Malaysian Education System Research Articles

The Impact of Student Attitude on Information, Communication, Creation Skills and Student Engagement

The Malaysian education system is guided by the Malaysia Education Blueprint, which drives the overall quality and effectiveness of education in the country. This study provides insights and assists in forming informed guidelines for the Ministry of Education regarding the impact of skill factors. The relationship between the direct effects of these three primary skills and attitudes is supported by Self-Efficacy Theory (SET). The indirect relationship, where attitude mediates the effects of these skills on student engagement, is supported by Self-Determination Theory (SDT) and Social Cognitive Theory (SCT). A questionnaire was distributed to local university students currently in their fourth semester and analyzed using the Structural Equation Model using Partial Least Square (PLS). The structural model results direct relationship between attitude and student engagement and between information skills and attitude. In addition, the mediation analysis shows that the relationship between information skills and student engagement, mediated by student attitude, was significant. Based on these results, it is recommended that the Ministry of Education focus on providing supportive resources, such as learning environments and training for educators, in the upcoming Malaysia Education Blueprint for 2026 to 2036. Additionally, offering Digital Literacy Programs to equip students with information skills can positively influence student attitudes and thereby increase the level of student engagement, which is crucial for improving the academic performance and achievement of Malaysia’s educational system. Future research should include a cross-cultural comparison to reconsider educational theories for Asian countries, as many theories are currently based on Western educational settings and contexts.

Hypothesis Test of Human Capital Investment Determinants on Institution’s Performance Using PLS-SEM Approach

Accelerating the quality of education institutions remains a priority for Malaysian Government as it forms the foundation for building a high caliber talent in the labor market. Focusing on improving the quality of universities one of the main concerns is to develop the human quality through increasing the quality and resilience of human capital as the enabler towards competitive global market. In general, this paper recognizes the findings on the role of human capital investment (HCI) determinants and their significant contribution to institution’s performance. It also emphasizes the roles of HCI in institution's success and survival in a highly competitive business environment as highlighted in The Twelfth Malaysia Plan (2021-2025) and Malaysia Education Blueprint 2015-2025. Human capital strategically contributes to the quality of academics in turn affects issues such as inefficient labor markers in achieving the greater quality of Malaysia's education system specifically. Hence, to analyze the contribution of determinants a theoretical model was constructed underlined by Human Capital Theory, Resource Based View (RBV) and Malcom Baldrige criteria. Then to obtain the feedback a survey consisting of sixty (66) items with a seven (7) Likert scale was used as the measurement instrument to gather the data from 309 lecturers in UiTM. Data then were analyzed using Structural Equation Modelling approach on the SmartPLS3 platform. The result explained coefficient of determination (R2) value of 66.9% suggested that the variance of institution performance could moderately be explained by HCI determinants where knowledge, skill and training positively influenced the performance of the institution.

Exploring lower secondary Malaysian teachers’ perceptions of using the listening materials in the ‘Pulse 2’ textbook

As Malaysia’s education is going through major reforms, an impact from the recent global development worldwide, various efforts have been put forward to ensure the Malaysian education system is globally competitive. One of the crucial steps taken was to align its English language education system to the Common European Framework of Reference (CEFR). In implementing the CEFR-aligned curriculum in the Malaysian classrooms, the Pulse 2 Textbook was introduced as the key resource. Although the initiative to bring in Pulse 2 textbook was a welcomed approach, just like any policy implementation, the textbook brought various challenges. This hindered both teachers’ and students’ capability to fully participate in the curriculum and accomplish the required language proficiency outcomes. The study reported in this paper is one part of a larger study on CEFR-aligned curriculum in the Malaysian classrooms. Since this study was one of very scarce studies that explored the practicality of the foreign, CEFR-aligned English textbook to teach listening skills, the focus was to explore teachers’ perceptions. Specifically, the study investigated teachers’ level of satisfaction, pedagogical approaches, and challenges in using Pulse 2 for teaching listening skills to lower secondary students. A phenomenological qualitative research design using open-ended interviews was applied to gain a detailed understanding of teachers’ perceptions of using the listening materials in the Pulse 2 textbook. The sample consisted of five teachers currently employed as lower secondary English language teachers in a government school in Semenyih. Data was analyzed using Braun and Clarke’s Six-phase Thematic Analytic Process. Coding was done using the In-Vivo coding method to develop themes for discussion. The study found that overall, teachers were satisfied with the materials in the textbook to be used in teaching listening skills. Although teachers still faced issues of cultural content and lexical suitability, activities from the textbook were easily modified and adapted for students of various proficiencies to achieve curriculum objectives. However, much still needs to be done in terms of improving school infrastructure, supplying quality equipment and providing professional development support to teachers to ensure that they can accurately and confidently carry out the listening activities outlined in the Pulse 2 Textbook. This study has crucial implications that suggest a need for a more inclusive and supportive approach to managing both the pedagogical requirements and professional development of teachers involved in teaching listening skills to lower secondary students using the Pulse 2, CEFR-aligned textbook.

