Malaysia Education Blueprint Research Articles

Malaysian Secondary School Teachers’ Readiness in Implementing 21st Century Learning (PAK21)

21st Century Learning or Pembelajaran Abad ke-21 (PAK21), refers to the MOE’s initiative which champions a student-centred learning process that is steered by five main elements, which are communication, collaboration, critical thinking, creativity, and values and ethics (4C1V). PAK21 defines the pertinent knowledge, competency, and characteristics that students should embody to be competitively relevant and empowered to take on the challenges of 21st Century volatilities. PAK21, which was formulated in the second wave of Malaysia Education Blueprint 2013-2025, would generate more creative thinking processes and instil better human values, while preparing the students for the Industrial Revolution 4.0 (IR 4.0). Malaysian teachers should embrace the PAK21 to ensure the students are equipped with the right skills and values for the future. This paper shares some findings on Malaysia secondary school teachers’ readiness in implementing PAK21. In specific, the characteristics as 21st century teachers were assessed as well as the level of teachers’ readiness in implementing 21st century learning (PAK21). The analysis shows the mean of respondents’ selfassessment as 21st century teacher (M=3.6170, SD=.56341) was slightly higher than the mean of respondents’ self-assessment on teachers’ readiness in implementing PAK21 (M=2.9813, SD=.31161). Analysis also indicates a significant positive strong relationship between the two assessments (r=.715, p<.01), and hence implies higher scores of respondents’ assessment as 21st century teacher are associated with higher scores of respondents’ assessment on teachers’ readiness in implementing PAK21. Further survey on the professional development was also conducted to see the influences of these programs on teachers’ readiness in implementing PAK21. The findings of this study serve to inform educational policy makers and stakeholders on secondary school teachers’ readiness to PAK21 and how the current professional development influences their level of readiness.

Academic Governance and Leadership in Malaysia: Examining the National Higher Education Strategic Initiatives

Academic governance and leadership are two inter-related concepts that set the tone and direction for the development of higher education at the system as well as institutional levels. This article examines the academic governance and leadership in Malaysian higher education by focusing on two national higher education strategic initiatives: the National Higher Education Strategic Plan 2007-2020 and Malaysia Education Blueprint (Higher Education) 2015-2025. From analysing the two national strategic initiatives, we discuss the ways in which academic governance and leadership have been articulated at the systemic and institutional levels. We find that, centralisation persists despite corporatisation and granting of autonomy status, and leadership has become subjected to external yardsticks of quality, performance and standardised transformation agenda, driven predominantly by the ideology of neoliberalism and New Public Management (NPM). Unpacking these drivers of policy provides a basis for reflecting on the purpose, philosophy and fundamental idea of universities in Malaysia for nation building and societal development.

The Development and Validity of Behavioral Instrument of Mobile Learning Applications Usage among Undergraduate Students

The emergence of m-learning is perceived to support the success of the 2015-2025 Malaysia Education Blueprint. Access to education through mobile devices is not just a requirement today but has become a necessity for students and educators to achieve. Therefore, this study aims to develop and validate eight constructs to observe the behavior of acceptance and the use of mobile learning application among students in public universities. This study involved 120 respondents amongst undergraduate students in Universiti Pendidikan Sultan Idris, Malaysia who were randomly selected from the study population. Exploratory Factor Analysis (EFA), is done to measure the suitability of each item and validate the Acceptance and Use of Mobile Learning Application Instrument among Bachelor Degree students. EFA results find that all load factor values exceed 0.5; all items are accepted and no items are dropped. Based on the analysis conducted, it can be concluded that the instruments used have high degree of validity and reliability to determine the acceptance and use of Mobile Learning Application among students.

Readiness in Implementing Student-centred Learning (SCL): An Insight to Developing a Problem-based Learning (PBL) Module

Focus of current Malaysia Education Blueprint (2013–2025) is on SCL. The blueprint can serve as a good reference material but implementing SCL is largely on the shoulders of the school administrators and senior teachers involved in decision making. This paper aims to unravel the readiness of a Malaysian secondary school to implement and adopt SCL. The findings were subsequently used to provide insight on the development of a problem-based learning (PBL) module for a secondary science curriculum. This paper concerns a case study research which was conducted in a national type secondary school. The sample involved in this study was school administrators and senior science teachers. In-depth, semi-structured interviews were carried out to gain detailed information on the school's readiness to implement SCL. Interviews were transcribed and cross-case comparisons were made to compare and contrast the participants' responses before themes across the interviews data were generated. Three main themes were derived from the analysis, namely (i) knowledge and awareness on SCL, (ii) optimism towards SCL, and (iii) challenges and misinterpretation on SCL. This information provides insights into developing a PBL module specific for Malaysian science curriculum that contains the elements of PBL scenario, facilitations, training, PBL guide and support. Significance: This paper proposes insights for PBL module development that derived from empirical research findings. Therefore, the insights are well grounded and reflective of the current practice of SCL in school which in turn translate into it is effectiveness and feasibility.

