: Universiti

Teknologi Malaysia.

 

Azizi, Y., Jamaludin, R., Shahrin, H., Mohd Ali, I., Hamdan, A. K., Yusof, B., & Raja

Roslan, R. A. R. (2010). The effects of various modes of absenteeism problem in

school on the academic performances of students in secondary schools.

European Journal of School On The Academic Performance of Students in

Secondary Schools, 12,4.

 

Azlena, Z., & Munir, S. (2004). Meningkatkan potensi minda. Bentong: PTS

Publications & Distributors.

 

Azurah, M. J., & Effandi, Z. (2015). Analisis kesilapan bagi tajuk pecahan dalam

kalangan murid tahun empat. Jurnal Pendidikan Matematik, 3(2), 1-17.

Bahagian Pembangunan Kurikulum. (2012). Program Literasi dan Numerasi (Linus).

Putrajaya: Bahagian Pembangunan Kurikulum Kementerian Pendidikan

Malaysia.

 

Bahagian Pembangunan Kurikulum. (2016). Program Literasi dan Numerasi (Linus).

Putrajaya: Bahagian Pembangunan Kurikulum Kementerian Pendidikan

Malaysia.

 

Bahariah, B., Baharizah, B., Nurul Jannah, A., Nurazreen, M. T., & Mohd Nazri, M. H.

(2017). Matematik Tingkatan 2. Kurikulum Standard Sekolah Menengah.

Kementerian Pendidikan Malaysia, Putrajaya: Rimbunan Ilmu Sdn. Bhd.

 

Baharudin, O., Kamarulzaman, K., & Nordin, M. (2002). Faktor Kecemerlangan dan

Kemunduran Pelajar di Sekolah Menengah dalam Matematik: Satu Tinjauan.

Tanjung Malim: Universiti Pendidikan Sultan Idris.

 

Bandura, A. (1994). Self-efficacy. Dalam V. S. Ramachandran (Eds.), Encyclopedia of

human behavior, (p.71-81). New York: Academic Press.

 

Batanero, C. (2002). The role of models in understanding and improving statistical

literacy. International Statistical Review, 70, 37-40.

 

Baroody, A. J. (2006). Why children have difficulties mastering the basic number facts

and how to help them. Teaching Children Mathematics, 13, 22-31.

 

Bernando, A. B. I. (1999). Overcoming obstacles to understanding and solving word

problems in mathematics. Educational Psychology, 19, 149-163.

 

Beswick, K., & Goos, M. (2012). Measuring pre-service primary teachers knowledge for

teaching mathematics. Mathematics Teacher Education and Development, 14(2),

70-90.

 

Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for

„flipping out‟: A systematic review of the flipped classroom in nursing

education. Nurse Education Today, 38, 15-21.

 

Bigham, R., & Reavis, C. (2001). Preferred leadership frames of principals in

implementing a statewide teacher appraisal system. Contemporary Education,

72(2), 52-57.

 

Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable

teaching approach: The case of Railside school. Teachers College Record,

110(3), 608-645.

 

Boonen, A. J. H., Reed, H. C., Schoonenboom, J., & Jolles, J. (2016). It‟s not math

lesson-we‟re learning to draw! Teachers‟ use of visual representations in

instructing word problem solving in sixth grade of elementary school. Frotliner

Learning Research, 4(5), 55-82.

 

Bragg, L. (2007). Students‟ conflicting attitudes towards games as a vehicle for learning

Mathematics: A methodological dilemma. Mathematics Education Research

Journal, 19(1), 29-44.

 

Brown, M. A. (2003). The key role of educational research in the development and

evaluation of the National Numeracy Strategy. British Educational Research

Journal, 29(5), 663-680.

 

Brunner, J. S. (1996). Towards a theory of instruction. Cambridge: Harvard University

Press.

 

Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence

from Australia. Sciences, 6(1), 33-44.

 

Callingham, R., Colin, C. & Watson, J. M. (2016). Explaining student achievement: The

influence of teachers‟ pedagogical content knowledge in statistics. International

Journal of Science and Mathematics Education, 14(7), 1339-1357.

 

Canas, A. J., Reiska, P., & Mollits, A. (2017). Developin higher-order thinking skills

with concept mapping: A case of pedogic frailty. Knowledge Management & ELearning,

9(3), 348-365.

 

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental design

for research. Boston, MA: Houghton Mifflin Company.

 

Cargnelutti, E., Tomasetto, C., & Passolunghi, M. C. (2017). How is anxiety related to

math performance in young students? A longitudinal study of Grade 2 to Grade 3

children. Cognition and Emotion, 31(4), 755-764.

 

Charles, R.I., Lester, F.K., & O‟Daffer, P. (1997): How to evaluate progress in problem

solving NCTM. Reston: Virginia.

 

Charles, R.I., Lester, F.K., & O‟Daffer, P. (1987): How to evaluate progress in problem

solving: Reston, VA; NCTM.

 

Ching, B. H. H. (2017). Mathematics anxiety and working memory: Longitudinal

associations with mathematical performance in Chinese children. Contemporary

Educational Psychology, 51, 99-113.

 

Chong, C. K., & Tan, S. Y. (2003). Hubungan antara sikap, minat dan persepsi dengan

prestasi matematik pelajar Sekolah Menengah Kebangsaan Confucian, Kuala

Lumpur. Tesis Sarjana Muda. Fakulti Pendidikan, Universiti Teknologi

Malaysia.

 

Chooi Yoong, C., Kamarulzaman, M., Phoay Eng, K., & Kien Cheng, Y. (2011).

Matematik Tingkatan 4. Malaysia: Cerdik Publications Sdn.Bhd.

 

Chris, T., & Birgit, L. (2017). How useful are closed captions for learning mathematics

via online video? International Journal of Mathematical Education in Science

and Technology, 48(2), 229-243.

 

Chua, Y. P. (2012). Kaedah dan Statistik Penyelidikan. Kaedah Penyelidikan Buku 2

(edisi Ke-2). Kuala Lumpur: McGraw-Hill (Malaysia) Sdn. Bhd.

 

Clarice, J. C., Alyssa B, D., Ferdinand T, A. (2019). Anxiety towards mathematics and

mathematics performance of grade 7 learners. European Journal of Education

Studies, 6, 344-359.

 

Clarke, B.A., & Clarke, D. M. (2004). Mathematics teaching in Grades K-2: Painting A

Picture of Challenging, Supportive and Effective Classrooms. Dalam R.N

Rubenstien & G.W Bright (Eds.), Perspectives On The Teaching of Mathematics

(66th Yearbook of The National Council of Teachers of Mathematics). Reston,

VA: NCTM.

 

Creswell, J. W. (2010). Mapping the developing landscape of mixed methods research.

Dalam Tashakkori, A., & Teddlie, C. (Eds.), SAGE handbook of mixed methods

in social and behavioral research. 2nd ed. p. 45-68). Thousand Oaks, CA: Sage.

 

Creswell, J. W. & Clark, V. L. P. (2011). Designing and conducting mixed methods

research. Thousand Oaks, CA: Sage Publications.

 

Creswell, J. W. (2018). Research Design: Qualitative, Quantitative and Mixed Methods

Research. Thousand Oaks, CA: Sage Publications.

 

Coakes, S. J., Steed, L., & Ong, C. (2009). SPSS: Analysis without Anguish: Version 16

for Windows. Australia: John Wiley & Sons Australia, Ltd.

 

Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the

representational view of the mind in the mathematics education. Journal For

Research in Mathematics Educations, 23, 2-33.

 

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. 5th ed.

New York: Routledge Falmer.

 

Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis

issues for field settings. Boston, MA: Houghton Mifflin Company.

 

Conklin, W. (2012). Higher-Order Thinking Skill to Develop 21st Century Learners.

California: Shell Education.

 

Costu, S., Aydin, S., & Filiz, M. (2009). Students‟ conceptions about browser-gamebased

learning in mathematics education: TTNetvitamin case. Procedia- Social

and Behavioral Sciences, 1(1), 1848-1852.

 

Cremin, T., Pamela, B., & Anna, C. (2006). Pedagogy and possibility thinking in the

Early Years. Thinking skills and creativity, 1(2), 108-119.

