FALSAFAH DAN PENDIDIKAN DI MALAYSIA

THE FORMATION AND THE IMPLEMENTATION OF KBSR AND

KSSR

OBJECTIVES OF KBSR

• To master Malay language as it is Malaysia’s national language

• To master the basic skills of learning a language- speaking, reading and writing

• To master the basic skill of calculating and apply it in daily life

• To master thinking skills• To master scientific skills and technical skills

• To speak, read and write in English as it is Malaysia’s second language

• To seek for knowledge and try to spread it• To master reciting, memorising and

understanding skills in learning Quran verses for Muslim students

• To strengthen the faith, to do good deeds and practise good behaviour

• To practise attitudes that are based from moral values

• To care for one’s health and keep the body fit• To shape leadership skills and establish self-

confidence• To understand and be alert towards other

people and the environment• To expand one’s talent and creativity

• To enjoy doing charity works, arts and recreational activities within cultural prospects

Objectives of kssr

• Teachers are ought to learn more about communication in order to communicate effectively with students (open communication)

• To instill religious values inside students• To instill the spirit of patriotism, humane

values as part of students’ actions

• To increase self-confidence among students through involvement in co-curricular activities

• To instill leadership skills within students• To improve students’ creativity by practising a

healthy lifestyle• To make students to master Science and

Technology and apply these subjects into daily life.

• To improve the students’ command in both Malay and English Language

• Student’s portfolio is introduced to enable parents to monitor their children’s academic progress

• Other potentials inside students are sharpened to make them critical-thinking students

• The elements of creativity and innovation are instilled in students’ learning to improve students’ standard

• New subjects are introduced to meet the demands of globalisation

• Some subjects are combined to ease students’ learning

• To make use of modules as teachers proforma in teaching

THE DIFFERENCES BETWEEN KBSR AND KSSR

KBSR KSSRThe structure of KBSR is based on three things:-Communication-Human and the environment-Individual development

The structure of KSSR is based on 6 things:-Communication-Spiritual values, attitude and moral values-Physical development and aesthetics- science and technology- Self appearance

Curriculum material: Education syllabus Curriculum material: Curriculum Standard Document

Curriculum structure: Linear Curriculum structure: Modular

KBSR KSSR

Curriculum organisation: Year 1, Year 2 and Year 3- Core subjects, Additional subjects, Compulsory subjects

Year 4, Year 5, Year 6- Core subjects, additional subjects and compulsory subjects

Curriculum organisation: Year 1, Year 2, Year 3- Basic Core Module, Elective Module and Themed Core Module

Year 4, Year 5, Year 6- Core subjects and Elective subjects

Elements: To sharpen the creative and critical way of thinking

Elements: Explicit creativity and innovation, entrepreneurship and Information and Communication Technology

Focuses: 3M (Reading, Writing and Calculating)

Focuses: 4M (Reading, Writing, Calculating and Analysing)

WAYS TO HAVE A FUN LEARNING

• Make students learn through exploration and investigation

• These make students understand better• Students have freedom to investigate on their

own• Teachers will motivate students• Teachers must be creative to attract students’

attention towards learning

• Demonstrational method• Cod cognitive method• Project method• Simulation method• Audio-lingual method• Discussion method• Simple illustration method

• Ask students to use their imaginary things• Encourage students to give ideas• Add elements of humour into learning 51• Always appreciate students’ answers 103

CHANGES IN CURRICULUM

Mazalan bin Amaludin, Zambri bin Yacob.

PURPOSE OF THE CHANGE:

- Carzo and Yanouzas-a pattern of a behavior change or a stable status to another stable pattern of behavior and other stable status

- (Havelock & Zlotolow 1995) Student as the agent of change in education; as a booster, solution giver, process assistant and resource connector ;they possess the skills that are required for agent of change

OUR EDUCATION SYSTEM BEFORE INDEPENDENCE:

- Malay, Chinese, Indian and English students were segregated- Used different syllabus and medium- The existence of schools was based on the concerns of local residents- Education was not compulsory, only rich people could afford it

• CHANGE HAPPENS AFTER INDEPENDENCE:EARLY YEARS OF INDEPENDENCE:The results of Razak Report 1956 towards students:

• Four different streams were continued; curriculum was revised to implement the national elements

• Malayan based text books are created• 2 types of School System are formed

- Public School that used Malay language as the medium),- Public-Type School: English, Chinese or Tamil school

• Malay and English are made compulsory in schools• Native language (Chinese and Tamil) can be taught in English schools if more than

15 students were interested• Overage pupils were required to leave school

RAHMAN TALIB REPORT:

• Public school period was increased from 12 years to 15 years, high schools were established and later were replaced in 1963 with school of various courses

• Junior Middle and Senior Middle III examination were abolished and replaced with Lower Certificate of Education.