Preliminary Findings of the iCGPA Implementation on Diploma in Public Administration Programme of Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA

In line with Malaysia Education Blueprint (Higher Education) 2015-2025, the implementation of Integrated Cumulative Grade Point Average (iCGPA) for Diploma in Public Administration (DPA) in the Faculty of Administrative Science and Policy Studies (FSPPP), Universiti Teknologi MARA (UiTM) was started in July - October 2016 academic session. Hence, there is a need to evaluate the implementation of the iCGPA attainment. Therefore, this paper aims to examine the iCGPA achievement of the first cohort of the DPA students based on their examination and academic performance. Results from the first iCGPA cohort in DPA were analysed and compared to produce a report on the iCGPA evaluation. The findings had revealed that the DPA students were able to attain better GPA and CGPA and a lower percentage of failure rates. In addition, the findings had revealed that the faculty was able to meet its academic Key Performance Indicators (KPI). Indeed, throughout the iCGPA implementation, students were able to reach grade B and A+ for all the nine (9) learning outcomes proposed in iCGPA. To monitor the results, the faculty has developed the iCGPA Reporting Card (iRC) in 2017 which aims to assess the attainment of Program Learning Outcomes (PLOs) to monitor the continuous improvement efforts in teaching and learning and a friendly user reporting card in reporting the overall undergraduate academic programme achievement (iCGPA). It was suggested that iCGPA is to be continued at diploma levels with proper modifications and should be extended to all UiTM campuses which offer DPA programme.&#x0D; KEYWORDS: iCGPA, Programme Learning Outcomes

TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY

This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descriptive analysis and correlation tests using SPSS version 22. The results revealed that the degree of autonomy of the ESL teacher trainees in ELL is high with significant but weak relationship between their self-rating with ELL and their degree of autonomy. This study adds to the limited data on the learner autonomy of ESL teacher trainees which should be addressed in the Malaysian Education Blueprint. We recommend that future education policy gives more attention in developing teacher trainees’ learner autonomy in order to ensure the alignment between second language teacher training and the development of 21st century learner skills as stated in the Malaysian Education Blueprint. &#x0D; &#x0D; Keywords: ESL trainee teachers, learner autonomy, Malaysian education blueprint, second language teacher education, 21st century learner skills&#x0D; &#x0D; Cite as: Sarkawi, S., Sharatol Ahmad Shah, S., Senom, F., &amp; Mohamad Nor, A. (2019). Teacher trainees’ journey to develop learner autonomy. Journal of Nusantara Studies, 4(2), 282-301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301

CORPORAL PUNISHMENT IN MALAYSIAN PUBLIC SCHOOLS: LEGAL AND EDUCATIONAL PERSPECTIVES

There is a need to consider whether the current school environment cum climate and punishment for indiscipline or behaviour management in Malaysia is relevant and effective in the current age. Foundational values primarily begins at home and in schools. In this regard the school is viewed not only as a place of learning but as a community of relationships where bonds are built where characters and values are shaped. It needs to be a conducive environment for the successful realisation of the Malaysian Education Blueprint (2013-2025) to develop value driven, tolerant and responsible Malaysians. It is a place to nurture inclusivity, respect for the person, consideration, cooperation, respect for diversity, unity, trust and other values desired under the Education Ministry. In this regard, this paper argues that Malaysia Education (School Discipline) Regulations 1959 which was made under a repealed Act need to be reconsidered for its effectiveness. The impact of corporal punishment and violence on children is covered in this paper in addition to relevant court decisions involving teachers and schools. Malaysia has acceded to the Convention for the Rights of the Children, this paper explores the compatibility of the convention with the School discipline Regulation 1959.