ANALYSING THE IMPLEMENTATION AND ACHIEVEMENT OF THE NATIONAL LANGUAGE SYLLABUS IN TAMIL PRIMARY SCHOOLS: A CASE STUDY OF UPSR RESULTS AND PROFICIENCY GAPS

The difficulties of using the National Language (NL) curriculum in Tamil primary schools in Malaysia are discussed in this paper. Although Tamil primary school pupils struggle with NL competence, hurting their secondary school preparation, the Malaysian educational system requires mastery of Bahasa Melayu, the National Language. The research uses 2019 UPSR data to examine the NL success levels in comprehension and writing among Tamil school children. Focusing on a sample of Tamil pupils, the approach used a quantitative study of test results from national-type schools. Data were gathered using UPSR Comprehension and Writing papers. The results showed a notable difference in NL proficiency as only 40.11% of pupils attained an acceptable level in both examinations. Important debates focused on the absence of NL exposure in everyday life and the effect of mother tongue interference as main contributing elements. According to the report, standardising the NL curriculum and enhancing it across the institutions would assist to reduce these disparities. This study highlights the necessity of strategic changes to promote Tamil primary school pupils' language competency, therefore guaranteeing better preparation for secondary education.

Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions

Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.

The Impact of Classroom-Based Assessment (CBA) Implementation on the Performance of B40 Pre-School and Primary School Students

Classroom-Based Assessment (PBD) is applied in the education system in Malaysia. It substitutes the public examination system at the primary school level and gives prominence to summative and formative assessment holistically. This case study was conducted to identify the effectiveness and challenges of PBD implementation on the development of students, specifically the B40 group of pre-school and primary school students. To obtain research data, an in-depth interview instrument was conducted on 13 study participants from a quota sample. Interview findings were analyzed to form themes and were confirmed by experts through the Cohen Kappa index of 0.803. Findings regarding the effectiveness of PBD showed that PBD is a holistic assessment for B40 students, especially students who are weak in learning, as it encompasses a comprehensive learning and continuous assessment. PBD is also beneficial for B40 students as they are given the opportunity to achieve the desired mastery level; thus, the gap between B40 students and non-B40 students can be minimized. In addition, this study also highlighted the achievement of B40 students through their mastery of subjects at school. Challenges in the implementation of PBD for B40 preschool and primary school students encompass three aspects, namely challenges in knowledge, achievement and implementation. In terms challenges in knowledge, parents are seen to be oblivious regarding PBD. Challenges in achievement exist when students do not sufficiently master the subjects and unmindful of PBD implementation of. Finally, challenges in implementation, which refers to strenuous individual assessment due to the large number of students. Furthermore, attendance of B40 students is a major challenge in the implementation of PBD. In addition, another challenge in implementation is the need and financial, and parental support. This study explores towards critical discussion and understanding to improve the learning system and further realize the benefits in the implementation of PBD, especially for B40 preschool and primary school students.

