Page 171 - Jurnal Kurikulum BPK 2020

carried out regularly to improve teachers’ efficacy in thinking skills instructions and this study
showed that teachers perceived that they were confident in teaching HOTS. However, a recent
study states that concerns regarding the teaching and learning of HOTS still post pertinent
issues such as teachers’ lack of pedagogical knowledge, insufficient materials and resources as
well as inadequate teaching approaches and strategies (Arumugam M. Pillay, Kaur Swaran
Singh, Safinas Raja Harun, & Masa Singh, 2018). The lowest mean on ‘global sustainability’
reflected that not all documents had a write-up on ‘global sustainability’ in their content and
learning standards except for a few subjects such as Geography, Moral Education and Science.
On classroom assessment, results specified that the mean interpretation for classroom
assessment for both KSSR (Revised 2017) and KSSM are moderately high, indicating teachers
considered themselves to be able to assess students through various teaching and learning
activities and also measure students’ achievements using various assessment methods. These
results differed with the study done by Norazilawati, Noozeliana, Mohd Sahandri and Saniah
(2015) where the implementation of classroom assessment was only at a moderate level (3.51).
On the other hand, teachers were skillfull at the planning stage where instruments were
developed prior to instructions. However, in this study, items on whether teachers are skillful
in planning their classroom assessment was not measured through the questionnaire. The mean
score was lowest for ‘I can determine students’ mastery level after completing a set of Learning
Standards’ which indicated teachers may need more assistance in using their professional
judgement to decide students’ mastery level. In deciding students’ mastery level which comes
with professional judgement, assessment literacy has become a fundamental competency for
educators in the 21st century in materialising learning goals of students (DeLuca & Johnson,
2017). Assessment literacy involves clear goals, achievement expectations, appropriate
assessment methods, quality exercises, effective communication and instructional
improvement (Pastore & Andrade, 2019; Willis, Adie & Klenowski, 2013)
The overall mean for the construct of ‘Students’ Learning’, when compared to other
constructs was the lowest, reflecting that more efforts need to be carried out to ensure the
success of the implementation of KSSR (Revised 2017) and KSSM in coming years. At the
same time, strategies for teaching and learning need to be strengthened. It is hoped that by
2025, students are equipped with the required knowledge, skills and values to face the
challenges and opportunities in a dynamic world (Ministry of Education, 2013). Furthermore,
cultural values and attitudes play pertinent roles in enhancing learning outcomes of students
(Perera & Asadullah, 2019). It is also a challenge for the Ministry of Education when students
need to sit for PISA in the coming years as in 2018, the PISA results revealed that the students
had improved in reading, Mathematics and Science (OECD, 2019), bearing in mind the
students were from the previous curriculum, KBSM (Revised 2013).
In order for the KSSR (Revised 2017) and KSSM to be successfully implemented,
various stakeholders should play pertinent roles to support CDD’s central role in developing
the curriculum. Support from other divisions such as Daily School Management Division is
needed to ensure teachers read, comprehend and digest the contents of DSKP, with the
cooperation of State Education Departments and District Education Offices. The curriculum
can be successfully implemented when educators understand the aims, goals and objectives of
the curriculum content to enable students to attain knowledge, skills and values (Ornstein &
Hunkins, 2014).

CONCLUSIONS

Overall, the teachers in this study are able to comprehend the Standards-based Curriculum and
Assessment Document and put the curriculum into practice. These results show a promising
implementation of the new curriculum that could enhance students’ learning. However,
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