Distributive Leadership and Work Commitment among Secondary School Leaders: Initial Evidence from Malaysia

Ministry of Education Malaysia is improving the quality of education by emphasising on quality of teacher’s leadership and their commitment. The purpose of this study was to identify the relationship between distributive leadership practices and work commitments among the school leaders in Malaysia. In addition, the levels of distributive leadership practices and the level of work commitment among the school leaders was also studied. This study was carried out using a quantitative cross-sectional survey method using questionnaire as a research instrument of data collection. A total of 120 school leaders comprising principals, senior assistant teachers, assistant teachers and committee leaders were involved as respondents of this study. Two types of measuring tools used in this study were the Distributed Leadership Inventory (DLI) and the Teachers' Organizational Commitment Scale. The findings showed that there is a strong positive relationship between distributive leadership practice and work commitment. The findings also showed that the level of leadership of distributive leadership and work commitment are at high level. The findings also showed that there is no significant difference in distributive leadership practices and the level of commitment of school leaders based on gender factors. However there is a significant difference based on age and teaching experience. Thus, distributive leadership is critical to school leadership towards achieving the objectives of the Malaysian education as outlined in the Malaysian Education Blueprint (2013-2025).

Analyzing Validity and Reliability of Motivational Orientation of Differentiated Instruction in English Language Teaching Student Questionnaire (MoDiELT)

Recently, the implementation of differentiated instruction had been proposed by Ministry of Education of Malaysia to be implemented across all schools in the country. Consequently, as announced in the Malaysia Education Blueprint (2013) the Ministry had launched a program called Differentiated Teaching and Learning of English Language. After few years of its implementation, a measurement protocol was needed to assess the effectiveness of differentiated teaching approach in the teaching and learning of English language. In this instance, a multidimensional instrument was developed to measure student motivation toward differentiated teaching and learning of English language, and indicate teachers’ overall teaching performance. The questionnaire contains three sections A (Demography), B (78-item scale assessing student motivation based on their experience of differentiated English language teaching and learning), and C (Student Comment/Suggestion). In this paper, the researcher presents the procedures involved in evaluating the psychometric properties of the instrument and discusses its validity and reliability. The items were constructed based on an accumulation of teachers’ differentiated teaching strategies. Face and content validity were evaluated while internal consistency and factor analyses were computed. The final reliability coefficients for the whole scale and subscales range from high to very high, while changes suggested by the analyses were accepted. The overall analysis suggested that the questionnaire is deemed valid and reliable to measure student motivation toward differentiated teaching and learning of English language, and as an indicator of teachers’ performance in applying differentiated approach.

Senior Meets Junior Digital Natives: TESLians Integrating Technology in their Teaching Practice

The younger generations of students called Digital Natives learn via technology. The Malaysia Education Blueprint 2013-2025 has taken the initiatives to implement Information and Communication Technology (ICT) in learning in bid to cater to their learning styles. However, the implementation has not been smooth-sailing as most teachers have not been integrating ICT in their lessons seamlessly. Goldberg’s (1981) Big Five Model of Personality can explain various usage of ICT based on their respective trait but TESL (Teaching English as Second Language) undergraduates in the Malaysian context had not been studied before. The researcher purposively selected 72 TESL undergraduates from the Faculty of Educational Studies in a public university in Malaysia for the study using a questionnaire and semi-structured interview. The findings reported high levels of ICT integration and motivation in integrating it. Next, they scored the highest in Openness to experience towards ICT integration in L2 teaching while low in Neuroticism. There was also a statistically significant, moderate, positive relationship between their level of motivation, Agreeableness, Conscientiousness, Extraversion and Openness traits and their ICT integration in L2 teaching. These findings present vital implications for TESL program and course coordinators to facilitate their pre-service teachers to leverage ICT in their teaching practice.

Performance on the Initiatives Taken T oward Financial Sustainability of Public Universities in Malaysia

The initiative to reduce Public Universities (PUs) dependency on the Malaysian federal government grants for operation and development expenditure was highlighted in the Malaysian Education Blueprint (MEB) 2015-2025. In the MEB, PUs are expected to strengthen their income generation to achieve financial sustainability while staying focus on their core educational missions. The purpose of this study is to assess income enhancement initiatives carried out by PUs to achieve financial sustainability. The initiatives suggested in UniTP Purple Book to help PUs in their quest to be financially sustainable is used as the variables. This study found that the PUs in Malaysia have a clear objective towards achieving financial sustainability. However, their initiatives in enhancing income are limited, mostly on the routine tasks and activities with low financial risks.

