摘要：This study was conducted to identify the level of practice of critical thinking skills
(CTS) and to determine whether the dimensions of perception and readiness of the
teachers were the predictors of the implementation of the CTS. A cross-sectional
quantitative approach using questionnaires have been used on 226 Mathematics
teachers teaching in high performing school (HPS), medium performing school
(MPS) and low performing school (LPS) in Kelantan, Malaysia. Descriptive
statistical analysis showed that the level of practice of CTS in HPS was higher than
MPS and LPS. Post-Hoc Multiple Comparisons test also showed no significant
differences for perception and teacher readiness mean scores towards CTS between
HPS, MPS and LPS. Furthermore, Stepwise's multiple regression analysis shows
that perception and teacher readiness is a predictor factor in the practice of
applying CTS in the Mathematical learning and teaching process in schools. This
study provided a significant contribution towards improving the practice of CTS in
Mathematical learning and teaching to realize educational excellence across the
21st century learning that emphasizes high-order thinking skills (HOTS). Hence,
teachers should plan their lessons well by selecting effective strategies and
teaching and learning materials that will inculcate and enhance CTS in students
simultaneously achieving the teaching and learning objectives.