 

Cummins, D. D., Kintsch, N., Reusser, K., & Weimer, R. (1988). The role of

understanding in solving words problem. Cognitive Psychology, 20, 405-438.

 

Davis, R. B. (1984). Learning mathematics: the cognitive science approach to

mathematics education. New Jersey: Ablex Publishing Corporation.

 

Dewey, J. (1938). How we think : Revised and expanded edition with foreword by

Maxine Greene. Boston, MA. Houghton: Mifflin.

 

Duru, A. & Koklu, O. (2011). Middle school students‟ reading comprehension of

mathematics texts and algebraic equations. International Journal of Mathematics

Education, 42(5), 447-468.

 

Earle, L. W. (2003). Watching and Learning 3, Final Report of The External Evaluation

of England’s National Literacy and Numeracy Strategies. Toronto: Ontario

Institute for Studies in Education University.

 

Effah, M., Othman, L., Abd Aziz, A. S., & Mohd Uzi, D. (2013). Kesan modul konstruk

pengetahuan berstruktur (KPB) terhadap anjakan sikap terhadap pembelajaran

biologi pelajar. Jurnal Pendidikan Sains dan Matematik Malaysia, 3(2), 91-105

 

Effandi, Z. (2003). Kesan pembelajaran koperatif ke atas pelajar Matrikulasi. Tesis

Doktor Falsafah. Universiti Kebangsaan Malaysia.

 

Effandi, Z., & Norazah, M. N. (2008). The effects of mathematics anxiety on

matriculation students as related to motivation and achievement. Eurasia Journal

of Mathematics, Science and Technology Education, 4(1), 27-30.

 

Effandi, Z., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on

students‟s mathematics achievement and attitude towards mathematics. Journal

of Social Sciences, 6(2), 272-275.

 

Effandi, Z., & Norulbiah, N. (2011). A preliminary analysis of students‟ problem –

posing ability and its relationship to attitudes towards problem solving. Research

Journal of Applied Sciences, Engineering and Technology, 3(9), 866-870.

 

Effandi, Z., Normalizam, M. Z., Nur Amalina, A., & Ayu, E. (2012). Mathematics

anxiety and achievement among secondary school students. American Journal of

Applied Sciences, 9(11), 1828-1832.

 

Effandi, Z., Lohgheswary, N., Nopiah, Z. M., Aziz, A. A., & Samah, F. N. D. A.

(2019). Development of the engineering mathematics lab module with

mathematica. Journal of Engineering and Applied Sciences, 14(6), 1840-1846.

 

Ernest, P. (1998). Social constructivism as a Philosophy of Mathematics, Albany, New

York: State University of New York Press.

 

Ernest, P. (2015). The social outcomes of learning mathematics: Standard, unintended or

visionary? International Journal of Education in Mathematics, Science and

Technology, 3(3), 187-192.

 

Fatimah, S. (1996). Skim penyelesaian masalah bagi guru matematik KBSM. Kertas

yang dibentangkan dalam Seminar Kebangsaan Penilaian KBSM. IAB: KPM.

 

Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in

education. 7th ed. New York: McGraw-Hill.

 

Fraenkel, J. R., Wallen, N, E., & Huyn, H. H. (2012). How to design and evaluate

research in education. 8th ed. New York, NY: McGraw-Hill.

 

Fritz, A., Haase, V. G., & Rasanen, P. (Eds.). (2019). International handbook of

mathematical learning difficulties. Cham, Switzerland: Springer.

 

Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., & Hamlett, C. L. (2004). Expanding

Schema-Based Transfer Instruction to Help Third Graders Solve Real-Life

Mathematical Problems. American Educational Research Journal, 41(2), 419-

445.

 

Gal, I., Grotluschen, A., Tout, D., & Kaiser, G. (2020). Numeracy, adult education, and

„vulnerable‟ learners: A critical review of a neglected field. ZDM Mathematics

Education, 52(2), 377-394.

 

Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction.

6th ed. New York: Longman Publishing.

 

Gall, M. D., Borg, W. R., & Gall, J. P. (2007). Educational research: An introduction 8th

ed. Boston: Pearson/Allyn & Bacon.

 

Garcia-Garcia, J., & Dolores-Flores, C. (2020). Intra-mathematical connection made by

high school students in performing calculus tasks. International Journal of

Mathematical Education in Science and Technology, 49(2), 227-252.

 

Gay, L. R., Mills, G. E., & Airasian, P. W (2019). Education Research: Competencies

for analysis and applications. 12th ed. Boston: Pearson.

 

Ghazali, D., & Sufean, H. (2018). Metodologi Penyelidikan dalam Pendidikan dan

Analisis Kajian (Kedua). Kuala Lumpur: Penerbit Universiti Malaya.

 

Ginsburg, L. Manly, M., & Schmitt,M. J. (2006). The components of numeracy.

Cambridge, MA: National Center for The Study of Adult Learning and Literacy.

Diperoleh daripada:

http://www.ncsall.net/fileadmin/resources/research/opnumercay.pdf

 

Goldin, G. A. (1992). Meta-analysis of problem-solving studies: a critical response.

Journal for Research in Mathematics Education, 23(3): 274-283.

 

Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Othani, M. (2017). What

mathematics education may prepare students for the society of the future?

International Journal of Science and Mathematics Education, 15(1), 105-123.

 

Griffin, C. C., & Jitendra, A. K. (2009). Word problem-solving instruction in inclusive

third-grade mathematics classrooms. Journal of Education Research, 102, 187-

202.

 

Groontenboer, P. J. (2008). Mathematical belief change in preservice primary teachers.

Journal of Mathematics Teacher Education, 11(6), 479-497.

 

Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018).

Reciprocal relations among motivational frameworks, math anxiety, and math

achievement in early elementary school. Journal of Cognition and Development,

19(1), 21-46.

 

Guven, B., & Cabakcor, B. O. (2013). Factors influencing mathematical problemsolving

achievement of seventh grade Turkish students. Learning and Individual

Differences, 23, 131-137.

 

Habibah, E. (2004). Relationship between coping and university adjustment and

academic achievement amongst first year undergraduates in a Malaysian Public

University. International Journal of Arts and Sciences, 3(11), 379-392.

 

Halim, F., & Sin Chieng, L. (2016). Hubungan antara diterminasi kendiri, personality

big five dengan motivasi pencapaian dan pencapaian akademik. Jurnal Psikologi

Malaysia, 30(2), 114-116.

 

Ham, S. H., & Cha, Y.-K. (2009). Positioning education in the information society: The

transnational diffusion of the information and communication technology

curriculum. Comparative Education Review, 53(4), 535-557.

 

Hariah, M. (2012). Aplikasi pendekatan konstruktivisme dalam reka bentuk pengajaran

berasaskan komputer: pengaruhnya terhadap pencapaian berdasarkan aras

kognitif pelajar. Persidangan Kebangsaan Pembangunan dan Pendidikan Lestari.

Institut Pendidikan Guru Kampus Tuanku Bainun, Bukit Mertajam, Pulau

Pinang.

 

Hashweh, M. Z. (2016). The complexity of teaching density in middle school. Research

in Science & Technological Education, 34(1), 1-24.

 

Havice, W. L. (1999). College students attitudes toward oral lectures and intergrated

media presentations. Journal of Technology Studies. 25(1), 51-56.

 

Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enchance student

learning. Decision Science Journal of Innovative Education, 5(1), 1-19.

 

Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching

profession. Educational Reseacher, 31(5), 3-15.

 

Hill, H. C., Rowan, B., & Ball, D. L. (2005). For teaching on student achievement.

American Educational Research Journal Summer, 42(2), 371-406.

 

Hong, J., Horng, J. S., Lin, L., Chang, S. H., Chu, H. C., & Lin, C. (2005). A study of

influential factors for creative teaching. Pembentangan kertas bagi the

international conference on redesigning pedagogy: Research, policy, practise

held, (p.1-11) di National Institute of Education, Nanyang Technological

University.

 

Hutkemri, Z., & Effandi, Z. (2012). The effect of using geogebra on conceptual and

procedural knowledge of high school mathematics students. Asian Social

Science, 8(11), 102-106.

