Heritage education in the Primary School Standard Curriculum of Malaysia

2017 ◽  
Vol 61 ◽  
pp. 124-131 ◽  
Author(s):  
Rabeeh Barghi ◽  
Zuraini Zakaria ◽  
Aswati Hamzah ◽  
Nor Hashimah Hashim
Keyword(s):  
Primary School ◽  
Heritage Education ◽  
Standard Curriculum ◽  
School Standard

scholarly journals Teachers’ view on KSSR mathematics document standard of curriculum

2017 ◽  
Vol 7 (2) ◽  
pp. 19-30
Author(s):  
Ikhsan Othman ◽  
Wan Azimah Wan Kadir
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Learning Experiences ◽  
Learning Assessment ◽  
Female Teachers ◽  
Standard Curriculum ◽  
Significant Difference ◽  
Level 1 ◽  
School Standard ◽  
Level Of Agreement

Primary School Standard Curriculum (KSSR being its acronym in Malay Language) was implemented since 2011 involving all subjects including Mathematics. Discussion in this paper is related to a study on teachers’ view on the syllabus used for KSSR Mathematics limited to level 1 primary school Mathematics. The study aimed to identify teachers’ view on the curriculum for the aspects of its objectives, learning experiences, organization of learning experiences and learning assessment. A four Likert scale questionnaire was built and used in the study. A total of 92 respondents from 58 primary schools were involved comprising of 44 males and 48 females teachers. Data were analyzed using SPSS version 20.0. The results of the study showed that teachers’ level of agreement on the curriculum was high for the aspect of objectives (mean score 3.396, SD 0.296); learning experiences (mean score 3.391, SD 0.286); organization of learning experiences (mean score of 3.452, SD 0.241); and learning assessment (mean score 3.376, SD 0.281). Analysis of t-test found that there was no significant difference at p ≤ .05 for teachers’ level of agreement between male teachers and female teachers for the mentioned aspects. Remark from this study is that; document standard of curriculum for KSSR Mathematics level 1 in Malaysian primary school is said to be suitable from teachers’ perspective. Studies involving larger samples and various other aspects of the curriculum should be done to get better and more accurate results.

To what extent Iranian primary school textbooks mirror the philosophy of heritage education?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rabeeh Barghi ◽  
Aswati Hamzah ◽  
S. Mostafa Rasoolimanesh
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
School Curriculum ◽  
Heritage Preservation ◽  
Content Type ◽  
The Sustainable Development ◽  
Heritage Education ◽  
Key Points ◽  
Primary School Curriculum ◽  
The Subject

PurposeThis paper evaluates the content of Iranian primary school textbooks – as the fundamental educational tool in transmitting of key components – to highlight to what extent the content pursues the philosophy of heritage education. Heritage preservation, known to be fostering of the sustainable development, is successfully achieved through the education of young people. The philosophy of heritage education is to cultivate the sense of responsibility toward heritage preservation through the approaches of education through heritage, about heritage and for heritage in which students obtain knowledge, understand the value and develop their attitudes.Design/methodology/approachThis study applies the content analysis approach to evaluate the subject textbooks of the Iranian primary school curriculum. The content analysis was conducted for 51 textbooks across nine subjects and the teacher guidebooks for the art and physical education subjects. Historic country of Iran with a rich local and world cultural and natural heritage is significant context for this study.FindingsThe findings show that, however, heritage elements are applied for conveying the content of some subjects, there is the lack of clarifying of the concept and importance of heritage and cultivating the sense of responsibility toward its preservation.Originality/valueThe results contribute significantly in the heritage education literature as well as improving heritage education in Iran by highlighting the key points which should be considered to design heritage education programs.

scholarly journals ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL

2021 ◽  
Vol 20 (6) ◽  
pp. 924-941
Author(s):  
Najah Hazirah Mohd Dzin ◽  
Yoon Fah Lay
Keyword(s):  
Secondary School ◽  
Multiple Choice ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Rasch Measurement Model ◽  
Standard Curriculum ◽  
School Standard

Multiple choice tests are widely applied to assess students’ knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach’s Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension. Keywords: multiple-choice test, Rasch measurement model, reliability and validity, science subject, secondary school standard curriculum

A Study of Cultural Elements in High Level Chinese Language Textbooks for Primary National School

2021 ◽  
Vol 5 (4) ◽  
pp. 1
Author(s):  
Lim Kian Ming ◽  
Fan Pik Shy
Keyword(s):  
Primary School ◽  
Communicative Competence ◽  
Chinese Language ◽  
Cultural Elements ◽  
National School ◽  
Library Research ◽  
High Level ◽  
Teaching Chinese ◽  
School Standard

This study examines the cultural elements in Teaching Chinese as a Second Language (TCSL) based on six high-level of National Primary School’s Chinese Language (BCSK) textbooks, which are textbooks of  BCSK KBSR (Primary School Integrated Curriculum) Standard four to Standard six and textbooks of  BCSK KSSR (Primary School Standard Curriculum) Standard four to Standard six in order to investigate the changes of cultural elements content and describe the features of cultural elements in this two sets of high-level BCSK textbooks. Researcher has used library research methods and information technology methods to collect data and then use quantitative and qualitative analysis methods to calculate cultural elements in high-level BCSK textbooks by referenced to the criteria of classification of cultural elements which designed by researcher based on previous studies as well as the references of TCSL experts. The results showed that (1) high level BCSK KSSR textbooks are found that had more cultural elements for the total number of 622 compared to 522 in high-level BCSK KBSR textbook with the increasing of 19.16% and  (2) high-level BCSK KSSR textbooks can be said to be more ideal to fostering communicative competence as the cultural elements in this set of BCSK textbooks are more geared towards communicative cultural elements with a record rate of 46.30% compared to 39.27% only in high-level BCSK KBSR textbooks.

scholarly journals Teachers' views on the level of cultural heritage knowledge that can be improved through innovative technologies

2021 ◽  
Vol 13 (4) ◽  
pp. 1073-1087
Author(s):  
Dinara Zhabykbayeva ◽  
Gaukhar Sanay ◽  
Azamat Bekish ◽  
Gulbira Zhylkybekova ◽  
Zhakypbek Kasymbekov
Keyword(s):  
Cultural Heritage ◽  
Primary School ◽  
Education Student ◽  
Primary School Students ◽  
School Students ◽  
Student Knowledge ◽  
Teacher Interview ◽  
Innovative Technologies ◽  
Heritage Education ◽  
Student Interview

The purpose of this research is to determine primary school students' perceptions of cultural heritage and to evaluate student and teacher views on the level of cultural heritage knowledge that can be improved through innovative technologies. The research was carried out with 20 primary school students and 10 primary school teachers who were educated in the city of Almaty, Kazakhstan in the 2020-2021 academic year. The research was designed in the case study pattern, which is one of the qualitative research methods. The data collection tools of the research were developed by the researcher. Semi-structured student interview form and semi-structured teacher interview form were used to collect data in the research. The analysis of the data was carried out using the content analysis method. The results of the research reveal that the students have a good grasp of some concepts related to the definition of cultural heritage and they partially know the tangible cultural heritage and intangible cultural heritage items. While the teachers did not find the cultural heritage education sufficient, they stated that an education through innovative technologies would increase the level of student knowledge and made suggestions regarding this. Research findings reveal the necessity of using innovative technologies in cultural heritage education and accordingly the need for new regulations in education programs. Keywords; Cultural heritage, Innovative technologies, Cultural heritage education, Student knowledge level.  

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