Copyright © 2018 Authors. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. International Journal of Engineering & Technology, 7 (4.15) (2018) 530-535 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Primary School Teachers’ Understanding of Critical Thinking in KSSR Classroom and Its Importance to Students Wirawani Kamarulzaman* and Rosnani Hashim Cluster of Education and Social Science, Open University Malaysia (OUM), Lot G (7-06-01) Blok 7, Presint Alami, Pusat Perniagaan Worldwide 2, Jalan Tinju, Seksyen 13, 40100 Shah Alam, Selangor. *Corresponding author E-mail: wirawani@oum.edu.my Abstract Critical thinking is one of the 21st century skills that should be equipped to students to prepare them with the challenges ahead. Teachers should be prepared to teach them these skills and their understanding of the concept itself should be explored. Thus, the objectives of the study are to investigate teachers’ understanding of critical thinking in KSSR (Kurikulum Baru Sekolah Rendah: New Primary School Curriculum) classroom and to explore their perception on the importance of the skills to student. Six primary school teachers were interviewed and transcriptions were made. The data was analyzed through colour coding and themes were emerged from the analysis. The findings found that teachers view critical thinking as the ability to gather information, express thoughts, solve problems and analyze. They were found the skills are important for students as it helps them apply knowledge and make decisions. It is hoped that in future research, the definition of critical thinking could be collected quantitatively from teachers. The study will be benefited to teachers to improve teaching method by understanding the concept itself. Keywords: Critical thinking, KSSR, Primary school teachers, Express thought, Apply knowledge, Qualitative research. 1. Introduction Teaching and learning is a dynamic process that requires adaptation to the changing world. Globalization of the economy, increasingly diverse and interconnected populations, and rapid technological change are posing new and demanding challenges to individuals and societies alike. The technology forces change and change is uncomfortable as it pushes people out of their comfort zone. McCain and Jukes 1 believed that the future success does not lie within the technology but rather on the mind- set of people who use the technology. Due to those, school systems need to change to adapt to such mind-set development. McCain and Jukes 1 also added that educators should teach students higher order thinking skills – the skills such as analysis, synthesis and evaluation that are important to effective problem solving. Thus, teachers, as the mechanism of skills, need to be equipped with the necessary skills before they could convey the skills to students. One of the higher order thinking skills is the critical thinking skills. The importance of critical thinking skills is in fact beyond the educational and professional context. According to Ennis (1996, as cited in 2, p.xiii), critical thinking is “critical to the survival of a democratic way of life” since people make their decisions in the voting process. This was supported by Brookfield (1987, as cited 2) who states that critical thinking ∗ Authors to whom correspondence should be addressed. helps people to develop in a democratic society. Thus, this indicates that critical thinking is essential in maintaining the democratic society. Teachers are the agent of critical thinking development among students. Teachers must be prepared to have the skills before they can teach student the skills. According to Boonjeam, Tesaputa and Sri-Ampai,3 primary school teachers’ critical thinking consist of the ability to make clarification, to consider when judging a data and to make inferences. The dispositions of critical thinking were also found in teachers, such as they are open-minded persons, they are able to make analysis, are truth-seeking persons,