 

Hussain, A., Said, A., Hilal, A., & Muna, A. (2012). Educational assessment attitudes

competence, knowledge, and practice: an exploratory study of muscat teachers in

the Sultanate of Oman. Journal of Education and Learning, 1(2), 217-232.

 

Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple representation

skills and creativity effects on mathematical problem solving a multimedia

whiteboard system. Journal of Educational Technology & Society, 10(2), 191-

212.

 

Ifada, N. (2017). Factors affecting the development of mathematical knowledge for

teaching and mathematical beliefs of prospective primary teachers. International

Electronic Journal of Mathematics Education, 12(3), 243-264.

 

Jackson, S. L. (2009). Research methods and statistics: A critical thinking approach. 3rd

ed. Belmont, CA: Wadsworth.

 

Jain, P., & Rogers, M. (2019). Numeracy as critical thinking. Adults Learning

Mathematics: An International Journal, 14(1), 23-33.

 

Jarwan, F. (2002). Teaching thinking: Concepts and applications. 1st ed. Al Ain:

University Book House.

 

Jayapraba. G., & Kanmani, M. (2013). Metacognitive awareness in science classroom of

higher secondary students. International Journal on New Trends in Education

and Their Implications, 4(3), 1-8.

 

Johari, H., & Yeong, W. C. (2010). Keupayaan dan Kelemahan Menyelesaikan Masalah

Matematik dalam Kalangan Pelajar Tingkatan Lima. Diperoleh daripada

http://eprints.utm.my/id/eprint/10316/2/Yeong Wai Chung.pdf. Universiti

Teknologi Malaysia.

 

Johari, S., Nor Hidayah, A. G., Nor Hasniza, I., & Abdul Halim, A. (2014).

Penyelesaian masalah rutin dan bukan rutin dalam pendidikan matematik.

Konvensyen Antarabangsa Jiwa Pendidik, (p. 11-13). Universiti Teknologi

Malaysia.

 

Jong, S. K. (2005). The effects of a constructivist teaching approach on student

academic achievement, self-concept and learning strategies. Asia Pacific

Education Review, 6(1), 7-19.

 

Joseph P, A., & Lawrence A. B. (2016). Using constructivist teaching strategies to

enchance academic outcomes of students with special needs. Universal Journal

of Educational Research, 4(2), 392-398.

 

Kadijevich, D. (2006). Developing trustworthy TIMSS background measures: A case

study on mathematics attiude. The teaching of Mathematics, 2, 41-51.

 

Kad Laporan PISA. (2018). Pencapaian Malaysia dalam PISA 2018. Putrajaya:

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan Kementerian

Pendidikan Malaysia. Diperoleh daripada

moe.gov.my/images/KPM/UKK/2019/12_Dis/KAD_LAPORAN_PISA_2018_la

stest.pdf

 

Kadir Bahar, A., & June Maker, C. (2011). Exploring the relationship between

mathematical creativity and mathematical achievement. Asia Pacific Journal of

Gifted and Talented Education, 3(1), 33-47.

 

Kahan, J. A., & Wyberg, T. R. (2003). Mathematics as sense making. Dalam H.L

Schoen & R. I. Charles (Eds.), Teaching mathematics through problem solving

grades 6-12. US: NCTM.

 

Kantowski, M. G. (1977). Processes involved in mathematical problem solving. Journal

for Research in Mathematics Education, 8, 163-180.

 

Kantowski, M. G. (1981). Processes involved in mathematical problem solving. Journal

for Research in Mathematics Education, 9, 163-180.

 

Karnasih, I. (2015). Analisis kesalahan Newman pada soal cerita matematis (Newman‟s

error analysis in mathematical word problems). Jurnal PARADIKMA, 8(1), 37-

51.

 

Kementerian Pelajaran Malaysia. (2001). Pembangunan Pendidikan 2001-2010. Kuala

Lumpur: AG Grafik Sdn.Bhd.

 

Kementerian Pendidikan Malaysia. (2010). Bengkel kajian semula Pelan Induk

Pembangunan Pendidikan. Kuala Lumpur: Kementerian Pelajaran Malaysia.

 

Kementerian Pendidikan Malaysia. (2011). Laporan Awal Pelan Pembangunan

Pendidikan Negara 2013-2025. Putrjaya, Kementerian Pelajaran Malaysia.

Dicapai daripada http://www.moe.gov.my/userfiles/file/PPP/Preliminary-

Blueprint-ExecSummary-BM.pdf.

 

Kementerian Pendidikan Malaysia. (2012). ManualAm-NKRA. Instrumen saringan

numerasi (lisan dan bertulis). Manual Am Numerasi Saringan 1 Tahun 1.

Putrajaya: Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia. (2012). Laporan Awal Pelan Pembangunan

Pendidikan Negara 2013-2025. Putrjaya, Kementerian Pelajaran Malaysia.

Dicapai daripada http://www.moe.gov.my/userfiles/file/PPP/Preliminary-

Blueprint-ExecSummary-BM.pdf.

 

Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia

2013-2025 (Pendidikan Prasekolah hingga Lepas Menengah). Putrajaya:

Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia. (2014). Kurikulum Standard Sekolah Rendah,

Dokumen Standard Kurikulum dan Pentaksiran Matematik Tahun Enam.

Putrajaya: Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia. (2014). Kemahiran Berfikir Aras Tinggi Aplikasi Di

Sekolah. Putrajaya: Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Sekolah Menengah

Matematik Dokumen Standard Kurikulum dan Pentaksiran Tingkatan 2.

Putrajaya: Kementerian Pendidikan Malaysia.

 

Kementerian Pendidikan Malaysia. (2017). Analisis prestasi murid matematik TIMSS

2015. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan Kementerian

Pendidikan Malaysia. Putrajaya: Kementerian Pendidikan Malaysia.

 

Khalid, M., Saad, S., Abdul Hamid, S. R., Ridhuan Abdullah, M., Ibrahim. H., &

Shahril, M. (2020). Enchancing creativity and problem solving skills through

creative problem solving in teaching mathematics. Creativity studies, 13(2), 270-

291.

 

Kheshinee, B., & Maslawati, M. (2020). Preschool teachers self-efficacy in the teaching

of English as a second language validity and reliability of questionnaire.

International Journal of Psychosocial Rehabilitation, 2472-2481.

 

Khor, M. K., & Ruzlan, M. A. (2017). GeoGebra: Towards realizing 21st century

learning in mathematics education. Malaysian Journal of Learning and

Instruction, 6, 93-115.

 

Kilpatrick, J. (2001). Understanding mathematical literacy: The contribution of research.

Educational Students in Mathematics, 47, 101-116.

 

Kilpatrick, J., & Swafford, J. (2002). Helping children learn mathematics. Washington,

DC: National Academy Press.

 

Kim, R. Y., Ham, S. H., & Paine, L. W. (2011). Knowledge expectations in mathematics

teacher preparation programs in South Korea and United States: Towards

Internation Dialogue. Journal of Teacher Education, 62(1), 48-61.

 

Korhonen, J., Nyroos, M., Jonsson, B., & Eklof, H. (2017). Additve and multiplicative

effects of working memory and test anxiety on mathematics performance in

grade 3 students. Educational Psychology, 1, 24.

 

Kruger, K. (2013). Higher-Order Thinking. New York: Hidden Sparks Inc.

 

Krulik, S., & Rudnick, J. A. (1996). The new sourcebook for teaching reasoning and

problem solving in junior and senior high school. Boston: Allyn & Bacon.

 

Lage, M. J., Platt, G. J., Treglia, M., & lage, J. (2000). Inverting the classroom: A

gateway t creating an inclusive learning environment. The Journal of Economic

Education, 31(1), 30-43.

 

Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT:

Yale University Press.

 

Lai, K. L. (2007). Penyelesaian masalah matematik sekolah rendah dengan

menggunakan strategi melukis gambar rajah. Diperoleh daripada

ipbl.edu.my/portal/penyelidikan/seminarpapers/2007/bengkel/laibengkelIPBLfp.

pdf

 

Lazim, M. A., Abu Osman, M. T., & Wan Salihin, W. A. (2004). The statistical

evidence in describing the students‟ beliefs about mathematics. International

Journal for Mathematics Teaching and Learning, 6(1), 1-12.