Exploring Lecturers’ Readiness for 21st Century Education in Malaysian Higher Learning Institutions

The nature of teaching is now changing as current lecturers are required to equip their students with 21st-century skills. As such, the Malaysia Education Blueprint 2015-2025 for Malaysian higher education has been developed which emphasized structuring more holistic and integrated curricula to prepare students for the needs of 21st-century employment skills. However, this 21st-century education demands more than merely teaching through chalk and talk. There are concerns whether current lecturers are able to grip with the fast pace of technological advancement and to impart that skills to their millennial students. On the other hand, despite having excellent academic records, employers are concerned that current fresh graduates lack the adaptability, multitasking, decision-making and problem-solving skills in the workplace. As such, the objective of this study is two-fold. First, the study would like to assess the lecturers understanding of 21st-century skills. The second objective is to identify whether the teaching practices of 21st-century skills (critical thinking, collaboration, communication, creativity and innovation and use of technology as a tool of learning) are applied by the lecturers in their classrooms. A survey adapted from Hixson, Ravitz, and Whitman (2012) was administered among a sample of Malaysian higher learning institutions’ lecturers. The findings of the study indicated that Malaysian lecturers are currently moving towards the 21st century learning education approach. Suggestions and recommendations are also discussed to provide for lecturers to better equipped in handling the changing scene of education in this 21st century.

Pre-service Teachers' Mastery of Technological Pedagogical Content Knowledge for Teaching English Language

Education 4.0 is the inspiration of the Malaysia Education Blueprint 2015-2025 which is focusing on teaching and learning especially in terms of personalization of learning, quality education and learners as connectors, creators, and constructivist (Kementerian Pendidikan Malaysia, 2015). Pre-service teachers' mastery of the technological pedagogical content knowledge for teaching practice is deemed crucial in order for them to face the challenges apparent in the Industrial Revolution 4.0. The purpose of this study is to investigate how the mastery of TPACK assists the pre-service English teachers with their teaching practice. The research design was mainly qualitative. Four ESL pre-service teachers were selected using the purposive sampling method. Each teacher was observed five times over a period of twenty lessons. Non-participant observation was conducted during the teaching sessions. A checklist was used during the observation to ensure uniformity in the elements observed during each lesson. Findings of the study clearly revealed that the pre-service teachers have a substantial understanding and mastery of TPACK. The pre-service teachers revealed some effective technological pedagogical content knowledge strategies used for teaching purposes to capture students' interest to make learning more fun and meaningful.

Literature Instructions in Secondary Schools: A Case Study

Literature component has been made clear by the Ministry of Education (2012) in Malaysia Education Blueprint 2013-2025 to promote active learning and enhance learning. However, some studies show that learners might not be interested in literature lessons in schools for many different reasons. Their reactions and responses during the literature lessons show their lack of interest. This research was undertaken to investigate learners’ reactions during literature lessons. This qualitative case study was carried out on two mixed ability classes, consisting of 53 high school learners from two schools in Johor Bahru district and four English teachers. Lessons were observed and videotaped, and the participant-teachers were interviewed and audiotaped to seek responses on their learners’ reactions and responses during lessons. This research provides new insights on how learners perceive literature lessons in schools which promotes language learning.

Exploration of Spiritual Elements in Holistic-Entrepreneur (Holistic-E) among TVET Graduate Students

Entrepreneurship is seen as a potential career path for overcoming the problem of unemployment. However, this career has yet to get a second or even a last option among graduates in Malaysia. Government has introduced several initiatives to cultivate entrepreneurial spirit among students or graduates such as the first surge of the Malaysia Education Blueprint 2015-2025 (Higher Education) and Entrepreneurship Action Plan 2016-2020. Despite the magnitude of these efforts, little is known whether graduates today are entrepreneurial. Furthermore, based on current achievements, this is quite difficult to implement as the desire of graduates in entrepreneurship is not particularly encouraging, especially graduates in TVET courses. Compared to previous studies on student development that only examines the external element of the student affecting entrepreneurial desires, this study focuses on the internal elements of students holistically to increase student entrepreneurial desires and improve entrepreneurship as one of the preferred careers in Malaysia in meeting the challenges of the first shift of the Malaysia Education Blueprint 2015-2025; produce more graduate entrepreneurs.

