Abstract
Malaysia's low ranking in TIMSS and PISA exposes students' weaknesses in mastering Higher Order Thinking Skills (KBAT) due to a curriculum that overemphasizes rote learning. This scenario contributes to disciplinary issues and moral conflicts among Tamil Vernacular Primary School (SJKT) students because of their inability to make rational moral judgments. This study was conducted to: (i) examine textbook stimulus materials in value concepts containing KBAT elements; (ii) analyze enrichment, remediation, and reinforcement activities; (iii) study textbook assessment aspects; and (iv) investigate the implementation of KBAT elements by teachers during the teaching and learning (PdP) process. This qualitative case study utilized the hermeneutic method to analyze the content of 14 units of the KSSR Year 5 SJKT Moral Education textbook, alongside collecting field data via non-participant observations and semi-structured focus group interviews with six teachers in Jempol, Negeri Sembilan. The findings indicate that the Year 5 SJKT Moral Education textbook lacks KBAT exposure, where the analytical level was only detected in the concept, reinforcement, and remediation sections, but was completely absent in enrichment and assessment components. Furthermore, classroom implementation by teachers is hindered by a lack of practical support, tight schedules, and weak textbook stimulus questions. In conclusion, curriculum developers and Dewan Bahasa dan Pustaka must design a more cognitively balanced textbook framework and provide practical KBAT pedagogical training for teachers to foster holistic human capital.