A study on the Malaysian Education system’s Employability skills

A study on the Malaysian Education system’s Employability skills

THE IMPACT OF DIFFERENTIATED PEDAGOGY ON THE IMPROVEMENT OF HIGHER-ORDER THINKING SKILLS AMONG YEAR 5 STUDENTS IN THE SCIENCE SUBJECT AT SK. ST. AUGUSTINE (M), MERADONG

Higher-order thinking skills (HOTS) are a vital aspect in the transformation of the education system in Malaysia. However, thinking skills are less effectively implemented in the Malaysian education system, leading to a lack of Higher- Order Thinking (HOT) skills among Malaysian pupils. One of the factors contributing to this problem is the teaching approach used by teachers during teaching and learning sessions in the classroom. The presence of students with a variety of learning styles, interests, and levels of ability in a classroom has been a challenge for teachers to undertake teaching and learning activities and subsequently the established teaching and learning objectives. According to the 2022 International Student Assessment Programme Report (PISA), Malaysia is ranked 53rd out of 81 participating countries, which is the lowest ranking when compared to other countries. This is the result of the student's inability to answer assessment questions that require high-level thinking skills. The same situation also occurred where Malaysia’s performance in the Trend in International Mathematical and Scientific Studies (TIMSS) programme in 2019 showed that Malaysia was ranked 26th out of 39 participating countries. (TIMSS 2019). Differentiated Pedagogy (DP) is proposed as a solution, as it meets the learning needs and backgrounds of students who are different from the abilities aspect. The purpose of this study was to examine the impact of different pedagogy methods on the improvement of higher-order thinking skills within 5th-year primary school pupils in science subjects. The study was conducted using an experimental method by implementing differentiated pedagogical learning on a sample of 40 pupils selected purposefully from a school in the Meradong district. The sample of this study was divided by class, which was Year 5 of St. Thomas (n = 20) was used as a control group taught using conventional teaching methods, and Year 5 of St. Matthew (n = 20) was assigned to an experimental group taught using Differentiated Pedagogy method. The sample was given a high-level thinking skills test to determine the performance of pupils before and thereafter the implementation of differentiated pedagogy in learning the unit of 'Matter'. The results of this study indicated an improvement in higher-order thinking skills (HOTs) application in the treatment group that was taught utilizing differentiated pedagogy compared to that of the control group. This study suggests the use of this differentiated pedagogy in other schools as well as in other subjects.

Exploring Factors Contributing to the Erosion of Integrity Among Education Personnel in Malaysia: A Case Study in Perlis

This study examines the erosion of integrity among education personnel in Perlis, Malaysia, through institutional theory. It investigates the institutional pressures, norms, and practices influencing ethical behavior and offers suggestions to enhance integrity within the education system. Using qualitative methods such as document analysis, interviews, and focus group discussions, the study reveals the significant impact of institutional pressures, the need for a shared understanding of integrity, the role of leadership, and the importance of recognizing ethical conduct. It emphasizes the interplay between individual agency and institutional forces in shaping behavior, advocating for a comprehensive approach to promote integrity. The findings highlight the importance of policies, collaborative efforts, and evidence-based strategies in fostering a culture of integrity, contributing to a fair, transparent, and accountable education system in Malaysia.

Exploring Factors Contributing to the Erosion of Integrity Among Education Personnel in Malaysia: A Case Study in Perlis

This study examines the erosion of integrity among education personnel in Perlis, Malaysia, through institutional theory. It investigates the institutional pressures, norms, and practices influencing ethical behavior and offers suggestions to enhance integrity within the education system. Using qualitative methods such as document analysis, interviews, and focus group discussions, the study reveals the significant impact of institutional pressures, the need for a shared understanding of integrity, the role of leadership, and the importance of recognizing ethical conduct. It emphasizes the interplay between individual agency and institutional forces in shaping behavior, advocating for a comprehensive approach to promote integrity. The findings highlight the importance of policies, collaborative efforts, and evidence-based strategies in fostering a culture of integrity, contributing to a fair, transparent, and accountable education system in Malaysia.

