Page 49 - Jurnal Kurikulum BPK 2020

In 2010, the new curriculum for the primary schools was reconstructed and by 2011, it
was ready to be implemented in Year 1 as an elective subject under the new curriculum known
as Kurikulum Standard Sekolah Rendah (KSSR). The implementation of KDL as an elective
subject was carried out gradually from Year 1 to year 6 (MOE, 2010).
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In the meantime, efforts to make the curriculum relevant to the needs of a 21 century
nation are also carried out. Thus, in 2017, the revised KSSR curriculum for primary schools
for Year 1 students commenced. At the same time a new KDL curriculum for secondary schools
was also introduced. This curriculum is known as Kurikulum Standard Sekolah Menegah
(KSSM). Under the KSSM, KDL is grouped as an additional subject together with Iban and
Semai languages (MOE, 2016).
The curriculum for the KDL subject was developed by MOE’s Curriculum
Development Division (CDD). As the curriculum developer, CDD is responsible for
developing and revamping the curriculum, providing support materials and monitoring the
development of the curriculum. The KDL desk officer in CDD is also tasked to prove guidance
to KDL teachers in the implementation of the curriculum and this is done through orientation
trainings and schools visits. Orientation trainings are courses provided for subject teachers to
get familiar with the content of a new syllabus. On the other hand, learning materials such as
textbooks and other reading materials are produced by the Educational Resources and
Technology Division.
The textbook content and learning materials developed by this division must reflect the
curriculum developed by CDD. Pupils’ progress in KDL learning is assessed by the subject
teacher through classroom assessment. However, administration of national level examinations
such as Sijil Pelajaran Malaysia (SPM) is under the supervision of the Malaysian Examination
Board. This means that, the tasks of preparing examination papers and marking answers’ scripts
are done by this Board. The responsibilities of the desk officer of the KDL in the State
Education Department is to ensure a smooth implementation of the subject in the schools
around Sabah (Logijin, Alwi, Pising and Adenan, 2016). Primary school teachers are trained
by two teachers’ training colleges in Sabah namely Institut Perguruan Kampus Kent and
Institut Perguruan Kampus Keningau. The trainings started in 2012 under Program Ijazah
Sarjana Muda Perguruan (PISMP). The duration of this programme is six (6) years. Trainee
teachers who are mainly Form Five school leavers are required to participate in a two (2) years
preparation programme and another four (4) years of Degree programmes. The training of
secondary school teachers on the other hand, is under the supervision of Universiti Perguruan
Sultan Idris (UPSI) since 2009. However, KDL teachers trained by UPSI are only taking KDL
as their minor subject.
Logijin, Alwi, Pising and Adenan (2016), explain that the success and smooth
implementation of the KDL as a subject in the formal education requires a strong working
synergy between the various divisions in the MOE such as the Text Book Division and
Examination Board as well as all the stakeholders of the subject. Among the many stakeholders
are two Non-Governmental Organizations (NGO) known as Kadazandusun Language
Foundation (KLF) and Kadazandusun Cultural Association (KDCA). Both of these NGOs are
the custodian of KDL, the Kadazan and Dusun culture, heritage and custom. As the custodians
of the language, both organizations are responsible in developing the language, initiating
language policies and giving advice to the Ministry of Education regarding the latest
development of the language. Updating the MOE on the latest progress of the KDL is
imperative so that any changes in the language can be put into effect in the curriculum, teaching
materials and trainings of the KDL teachers.
However, CDD (2015) discovers that KDL teachers in the district of Kota Belud require
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help in conducting 21 century teaching and learning activities while CDD (2017) reports that
teachers in the districts of Tamparuli and Tuaran feel that the lack of reference books and
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