 

Lee, T. T., & Kamisah, O. (2013). Impact of interactive multimedia module with pe

dagogical agents on students‟s understanding and motivation in the learning of

Electrochemistry. International Journal of Science and Mathematics Education,

12(2), 395-421.

 

Leikin, R. (2009). Bridging research and theory in mathematics education with research

and theory in creativity and giftedness. Dalam Leikin, R., Berman, A., & Koichu,

B. (Eds.). Creativity in mathematics and the education of gifted students.

(Bahagian IV- synthesis, Bab. 23, p. 385-411). Rotterdam, The Netherlands:

Sense Publisher.

 

Lester, F. K. (1978). Mathematical problem solving in the elementary school: Some

Educational and Psychological Considerations In Mathematics Problem Solving.

Columbus, Ohio: Eric.

 

Levine, G., & Parkinson, S. (2014). Experimental methods in psychology. Hillsdale, NJ:

Erlbaum.

 

Lili, W., Kamisah, O., & Siti Mistima, M. (2019). Opsyen guru matematik sekolah

rendah sebagai moderator dalam hubungan berstruktur antara pengetahuan asas

PdP dengan amalan pengajaran. Jurnal Pendidikan Malaysia, 44(2), 30-40.

 

Li, Y., Schoenfeld, A. H., Disessa, A. A., Grasser, A. C., Benson, L. C., English, L. D.,

& Duschl, R. A. (2019). Design and design thinking in STEM education. Journal

for STEM Education Research, 2(2), 93-104.

 

Lim, C. H. (2007). Pengkajian Pendidikan: Pendekatan kuantitatif dan kualitatif. Shah

Alam: Mc Graw-Hill Education.

 

Lin, Y., Liu, K., Byon, E., Qian, X., Liu, S., & Huang, S. (2018). A collaborative

learning framework for estimating many individualized regression model in a

heterogeneous population. IEEE Transactions on Reliability, 67(1), 328-341.

 

Ludlow, A. S. (2004). Metaphor and numerical diagrams in the arithmetical activity of a

fourth grade class. Journal Research Mathematics Education, 35, 34-56.

 

Luke, A., & Freebody, P. (2009). Critical numeracy. Numeracy in the news. Australia:

Faculty of Education, University of Tasmania.

 

Ma‟rof, R., & Haslinda, A. (2003). Psikologi. Universiti Putra Malaysia, Shah Alam: Mc

Graw-Hill.

 

MacGregor, M., & Moore, R. (1991). Teaching mathematics in the multicultural

classroom. Melbourne, Australia: University of Melbourne.

 

Mahaletchumy, K. (2019). Penggunaan kaedah buck dalam menyelesaikan masalah

berayat matematik. International Journal of Education, Psychology and

Counseling, 4(31), 56-66.

 

Maree, J. G., & Claasen, N. C. W. (1998). Development of a study orientation

questionnaire in Mathematics. South African Journal of Psychology, 28(2), 101-

110.

 

Martin, A. J., Anderson, J., Bobis, J., & Way, J. (2012). Switching on and switching off

in mathematics: An ecological study of future intent and disengagement among

middle school students. Journal of Educational Psychology, 104(1), 1-18.

 

Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696-699.

 

Masita, M. (2002). Faktor-faktor yang mempengaruhi pencapaian dalam mata

pelajaran dalam kalangan aliran teknik dan vokasional di Sekolah Menengah

Teknik dan Vokasional Negeri Johor. Tesis Sarjana Muda. Fakulti Pendidikan,

Universiti Teknologi Malaysia.

 

Mayer, R. E. (1985). Implications of cognitive psychology for instruction in

mathematical problem solving. Dalam E. A. Silver, (Eds.), Teaching and

learning mathematical problem solving: Multiple research perspectives, (p.123-

138). Hillsdale, NJ: Lawrence Erlbaum Associates.

 

Mayer, R. E. (1987). Educational psychology: A cognitive approach. New York: Harper

Collins.

 

Mayer, R. E (2001). Thinking, problem solving, cognition. 2nd ed. New York, NY:

Freeman.

 

Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practise, 41, 226-

232.

 

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in mathematics

learning. Educational psychologist, 38(1), 43-52.

 

Mazlini, A., & Zainah, Y. (2007). Metakognisi dan penyelesaian masalah dalam

matematik. Dalam Effandi, Z., Norazah, N., & Sabri, A. (2007). Trend

pengajaran dan pembelajaran matematik. Kuala Lumpur: Utusan Publications &

Distributors.

 

Mazlini, A. & Effandi, Z. (2012). Pengetahuan konseptual dalam kalangan bakal guru

matematik, Jurnal Pendidikan Sains dan Matematik Malaysia, 2(1), 12-22.

 

Mazlini, A., & Nurul Sarah, J. (2016). Keupayaan murid cemerlang akademik tingkatan

empat dalam menyelesaikan masalah algebra bukan rutin. Jurnal Pendidikan

Sains dan Matematik Malaysia, 6(1), 2232-0393.

 

McLeod, D. B. (1992). Research on affect in mathematics education: A

reconceptualization. Dalam Grouws, D. A. (Eds.) Handbook of research on

mathematics teaching and learning (p. 575-596). New York: MacMillan.

 

Meelissen, M., & Doornekamp, B. (2004). TIMSS-2003 Nederland: Leeprestaties in

exacte vakken in het voortgezet onderwijs. [TIMSS-2003 The Netherlands.

Students‟ achievement in mathematics and science in grade 8, secondary

education]. Enschede: University of Twente

 

Melihan, U. (2017). Invenstigating mathematics teacher candidates‟ knowledge about

problem solving strategies through problem posing. Journal of Education and

Practise, 8(8), 218-236.

 

Miller. S. P., & Kaffar, J. B. (2011). Developing addition and regrouping competence

among second grade students with learning difficulties. Investigation in

Mathematics Learning, 4(1), 24-49.

 

Mohd Afifi, B. S., Nor‟ain, M. T., & Mazlini, A. (2016). Walking, Explore Race And

Flying Fox Adventure Activity in Learning Statistics: Effect on Leadership

Skills. Jurnal Didaktik Matematik, 3(2), 1-8.

 

Mohd Azarul, M. M., Ahmad Fauzi, M. A., Rozita Radhiah, S., & Siti Salina, M. (2019).

Analysis of year four pupils‟ difficulties in solving mathematical problems

involving fraction. International Journal of Academic Research in Business &

Social Sciences, 9(11), 156-159.

 

Mohd Majid, K. (2009). Kaedah penyelidikan pendidikan. Kuala Lumpur: Dewan

Bahasa dan Pustaka.

 

Mohd Sahrul, S. Y., Nurul Farahaein, M., & Narimah, S. (2020). Tahap persepsi,

penilaian dan kompetensi pembelajaran berasaskan masalah (PBM) dan

kemahiran berfikir aras tinggi (KBAT) dalam kalangan pelajar tingkatan enam di

daerah Pontian. Jurnal perspektif, 12(2), 20-32.

 

Mohd Uzi, D. (2006). Pengajaran dan pembelajaran matematik melalui penyelesaian

masalah. Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Mohd Zuri, G., Aznan, C. A., & Zainuddin, M. I. (2014). Masalah pembelajaran.

Tanjung Malim, Perak: Universiti Pendidikan Sultan Idris.

 

Mohini, M. (2008). Proses tingkah laku metakognitif dalam penyelesaian masalah

matematik. Projek Sarjana Muda. Fakulti Pendidikan: Universiti Teknologi

Malaysia.

 

Mohini, M., & Salawati, A. (2011). Tahap kemahiran metakognitif dalam penyelesaian

masalah dalam kalangan pelajar tingkatan 2 dalam persekitaran geometri

interaktif bagi tajuk transformasi. Jurnal Pendidikan Sains dan Matematik, 3, 20-

32.

 

Mok, S. S. (2008). Pengurusan Hal Ehwal Pelajar. Puchong: Penerbitan Multimedia

Sdn.Bhd.

