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The National Philosophy of Education is implemented as a continuing process towards

further effort in developing the potential of individuals in a holistic and integrated manner so as
to produce individuals who are intellectually, spiritually, emotionally and physically balanced and
harmonious, based on a firm belief and devotion to God. The National Curriculum of the school
reflects the objectives of National Philosophy of Education that is developing the students’
cognitive, affective and psychomotor (physical) development with other potentials in students.
The National Philosophy of Education or Falsafah Pendidikan Kebangsaan combines the goals,
policies and educational practices to form a consistent, clear and logical entity. It also acts as a
guide for all educational activities in Malaysia which sets the values and principles of the
Malaysian education system from the primary to the tertiary level. The younger generation today
seems to have forgotten to maintain and strengthen unity among the various ethnic and racial
inherited as in Malaysia. It is the role of the education system as one of the government's efforts
to realize national aspirations for creating and enhancing national unity and integration among
the people in this country. It is undeniable that schools and education plays a very important role
in the construction and establishment of the state.
In the KSSR context, education is a major milestone in building unity among the younger
generation. Bahasa Malaysia is the most important medium for integrating various ethnic groups
in Malaysia. It is mainly used as a language of communication and interaction among the
Malaysian. But it is through the use and appreciation of English that is integrated in the KSSR
syllabus that these languages serve as a unity tool to meet the 1Malaysia concept.
Furthermore, English is also used in all national schools as a compulsory subject. The
implementation not only aims to provide knowledge and information in the form of academic
interest, but also foster unity. So, unity which is taught across the curriculum can develop and
strengthen students' personal and moral values.
In 2011, Standard Curriculum for Primary Schools (KSSR) is introduced as an effort to
reorganize and improve the existing curriculum to ensure that students are provided with the
knowledge, skills and values relevant to the current needs and challenges of the 21st century.
KSSR are based on curriculum designed in a form which addresses the elements of
communications, spirituality, attitudes and values, humanities in the lessons rather than merely
focusing on physical and cognitive and aesthetic development, Science and Technology and
personal skills. KSSR use the elements of creativity and innovation, entrepreneurship and

project work. without giving more focus on a particular race only.Information and Communication Technology (ICT) to explicitly strengthen reading. students and teachers are able to interact positively. In group activities or discussion session. if not all the races in Malaysia. enhancing collaboration and partnerships with the community. writing. Activities often includes. For example. increase the proficiency of integrated skill . By getting students to be involved in co-curricular activities we are able to promote a sense of religiosity and interaction of various races in inculcating racial integration during the activities. reasoning. presentation and other intrapersonal skills. every religion. By attaining all these skills. The participation of students at all levels. It is the teacher’s role to set up their KSSR classroom to be multi-culture friendly where the identity of the class should be of various races. These activities. counting and reasoning skills. teachers could ask students to do an interview session in groups of various races. Racial integration among students is difficult to address even in our multi-ethnic schools. teachers should play their role in promoting it among students. provide appreciation and recognition to students. Therefore. social skills and basic computer skills. We should always pay attention to the type of classroom setting to avoid pupils from a particular race to be in a group and another race form another group. teachers could also assign pupils to a project work based . teachers and coaches from time to time. focus are given to introduction of the various culture and tradition. about the different cultures and tradition which they practiced. Teachers are encouraged to be proactive and more innovative in planning strategies for the realization of the National Philosophy of Education objectives. every tradition and every festival are important and appreciated. we should use our knowledge and experience to create an environment where our pupils feel that every culture. This would further improving efficiency in school curriculum management system. when combined with appropriate strategies could promote racial integration among students. These strategies are to foster a culture of co-curricular activities among the students. As teachers. In several topics of the KSSR textbooks. we should wisely use our discretions to address racial issues so that our new generations value their tradition and culture but at the same time learn to appreciate and be tolerance towards other cultures and traditions. in and out of their classrooms. group discussion. provide chances and opportunities to the students to get involved actively in the curriculum activity through a diversity of extra-curricular activities. Using basic computer skill.

