PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

Although Higher Order Thinking Skills (HOTS) have been strongly emphasised in the Malaysian mathematics curriculum, many primary school pupils continue to struggle with spatial measurement, particularly when they encounter non-routine geometry problems. Geometry lessons are also still frequently shaped by teacher-centred and procedural approaches, even though the curriculum encourages more meaningful, contextual, and reasoning-oriented learning. This study aimed to identify instructional needs related to HOTS in spatial measurement as an initial step in developing the Geometry City Module (Modul Bandar Geometri, MBG) based on the ADDIE model. A mixed method of needs analysis was conducted in the Analyse phase using questionnaires and follow-up semi-structured interviews. The survey involved 48 primary school mathematics teachers, while interviews were conducted with three selected experienced teachers. The findings showed that pupils had difficulty applying geometry concepts in problem-solving situations beyond routine exercises. Teachers also reported a lack of suitable teaching materials, manipulatives, and contextual learning resources to support HOTS in geometry lessons. Three main issues emerged: weak conceptual understanding, continued reliance on procedural teaching, and the need for more student-centred learning materials. Overall, the findings indicate a clear need for a structured geometry module that integrates HOTS through real-life contexts and supports pupils’ progression from concrete experiences to abstract mathematical reasoning.