 

Montague, M. (2008). Self-regulation strategies to improve mathematical problem

solving for students with learning disabilities. Journal of Learning Disabilities,

16(1), 19-32.

 

Moodaley, R. R., Grobler, A. A., & Lens, W. (2006). Study orientation and casual

attribution in mathematics achievement. South African Journal of Psychology,

36(3), 634-655.

 

Mullis, I. V. S., Martin, M. O., Foy, P. & Arora, A. (2012). TIMSS 2011 International

results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study

Center, Lynch School of Education, Boston College. Dicapai daripada

http://timssandpirls.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBoo

k. pdf.

 

Mullis, I. V. S.,& Martin, M. O. (2019). Trend in International Mathematics and

Science Study (TIMSS) Assessment Framework. TIMSS & PIRLS International

Study Center, Lynch School of Education, Boston College and Internation

Association for The Evalution of Educational Achievement (IEA).

 

Munby, H., Russell, T., & Martin, A. K. (2001). Teacher‟s knowledge and how it

develops. Dalam Richardson, V. (Eds.), Handbook of research on teaching, (p.

433-436). New York: Macmillan.

 

Munirah, G. (2015). Kepekaan nombor, numerasi dan kemahiran berfikir aras tinggi

(KBAT) dalam pendidikan matematik sekolah rendah. Pulau Pinang: Universiti

Sains Malaysia.

 

Munirah, G., Seffetullah, K., Shahabuddin, H., & Santi, S. (2016). Enabling pupils to

conceive part-whole relations of numbers and develops number sense: Year one

primary schools in Malaysia. International Journal for Mathematics Teaching

and Learning, 7(3), 1-20.

 

Murata, A., & Kattubadi, S. (2012). Grade 3 students‟ mathematics through modeling:

Situation models and solution models with mutli-digit subtraction problem

solving. The Journal of Mathematical Behavior, 31(1), 15-28.

 

Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field.

Teaching and Teacher Education, 21(2), 125-142.

 

Nachmias, C., & Nachmias, D. (1981). Research methods in the social sciences:

Alternative second edition without statistics. New York, NY: St. Martin Press.

 

Nahid, G. (2013). Teachers‟s Beliefs and Teaching Mathematics with Manipulatives.

Canadian Journal of Education, 36(3), 137-159.

 

Nandy, K. (2012). Understanding and Quantifying EFFECT SIZES. Dicapai daripada

https://www.sonnet.ucla.edu/sites/default/files/son_files/RESEARCH/effect_size

_4-9-2012.pdf.

 

Nasrin, A., & Nasreen, A. (2018). Learning in mathematics: Difficulties and perception

of students. Journal of Educational Research, Dept. of Education, IUB, Pakistan,

21(1), 147-163.

 

National Council of Teachers of Mathematics. (1980). An Agenda for Action:

Recommendation for School Mathematics of the 1980s. Reston, VA: NCTM.

 

National Council of Teachers of Mathematics. (1989). Curriculum and evaluation

standards for school mathematics. Reston, VA: NCTM.

 

National Council of Teachers of Mathematics. (1991). Handbook: NCTM goals, leaders,

and positions. Reston, VA: NCTM.

 

National Council of Teachers of Mathematics. (1995). Assessment standards for school

mathematics. Reston, VA: NCTM.

 

National Council of Teachers of Mathematics. (2000). Principle and Standards For

School Mathematics. Reston, V.A: NCTM.

 

National Council of Teachers of Mathematics. (2012). Reflections of a second career

mathematics teacher. V.A : NCTM.

 

Neo, M. & Rafi, A. (2007). Designing interactive multimedia curriculam to enhance

teaching and learning in the Malaysian classroom- from teacher-led to student

centered experiences. International Journal of Instructional Media, 34(1), 51-59.

 

Newman, M. A. (1977). An analysis of sixth-grade pupils‟ errors on written

mathematical tasks. Victorian Institute for Educational Research Bulletin, 39,

31-43.

 

Nilgun, A., & Hulya, O. (2012). Misconceptions in linear algebra: the case of

undergraduate student. Procedia-Social and Behavioral Sciences, 46, 2989-2994.

 

Nik Aziz, N. P. (1999). Pendekatan konstruktivisme radikal dalam pendidikan

Matematik. Kuala Lumpur: Penerbit Universiti Malaya.

 

Nik Azis, N. P. (2014). Pengembangan nilai dalam pendidikan matematik dan sains.

Kuala Lumpur: Penerbit Universiti Malaya.

 

Nik Nazlin, N. A., & Maliah, S. (2013). Case studies in a passive 235 learning

environment: Some Malaysian evidence. Accounting Research Journal, 26(3),

173-196.

 

Nik Nur Fadhlillah, A. R., Azurah. M. J., Desi, A., & Yee, C. Y. (2014). Keupayaan

penyelesaian masalah matematik dalam kalangan pelajar tingkatan 2. Jurnal

Pendidikan Matematik, 2(2), 1-13.

 

Nooriza, K. & Effandi, Z. (2015). Integrasi kemahiran berfikir aras tinggi pengajaran

dan pembelajaran matematik, analisis keperluan guru (Integration of higher order

thinking skills in the teaching and learning of mathematics: Teachers‟ needs

analysis. Jurnal Pendidikan Matematik, 3(1), 1-12.

 

Noor Erma, A., & Kwan Eu, L. (2014). Hubungan antara sikap, minat, pengajaran guru

dan pengaruh rakan sebaya terhadap pencapaian matematik tambahan tingkatan

4. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik Januari, 2(1), 1-10.

 

Noor Shah, S. (2005). Pengajaran matematik sekolah rendah dan menengah: Teori dan

Pengkaedahan: Petaling Jaya: Harmoni Publication & Distributors Sdn Bhd.

 

Noor Shah, S., & Sazelli, A. G (2008). Teaching Mathematics in Secondary Schools:

Theories and practices. Tanjung Malim, Perak: Penerbit Universiti Pendidikan

Sultan Idris.

 

Nor‟ain, M.T., Noorshah, S., Nurulhuda, A. R., Asmayati, Y., Hasimah, A., Mohd Uzi,

D., Mohd Mustamam, A. K. (2012). Mapping The level of Scientific Reasoning

Skills To Instructional Methodologies Among Sciences, Mathematics And

Engineering Undergraduates. International Journal of Humanities and Social

Science, 2(3), 147-153.

 

Nor‟ain, M. T., Nurulhuda. A. R, Noor Shah, S., Asmayati, Y., Hasimah, A., Mohd Uzi,

D., & Mohd. Mustamam, A. K. (2013). Kemahiran Penaakulan Saintifik dan

Stail Pengajaran Pensyarah: Indikasi Awal Ke Arah Peningkatan Kualiti

Pengajaran dan Pembelajaran Institusi Pengajian Tinggi. Jurnal Pendidikan

Sains dan Matematik Malaysia, 3(1), 48-59.

 

Nor‟ain, M. T., Marzita, P., Mazlini, A., Mohd Faizal Nizam, L. A. & Amalina, I.

(2015). Persepsi dan amalan pengajaran guru matematik dalam penyelesaian

masalah algebra. Jurnal Pendidikan Sains dan Matematik Malaysia, 5(2), 12-22.

 

Noraini, I. (2005). Pedagogi dalam pendidikan matematik. Kuala Lumpur: Utusan

Publications & Distributors Sdn Bhd.

 

Noraini, I. (2006). Exploring the effects of TI-84 plus on achievement and anxiety in

mathematics. Eurasia Journal of Mathematics, Science and Technology

Education, 2(3), 66-78.

 

Noraini, I. (2009). Penyelesaian masalah daya penggerak dalam pengajaran dan

pembelajaran. Persidangan Kebangsaan Pendidikan Matematik. Sungai Petani:

Institut Pendidikan Guru Malaysia. Diperoleh daripada:

https://pdfs.semanticscholar.org/c892/2a8908248676496d9bf82f930926ba629f5e

.pdf

 

Noraini, I. (2010). Penyelidikan dalam pendidikan. Kuala Lumpur: McGraw Hill

Education.

 

Noraini, I. (2013). Penyelidikan dalam pendidikan. Kuala Lumpur; McGraw Hill

(Malaysia) Sdn. Bhd.

