MUHAMMAD IRFAN AFIQ BIN RIZDUAN

GPPP1092i

In every aspect, partnerships between teachers and the surrounding community are important
to the consistent growth of schools. A school with a solid relationship between teachers and
other communities can be considered an "excellent school." (Balevičienė & Urbanovic, 2014).
The level of education has greatly improved over the years. The primary goal of a school was to
prepare students for the type of knowledge they wanted to apply later, today's schools focus on
'life skills.'. To attain this goal, Teacher's goal is to teach kids how to learn by themselves and
how to work in a way that allows them to come up with fresh ideas. The main aspect of modern
society is the generation of new ideas. The country needs multicultural professionals who are
clever, imaginative, and creative problem solvers, as well as skillful and critical thinkers. New
technologies make it possible to stimulate critical thinking. Teachers must teach students skills
that will enable them to work in a team collaboratively and appropriately, make decisions, plan
and manage their time efficiently, listen to one another, and use the appropriate communication
technique at the appropriate moment. Teachers in the new millennium should be professional
and their professionalism is the key to quality improvement (Jemaah Nazir, 2001)

As a result, Malaysia discovered that the 21st century skills are needed for these new teaching
criteria. The Malaysian Ministry of Education started a complete review of the country's
education system in October 2011, with the objective of developing a new Pelan Pembangunan
Pendidikan Malaysia (PPPM). The three main objectives of PPPM is understanding the current
performance and issues of Malaysia's educational system, with a focus on increasing access to
education, improving standards (quality), closing achievement gaps (equity), boosting student
unity, and maximising the system's efficacy The second one is, for the next 13 years, through
2025, creating a clear vision and ambitions for the education system and students. And the last
one is to outline a proper education system transformation plan, including major changes in the
Ministry, that will enable the system to fulfill new needs and expectations while also supporting
the civil service's reform. Another goal of this review is to study education policy in the context
of rising international education standards, rising national goals in educating the younger
generation for the needs of the twenty-first century, and rising parental and societal demands.

In addition, school infrastructure is critical as a motivator for students to become more

disciplined and, as a result, improve their academic performance. Malaysia's educational
infrastructure has experienced several physical changes. In comparison to the 1990s,
educational infrastructure has improved and continues to improve. Almost all Malaysian
schools, regardless of location (urban or rural), must provide required facilities for student
comfort. Students' learning styles have changed as a result of the learning environment in
schools. A conducive environment is said to create a fun atmosphere for learning as well as
improving student performance such as the use of the classroom for activities appropriate and
the provision of special rooms. Dewees (1999) argues the challenge for the educator is to
renovate and design the infrastructure of the building suitable for new learning environments
using a method new and also by using the latest technology in the teaching environment and
learning. As a result, complete infrastructural development is essential in influencing and
upgrading education in the country. The learning environment refers to the space allocated for
learning whether it is a classroom, science lab, open space or office (Tessmer and Harris,
1992). It is a place where learning occurs whether in a subsequent social, psychological or
pedagogical context influencing student achievement and attitudes (Fraser, 1998). It also
includes aspects of the design, layout, or arrangement, as well as the environment, such as
infrastructure. Olson and Kellum (2003) explain that schools having a good quality of
infrastructure will improve student achievement. Therefore, the learning environment should be
well managed in order to allow students to set personal goals, actively collect and manage
information needed, control and evaluate self -learning and so on, able to provide personal
experience feedback in a variety of the environment and social context of teaching and learning
(Brown and Campione 1996).

