Page 163 - Jurnal Kurikulum BPK 2020

Teachers’ Perceptions on the Implementation of KSSR (Revised 2017) and KSSM: An
Online Survey

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Ilhavenil Narinasamy, PhD , Logeswari Arumugam PhD , Siew Siew Kim, PhD ,
Sudiman Musa 4
Sektor Dasar dan Penyelidikan Kurikulum,
Bahagian Pembangunan Kurikulum
1 ilhavenil@moe.gov.my, logeswari@moe.gov.my, siewsiewkim@yahoo.com,
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4 sudiman.musa@moe.gov.my

Abstract

Curriculum in Malaysia encapsulates content, pedagogy and assessment that form the ‘heart’
of the education system. In 2017, the KSSR (revised 2017) and KSSM were implemented to
develop students holistically in order to compete globally in the 21st century era. This paper
presents findings from a quantitative study, involving 61,642 teachers from primary and
secondary schools throughout the country. The focus of the study was on teachers’
understanding of the Standards-based Curriculum and Assessment Document (Dokumen
Standard Kurikulum dan Pentaksiran) also known as the DSKP, teaching and learning
practices as well as classroom assessment. This study also focused on the students’ level of
learning based on teachers’ perspectives. Data gathered indicated that the level of teachers’
understanding of the DSKP, teaching and learning practices, classroom assessment and
students’ level of learning were moderately high. The results showed that the teachers
perceived the DSKP as comprehensible and implementable. The findings also implied potential
improvement in students’ learning.

KEY WORDS: KSSR (Revised 2017), KSSM, Standards-based Curriculum and Assessment
Document, classroom assessment, students’ learning

INTRODUCTION

Content, pedagogy and assesment, the essence of curriculum forms an integral part in any
education system throughout the world (Black & Wiliam, 2018; Ornstein & Hunkins, 2014).
In fact, Isaacs (2014) emphasised that curriculum with its associations with assessment ‘are the
heart of educational systems worldwide’ (p.130). In recent years, many countries have
embarked on curriculum reforms in order to keep up with world trends and rectify any
shortcomings that halt developments among children (Barghi, Zakaria, Hamzah & Hashim,
2017; Ornstein & Hunkins, 2014).
Malaysia too is of no exception in this reform, resulting in development and formation
of new curricula for primary school since 2011. The Ministry of Education launched a
comprehensive review of the education system in Malaysia in 2011 which resulted in the
formation of the Malaysia Education Blueprint 2013-2025 (Ministry of Education, 2013). The
main aim of the curriculum review is to ensure students are developed holistically with sound
knowledge, skills and values, grounded with strong national identity in order to be globally
competitive in the 21st century (Barghi, Zakaria, Hamzah & Hashim, 2017). Every student is
required to acquire six key attributes aligned with the National Education Philosophy namely
knowledge, thinking skills, leaderships skills, bilingual proficiency, ethics and spirituality as
well as national identity.

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