Abdullah, A.H., Aris, B., Saud, M.S., Boon, Y., & Awang Ali, S.A. (2015). Pelaksanaan Kemahiran
Berfikir Aras Tinggi (KBAT): Isu dan Cabaran dalam Aspek Kurikulum, Pedagogi dan Pentaksiran.
Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan Universiti Awam 2015, 14-15 September 2015, p. 77-
88.
Amatan, M. and Han, C. (2019). The Influence of School’s Psychosocial Environment and the Teacher’s
Self-Efficacy on the 21ST Century Teaching and Learning Practises. International Journal of
Education, Psychology and Counseling, 4(32), pp.284-314.
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,
Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York:
Longman.
Awang Ali, S.A., Abdullah, A.H., Abd Halim, N.D., & Ali, D.F. (2016). Tahap Pengetahuan dan Amalan
Guru Matematik Sekolah Menengah terhadap Pelaksanaan Kemahiran Berfikir Aras Tinggi (KBAT).
Malaysian Journal of Higher Order Thinking Skills in Education. Edition 1/2016, p.42-75.
Bahagian Pembangunan Kurikulum (2014), Kemahiran Berfikir PPK, Kementerian Pelajaran Malaysia.
Bahagian Pembangunan Kurikulum (2020), Sekolah Menuju Tahap Kecemerlangan KBAT, Kementerian
Pelajaran Malaysia.
Bakar, N. (2013). Kemahiran Berfikir Aras Tinggi di Kalangan Guru Matematik Sekolah Menengah
Pertama di Kota Makassar. Isqae, 172-175.
Barathimalar, K.. (2014). The acceptence and problems faced by teachers in conducting higher order
thinking skills. Tesis Sarjana yang tidak diterbitkan. University Teknologi Malaysia, Skudai, Johor
Bahru.
Black, S. (2001). Ask me a question: How teachers use inquiry in the classroom.
American School Board, 188(5), 43-45.
Bloom, B.S., Englaehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). A taxonomy of
educational objectives, handbook 1: The cognitive domain. New York: David McKay.
Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of
Educational Goals by A committee of College and University Examiners. Handbook I: Cognitive Domain.
NY: Longmans, Green.
Brookhart, S. (2010). How to assess higher-order thinking skills in your classroom.
Virginia: Association for Supervision and Curriculum Development.
Carin, A. A. & Robert, B. S. (1971). Developing Questioning Techniques: A Selfconcept
Approach. Columbus, Ohio: Charles E. Merrill Publishing Company,
1971, p.47.
Chew, F. P. & Shashipriya, N. (2014). Pelaksanaan kemahiran berfikir kreatif dan kritis
dalam pengajaran dan pembelajaran Komsas di sekolah menengah. Jurnal
Pendidikan Bahasa Melayu, 4 (2): 10-24.
Chew, F. P. & Zul H. H. (2018). Kemahiran berfikir aras tinggi dalam pembelajaran
dan pemudahcaraan Bahasa Melayu melalui teknik penyoalan. Jurnal
Pendidikan Bahasa Melayu ;Malay Language Education (MyLEJ), 8 (1). pp. 1-
12. ISSN 2180-4842
Costa. A. L & Bena. K. (2000). Habits of Mind. US.
Cotton, K. (1989). Classroom Questioning. Close-Up No. 5. Portland, OR: Northwest
Regional Educational Laboratory.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating
quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry,
Theory Into Practice, Vol. 39, No. 3, 2000.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. 2nd
ed. Alexandria,VA:ASCD.
Espinosa, T. (2010). The new science of teaching and learning: Using the best of mind,
brain, and education science in the classroom. New York: Teachers College
Press
Fries-Gaither, J. (2008). Questioning techniques: Research-based strategies for
teachers. Retrieved April 29, 2013, from
Hamzeh, M. A. H. (2014). Teaching strategies used by Mathematics teachers in the
Jordan Public Schools and their relationship with some variables. American
Journal of Educational Research, 2(6), 331-340.
Hassan, S. R., Rosli., & Zakaria, E. (2016). The Use of i-Think Map and Questioning
to Promote Higher-Order Thinking Skills in Mathematics, (May), 1069-1078.
Ismail, M.S., Yee, M.H., Tee, T.K., & Mohamad, M.M. (2015). Kepentingan Gaya
Pembelajaran dan Kemahiran Berfikir Aras Tinggi dalam Kalangan Pelajar
Teknikal. Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan Universiti
Awam 2015, 14-15 September 2015, p.189-196. Universiti Tun Hussein Onn
Malaysia.