The problem is that, although having a very clear vision with the 2013-2025 PPPM, Malaysia
still falls behind other ASEAN countries like Singapore. Malaysia's education system was found
to be poor in 2012, according to OECD cross-country examinations of primary and secondary
school pupils' essential skills scores (Woo, 2019). Reading, mathematics, and science are
examples of core talents. Malaysia was placed 52nd in math, 59th in reading, and 53rd in
science in the 2012 OECD sample of 65 countries. Malaysia scored similarly to Thailand (50,
48, and 49), Chile (51, 48, and 47), and Mexico (50, 48, and 47). (50, 48, and 47). (53, 51 and
55) (Woo, 2019). These statistics illustrate that Malaysia's education system remained poor in
2012. Malaysia scored 415, 440, and 438 in the Programme for International Student
Assessment (PISA) in Reading, Mathematics, and Science, respectively, in 2018. When PISA
uses 487, 489, and 438 as the average score for each topic, these scores were below average.
The second issue is that the existing system revolves around addressing the requirements of
the industries, driving youngsters to compete instead of nurturing a love for learning (Ji, 2018).
This means that students are unable to develop a passion for studying because they are forced
to know everything in school and repeat it on paper. These two issues emphasize the fact that
Malaysia continues to face obstacles in achieving three major goals in the 2013-2025 PPPM.

There are methods for dealing with the two problems mentioned above. This essay will only look
at one method of putting PPPM's ideas into action, and that method is to set up a SmartWall in
a separate room and apply it to releasing students' full potential. A SmartWall is an interactive
wall system designed to encourage individuals to get more activity. This programme is the
invention of the Embedded Fitness team, which is led by Carla Scholten, a Fontys Colleges
teacher. This wall contains over 40 games designed to aid individuals in three different areas:
education, health care, and business. The focus on education is clear when this wall shows the
game "Castle Attack," a turn-based game in which players can only beat each other after
solving a math problem. Teachers can switch between games using an app put on a related
tablet to adapt different learning objectives to their students. SmartWall can also be used to host
meetings, making them more engaging by allowing participants to play games to relieve stress.
SmartWall's main features are interactive wall projection, which can be played with a ball or
foam stick, over 40 activities organised into several categories. It is also suitable for a wide
range of target groups and industries, and ease of use with the supplied tablet and software.
SmartWall is a solution to what teacher and community collaborations can do to address the
school's lack of amenities. This line attempts to persuade the reader that young students will
like learning if they can do so through their preferred medium: video games. Students can have
a better lifestyle while playing video games on a SmartWall, which is the second advantage.
(2021) say active video games (AVGs) have been offered as a good alternative to exercise and
their efficacy against childhood obesity is being researched. Teacher and community
partnerships are required to make this concept a reality, with teachers contacting the Embedded
Fitness team to schedule the installation of a SmartWall in their schools. This ideology will
benefit children, schools, and teacher and community partnerships overall.

In my opinion, with technology as modern as SmartWall. It can be applied to rural school areas
in Malaysia. For example, SMK Binjai which was located in Kemaman, Terengganu Malaysia. In
my point of view, the school lacked technology and ICT infrastructure. The traditional way of
teaching the students was seen to be very insufficient for them. As most of the students live
outside of the town, most of them are well exposed to modern learning through technology.
Although they have a Computer lab, most of the computers were broken and outdated. This can
affect the learning experience of students which can make it difficult to interact and be more
engaging during the learning session. However, the school, however, does not have the
finances to purchase a SmartWall. As a result, more effective approaches, such as cooperating
with businesses or non-governmental organisations, are required. In the future, as a teacher, I
plan to be more proactive in dealing with this issue by cooperating with Eastern Pacific Industrial
Companies (EPIC). EPIC (Eastern Pacific Industrial Corporation Berhad) is a provider of
integrated oil and gas solutions for both the upstream and downstream value chains. Its key
business is providing base services suited to the offshore oil and gas industry, such as port
management, marine engineering and services, and engineering and maintenance services.
EPIC also works in the field of renewable energy and green technology. From the website
epicgroup.com.my, the requirements for people to work at the company is minimum qualification
is Sijil Pelajaran Malaysia (SPM)/ Sijil Kemahiran Malaysia (SKM), Excellent oral and written
communication skills in Bahasa Malaysia (if proficient in English is an advantage), when
challenges develop, the ability to think quickly and act decisively and good time management
and multitasking skills, as well as the capacity to commit to activities. As a result, it is compatible
with the benefits of SmartWall-based learning approaches that will be used by students. This is
also a win-win situation for both parties. Students from SMK Binjai will be IT literate, competent
outside of the classroom, and excel in all areas. EPIC companies, on the other hand, will accept
more proactive individuals who meet the qualifications to work in order to maintain quality and
raise the company's name.

