Page 144 - Jurnal Kurikulum BPK 2020

thus enabling integration and reinforcement of acquisition of such skills (inclusive of HOTs,
computational skills, process skills etc) across the curriculum (BPK 2016 a, b). This is
important in reducing factual regurgitation in teaching and learning. From KBSR (1983)
KBSM (1992) to KSSR (2010, 2017) and KSSM (2017), the methodology of acquisition of
knowledge has undergone a gradual transformation from recalling to a higher cognitive
operation of applying, analysing, synthesising and to creating, from user of knowledge to the
creation of knowledge within the scope of the developmental ability of school students.

Science as a Source

Science as a source takes the position that scientific method is most essential in
curriculum designing or in general curriculum development (Doll, 1964). Not only should
students be taught scientific procedures in solving problems but the whole process of
curriculum innovation should be accomplished scientifically. Valid and reliable data needs to
be assembled to support the curriculum change and rational procedures used (Doll, 1964).
Ornstein & Hunkins (1993) put it more generally, that to him, science as a source is where only
those elements that can be observed and quantified is put into the curriculum. Curriculum
design that succumbed to the behavioural approach adopt this philosophy of relying on
scientific method as a source. Ornstein & Hunkins (1993) clarified that science as a source
does not concern itself with scientific procedure only, but also on general procedural knowledge
such as learning how to learn and thinking processes. According to Ornstein & Hunkins (1993),
a thinking curriculum emphasise scientific procedures. The Smart School curriculum as well
as the reviewed KSSR and KSSM is envisioned as a thinking curriculum where each learning
outcome is carefully crafted to include both content knowledge and the thinking required. This
is aligned with the thoughts of cognitive psychologist such as Beyer (1987, 1988, 1991, 1997),
Resnick & Klopfer (1989) and Swartz & Parks (1994) where learning to think need to be
associated with content area.

The Impact

What are the influences of these sources of curriculum design discussed thus far onto
the philosophies, learning theories, direction or concern of the development of Malaysia
National School Curriculum? From the divine and eternal source, the importance of virtue and
abiding by God’s teaching shapes the curriculum; the idea of mankind as the steward of the
earth bestowed by the Almighty God is transpired. From the society as a source, it is apparent
that the country aspires to become a developed nation based on science and technology by the
year 2020. From learner as a source, it is envisioned that student-centred learning is the key;
students will learn only if they are involved in hands-on and minds-on activities. A growing
focus in curriculum is the students’ outcome (‘kemenjadian murid’), what is important is what
students learn and not only what teachers teach. Knowledge as a source brings forward the
importance of delving into the evolving disciplinary structure as the organising principle of the
subjects which has changed over time to cater for new needs of mankind. At the same time as
science is considered as a source, scientific and thinking skills together with scientific methods
are of concern. These sources provide the views and basis for curriculum developers to design
the curriculum, to formulate the aims and goals of curriculum to produce thinking individuals
who can solve problem, make good decision, contribute to the respective field and to the
wellbeing of the society (PPK, 2000a, b, c; BPK, 2016a, b). These aims and goals in turns
served as a guide for the macroscopic curriculum design and finally the microscopic curriculum
design.

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