Abdul Rahman Asri. Therefore. pedagogy. but they are also able to identify the similarity and differences of every culture they studied. The general goal of the KSSR Syllabus is a transformation of education. Civics and Citizenship Education. materials and curriculum management in schools. Dato Bahaman.on the different ethnic groups in the East and West of Malaysia. Perfect administrative control of the school environment also needs to be controlled and disciplined. In addition the school also needs to maintain facilities provided such as library and media room that is always in good condition. optimal and secure. Since the purpose of the education policy in this country is to unite the children of all nations in the state in the national language as the medium of instruction. Culture should be incorporated in school through formal and informal curriculum With the realization of the importance of history to inculcate patriotism among younger generation. the government has decided to stress the importance of the history subject through a major transformation so that teaching and learning become more relevant once again and successfully encourage students to appreciate our nation warriors such as Mat Kilau. will apply the elements of citizenship. chalk and blackboard eraser is an example of the infrastructure provided by the school. Rentap and other who have bravely fought for our country. students are educate and provide knowledge to inculcate the spirit of love for our country. history being. assessment methods. Dol Said. The aim is to produce Malaysian citizens who are sensitive to the history of their own country but the most important objective is to instill patriotism at a very early age. School plays the important role in preparing. patriotism and unity to ensure that students understand and appreciate the history of the country in depth. Pupils could not only put their computer skill into practice. organization. Preparation of blackboard. . time allocation. the core subjects in the Primary School Curriculum Standard (KSSR) from 2014. At the same time history gives us the opportunity to appreciate and understand the relevance of history in everyday life and life for the future generation. students are encouraged to be bilingual as enacted in the MBMMBI policies. maintaining and managing the infrastructure so that students can obtain a smooth teaching and learning. content. Through the subjects of History. namely the process of conducting a holistic form of changes to the existing school curriculum that involves changes in shape.

The role of a history teacher is to become a ambassador for unity. debates. It is the teachers’ role to use History lesson to sow the seeds of unity and patriotism among students. understand. Therefore. the next generation should be exposed to various types of ways to appreciate and continue to maintain the unity among the races. Unity is very important in a country even more in a multi-racial country. . the May 13. appreciate. 1969 tragedy was a dark moment in history that occurred due to the lack of unity among the various communities in Malaysia. Philosopher George Santayana said those who forget history will make the same mistake. Teachers have the responsibility to expose students to the history of the development of the country starting from a very young age. Through the teaching and learning of history in schools pupils have the opportunity to enhance the spirit of patriotism. This is because many events in the history of the country has taught us to be more rational and responsible in making decision so that we don’t repeat our mistakes in future. The younger generation should be taught to appreciate and learn from the history of the country. They should be able to learn. field trips to historical sites. role play and drama to attract the interest of primary school children to improve their of level learning in schools.These three elements involved will be applied in the teaching and learning of history that the concept of 'education is fun' approach involving quizzes. . the young generation play an important role to foster unity among the races. rational. and learn from the history so that they will become more responsible citizens. as a generation that will continue harmony and unity. and able to make wise decision in a multi-racial country like Malaysia. As heirs of the country. So teachers should be able to enforce in pupils that we must know our roots to be able to govern our country better for the future generation. forums. This is so because unity is the basis of the formation of a progressive and advanced country. For example.

Ministry of Education. Markee. Kamus Dewan Second Edition.Reference: Dr. Abdul Murat Mat Jan. Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education). Merican & Sons. Planning language. (2009). Tengku Iskandar. The principal as curriculum leader: Shaping what is taught and tested (3rd ed. Yusof Ibrahim. C. Bhd. 1997. Tollefson.). planning inequality. Glatthorn. CJ. Kuala Lumpur. S. Kuala Lumpur. Marsh. 1986. 1984. (2013). Introduction to History. Kementerian Pelajaran Malaysia. (2000). (2010). Philosophy. Cambridge: Cambridge University Press. Muhd. (2012). Sidi Gazalba. Jakarta.A. New Jersey: Pearson. J. Drs. California: Corwin Press. M. Introduction to the History of Science As. Dewan Bahasa dan Pustaka. Dewan Bahasa dan Pustaka. Introduction to History. Suntharalingam. KPM. Science. Sdn. J. Managing curricular innovation. History. Longman. & Bondi. Thousand Oaks. Muhd. Key concepts for understanding curriculum. 1966. Kuala Lumpur. R.. J. N. & Jailall.Yusof Ibrahim. Dokumen Standard Prestasi KSSR Bahasa Inggeris Tahun 1. A. Dr. Curriculum development. (2010). Abington: Routledge. Theory and Methods. J. A guide to practice (8th ed. Kuala Lumpur: KPM. Malaysia. Willes. Lecture Notes. Understanding History: Dewan Bahasa dan Pustaka. 1985. Kuala Lumpur: Bahagian Perkembangan Kurikulum.). 1994. .

KAMPUS BAHASA ANTARABANGSA. KUALA LUMPUR PROGRAM IJAZAH SARJANA MUDA (TESL) PENDIDIKAN SEKOLAH RENDAH AMBILAN JUN 2011 SEMESTER 8 ACTION RESEARCH II STUDENT’S NAME : NURAZLIN BT ABDUL RAHMAN INDEX NUMBER I/C NUMBER : 2011212350015 : 700518-04-5084 COURSE/CODE : PPG / TESL A LECTURER’S NAME : MS KON YOON HOW SUBMISSION DATE : 25 APRIL 2015 .