Scholars, psychologists and pedagogues like Al-Ghazali, Skinner, Piaget, Vygotsky and others give us an opportunity to have an insight into: 1) How to re-think education; 2) What is the most comprehensive way for a learner to learn?; 3) Imagine a new environment that can give a better future especially for a growing child. They are the people who remind us that learning always involve interaction with other people, submitting ourselves to other people's ideas or values not just by ourselves. This article presented some of these great scholar and psychological theory and ideas while also discussed their contribution, the differences and at the end how those theories interconnected between one another.

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In accordance to the needs and current educational policy, higher-order thinking skills (HOTS) have become the focus in daily teaching and learning processes. History is regarded as a mustpass subject for the Malaysia Certificate of Education (SPM) since the year 2013. Therefore, the Ministry of Education of Malaysia (MoE) highly recommends History teachers to apply various teaching strategies that could attract students' interest towards learning the subject. One of which is the Multiple Intelligence Theory, proposed by Howard Gardner in 1983. A qualitative study was carried out to identify the types of multiple intelligence applied and the teaching approaches that complement the identified intelligence during the inculcation of HOTS in History subject. The samples involved were three Excellent History Teachers. The data were collected through the process of triangulation, of which teaching and learning process observation, interview, and document analysis. The data were then analysed and triangulated using the ATLAS.ti 7.0 software. The findings showed that all informants applied the verbal-linguistic, interpersonal, and visual-spatial intelligence dominantly during the process of inculcating HOTS in History subject. Excellent History Teachers were also found complementing other teaching approaches such as discussion, questioning, and graphical presentation with the appropriate multiple intelligence in inculcating HOTS among students.

Awareness of the career to be pursued can be present as early as childhood and can vary according to knowledge and interest. Most of today's children are more focused on achieving excellence in education, but still vague in the career that will be pursued. This situation persisted when they continued their studies at higher education and they realized that the choice of field of study was not in line with their ambitions. Usually, these children choose a field based on their results rather than settling for the required degree for the field of interest. Therefore, this study was conducted to determine the extent of students’ understanding of the scope and career prospects in Malay language. Students were distributed with a set of questionnaires containing 54 items using ordinal scales of semantic difference types. The findings of the study showed that 34(56.7%) of the students studied chose this field of study as the main choice. Students also showed a high level of knowledge about careers in the Malay language which they studied (M=3.92; SD=0.57). Students have also listed a total of 14 careers in the field of Malay language they are familiar with.

This study explores the knowledge, understanding, and mastery of writing skills assessment among Malay language secondary school teachers in Malaysia. A total of 182 respondents from 91 secondary schools from seven different zones in Malaysia were selected using a purposive sampling technique. Survey design with a five-point Likert scale questionnaire instrument used in the study consisted of 117 items related to writing skills assessment. Statistical analysis is explained using standard deviation and mean score. The results of the study indicated that the determinants of the mastery level of writing skills assessment recorded the highest mean (M=3.92, SD=0.494). Then, it is followed by the second construct, which involves the implementation aspects of the evaluation was also rated highly (M=3.91, SD=0.482). The results also showed a significant and positive relationship between all respondents’ knowledge and their understanding of writing assessment implementation and their mastery of writing skills assessment. The findings showed that the role of teachers as school-based appraisers is established and consistent with the guidelines outlined by the Ministry of Education Malaysia. Future research focusing on the implementation of writing skill assessment is suggested to ensure that the evaluation done is systematic and reliable.

The descriptive survey research was conducted to identify the level and the relationship between knowledge and understanding among the officers of School Improvement Specialist Coaches (SISC+ BM), and the competency in personal, profession and social domains. The population was selected using purposive sampling, which involved 180 out of 360 employees who were SISC+ BM officers at 180 district education offices throughout Malaysia. This study used a questionnaire as the instrument. The statements in the questionnaire were constructed based on Standard 2 (Knowledge and Understanding) of the Malaysian Teacher Standards Model and the Malay Language curriculum of Form One to Form Five. A five-point Likert scale was developed to represent the participants' intensity of agreement over the topic by responding to a series of statements. Statistical analysis of data showed the percentage, standard deviation and mean score, and described the relationship based on Pearson correlation statistics. The findings revealed that the mean score of the level of knowledge and understanding of subject content (M = 4.49, SD =

Nurturing human capital with a sense of pride in Malay Language and literature requires good determination and delivery. This study aimed to identify students' interest and motivation towards the teaching and learning of the Malay literary component of the traditional prose genre as well as to identify the level of teaching of Malay teachers according to the students' perceptions. A total of 50 Form 2 students in a secondary school of Gemas, Negeri Sembilan were randomly selected as sample by various ethnic groups and achievement levels. This study was a survey, in which the data were collected through questionnaires consisting of 32 items. The data collected were analyzed descriptively using SPSS version 21. The findings showed that the level of interest and motivation of the students towards the traditional prose genre was low and the traditional method of teaching caused the respondents not interested in studying this classic Malay literature. Therefore, the Malay Language teachers should not only strengthen themselves in pedagogy but also inspire the creativity to make the teaching and learning sessions fun that attract the students to be more motivated to absorb the knowledge acquired for their lifetime needs.