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HOTs have a high level of intellectuality. Thus, the implementation of HOTs in schools should be emphasized to strengthen 21st Century Learning (21st CL) where it is to achieve the intention of Ministry of Education (MOE) to produce a thinking society. Success in the implementation of HOTs in the 21st Century processes of Teaching, Learning and Facilitation (TLF) requires the willingness and readiness of teachers. Therefore, this study was aimed at exploring the teacher's understanding of HOTs and 21st CL and subsequently assess teachers’ readiness to implement HOTs in the 21st Century TLF. A qualitative approach with interpretive design was used in conducting this study. The research methods used in this study are Hermeneutic methods. The Hermeneutic method is used to create interpretation to the text of the study. The text studied consists of transcriptions of interviews with teachers. The selection of study subjects was carried out on a sample involving ten academic teachers in Sebauh District, Bintulu, Sarawak. The findings showed that teachers still have very poor understanding of HOTs. The findings also showed that teachers have yet to fully master the contents of 21st CL. Subsequently, the findings showed that teachers do not have a strong readiness in implementing HOTs in 21st CL. Teachers were found to still focus on the challenges of implementing HOTs in 21st CL to the lack of physical aspects of the classroom, lack of teaching support materials and shifting challenges to the weaknesses of pupils. The conclusion of the study showed that it is important that teachers master HOTs to improve the ability of pupils to follow the 21st Century TLF process. The implications of this study readily contribute skills and knowledge about HOTs in 21st CL to teachers as well as being able to contribute to literature with the willingness and capabilities of teachers to implement HOTs in the 21st Century TLF process. [KBAT mempunyai aras intelektual yang tinggi. Oleh itu, pelaksanaan KBAT di sekolah harus diberi penekanan untuk memantapkan PAK21 di mana ianya untuk mencapai hasrat KPM melahirkan masyarakat berfikiran. Kejayaan dalam pelaksanaan KBAT dalam PdPc abad ke 21 memerlukan kesediaan guru. Oleh itu, kajian ini dijalankan bertujuan meneroka pemahaman guru tentang KBAT dan PAK21 dan seterusnya merungkai sejauhmanakah kesediaan guru melaksanakan KBAT dalam PdPc abad ke 21. Pendekatan kualitatif dengan reka bentuk interpretif digunakan dalam menjalankan kajian ini. Kaedah penyelidikan digunakan dalam kajian ini ialah kaedah Hermeneutik. Kaedah Hermeneutik digunakan untuk membuat intepretasi terhadap teks kajian. Teks yang dikaji terdiri daripada transkripsi temu bual dengan guru-guru.Pemilihan subjek kajian dijalankan secara persampelan yang melibatkan sepuluh orang guru akademik di daerah Sebauh, Bintulu. Dapatan kajian menunjukkan guru-guru masih mempunyai pemahaman yang kurang jelas tentang KBAT. Dapatan kajian juga menunjukkan guru-guru masih belum menguasai sepenuhnya kandungan PAK21. Seterusnya, dapatan kajian menunjukkan bahawa guru-guru belum mempunyai kesediaan yang mantap dalam melaksanakan KBAT dalam PAK21. Guru-guru didapati masih memusatkan cabaran pelaksanaan KBAT dalam PAK21 kepada kekurangan aspek fizikal bilik darjah, kekurangan bahan-bahan sokongan pengajaran serta mengalihkan cabaran ke atas kelemahan murid-murid. Kesimpulan kajian menunjukkan bahawa adalah penting guru-guru menguasai KBAT untuk meningkatkan keupayaan murid-murid mengikuti proses PdPc abad ke 21. Implikasi kajian ini memberi sumbangan keilmuan tentang KBAT dalam PAK21 kepada guru-guru di samping berupaya menyumbang kepada literatur dengan kesediaan dan keupayaan guru melaksanakan KBAT dalam proses PdPc abad ke 21.]

ANALISIS KESEDIAAN GURU DALAM PELAKSANAAN KEMAHIRAN BERFIKIR ARAS TINGGI DALAM PEMBELAJARAN, PENGAJARAN DAN PEMUDAHCARAAN ABAD KE 21