Validity and Reliability of a Conceptual Framework on Enhancing Learning for Students via Kinect: A Pilot Test

Traditional method of teaching poses two significant problems – not all students learn alike, and the physical interaction needed poses health risk during pandemic. As such, for these students, an alternative learning method such as those that uses natural user interface (NUI) can be considered. This method would be beneficial for kinesthetic type learners and can be conducted remotely. The alternative learning program is a complementary method, thus still incorporates the current subject syllabus. However, the delivery, learning and execution of the syllabus will be varied. In minimizing these gaps found in the current Malaysian education system, a conceptual framework utilizing Microsoft Kinect is proposed. Since this is a new framework, a pilot study is needed to gauge the validity and reliability of the survey instrument prior to embarking on further study on the outcome of the alternative learning program. Face and content validity conducted on the questionnaire were found to be clear, not confusing, and measures what the questions were supposed to measure. Reliability measured using Cronbach’s Alpha indicated values above the acceptable range. Thus, these results indicate that the instrument is valid and reliable to be applied for data collection in the future study to assess the intention of Malaysian students to adopt an alternative medium for learning.

A Conceptual Framework for the Individual Factors Fostering the Innovative Work Behaviour of STEM Teachers

This article explores the factors influencing innovative work behavior (IWB) among academics in the field of education, with a specific focus on STEM teachers. The inquiry adopts the conceptual framework of self-determination theory. A literature review methodology is employed, encompassing an examination of journals, conference papers, theses, and a conceptual approach. Variables in this analysis are delineated and measured in accordance with previous research and recommendations. The findings of this study highlight the significance of intrinsic motivation, self-efficacy, and job engagement as pivotal characteristics contributing to the cultivation of innovative work behavior among employees. The study's limitations stem from its reliance on a literature review and the analysis of prior research findings to construct a conceptual framework concerning STEM teachers' innovative work behavior. Future empirical research is recommended to comprehensively elucidate additional factors fostering innovative work behavior. The research findings corroborate earlier studies, suggesting that to bolster Malaysia's standing in the Global Innovation Index (GII) and, indirectly, to advance the goals of the NSTIP 2021-2030 aimed at cultivating a technologically proficient society, educational administrators in Malaysia should actively foster teachers' engagement in innovative work behavior activities, leveraging their competencies and strengths. This study provides valuable insights into the individual factors influencing teachers' propensity for innovative work behavior and their potential to enhance Malaysia's education system.

Embedding higher order thinking skills in Islamic history (Sirah) education in Malaysia

<span lang="EN-US">The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (</span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US">) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of </span><em><span lang="EN-US">Sirah</span></em><span lang="EN-US"> lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation.</span>

The Perception of Malaysian Undergraduates towards Bilingualism and Multilingualism in Language Learning

Language is essential to human communication and identity. Individuals may have different language abilities in one or more languages. Bilingualism refers to the ability to use two languages proficiently, whereas multilingualism is characterised by the ability to use more than two languages. Cultural background, societal views, and personal experiences can significantly impact perceptions. Bilingualism and multilingualism may be viewed positively by some students while negatively by others. In today's globalised society, language diversity is growing, yet there is little research on students' perceptions of bilingualism and multilingualism in higher education in the Malaysian context. The study seeks to identify Malaysian undergraduates' perceptions towards bilingualism and multilingualism in language learning. Conducted among 51 undergraduate students at an engineering university in Malaysia, this quantitative study employed a survey-based approach. The result revealed positive perceptions of bilingualism and multilingualism in language learning influenced by the bilingual education system in Malaysia and globalisation. The present research has proved that students favour bilingualism and multilingualism, enhancing their motivation to acquire additional languages. This inclination stems from the belief that having proficiency in more than two languages confers a more excellent knowledge upon individuals.