 

Norazilawati, A., Nik Azmah, N. Y., & Rosnidar, M. (2012). Implementation of

constructivist approach in science. Jurnal Pendidikan Sains dan Matematik

Malaysia, 2(2), 78-91.

 

Norizatul Azila, A. L. (2009). Peranan bahasa dalam penyelesaian masalah Matematik

bukan rutin di kalangan pelajar tingkatan 2. Tesis Sarjana. Universiti Teknologi

Malaysia.

 

Norrahipah, R. (2000). Hubungan antara kemahiran berfikir dan kemahiran

penyelesaian masalah dengan pencapaian dalam mata pelajaran matematik.

Tesis Sarjana, Universti Kebangsaan Malaysia.

 

Norzeliana, I., Saniah, S., & Nor Hasnida, G. (2011). Factors that influence students in

mathematics achievement. International Journal of Academic Research, 3(3),

49-54.

 

Norulbiah, N., & Effandi, Z. (2016). Keupayaan Pelajar Dalam Menjana Masalah,

Menyelesaikan Masalah Matematik dan Sikap Pelajar Terhadap Penyelesaian

Masalah. Jurnal Pendidikan Matematik, 4(1), 1-16.

 

Novotna, J., Eisenmann, P., Pribyl, J., Ondrusova, J., & Brehovsky, J. (2014). Problem

solving in school mathematics based on heuristic strategies. Journal on

Efficiency and Responsibility in Education and Science, 7(1), 1-6.

 

Nur Amira, M. Z. (2016). Kesan pengajaran menggunakan strategi KBAT-KR terhadap

pencapaian, kesedaran kognitif dan sikap terhadap penyelesaian masalah

algebra. Tesis Sarjana. Universiti Pendidikan Sultan Idris.

 

Nur Lisa, Z., Sabariah, S., & Muralindran, M. (2018). Computational thinking: A

strategy for developing problem solving skills and higher order thinking skills

(HOTS). International Journal of Academic Research Business and Social

Sciences, 8(10), 1265-1278

 

Nurulwahida, A., Hairul Nizam, I., & Ridzuan, H. (2014). Kesan Penerapan

Kepelbagaian Kecerdasan dan Kemahiran Berfikir Analitis Melalui Aktiviti

Pengayaan Bermodul, Asia Pacific Journal of Educators and Education, 29, 141-

153.

 

Nyross, M., Jonsson, B., Korhonen, J., & Eklof, H. (2015). Children‟s mathematical

achievement and how it relates to working memory, test anxiety and selfregulation:

A person-centred approach. Education Inquiry, 6(1), 26026.

 

O‟Donoghue, J. (2002). Numeracy and Mathematics. Mathematics Social Bulletin, 48,

47-55.

 

Ontario Ministry of Education. (2016). Programme for International Student

Assessment. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar

Pendidikan Kementerian Pendidikan Malaysia.

 

Orton, A. (1992). Learning mathematics: Issues, theory and classroom practice.

London: Cassell Villiers house.

 

Oughton, H. (2018).“Disrupting dominat discourse: A (Re) Introduction to social

practice theories of adult numeracy”. Diperoleh daripada

https://pdfs.semanticscholar.org/02d5/c4ac116af6aa441591d795ea6147e436c4f.

pdf?_ga=2.34224354.2137639891.1609985453-20044855.1591598727

 

Ozkan, E. M., & Ozkan, A. (2012). Misconception in exponential numbers in IST and

IIND level primary school mathematics. Procedia-Social and Behavioral

Sciences, 46, 11-21.

 

Ozgen, K. (2013). Mathematical connection skill in the context of problem solving: the

case of pre-service teachers. NWSA-Education Sciences, 8(3), 323-345.

 

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive Load Theory and Instructional

Design: Recent Developments. Educational Psychologist, 38(1), 104.

 

Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using

IBM SPSS. Maidenhead: McGraw-Hill.

 

Parmjit, S. & Lau, N. K. (2006). Mathematical problem solving: Where are we heading?

Journal of Education Research Universiti Malaya, 26, 39-50.

 

Papanastasiou, C. (2002). School, teaching and family influence on student attitudes

toward science: Based on TIMSS data Cyprus. Studies in Educational

Evaluation, 28, 71-86.

 

Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). A life skills

approach to mathematics instruction preparing students with learning disabilities

for the real-life math demands of adulthood. Journal of Learning Disabilities,

30(2), 178-187.

 

Pelan Pembangunan Pendidikan Malaysia. (2013-2025). Pendidikan Prasekolah hingga

Lepas Menengah. Putrajaya: Kementerian Pendidikan Malaysia.

 

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.

 

Phang, F. A., Mohd Salleh, A., Mohammad Bilal, A., Salmiza, S. (2014). Faktor

penyumbang kepada kemerosotan penyertaan pelajar dalam aliran sains: satu

analisis sorotan tesis. Sains Humanika, 2(4), 63-71.

 

Phonapicat, 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). Equilibration of cognitive structure. New York: Viking Press.

 

Piez, C. M., & Voxman, M. H. (1997). Multiple representations Using different

perspectives to form a clearer picture. The Mathematics Teacher, 90(2), 164-166.

 

Polya, G. (1954). Patterns of plausible inference. Princeton, NJ, USA: Princeton

University Press.

 

Polya, G. (1957). How to solve it. 2nd ed. New York, NY: Doubleday.

 

Polya, G. (1973). How to solve it. Princeton, USA: Princeton University Press.

Programme for International Student Assessment. (2003). The PISA Framework:

Mathematics, reading, science and problem solving knowledge and skilss. Paris:

OECD.

 

Programme for The International Assessment of Adult Competencies (PIAAC),

Numeracy Expert Group. (2009). PIAAC Numeracy: Conceptual Framework

(OECD Education Working Paper No.35). Paris: OECD.

 

Programme for International Student Assessment. (2012). Results in Focus What 15-

year-olds know and what they can do with what they know. Diperoleh daripada

http:////www.oecd.org/pisa,/keyfindings,/pisa-2012-results-overview, pdf.

 

Ptotheroe, N. (2007). What does good math instruction look like? Principal, 7(1), 51-54.

 

Pusat Perkembangan Kurikulum. (2001). Pembelajaran secara konstruktivisme. Kuala

Lumpur: Kementerian Pendidikan Malaysia.

 

Pusat Perkembangan Kurikulum. (2012). Pembelajaran secara konstruktivisme. Kuala

Lumpur: Kementerian Pendidikan Malaysia.

 

Radzali, R., Meerah, T. S., & Zakaria, E. (2010). Hubungan antara kepercayaan

marematik, metakognisi, dan perwakilan masalah dengan kejayaan penyelesaian

masalah matematik. Jurnal Pendidikan Malaysia, 35(2), 1-7.

 

Rafiza, A. R. (2013). Strategi pembelajaran aktif secara kolaboratif atas talian. Jurnal

Kurikulum dan Pengajaran Asia Pasifik, 1(3), 34-46.

 

Raja Abdullah, R. I., & Daud, I. (2018). Aplikasi „konsep 4 c‟ pembelajaran abad ke-21

dalam kalangan guru pelatih pengajian agama institute pendidikan guru kampus

Dato Razali Ismail. Asian People Journal, 1, 45-65.

 

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The effect of

flipped-problem based learning model integrated with LMS-Google classroom

for senior high school students. Journal for the Education of Gifted Young

Scientists, 7(2), 137-158.

 

Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the

relationship between math anxiety and math achievement in early elementary

school: The role of problem solving strategies. Journal of experimental child

psychology, 141, 83-100.

 

Rastogi, S. (1991). Mathematical weakness, cause & remedy. New Delhi: Mittal

Publications.

 

Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale:

Psychometric data. Journal of Counseling Psychology, 19, 551-554.

 

Rita, N., & Mulia, Puta. (2016). Using task like PISA‟s problem to support student‟s

creativity in mathematics. Journal of Mathematics Education, 7(1), 31-42.

