• NOR ZAITON HANAFI Faculty of Education, The National University of Malaysia, Selangor, Malaysia.
  • WAN MUNA RUZANNA WAN MOHAMMAD Faculty of Education, The National University of Malaysia, Selangor, Malaysia.
  • BIN SURAT SAHLAN Faculty of Education, The National University of Malaysia, Selangor, Malaysia.


Malay language, HOT, school, classroom practices, KOMSAS


Knowledge application and problem-solving skills are two important aspects that should be possessed by every student in the 21st century. This study examines students’ application of higher-order thinking skills in Malay language classes. This study focuses on students’ knowledge application and problem-solving skills in learning the literature component Malay (KOMSAS). This study involved four Form Four students who were purposively selected from a private secondary school. Data were collected through observation, interviews, and document analysis. Data were analysed descriptively and presented narratively. The findings showed that knowledge application in (1) reading poems and writing on the whiteboard and (2) giving meaning to verses from the poems read, and students’ problem-solving skills in (a) finding language style, (b) identifying the situation, and (c) solving the problem in learning KOMSAS can be improved by applying higher-order thinking skills (HOTS) in the classroom. The application of HOTS in learning is in-line with the national curriculum’s aspiration to develop quality students for the country in the future. Teachers can design many interesting and fun HOTS activities and encourage students to be actively involved in them. This study implies that students who are taught using HOTS showed a higher level of thinking. Thus, future studies should consider examining HOTS elements further in the teaching of other languages and subjects.


Abdullah, M.K., Laji, A. (2014): Kempimpinan pengajaran dan sikap guru bahasa melayu. – Jurnal Pendidikan Bahasa Melayu 4(1): 48-58.

Afdareza, M.Y., Yuanita, P., Maimunah, M. (2020): Development of learning device based on 21st century skill with implementation of problem based learning to increase critical thinking skill of students on polyhedron for grade 8th junior high school. – Journal of Educational Sciences 4(2): 273-284.

Daud, R., Ab Rahman, R., Adnan, A.W. (2020): Keberkesanan peta pemikiran i-think dalam meningkatkan kemahiran berfikir aras tinggi (KBAT)[The effectiveness of i-think thinking maps in improving higher order thinking skills (HOTS)]. – AL-QIYAM International Social Science and Humanities Journal 3(1): 64-78.

Harmi, N.N.F.N. (2019): Keberkesanan kaedah peta pemikiran i-think terhadap pencapaian dan sikap murid dalam pembelajaran komsas (The effectiveness of i-think thinking map through achievements and students attitude of literature component learning (KOMSAS). – Jurnal Pendidikan Bahasa Melayu 9(3): 23-32.

Hasnah, I., Jamaludin, B. (2017): Kompetensi guru Bahasa Melayu dalam menerapkan kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran. – Jurnal Pendidikan Bahasa Melayu 7(1): 56-65.

Ichsan, I.Z., Sigit, D.V., Miarsyah, M., Ali, A., Arif, W.P., Prayitno, T.A. (2019): HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. – European Journal of Educational Research 8(4): 935-942.

Mahanal, S., Zubaidah, S., Sumiati, I.D., Sari, T.M., Ismirawati, N. (2019): RICOSRE: A learning model to develop critical thinking skills for students with different academic abilities. – International Journal of Instruction 12(2): 417-434.

Mansor, R., Abdul Rashid, R., Zakaria, R.M.R. (2020): A literature summary of Malay language sustainability: From industrial revolution perspective. – International Journal of Advanced Science and Technology 29(5s): 2003-2014.

Mazlan, N.H., Halili, S.H., Leng, C.H. (2020): Evaluating collaborative learning in malay language writing instruction: A case study. – JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik 8(3): 49-57.

Ministry of Education Malaysia (2013): Malaysia Education Development Plan 2013-2025. – Ministry of Education Malaysia 292p.

Ministry of Education Malaysia (2003): Sukatan pelajaran Bahasa Melayu. – Ministry of Education Malaysia 26p.

Rozani, A. (2017): Keupayaan menggunakan KOMSAS sebagai kompetensi pengajaran guru Bahasa Melayu. – Jurnal Pendidikan Bahasa Melayu 7(2): 65-76.

Subri, M.R., Yaakub, R., Nudin, A.B. (2020): Analisis komunikasi bukan lisan guru cemerlang bahasa melayu ketika melaksanakan pengajaran dan pembelajaran KOMSAS. – Jurnal Dunia Pendidikan 2(3): 267-277.

Torff, B., Sessions, D. (2003): Developmental changes in teachers' use of higher order thinking and content knowledge. – Journal of Educational Psychology 95(3): 563-569.

Yunos, M. (2015): Hubungan sikap dan perpesepsi murid terhadap pembelajaran Bahasa Melayu dengan kemahiran abad ke-21. – Jurnal Pendidikan Bahasa Melayu 5(2): 22-30.

Zamri, M. (2012): Inovatif P&P dalam pendidikan Bahasa Melayu. – Penerbit Universiti Pendidikan Sultan Idris 406p.

Zulkifli, H., Hashim, R. (2019): The development of questioning skills through hikmah (wisdom) pedagogy. – Creative Education 10(12): 2593-2605.




How to Cite

HANAFI, N. Z., WAN MOHAMMAD, W. M. R., & SAHLAN, B. S. (2021). KNOWLEDGE APPLICATION IN TEACHING PRACTICES OF MALAY LANGUAGE IN SECONDARY SCHOOL. Quantum Journal of Social Sciences and Humanities, 2(3), 58–66. Retrieved from