The purpose of this research is to evaluate the effectiveness of a contextual mathematics learning approach that incorporates the GeoGebra program (also known as PMKGeo). The technique, which focuses on geometry and measurement for form-one students, attempts to improve the students' application, analysis, evaluation, and creation of HOTS. A non-equivalent group pre-posttest design was used in a quasi-experimental investigation. Three equal groups, consisting of 102 form-one students, were created: two experimental groups (using the PMK-Geo strategy and PMK strategy), and a control group (using conventional learning methods). Over the course of the nine-week experiment, quantitative data was gathered and analyzed. Students using the PMK-Geo strategy showed the most significant improvements, with the highest mean score differences between pre-and posttests for all HOTS cognitive domains, according to a comparative analysis of mean scores from pre-and post-tests across the three groups for each cognitive domain. The study's conclusions highlight the applicability and effectiveness of the PMK-Geo strategy in enhancing students' HOTS. The study's implications are related to how the PMK-Geo strategy can improve Form-one students' HOTS when they tackle measuring and geometry-related mathematical problems.

This research paper addresses the complexity of improving STEM education and mathematics achievement of indigenous students, better known as Orang Asli, in primary schools in Johor, Malaysia. The study highlights the educational disparities of the Orang Asli community and emphasizes the need for culturally tailored and linguistically supportive interventions. The study uses a mixed-methods approach to analyze academic achievement data. Significant challenges that hinder Orang Asli students' abilities in Mathematics and STEM subjects are identified. The discussions show that strategies such as incorporating ethnomathematics - linking cultural knowledge to mathematical concepts, and code-switching in the classroom can effectively bridge the gap between students' cultural backgrounds and the academic curriculum. These recommendations are in line with the United Nations Sustainable Development Goals, which aim to ensure inclusive and equitable quality education for all. The article concludes with actionable policy suggestions that advocate for the integration of culturally sensitive teaching methods to improve the academic performance of Orang Asli students. The importance of community engagement and longitudinal studies in evaluating the effectiveness of such interventions is emphasized. The findings presented are intended to effect change in educational practices and create an inclusive learning environment for Orang Asli children and by extension, other indigenous populations worldwide - contributing to the overarching goal of educational equity. This study is in line with the aspirations of the Malaysian Education Plan and contributes to two Sustainable Development Goals (SDGs): SDG4 (Quality Education) and SDG10 (Reduce Inequalities).

This research-to-practice full paper describes the readiness of pre-service mathematics teachers to incorporate Scratch, a block-based programming application, into mathematics instruction, focusing on their knowledge, skills, and attitudes. Given the rapid technological advancements, leveraging technology in mathematics education is crucial in fostering proficient problem-solving abilities among students. Consequently, computational thinking is recognized as a vital 21st-century competency, a transferable skill for effective problem-solving methods. The study underscores the importance of integrating Scratch, a supportive tool in computational thinking, into mathematics education. However, to integrate this application into mathematics education, pre-service teachers must be prepared to acquire the necessary knowledge and skills and to be ready to accept its use in teaching in the future. The construction of knowledge by pre-service mathematics teachers regarding the Scratch application is examined through the lens of social constructivism, which emphasizes knowledge construction through experience and social interaction. A purposive sample of 60 first- and second-year students participated in an online survey. The sample selection involving two groups aimed to identify significant differences in pre-service teachers' readiness levels across gender, study year, and academic achievement. The findings revealed limited proficiency among pre-service mathematics teachers in utilizing Scratch, particularly regarding its integration into mathematics instruction. Several factors contribute to the deficiency in skills among pre-service mathematics teachers in navigating the Scratch application, including requiring additional time to grasp the programming language employed in the application, challenges in arranging blocks to achieve desired outputs, and struggles in rectifying syntax errors. However, there was a positive attitude towards the application, indicating a strong inclination to enhance their skills. The study also found no significant differences in demographic variables such as gender, study year, or academic achievement, but a slight correlation exists between knowledge, attitudes, and academic achievement. Investigating pre-service teachers' readiness to integrate Scratch into mathematics instruction sheds light into the intersection between mathematics pedagogy and computational thinking. This intersection underscores the importance of integrating programming tools like Scratch into mathematics education to cultivate computational thinking skills. Additionally, the findings contribute to the broader discourse on the role of technology in education and highlight the need for enhanced training and support for pre-service teachers in leveraging technology effectively for instructional purposes.

Data Handling is a very important subtopic in statistics that brings learners out into the real world of seeing data; however, the level of Higher Order Thinking Skills (HOTS) in Data Handling among Malaysian students is declining. Thus, this study was conducted to evaluate the effectiveness of active learning using smart board programme in enhancing HOTS in Data Handling among students in Malaysian primary schools. The quasi-experimental design, non-equivalent control group design with pretest and post-test was used. Ninety year five students were split into three groups equally; two experimental groups (Active learning using smart board programme and active learning instruction) and one control group (conventional learning method). This study was conducted for eight weeks where quantitative data were collected and analysed. Pretest posttest, and a set of rubric for cognitive domain in HOTS were used. ANOVA test results indicated that there were significance differences between the mean scores of post-test. Comparison of the mean score of each cognitive domain for pretest and posttest showed that active learning using smart board programme contributed the largest improvement to students in HOTS regarding Data Handling (applying = 70.9%, analysing = 110.8%, evaluating = 200.4%, and creating = 460.8%). Consequently, active learning using smart board programme can be assumed suitable to be applied in schools with smart board as it could help students enhancing their HOTS effectively.

This study aims to assess and address the misconceptions that exist in the chemical reactions topic among Malaysian form five students. The study uses Five Phases Needham Model that applies in the multimedia software to overcome the misconceptions that exist in this area of chemical reaction in the classroom instruction. The study also used ADDIE Model (Analysis, Design, Development, Implementation and Evaluation) to develop multimedia software. Thirty secondary school students and thirty Chemistry teachers took part in this quantitative study which uses the experimental and survey methods. A pre-test and post-test were used to assess the effectiveness of the software in overcoming students misconceptions in the area of chemical reactions. In addition, the study also collects data from teachers through a questionnaire to test the suitability of this software. Data of pre and post tests and questionnaires were analyzed using descriptive statistic. The results showed that this multimedia software is effective to be practiced in schools among students. The survey also reveals that the software is suitable from various aspects such as understanding of learning content, navigation of software and increase of intrinsic motivation of students. Besides, this study also benefits from the perspective of providing information about the compatibility of multimedia software in Chemistry Education. In fact, secondary school teachers can use this study and the software as a reference or guide for deploying multimedia in teaching and learning.