 

Rivalland, J. (2000). Policies and practices: Students with literacy difficulties. Dalam

Louden, W., Chan, L., Elkins, J., Greaves, D., House, H., Milton, M., Nichols,

S., Rivalland, J., & Van, K.C. (2000). Mapping the territory primary students

with learning difficulties: Literacy and Numeracy, 3, (p.41-65). Canberra:

Department of Education, Training and Youth Affairs.

 

Rohani, A. W., Riyan, H., & Effandi, Z. (2014). Analisis Kesilapan dalam Pembelajaran

Pengamiran. Jurnal Pendidikan Matematik, 2(2), 14-30.

 

Roslina, R., T. Subahan, M. M., & Effandi, Z. (2010). Hubungan antara kepercayaan

matematik, metakognisi dan perwakilan masalah dengan kejayaan penyelesaian

masalah matematik. Jurnal Pendidikan Malaysia, 35(2), 1-7.

 

Ruffell, M., Mason, J., & Allen, B. (1998). Studying attitude to mathematics.

Educational Studies in Mathematics, 35(1), 1-18.

 

Samsudin, D. (2004). Visualisasi dalam penyelesaian masalah matematik berayat. Tesis

Sarjana. Universiti Sains Malaysia, Pulau Pinang.

 

Salman, M. F., Ayinla, J. O., Adeniyi, C. O., Ogundele, L. O., & Ameen, S. K. (2012).

Effect of Problem-Solving Instructional Strategy on Senior Secondary School

Students‟ Attitude toward Mathematics in Ondo, Nigeria. International Journal

of Asian Social Science, 2(7), 1056-1066.

 

Salawati, S. (2013). Kemahiran penyelesaian masalah dalam tajuk nombor bulat dan

pecahan dalam kalangan murid tahun lima. Tesis Sarjana Muda. Universiti

Teknologi Malaysia, Johor.

 

Salleh, M. J., & Ayudin, A. R. (2010). Innovations of history education in the high

school, ICSS, Malaysia. HISTORIA- International Journal of History Education,

11(2), 73-88.

 

Saracho, O. (2012). Creativity theories and related teachers‟ beliefs. Early Child

Development Improvisation. Educational Researcher, 33(2), 12-120.

 

Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.

 

Schoenfeld, A. H. (1985a). Mathematical problem solving. New York: Academic Press.

 

Schoenfeld, A. H. (1987). What‟s all the fuss about metacognition? Dalam Schoenfeld,

A. H (Eds.). Cognitive science and mathematics education, (p. 189-215).

Hillsdale, NJ: Erlbaum.

 

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving,

metacognition, and sense making in mathematics. Dalam Grouws, D. (Eds.),

Handbook of research on mathematics teaching and learning, (p. 334-370). New

York: Macmillan.

 

Schoenfeld, A. H & Kilpatrick, J. (2008). Toward a theory of profiency im teaching

mathematics. International handbook of mathematics teacher education, 2, 321-

354.

 

Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. Dalam

Santos-Trigo, L., & Moreno-Armella, L. International Perspectives on Problem

Solving Research in Mathematics Education, a special issue, The Mathematics

Enthusiast, 10 (1&2), 9-34.

 

Schreiber, J. B. (2002). Institutional and student factors and their influence on advanced

mathematics achievement. The Journal of Educational Research, 95(5), 274-286.

 

Schunk, D. H. (2008). Learning theories: An educational perspective. 5th ed. New York:

Prentice Hill.

 

Schwandt, T. A. (1997). Qualitative Inquary: A Dictionary of terms. Thousand Oaks:

Sage.

 

Sealander, K. A., Johnson, G. R., Lockwood, A. B., & Medina, C. M. (2012). Concrete-

Semiconcrete-asbtract (CSA) instruction. Assessment for Effective Intervention,

38(1), 53-65.

 

Selvamarry, U., Nor‟ain, M. T., & Abd. Halim. A. (2012). Analisis jenis kesilapan dan

strategi penyelesaian masalah berayat matematik dalam kalangan pelajar

tingkatan dua: satu kajian kes. Jurnal Sains dan Matematik, 4(1), 60-74.

 

Setyaningrum, W., Mahmudi, A., & Murdanu, M. (2018). Pedagogical content

knowledge of mathematics pre-service teachers: Do they know their students?

Journal of Physics Conference Series, 1097(1), 012098.

 

Shara Nor, R., Noor Shah, S., & Mohd Uzi, D. (2012). Analisis jenis kesilapan melalui

kaedah Newman Error dalam penyelesaian masalah berayat matematik dalam

kalangan murid tahun 5. Jurnal Pendidikan Sains & Matematik Malaysia, 2(2),

18-36.

 

Sharma, Y. (2014). The effect of strategy and mathematics anxiety on mathematical

creativity of school student. International Electronic Journal of Mathematics

Education, 9(1), 25-37.

 

Sharifah Fauziah Hanim, S. Z., Farah Eliza, M. R., & Ismin Izwani, Z. A. (2012).

Student-centred learning in mathematics constructivism in the classroom.

Journal of International Education Research-Fourth Quarter, 8(4), 319-327.

 

Shukla, D. D& Dusungnoen, A. P. (2016). Student‟s perceived level and teacher‟s

teaching strategies of higher order thinking skills: A study on higher educational

institution in Thailand. Journal of Education and Practice, 7(12), 211-219.

 

Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist

perspective. Journal for Research in Mathematics Education, 26(2), 114-115.

 

Sin, N. M., Talib, O., & Norishah, T. P. (2013). Merging of game principle and learning

strategy using apps for science subjects to enchance student interest and

understanding. Journal of Technology Science and Engineering, 63(2), 7-12.

 

Siti Azian Azrol Nasoha, B. (2013). Pembinaan modul pembelajaran berasaskan

masalah (PBM BIO-SCORE) dan kesannya terhadap pencapaian dan pemikiran

kritis pelajar. Tesis Sarjana. Universiti Pendidikan Sultan Idris.

 

Siti Hajjar, M. K. (2008). Strategi-strategi dalam penyelesaian masalah berperkataan

dalam kursus statistik. Tesis Sarjana yang tidak diterbitkan, Universiti Teknologi

Malaysia, Skudai.

 

Siti Rahaimah, A., & Noraini, I. (2014). Numerasi Sekolah Rendah. Tanjung Malim:

Penerbitan Universiti Pendidikan Sultan Idris.

 

Siti Rahaimah, A. (2016). Analisis kefahaman numerasi murid sekolah rendah. Tesis

Doktor Falsafah. Universiti Pendidikan Sultan Idris. Tanjung Malim.

 

Skemp, R. R. (1978). Relational understanding and instrumental understanding. The

Arithmetic Teacher, 26(3), 9-15.

 

Skemp, R. R. (2006). Relational Understanding and Instrumental Understanding.

Journal National Council of Teachers of Mathematics (NCTM), 12(2), 88-95.

 

Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home

learning activities children‟s early numeracy and literacy skills: The development

of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-

84.

 

Star, J. R., & Newton, K. J. (2009). The nature and development of experts‟ strategy

flexibility for solving equation. ZDM- The International Journal on Mathematics

Education, 41(5), 557-567.

 

Star, J. R., & Gabriel, J. S. (2013). Procedural and conceptual knowledge: Exploring the

gap between knowledge type and knowledge quality. Canadian Journal of

Science, Mathematics, and Technology Education, 13(2), 169-181.

 

Steen, L. A. (2000). Numeracy: The new literacy for a data-drenchea society.

Educational Leadership, 57, 2.

 

Steen, L. A. (2011). Reflection on the tenth anniversary of mathematics and democracy.

Numeracy Advancing Education in Qualitative, 4(1), 1.

 

Stinson, B.M., & Claus, K. (2000). The effects of electronic classrooms on learning

English composition: A middle ground between traditional instruction and

computer based instruction. Technological Horizons in Education, 27(8), 106-

107.

 

Sukiman, S., Noor Shah, S., & Mohd Uzi, D. (2012). Pengajaran kemahiran berfikir:

persepsi dan amalan guru matematik semasa pengajaran dan pembelajaran di

bilik darjah. Jurnal Pendidikan Sains dan Matematik Malaysia, 2(1), 18-36.