The Issues and Challenges in Empowering STEM on Science Teachers in Malaysian Secondary Schools

As a proactive step to put Malaysia on par with other developed countries, the agenda on empowering STEM has been clearly stated in Malaysian Education Blueprint 2013-2025. However, the issues related to STEM education, that is science teachers’ exposure and training for continuous professional development is a concern. Thus, the main purpose of this study is to identify the issues and challenges that science teachers faced in implementing STEM in secondary schools, and to determine the effects of the issues arising on teachers’ performance. This study also intends to find out the training required by Science teachers specifically in STEM Education. The research employed qualitative methods where interviews were conducted among 15 Science (Chemistry, Biology, Physics or Science) teachers at respective schools in Selangor, Kedah, Penang and Johor. In this research, findings showed that science teachers exposure and training on STEM, a lack of facilities, inadequate budget, heavy workload, time constraints and also lack of support from school leaders. These issues greatly affected Science teachers’ performance because it negatively affected their motivation, level of stress and also job satisfaction when teaching the students. Specific trainings and exposures on STEM were mentioned by respondents to ensure their continuous professional development. Collaboration with university and industries were also among the alternatives proposed for STEM empowerment.

Enhancing STEM Pre-Service Teachers’ Knowledge

Malaysian Ministry of Education (MOE) has emphasized STEM education as one of the main components in Malaysian Education Blueprint 2013-2025. However, although there are many initiative and policies produced by the government, the target of 60:40 still has not been achieved. The issue of declining students enrol in Science stream has become major issues to the nation. MOE has stressed in STEM initiative program to refine teacher skills and abilities in teaching Science and Mathematics. Due to that, the ability of Science and Mathematics teachers especially among pre-service teacher was under the spotlight in recent debates and reforms about improving Science and Mathematics lesson. Thus, this study aim to determine the level of pre-service teacher content knowledge, pedagogical knowledge and pedagogical content knowledge before and after participates in Guided Intervention for Future STEM Teachers (GIFST) Program. This study also intended to identify is that any significant difference of pre-service knowledge before and after joined the program. A total of 91 Science and Mathematics pre-service teacher participated as sample for this study. Based on the result, it was found that there is a significant difference in pre-service teachers’ knowledge before and after participated in the program. It also proved that this program provides positive benefit to Science and Mathematics pre-service teacher especially in content knowledge and pedagogical content knowledge.

The Intention to Enroll among Students of Private Higher Learning Institutions

Higher education hub in Malaysia has become intense in the form of competition. Private Higher Learning Institutions (HLIs) has to work harder to win the competition between the education services in the marketplace. Thus, with the total numbers of Private HLI and programmes available for choice, it is a complex situation to investigate the way students select Private HLI. Due to that, it is a key issue for Private HLI owners to understand what are the determinant factors that influence the students’ intention to enroll in Private HLI. This conceptual paper discusses the influence of promotional efforts, the role of family and attitude on the intention to enroll in private HLIs. Theory of Reason Action is used as the underpinning theory for this conceptual paper. The outcome of this study from the findings will be able to assist Ministry of Education and Private HLIs on how to increase the enrolment of Private HLIs and thus to assist them on how to meet the objective of the Malaysian Education Blueprint 2015-2025.

Analysis of Game Elements in Digital Educational Game According to Gagne Nine Events of Instruction

The purpose of this study is to analyze the game elements based on Gagne Nine Events of Instruction and to develop instrument which will be use to analyze the game elements needed in the development of digital educational games. The study was conducted using qualitative design where the interview and observation involved. A total of 20 students from a school in Tanjong Malim Perak participated in this survey. The findings of the study show that eight game elements are analyzed based on Gagne Nine Events of Instruction that are mystery, action, challenge, being at risk, uncertainty of outcome, opportunity for mastery, visible signs of progress and emotional content. These elements will be aligned with Gagne Nine Events of Instruction to develop an instrument. In conclusion, this study will further enhance the digital educational games design process and further promote innovation in teaching and learning in line with the Malaysian Education Blueprint 2013-2025.

Teacher’s Support and Student Involvement in Learning Activities on Enhancing Student Academic Achievement

This study aims to identify the level of teachers’ support and the involvement of students in learning activities to improve academic achievement of high school students. Teachers’ support refers to teaching activities in the classroom. Student involvement is seen from the aspect of student learning in the classroom. The conceptual framework of the study combines two theories and a model which are the theory or model of the human ecological system (Bronfenbrenner, 1979), social capital theory (Robert and Putnam, 2000) and aspiration model of the Malaysian Education System in the Malaysia Education Blueprint 2013–2025 (2013). This study is a survey using questionnaire for information. The sample was chosen randomly, involving a total of 200 form four students in Negeri Sembilan. The whole construct is at a high level of reliability of 0.926. This study uses descriptive analysis of mean and standard deviation using Statistical Packages for the Social Sciences (SPSS) Version 24. The results show that teachers’ support and student involvement in classroom learning activities are at moderate level. The implication of the study found that teachers and the school need to increase their efforts, programs and activities in improving student academic achievement.