UTILISING GOOGLE CLASSROOM TO DEVELOP LINGUISTIC ACCURACY IN WRITING AMONG ESL LEARNERS

In the era of globalisation, the education system in Malaysia has undergone multiple drastic changes from time to time. A different education strategy is essential to impact students' success positively. In the Malaysian education system, Google Classroom replaced VLE-Frog to enhance teaching and learning in Malaysian schools. Technology has gained importance in all stages of education, and Google Classroom is one such tool that is free and has gained popularity quickly. The spread of COVID-19 has affected multiple sectors, including Malaysia's education sector. The decision to close schools during the Movement Control Order (MCO) has caused a severe problem for the learning environment. Therefore, the Ministry of Education (MOE) has taken proactive steps to solve this problem. Most schools carried out online teaching during this period. Teaching and learning recently emphasised online platforms, where Google Classroom is the primary application used in the Malaysian education system. As a teaching aid, Google Classroom can make learning more meaningful and effective. Therefore, this research investigates Google Classroom's effectiveness in developing linguistic accuracy in writing among ESL learners. Findings conclude that Google Classroom is a practical application to enhance linguistic accuracy in writing. Google Classroom is expected to be an essential application for learning English among Malaysian secondary school students. Currently, students have accepted using Google Classroom as a new learning norm. The positive outcomes observed in terms of linguistic accuracy suggest that Google Classroom has the potential to revolutionize the field of ESL education. However, it is essential to acknowledge that effective implementation requires thoughtful pedagogical strategies and ongoing teacher professional development. Additionally, digital access and technological literacy should be considered to ensure equitable educational opportunities for all ESL learners.

Establishment of Universiti Muhammadiyah Malaysia (UMAM) in the perspective of communication for development through education modernization

Muhammadiyah is considered a radical conservative movement among the Malaysian Muslim community. The education system in Malaysia is generally exclusive. The majority of Malaysian society is resistant to the Muhammadiyah sect except in certain states. This research used the theory from Servaes and Malikhao, the modernization paradigm that influenced academia from 1945 to 1965 was supported by the transition of socio-political technology and culture from advanced societies to traditional societies. Development is explained as economic growth. The main idea in the modernization perspective shows that development is interpreted as first, planned, and overlapping. The results showed ideologically, the principle of progressive Muhammadiyah in establishing Universiti Muhammadiyah Malaysia (UMAM) cannot be separated from the role of the 47th Muktamar Muhammadiyah in Makassar. The congress was aimed at strengthening Muhammadiyah's Islamic vision, namely progressive Islam. Muhammadiyah launched an internationalization program, especially in the field of education, one of its implementations was by developing excellent educational centers abroad. Furthermore, Malaysia is considered the first step as a representative city center that excels in education and internationalization. Muhammadiyah is a movement that cares about Muslims so that they are not degraded by the progress of other nations, so public schools were founded and eventually became universities. This research concluded that the establishment of UMAM was a place to prove that Muhammadiyah is a progressive da'wah movement and builds society towards enlightenment. UMAM presents a superior lecture system with international standards through the use of technology. However, life is still based on Islamic values.

KiPPs DALAM PEMBELAJARAN TOPIK PEMBEZAAN DAN PENGAMIRAN

Even though they have spent eleven years in the Malaysian education system, many students at the matriculation level are acknowledged to have weaknesses in the subject of Mathematics. The academic achievements of SES (Four Semester System) students in the field of mathematics appear disappointingly moderate. This is attributed to challenges in understanding mathematical concepts, leading to low academic performance. This study aims to examine the effectiveness of the use of Differentiation and Integration Fan (KiPPs) in learning differentiation and integration topics among SES students at Kelantan Matriculation College. In this study, a total of 36 SES students from Module I and Module 3 Semester II Session 2020/2021 were involved. Data collection was carried out using TOV scores, Quiz 1, Quiz 2, and the results of the second term examination (PSPM II), as well as observations during the learning process. Observational study findings indicated that students were more active in answering questions posed by the lecturer. This suggests that the innovative actions taken in this research are appropriate and effective. Various obstacles were encountered by the researcher throughout the study; however, the researcher felt satisfied seeing the students with low achievements actively participating and expressing enjoyment while answering the researcher's practice questions. Therefore, different approaches are needed for some students to understand and master the skills that will be used in the learning process. This study should be implemented across various streams and modules to assess overall effectiveness.