 

Susanti, E., Kusumah, Y.S., Sabandar, J., & Darhim. (2014). Computer-assisted realistic

mathematics education for enhancing students‟ higher-order thinking skills

(experimental study in Junior High School in Palembang, Indonesia). Journal of

Education and Practise, 5(18), 51-58.

 

Syed Abdul Halim, S. Z., & Mohini, M. (2010). Keupayaan dan sikap dalam

menyelesaikan masalah matematik bukan rutin. Jurnal Teknologi(Sains Sosial),

53, 47-62.

 

Syed Mohd Hashim, S. I., Mohd Afif, B. S., Afan Akhbar, M., & Jacinta, J. (2014).

Penyelesaian Masalah Matematik Berayat Fokus Kepada Nombor Negatif.

Jurnal Penyelidikan Pendidikan, 7, 68-85.

 

Tai, L. H. (2005). Problem solving abilities and strategies in solving multistep

mathematical problems among form two students. Tesis Sarjana yang tidak

diterbitkan. Universiti Malaya, Kuala Lumpur.

 

Tapia, M., & Marsh, G. E. (2004). The relationship of math anxiety and gender.

Academic Exchange Quarterly, 8(2), 130-134.

 

Thamby Subahan, M. M., & Tarzimah, T. (2010). Students‟ difficulties in mathematics

problem-solving: What do they say? Procedia Social and Behavioral Sciences, 8,

142-151.

 

Tee, H. T. (2018). Matematik (Dwibahasa). Modul Dinamik. Taman Bukit Serdang,

Selangor: Cemerlang Publications Sdn. Bhd.

 

Tengku Zawawi, T. Z., Ramlee, M., & Abdul Razak, H. (2009). Pengetahuan pedagogi

is kandungan guru matematik bagi tajuk pecahan: kajian kes di sekolah rendah.

Jurnal Pendidikan Malaysia, 34(1), 131-153.

 

Thomas, J. W. (2000). A review of research on project-based learning. California: The

Autodesk Foundation.

 

Thomas, L. (2002). Student retention in higher education: The role on institutional

habits. Journal of Education Policy, 17(4), 423-432.

 

Thomson, P., & Sefton-Green, J. (2011). Researching Creative Learning. London:

Routledge.

 

Tobias, S. (1985). Test anxiety: Inference, defective skills, and cognitive capacity.

Educational Psychologist, 20, 135-142.

 

Torner, G., Schoenfeld, A. H. & Reiss, K. M. (2007). Problem solving around the world:

Summing up the state of the art. Special Issue in ZDM Mathematics Education,

39, 5-6.

 

Travers, K. J., Pikaart, L., & Runion, G. E. (1977). Mathematical teaching. New York:

Harper & Row.

 

Tripathi, P. N. (2009). Problem solving in mathematics: A tool for cognitive

development. Proceedings of episteme 3 International Conference to Review

Research in Science, Technology and Mathematics Education (p. 168-173).

Mumbai, India.

 

Tuan Siti Humaira, T. H., & Mohamad Amir Shah, A. (2016). Analisis kesalahan

Newman dalam penyelesaian masalah matematik Tahun 3. Jurnal Pendidikan

Sains dan Matematik Malaysia, 6(2), 69-84.

 

Tuovinen, J. E., & Paas, F. (2004). Exploring multidimensional approaches to the

efficiency of instructional. Conditions. Instructional Science, 32, 133-152.

 

Vignarajah, Wong, S. L., & Kamariah, B. (2008). The shift in the role of teachers in the

learning process. European Journal of Social Sciences, 7(2), 33-41.

 

Wahyudi, A. T., Subanti, S., & Usodo, B. (2017). Behaviour analysis of students in

solving mathematics word problem. Journal of Physics, 943, 1-7.

 

Watson, J. M. (2008). The early numeracy test in finish children norms. Scandinavian

Journal of Psychology. 47(5), 369-378.

 

Wan Ting, W., & Mohd Effendi Ewan, M. M. (2020). Kemahiran penyelesaian masalah

berayat matematik melalui model bar: sorotan literature bersistematik. Malaysia

Journal of Social Sciences and Humanities (MJSSH), 5(12), 144-159.

 

Westwood, P. (2008). What teacher need to know about numeracy. Australia: Australia

Council of Education Research. Camberwell, Victoria: ACER press.

 

White, A. L. (2010). Numeracy, literacy and newman‟s error analysis. Journal of

Science and Mathematics Education in Southeast Asia, 33(2), 129-148.

 

Wilson, L. B., & Clark, R. G. (1988). Comparative programming language.

Wokingham, UK: Addison-Wesley Publishing Co.

 

Wilson, J.W., Fernandez, M. L., & Hadaway, N. (1993). Mathematical problem solving.

Dalam P.S. Wilson (Eds.), Research ideas for the classroom: High school

mathematics (p. 57-78). New York, NY: MacMillan.

 

Wiersma, W., & Jurs, S. G. (2009). Research methods in education: An introduction. 9th

ed. Boston, MA: Pearson.

 

Willis, S. (1998). Which numeracy?. Unicorn. 24(2), 32-42.

 

Wong, L. M. (2013). The Use of Geogebra In Collaborative Learning In Mathematics.

Tesis Sarjana. Universiti Teknologi Malaysia.

 

Wood, E. F. (1999). Math anxiety and elementary teachers: What does research tell us?

For the learning of mathematics, 8(1), 8-13.

 

Wu, S.S., Young, C. B., & Menon, V. (2012). The neurodevelopment basis of math

anxiety. Psychological Science, 23(5), 492-501.

 

Yahaya, A., Koay, T. Y., Maakip, I., Voo, P., & Rathakrishnan, B. (2017). Hubungan di

antara dimensi personality, konsep kendiri dan pengaruh keluarga ke atas

pencapaian pelajar di Rancangan Skim Felda, Johor. Southeast Asia Psychology

Journal, 5, 1-11.

 

Yang, S. C. (2001). Synergy of constructivism and hypermedia from three constructivist

perspectives: Social, semiotic, and cognitive. Educational Computing Research,

24(4), 321-362.

 

Yudariah, M. Y., Hamidreza, K., Zalaeha, I., & Roselainy, A. R. (2005). Fostering

mathematical thinking in the learning of multivariable calculus through

computer-based tools. Journal of Social and Behavioral Sciences, 46, 5534-

5540.

 

Yujin, L., Robert, M. C., & Mary Margaret, C. (2018). Mathematics teachers‟ subject

matter knowledge and pedagogical content knowledge in problem posing.

International Electronic Journal of Mathematics Education, 13(2), 75-90.

 

Yu, J. H., Luo, Y., Sun, Y., & Strobel, J. (2012). A conceptual K-6 teacher competency

model for teaching engineering. Procedia-Social and Behavioral Science, 56,

243-252.

 

Zabani, D. (2013). Status pencapaian pelajar dalam TIMSS dan Pisa: Satu refleksi.

Kuala Lumpur: Kementerian Pelajaran Malaysia.

 

Zainun, S. (1991). Latar belakang dan sikap pelajar-pelajar Melayu dan kaitannya

dengan prestasi dalam mata pelajaran Matematik Moden. Tesis Sarjana Muda.

Universiti Kebangsaan Malaysia.

 

Zainun, I., Zanaton, I., & Norziah, O. (2013). Kesan pembelajaran Koperatif Model

STAD ke atas sikap terhadap matematik. Jurnal Pendidikan Matematik, 1(1), 11-

18.

 

Zan, R., & Martino, P. (2007). Attitude towards mathematics: Overcoming the

positive/negative dichotomy. The Montana Mathematics Enthusiast,

Monopgraph, 3, 157-168.

 

Zarimah, Z. & Nor‟ain, M. T. (2011). Proses Metakognisi Dalam Penyelesaian Masalah

Matematik Bukan Rutin. Jurnal Sains dan Matematik, 1(1), 10-26.

 

Zirbel, E. L. (2006). Teaching to promote deep understanding and instigate conceptual

change. Bulletin of the American Astronomical Society, 38, 1220.

 

Zuraidi, A. K. (1999). Faktor-faktor yang mempengaruhi tahap pencapaian mata

pelajaran matematik pelajar aliran saster. Tesis Sarjana. Universiti Teknologi

Malaysia, Skudai.