<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none; mso-layout-grid-align: none;"><span style="font-family: Times New Roman;"><span style="font-size: 10pt; mso-ansi-language: EN-MY;" lang="EN-MY">This review forms the background </span><span style="font-size: 10pt;" lang="EN-GB">to explore and to gain empirical support among lecturers to improve the students’ critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL).<span style="mso-spacerun: yes;">  </span>The PBL educational approach is known to have maximum positive impacts in producing professional competencies among graduates in many educational disciplines.<span style="mso-spacerun: yes;">  </span>However, there is limited discussion about PBL pedagogical approaches implemented in business education.<span style="mso-spacerun: yes;">  </span>This approach has not been established as a major pedagogical method in schools of business around the world.<span style="mso-spacerun: yes;">  </span>However, there are a few schools of business that use the implementation of PBL in their curriculum structures.<span style="mso-spacerun: yes;">  </span></span><span style="font-size: 10pt; mso-ansi-language: EN-MY;" lang="EN-MY">Studies that focused on that issue are implemented in various aspects, courses and using various methodologies. There are various materials which relate to PBL and critical thinking skills.<span style="mso-spacerun: yes;">  </span>However, in Malaysia, the material is limited because of the lack of research relating to this methodology and lack of research documentations.<span style="mso-spacerun: yes;">  </span>In Malaysia, the PBL method is only being practised at higher institutions of learning, and it is only limited to certain fields.<span style="mso-spacerun: yes;">  </span>The analysis of this part tends to discuss PBL in tertiary education, examining the mechanism of the popular educational approach of PBL.<span style="mso-spacerun: yes;">  </span>The analysis of PBL is intended to see if it may offer any solutions to problems encountered in various education, and to focus on its potential for implementation and impact on critical thinking skills in teaching business education.<span style="mso-spacerun: yes;">  </span></span></span></p>

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Critical thinking is an important skill for graduates in 21st century teaching and learning. One of the modern educational pedagogies which can be utilized by educators to inculcate students’ critical thinking skills and improve student learning effectively is the problem-based learning (PBL) approach. The Web of Science, Scopus, and ProQuest databases have been used to source published scientific literature on this topic and develop themes of critical thinking abilities in teaching through PBL for students. This study revealed four major themes and nine sub-themes with regards to critical thinking skills in teaching in relation to PBL. The major themes consisted of the learning environment, content, process, and human capital. The review revealed that most of the studies were conducted to understand critical thinking skills in problem-based learning. This study found that PBL was a major approach used in teaching students, as well as a wide range of other techniques that may develop diverse abilities, such as thinking critically and creatively, solving problems, collaborating, communicating effectively, and global literacy. This paper also highlights the challenges in developing critical thinking among students and identifies topics for further research.

This research aims to compare the value of progress conveyed in the form four mathematics textbooks from Australia and Malaysia. One mathematics textbook was analysed from each of the countries. Two chapters were chosen for analysis from both of the textbooks, namely Linear Equations and Trigonometry. Content analysis was used to analyse the data. Four characteristics of the value of progress were identified, namely questioning, growth, alternative and generalisation. For the characteristics of questioning, both of the textbooks gave more emphasize to the use of "directive words or phrases compared to use of questions. The value of progress with characteristics of growth and alternative was more clearly conveyed in the TVA Math textbooks, compared to the TMA Math textbook. The value of progress with the characteristics of growth, for both textbooks, was conveyed through use of histories. The value of progress with characteristics of alternative was identified through the use of multiple strategies and methods in discussing the mathematical concepts. The value of progress with characteristics of generalisation was conveyed more clearly in the TMA Math textbook, compare to the TVA Math textbook. There were two characteristics of generalisation which could be identified from the both textbooks, namely deducing and make conclusion. It is suggested that in order to make mathematics textbooks a more comprehensive learning resource, the mathematics textbook should not only focus on developing the cognitive level of the students, but also consider their affective aspects, especially the value of progress. Contribution/ Originality:This study is one of very few studies which have investigated the comparison of the mathematical value, specifically the value of progress as conveyed in mathematics textbooks in Malaysia and Australia. The findings of this study can be used as a guide to the educator and researcher in mathematics education about the need to focus on the inculcation of the value of progress in mathematics textbooks.

This study examines the factors of career choice among youths and ways to overcome unemployment problems in the State of Perak. Qualitative approach with the use of Hermeneutic Method is used in this study. Questionnaires were distributed to 100 youths in Perak state consisting of 50 youths living in rural areas and 50 youths living in urban areas. The findings show that there are various difficulties faced by youths in obtaining jobs in rural areas compared to the difficulties faced by youth in urban areas. Similarly, ways to overcome unemployment problems among youths in rural areas compared to urban areas. The findings show that lesser job opportunities have contributed to the major factors of unemployment and youth unemployment in rural and urban areas. The conclusions from this study show some important decisions in identifying the difficulty factors of youths getting jobs in rural and urban areas as well as measures to address these problems. Cooperation from various parties can reduce the difficulty and unemployment problems that occur among youths in Perak.