• Islamic Education is made compulsory if more than 15 students are interested

• Malay language is made as medium of instruction in all schools• Free education for primary school • Vocational Technique Schools are formed

EDUCATION ORDINANCE 1967:• Malay language is made as the sole official language.• All subjects except English and native languages are taught in Malay

language• Malay language is used in all types of public examination

1963-1982 EDUCATION SYSTEM:• Beginning in 1970 the National-Type Primary School that used

English as medium of instruction started using Malay language.• In 1982, all secondary schools used Malay as the medium of

instruction.• Automatic promotion in primary schools and secondary schools

• Standard 5 examination was created in 1967• In 1973 a diagnostic test was made for recovery class• Students who passed the SRP would further study to

secondary school according to available streams- Academic Secondary School (Science and Arts)- Vocational Secondary School- focused on skills- Technical Secondary School- focused on academic skills

CABINET REPORT  1979:

• Primary School New Curriculum (PSNC) 1982 and the Integrated Curriculum for Secondary Schools (ICSS) 1988 were created

NEW PRIMARY SCHOOL CURRICULUM (KBSR):• The idea was formed from the Cabinet Committee 1979• It was aimed to achieve national unity by using Malay language as the medium• A curriculum that consisted of activities that could form the characters and

personalities of students towards national unity• KBSR curriculum was designed to produce balanced students in terms of physical,

emotional, spiritual and intellectual• Implementation of the 3M program and introduction of moral values teaching• To master learning skills based on basic skills

SECONDARY SCHOOL INTEGRATED CURRICULUM (ICSS):

• It emphasises on individual, nation and global requirements• It enables students to develop balanced and comprehensive potential• Basic education is introduced to strengthen Secondary School Curriculum, General

Education and Pre-Vocational Education were introduced too• Upper Secondary Curriculum is a kind of General Education; it prepares students to be

employed• Only two courses are introduced, Academic and Vocational• High School is a continuation of Lower Secondary education; this is as part of life long

education• ICSS curriculum is formulated based on three main areas to produce balanced students.• Subjects for communication are language subjects and Mathematics• Humanitarian and Environmental subjects: Islamic and Moral

Education, and Social Science• Field of personal development: Health and Physical Education, and Co-curricular

activities

HISTORY OF PPSMI:• Resulted from a meeting of the Cabinet on July 19, 2002• Implemented in 2003• It was implied for students in Year 1, Form 1 and Lower 6

Limited to Science and Mathematics•

RATIONALES:• State workforce needs in science and technology• Most of this information using English• Strengthening the use of English to students

PASSION:• Exploring science with Internet access• Experience using graphics software is attractive in Science and

Mathematics• Latest learning methods to attract students who previously only using

the source books• The culture of learning through technology into practice

MOTIVATION:

Students who excel will be more work to understand the learningAdditional information via the internet access will increase the desire to learnStudents with poor English will feel burdened with the task of understanding the concept /content and understand the languageStudents will continue to lag in the weak control of the subject

EMOTIONS:Outstanding students learning more fun / new thingsStudents feel pressured to follow the weak and missed learning

LEARNING ENVIRONMENT:

Turn to traditional methods of modern methods more attractive and in line with the globalizationThe concept of changing the classroom to the laboratory ITNon-degree heat to the air-conditionedStudents interact with teachers, students and technology

• HOW TO LEARNLearn to find information / self-training not only in the class / teacher.Students can develop ideas and confident as a diversity of information in the subject.No longer rely on text books in total.

• EXAMINATION RESULTSStudents city continue to excel in Math and ScienceStudents in rural area shows poor grade.

ABOLISHMENT OF PPSMI 2012:Students better understand Science and Mathematics in their own mother tongueThe gap results between urban and rural students are very highStudents enjoy learning more vulnerable because they could understand what was goingIncrease the motivation to compete among themselves

WHY CHANGES HAPPENS:Implement the goals and aspirations of Vision 2020To establish Malaysia as a developed country by 2020To make Malaysia a world-class education systemMeeting the needs of an increasingly challenging economy

• ENHANCING KNOWLEDGE OF SCIENCE AND TECHNOLOGY:- Introduction of technical and vocational courses- Exchange of international students- Encourage students studying science at upper secondary level

• BUILD QUALITY HUMAN CAPITAL:- Produce individual creative and critical- To produce individuals who can compete globally- Expanding the diversity of talents and abilities

• IMPROVING THE QUALITY OF EDUCATION SYSTEM:-To establish a world-class education system- Lifelong learning- Member pursue individual opportunities to local and overseas university- To establish Malaysia as a place to gain knowledge- The education system can produce students who compete in the employment sector

RAPID WORLD INFORMATION TECHNOLOGY:

• A world without borders• Development of knowledge• Facilitate the information presented

CONCLUSION:• Agents of change is education. Education and training is

an important vehicle in human resource development towards the direction of national development goals. World-class education, or world class will determine the success of human change (Mohd Najib, 1997)

• Changes in curriculum and education indirectly affect the student as an agent to the changes made

• Teachers should play an important role so that the changes can be accepted by students and thus change the mindset and actions of students on the changes

CHANGES IN PRIMARY SCHOOL CURRICULUM

• In July 19th, 2002, the ministers had agreed to implement PPSMI in every school in Malaysia

• It was implemented in year 2003• It was applied to students from Year 1, Form 1

and Lower 6• Only Science and Mathematics would be

taught in English

REASONS FOR IMPLEMENTING PPSMI

• The country needed more human forces in Science and Technology

• Most information regarding the subjects are in English

• To improve the use of English among students

PPSMI SUBSTITUTION WITH MBMMBI

• Students are more comfortable learning Science and Maths in their native language

• To reduce the gap of the public examination results between students from urban and rural areas

• To improve students’ understanding in the subjects learnt

• To encourage students to be competitive in their study