Isnon, H. (2017). Kompetensi Guru Bahasa Melayu Dalam Menerapkan Kemahiran
Berfikir Aras Tinggi dalam Pengajaran dan Pembelajaran (Malay Language
Teacher Competency to Implementation Higher Order Thinking Skill in
Teaching and Learning). Jurnal Pendidikan Bahasa Melayu – JPBM (Malay
Language Education Journal – MyLEJ).
Kamus Dewan (2007). Kamus Dewan Edisi Keempat. Kuala Lumpur: Dewan Bahasa
Pustaka.
Kassim, N., & Zakaria, E. (2015). Integrasi Kemahiran Berfikir Aras Tinggi dalam
Pengajaran dan Pembelajaran Matematik: Analisis Keperluan Guru. Proceeding
book Education Gradute Regional. Conference in Counseling Centre
Profesional Counselor Education Laboratory in the State University of Medan.
Jan 2015, p. 60-67.
Kirk, J. & Miller, M. L. (1986). Reliability and Validity in Qualitative Research.
Beverly Hills, CA, Sage Publications.
Krejcie, R.V., & Morgan, D.W. (1970). Determining Sample Size for Research
Activities. Educational and Psychological Measurement. 30. 607-610.
Kurikulum Standard Sekolah Rendah (KSSR). (2011). Kuala Lumpur: Kementerian
Pelajaran Malaysia.
Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive
skills: it's not just Bloom's. CBE life sciences education, 12(1), 47–58.
https://doi.org/10.1187/cbe.12-03-0024
Kementerian Pendidikan Malaysia. (2010). Pekeliling Ikhtisas Bilangan 2 Tahun 2010.
Kementerian Pendidikan Malaysia (2021). Bilangan Guru Mengikut Sekolah dan PPD
di Perak. https://www.data.gov.my/data/ms_MY/dataset/bilangan-guru-perak
Marzano, R. J., Pickering, D. J., & Pallock, J. E. (2001). Classroom instruction that
works: Research-based strategies student achievement. Alexandria. VA:
Association for Supervision and Curriculum Development.
Marzano, R. J., & Simms, J. A. (2014). Questioning sequences in the classroom.
Bloomington, IN: Marzano Research.
Masnah. (2014). Kemahiran Berfikir Aras Tinggi Aplikasi di Sekolah. Bahagian
Pembangunan Kurikulum. Kementerian Pendidikan Malaysia.
Md Sah, N. E. F., Ghazali, S. M., & Awang, H. (2015). Penggunaan Soalan bagi
Meningkatkan Penguasaan Kemahiran Berfikir Aras Tinggi. Seminar
Kebangsaan Majlis Dekan-Dekan Pendidikan Universiti Awam 2015, 14-15
September 2015, p. 399-406.
Mohd Fauzi, Mohd Salihin Hafizi & Zakaria, Noor & Pisol, Mohd & Hamzah, Haslina
& Madzalan, Julia. (2017). Tahap Kelayakan Akademik dan Pengalaman Guru
Bukan Opsyen Terhadap Pengajaran Bahasa Arab.
Mohammad Haziq Mahmood. (2015).Kompetensi guru Sains berijazah berdasarkan
lokasi penempatan dan tempoh mengajar (Kertas projek yang tidak diterbitkan).
Universiti Pendidikan Sultan Idris, Tanjung Malim.
Mohamad Zaidir, Z. A. & Kamisah, O. (2017). Tahap Pengetahuan, Pemahaman,
Kemahiran dan Pelaksanaan Guru Sains Terhadap Kemahiran Berfikir Aras
Tinggi ( KBAT ). Journal of Advanced Research in Social and Behavioural
Sciences, 1(1), 97–113.
Mohd Nazri, H., Ramlee, M., Nik Azimah, N. Y. & Rosnidar, M. (2017). Pembangunan
modul kemahiran berfikir aras tinggi di dalam mata pelajaran sains sekolah
rendah: Analisis keperluan guru. Sains Humanika, 9, 119-125.
Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of
questioning used by preservice teachers during diagnostic mathematics
interviews. Journal of Mathematics Teacher Education, 5, 293-315
Muhammd Talhah Ajmain, Aminuddin Hehsan, Juhazren Junaidi & Ahmad
Marzuki. (2019). Knowledge of Islamic Education in Implementing
Teaching of Higher Order Thinking Skills (HOTs). Journal of Islamic
Social.