Alternative Framework in Electrochemistry among Secondary Schools Students in Johor, Malaysia

The presence of an alternative framework in the students’ minds acts as the main hindrance to students exhibiting profound understanding of scientific concepts, which in turn promotes the application of scientific knowledge to solve daily life context problems. This research is done in two phases. In the first phase, the research aims to identify the alternative framework among students on the concept of electrochemistry, and in the second phase, it develops an instructional module for secondary school students on the concept of electrochemistry by using the five-phase Needham constructivism model approach to overcome the alternative framework that exists in the students’ minds. In this paper, however, only the findings of the first phase are reported. The instrument used for this study is the electrochemistry test developed based on previous research and validated by experts. This paper and pencil test is used in the first phase of the research as a data collection tool. This research adapted a quantitative research design. The data from the electrochemistry test is analyzed using statistical packages for social sciences (SPSS) 20.0 to get the descriptive data as findings of the first phase of the study. The findings of the first phase of this study indicate that the conceptualization level of students in electrochemistry is poor. Multiple alternative frameworks among students were identified from the analysis of the students’ responses. This study contributed to existing literature by identifying the alternative frameworks present precisely in electrochemistry. The study recommends incorporating mobile technologies in the data collection process and in developing online instructional modules to be more accessible to educators throughout the country and to steer the chemistry education world to a higher level in the Malaysian education system. Enlightening the alternative framework existent in the students’ knowledge schemata immensely facilitates educators worldwide in planning their instructional approach in the classroom for this specific scientific concept.

Kesediaan Guru Sejarah Sekolah Rendah dalam Mengaplikasikan Kemahiran Berfikir Aras Tinggi dalam Mata Pelajaran Sejarah

Higher-level thinking skills (HTS) is a transformation in the education system in Malaysia in this century in line with the implementation of the Malaysian Education Development Plan (PPPM) 2013-2025. The teaching practice that applies KBAT has gone beyond the entire concept of subject content by focusing on several theories of KBAT, particularly Bloom's and Lorin Anderoson's taxonomy. Therefore, the purpose of this study is to identify teachers' readiness from the aspects of knowledge, skills and attitudes in applying Higher Level Thinking Skills (HOTS) for History subjects in primary schools. This survey study with a quantitative approach involved a total of 100 teachers in Bangsar district, Kuala Lumpur. The researcher used a questionnaire instrument and a 5-point likert scale in this study. The data information obtained was analyzed using Statistical for Social Science version 26.0. Data was analyzed using descriptive statistics (frequency, percentage, mean score and standard system). The findings of the study reported that the level of readiness of primary school teachers to apply KBAT in the subject of History exceeded the medium-high level. The mean score for each aspect evaluated is knowledge (mean = 4.12), skills (mean = 3.94) and attitude (mean = 3.97). This means that teachers have a high potential in applying KBAT in History subjects if their talent is successfully polished from the early stages of their studies, which is at the college of teachers. The results of this study can be used as a guide by all primary school teachers in applying KBAT in the teaching of History. In addition, it also emphasizes the importance of continuous professional development and institutional support in strengthening teachers' skills in integrating KBAT in the teaching of History.

An Indigenous view of social justice leadership in the Malaysian education system

Social justice leadership is a method of building greater inclusivity in a variety of fields, education being prominent among them. This article considers how social justice leadership can improve educational opportunities for Orang Asli (the original people; the Indigenous people of Peninsular Malaysia). It explores the concepts of social justice and social justice leadership, arguing that they are useful, but in focusing on the relationship between the individual and the collective, they do not always fully appreciate the epistemological bases of the concepts, thus missing their true import for Orang Asli people. Practical examples of how Orang Asli people suffer in educational settings are given, the emphasis being on underachievement and bullying. Finally, the strands are tied together with a discussion of how social justice leadership can be of benefit, the onus being on how social justice leaders need to be cognisant of Orang Asli culture and forms of knowledge before serious progress can be made.