In a nutshell, teachers and community partnerships can work together to overcome the absence
of school infrastructure in a variety of ways. This is to ensure that school facilities are always
renamed and constructed in accordance with their phases in order to improve the school's
qualitative status. Jacobson et al. (2014) lines that school-community partnerships are currently
in the forefront of educational reform efforts. The idea is that teachers' relationships with other
communities around schools are crucial because they are the pioneers of something that can
start a revolution in any school. As a result, it is critical that the relationships between these two
sides be strong and solid in order for them to present a new viewpoint on what a "good school"
should be like. They must be able to affect change in their schools, particularly in terms of
school infrastructure, because fulfilled aspirations are the first thing that others outside the
school compound would notice. Teachers can also seek out any knowledge that the community
need, and this is not something to be embarrassed of.
 References

Ching, M. Y. K. (2015, August 12). Guru berperanan lahir pelajar capai standard global.

Berita Harian.https://www.bharian.com.my/kolumnis/2015/08/74472/guru-berperanan-

lahir-pelajar-capai-standard-global

EPIC GROUP, S. B. (n.d.). EPIC Group - About Us | Shaping The Growing Future.

(EPIC) Berhad. https://www.epicgroup.com.my/about-us/shaping-the-growing-future.php

Jizin, D. R. M. (2022, May 14). JPN dan PPD diminta ambil tindakan masalah kerosakan

infrastruktur dan kemudahan sekolah di Kota Tinggi. Sinar Bestari.

https://sinarbestari.sinarharian.com.my/buletin/jpn-dan-ppd-diminta-ambil-tindakan-

masalah-kerosakan-infrastruktur-dan-kemudahan-sekolah-di-kota-tinggi/

Kementerian Pendidikan Malaysia, K. (2017). Pelan Pembangunan Pendidikan Malaysia

– PADU. PADU. https://www.padu.edu.my/my/about-the-blueprint/

Vanessa. (2020, October 19). Smart Wall Paint Clear for Education. Smarter Surfaces.

https://smartersurfaces.com/blog/smart-wall-paint-clear-education/

Valli, L., Stefanski, A., & Jacobson, R. (2014). Leadership in School-community

Partnerships. Procedia - Social and Behavioral Sciences, 141, 110–114.

https://doi.org/10.1016/j.sbspro.2014.05.020

Woo, W. T. (2019, March 27). Decentralising Malaysia’s education system. East Asia

Forum. https://www.eastasiaforum.org/2019/03/27/decentralising-malaysias-

education-system/#:%7E:text=Malaysia’s%20education%20system%20is

%20unnaturally,%2C%2059%20and%2053%2C%20respectively.
Martinez, L., Gimenes, M., & Lambert, E. (2022). Entertainment Video Games for

Academic Learning: A Systematic Review. Journal of Educational Computing

Research, 073563312110538. https://doi.org/10.1177/07356331211053848

Comeras-Chueca, C., Marin-Puyalto, J., Matute-Llorente, A., Vicente-Rodriguez, G.,

Casajus, J. A., & Gonzalez-Aguero, A. (2021). Effects of Active Video Games on

Health-Related Physical Fitness and Motor Competence in Children and

Adolescents With Overweight or Obesity: Systematic Review and Meta-Analysis.

JMIR Serious Games, 9(4), e29981. https://doi.org/10.2196/29981

Valli, L., Stefanski, A., & Jacobson, R. (2013). Community Support of Schools: What

Kind and with what Success? Procedia - Social and Behavioral Sciences, 106,

658–666. https://doi.org/10.1016/j.sbspro.2013.12.075

Rigelman, N. M., & Ruben, B. (2012). Creating foundations for collaboration in schools:

Utilizing professional learning communities to support teacher candidate learning

and visions of teaching. Teaching and Teacher Education, 28(7), 979–989.

https://doi.org/10.1016/j.tate.2012.05.004