Myhill, D. & Dunkin, F. (2005). Questioning Learning. Language and Education.
19 (5): 415-427.
Nathesan, S. (2010). Pendekatan dan Teknik pendidikan Bahasa Melayu. Edisi Kedua.
Kuala Lumpur: Dewan Bahasa dan Pustaka.
Nessel, D.D., & Graham, J. M. (2007). Thinking strategies for student achievement:
Improving learning across the curriculum, K-12 (2nd ed.) Thousand Oaks, CA:
Corwin Press.
Newman, R. S. (1992). Goals and self-regulated learning: What motivates children to
seek academic help? In M. L. Maehr, & P. R. Pintrich (Eds.), Advances in
motivation and achievement: Goals and self-regulatory processes? Greenwich,
CT: JAI Press.
Nooriza Kassim,Effandi Zakaria (2015). Integrasi kemahiran berfikir aras tinggi dalam
pengajaran dan pembelajaran matematik.: Analisis keperluan guru (Integration
of higher order thinking skills in the teaching and learning mathemathics:
Teachers’s needs analysis). Jurnal Pendidikan Matematik, 3(1), 1-12. Retrieved
fromhttp://www.jupema.org/index.php/jpm/article/view/001312015%5Cnhttp:
//www.jupema.org/index.php.jpm/article/download/001312015/17.Diakses
pada 2 Mac 2021.
Noor Rohana Mansor. (2007). Kompleksiti Soalan dalam Bahan Implimentasi
Kurikulum Pengajaran dan Pembelajaran Bahasa: Meninjau Kemantapan
Kualiti Soalan dalam Proses Pengajaran-Pembelajaran Bahasa ke Arah
Peningkatan Profesionalisme Guru. 1-10. Kolej Universiti Sains dan Teknologi
Malaysia.
Noraini Idris. (2010). Penyelidikan Dalam Pendidikan. Kuala Lumpur: McGrow Hill
Education.
Nora’ini Abdul Rahman & Nor Aishah Buang (2019). Hubungan Gaya Pengajaran
Guru dengan Sikap Terhadap Mata Pelajaran Perniagaan. International
Journal of Education, Psychology and Counseling, Jil 4(31), 248 -259.
Nor Hasmaliza Hasan,Zamri Mahamod. (2016). Persepsi guru bahasa Melayu sekolah
menengah terhadap kemahiran berfikiran aras tinggi (The perception of Malay
language teachers at secondary school towards higher order thinking skills).
Malay Language Education Journa-MyLEJ,6(2),2180-4842.
Omardin A. (1999). Pengajaran kreatif untuk pembelajaran aktif. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
Othman, M., & Kassim, A. (2020). Tahap Perancangan Pengajaran Menerusi
Pengintergrasian Kemahiran Berfikir Aras Tinggi (KBAT) di Dalam Mata
Pelajaran Pendidikan Islam Sekolah Rendah Malaysia. Journal Of
Contemporary Islamic Studies, 4(1), 84-105. doi: 10.24191/jcis.v4i1.21.
Pelan Pembangunan Pendidikan Malaysia (PPPM). 2013-2025. Kementerian
Pendidikan Malaysia.
Puchta, H., & Williams, M. (2011). Teaching Young Learners to Think, Innsbruck and
Cambridge: Helbling Languages and Cambridge University Press.
Rahimah Ahmad. (2016). Penerapan kemahiran berfikir aras tinggi dalam pengajaran
karangan guru Bahasa Melayu sekolah berprestasi tinggi: Satu kajian kes.
Kertas Projek Sarjana Pendidikan. Fakulti Pendidikan, Universiti Kebangsaan
Malaysia.
Rajendran, N.S. (2008). Teaching & Acquiring Higher Order Thinking Skills. Tanjong
Malim, Perak: Universiti Pendidikan Sultan Idris.
Rajendran, N.S. (2018). Teaching & Acquiring Higher-Order Thinking Skills: Theory
& Practice. Tanjung Malim: Universiti Pendidikan Sultan Idris.
Ramsey, S., Gabbard, C., Clawson, K., Lee, L., & Henson, K. T. (1990). Questioning:
An effective teaching method. Clearing House, 63, 420-422.
