Page 164 - Jurnal Kurikulum BPK 2020

In relation to the reformation in 2011 the Curriculum Development Division (CDD)
embarked on an enormous task to implement a new curriculum called the Primary School
Standards-based Curriculum (KSSR) with the key attributes in mind. In 2017, the Primary
School Standards-based Curriculum was revised and known as KSSR (Revised 2017). At the
same time, the Secondary School Standards-based Curriculum (KSSM) was also implemented.
These new curriculum documents for primary schools and secondary schools were developed
and named Primary School Standards-Based Curriculum and Assessment Document and
Secondary School Standards-Based Curriculum and Assessment Document respectively.
Assessment forms part of curriculum in both these documents, refered to as the DSKP. In 2019,
the KSSR (Revised 2017) and KSSM foregrounded their third year of implementation. This
mid review research was carried out to investigate the level of understanding of teachers based
on the DSKP, their perceived level of teaching and learning based on the DSKP and classroom
assessment implementation based on DSKP. This research also aimed to investigate the
teachers’ perception pertaining to the level of students’ learning in relation to the
implementation of KSSR (Revised 2017) and KSSM.
Therefore, with relevance to the purpose of this research, this quantitative study aimed to
answer the following questions:
a. What is the level of teachers’ understanding of the Standards-based Curriculum and
Assessment Document?
b. What is the level of implementation on teaching and learning based on the Standards-
based Curriculum and Assessment Document?
c. What is the level of classroom assessment based on the Standards-based Curriculum
and Assessment Document?
d. What is the level of students’ learning on KSSR (Revised 2017) and KSSM?

The research output is hoped to inform CDD on whether the dissemmination of the new
curriculum has been effective and also to improve the contents of the DSKPs as well as the
methods of present techniques of dissemmination.

KSSR (REVISED 2017) AND KSSM

In 2011, the Ministry of Education (MOE) made a comprehensive review of the education
system in this country, and as a result the Malaysia Education Blueprint (MEB) was put in
place to prepare the future generation for the needs and aspirations of the 21st century (Minstry
of Education, 2013). The blueprint outlines the performance of the current education system
and offers its vision of the education system and student aspirations as well as suggests eleven
strategic and operational shifts required to transform the national education system to be
equivalent to that of developed nations. Concurrently, the KSSR was implemented in 2011.
Based on findings from various sources such as the MEB, UNESCO and World Bank the KSSR
was revised and the KSSM was developed (Ng, 2019). Both the revised KSSR and KSSM were
implemented in 2017, in stages. The revised KSSR for Year One and KSSM for Form One
were rolled out in 2017 and the subsequent year for Year Two and Form Two. This also paved
way for the development of the DSKP for every subject. The document states that “the
curriculum standard is written in the form of Content Standard, Learning Standard and
Assessment Standard” (Ng, 2019, p. 131).
In every DSKP produced, the National Principles (Rukun Negara), the National
Education Philosophy and the national curriculum definition are explained as a preamble to
enable the readers to comprehend the desired outcome of the curriculum and to transform it
through classroom experiences. This is followed by aims, objectives, and the curriculum
framework that identify six pillars across knowledge, skills and value domains that encompass
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