FALSAFAH DAN PENDIDIKAN DI MALAYSIA

THE FORMATION AND THE IMPLEMENTATION OF KBSR AND KSSR

OBJECTIVES OF KBSR
To master Malay language as it is Malaysias 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 Malaysias 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 ones health and keep the body fit To shape leadership skills and establish selfconfidence To understand and be alert towards other people and the environment To expand ones 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 Students portfolio is introduced to enable parents to monitor their childrens 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 The structure of KBSR is based on three things: -Communication -Human and the environment -Individual development KSSR 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: Curriculum Standard Document

Curriculum material: Education syllabus

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 Elements: To sharpen the creative and critical way of thinking

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: Explicit creativity and innovation, entrepreneurship and Information and Communication Technology Focuses: 4M (Reading, Writing, Calculating and Analysing)

Focuses: 3M (Reading, Writing and Calculating)

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 Yanouzasa 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 learning Additional information via the internet access will increase the desire to learn Students with poor English will feel burdened with the task of understanding the concept /content and understand the language Students will continue to lag in the weak control of the subject

EMOTIONS:
Outstanding students learning more fun / new things Students 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 globalization The concept of changing the classroom to the laboratory IT Non-degree heat to the air-conditioned Students interact with teachers, students and technology

 HOW TO LEARN Learn 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 RESULTS Students city continue to excel in Math and Science Students in rural area shows poor grade.

ABOLISHMENT OF PPSMI 2012:

Students better understand Science and Mathematics in their own mother tongue The gap results between urban and rural students are very high Students enjoy learning more vulnerable because they could understand what was going Increase the motivation to compete among themselves WHY CHANGES HAPPENS: Implement the goals and aspirations of Vision 2020 To establish Malaysia as a developed country by 2020 To make Malaysia a world-class education system Meeting 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