Rohaida, Y. & Zamri, M. (2015). Keberkesanan peta pemikiran (i-think)
dalam meningkatkan pencapaian penulisan Bahasa Melayu pelajar tahun 6.
Jurnal Pendidikan Bahasa Melayu, 5 (2): 31-37.
Saad, S., Saad, N. S., & Dollah, M. U. (2012). Pengajaran Kemahiran Berfikir Aras
Tinggi: Persepsi dan Amalan Guru Matematik semasa Pengajaran dan
Pembelajaran di Bilik Darjah. Jurnal Pendidikan Sains & Matematik Malaysia,
2(1), 18-36.
Saemah, R., & Zamri, M.. (2017). Inovasi pengajaran dan pembelajaran Bahasa:
Mengoptimumkan pembelajaran pelajar. Kuala Lumpur: Dewan Bahasa dan
Pustaka.
Sharifah, N. P., Nor, A. G., Mohd Mahzan, T. & Aliza, A. (2012). Keprihatinan guru
bahasa Melayu dalam melaksanakan kemahiran berfikir secara kritis dan kreatif.
Jurnal Pendidikan Bahasa Melayu, Vol. 2 Bil. 2. 19 – 31.
Sharuji, W. N. S. & Mohd Nordin, N. (2017). Kesediaan Guru dalam Pelaksanaan
Kemahiran Berfikir Aras Tinggi (KBAT). Simposium Pendidikan
diperibadikan: Perspektif Risalah An-Nur (SPRiN2017).
Shukla, D., & Dungsungnoen, A. P. (2016). Student's perceived level and teachers'
teaching strategies of Higher Order Thinking Skills: A Study on Higher
Educational Institutions in Thailand. Journal of Education and Practice, 7(12),
211-219.
Som, H. N. & Mohd Dahlan, M. R. (1998). Kemahiran Berfikir Secara
Kritis & Kreatif. Selangor: Longman. m.s. 304-305, 318-321, 323-324.
Surif, J., Ibrahim, N. H., Abdullah, A. H., & Boon, Y. (2016). Kemahiran
Berfikir Aras Tinggi dalam Pengajaran dan Pembelajaran. Johor Bahru:
Penerbit Fakulti Pendidikan Universiti Teknologi Malaysia.
Suzana, A. M. & Jamil, A. (2012). Kepelbagaian aras soalan lisan pentaksiran
formatif bagi subjek geografi. Jurnal Teknologi, 59 (3), 103-108.
Tan Yin Peen & Mohammad Yusof Arshad, (2014) Teacher and Student Questions:
A Case Study in Malaysian Secondary School Problem-Based Learning. Asian
Social Science, 10(4), 174-182. Retrieved from
http://www.ccsenet.org/journal/index.php/ass/article/view/33804
Tee.T.K., Mohaffyza, M., Jailani, M. Y., Mohamad, B., Othman, W. & Yee, M.H.
(2010). Penilaian peta minda buzan berdasarkan rubrik analitik. Shah Alam:
Seminar Majlis Dekan Pendidikan IPTA.
Wan Nor Shairah Sharuji dan Norazah Mohd Nordin. (2017). Kesediaan guru dalam
pelaksanaan Kemahiran Berfikir Aras Tinggi (KBAT). Simposium Pendidikan,
I(2017),140-146.
Wiseman, D. L., Cooner, D. D. & Knight, S. L. (1999). Becoming a teacher in a field
based setting: An introduction to education and classroom. Amerika:
Wadsworth Publishing Company.
Yahya, O. (2014) Peranan guru bahasa Melayu dalam merangsang kemahiran berfikir
aras tinggi (KBAT). Dewan Bahasa. 14(25). 20-24.
Zamri Mahamod & Nor Razah, L. (2011). Kepelbagaian kaedah penyoalan Lisan dalam
pengajaran guru Bahasa Melayu: Kaedah pemerhatian. Jurnal Pendidikan Bahasa
Melayu, 1 (1), 51-65. ISSN: 2180-4842. Universiti Kebangsaan Malaysia, Bangi.
Zamri Mahamod. (2014). Inovasi P&P dalam Pendidikan Bahasa Melayu. Cetakan Ketiga.
Tanjung Malim: Universiti Pendidikan Sultan Idris.
Zohar, A. & Dori, Y. (2003). Higher order thinking skills and low achieving students: Are
they mutually exclusive? The journal of the Learning Sciences, 12(2), 145-181.