GPPP

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 8

INSTITUT PENDIDIKAN GURU KAMPUS PULAU PINANG

BORANG AKUAN TERIMA MAKLUM BALAS


PENTAKSIRAN BERTERUSAN

Program & Ambilan: PPISMP (AMBILAN JUN 2023 /2028)

Semester/Tahun SEMESTER II

MUHAMMAD ABID HAIDAR BIN MOHD


Nama Pelajar:
YUHARIZAN

Angka Giliran: 2723202310235

Nombor Kad Pengenalan: 050401040309

Kumpulan/Unit: TESL 1

GPPP1092
Kod dan Nama Kursus: INTRODUCTION TO EDUCATIONAL
STUDIES
Jenis Tugasan Tarikh hantar
Perincian Pentaksiran
PENULISAN 20.3.2024
Berterusan:

Tandatangan Pelajar:
Pengakuan penerimaan
maklum balas daripada
pensyarah:
Tarikh: 20/3/2024

Nama Pensyarah: KAM LAY KHUAN


Tandatangan Pensyarah:

Tarikh:
ACKNOWLEDGEMENT
Assalamualaikum W.B.T Grateful to the Divine Presence for with His permission and grace, I
have successfully completed this continuous assessment on the appointed date.
Furthermore, I would like to express my gratitude to Madam Lay Khuan Kam, who is the
lecturer for the Introduction to Educational Studies course (GPPP 1092), for guiding me
extensively and providing instruction to complete this assignment according to the
established criteria. Additionally, I would like to extend millions of thanks to my parents, Mr.
Yuharizan bin Badeli and Ms. Noryah bt Salim, for their significant assistance, especially in
terms of financial support, enabling me to complete this continuous assessment task. I also
express my gratitude to my friends, the members of the Penang Campus Teacher Education
Institute, and various other parties who have sacrificed their time and energy to assist me in
completing this continuous assessment. Various challenges and obstacles have been faced
to succeed in this continuous assessment. However, with the help of various parties, I have
been able to complete this continuous assessment successfully. I also apologize for any
shortcomings and mistakes contained in this special assignment. Indeed, goodness comes
from Allah S.W.T and weakness comes from myself. Thank you.
1.0 INTRODUCTION
Education can be likened to the key to efforts in developing society and the nation. A well-
educated society, balanced and able to contribute to the sustainable development of the
country, is the product of quality education that is aligned with the needs of the nation in the
present and future (Mohd Nor,1990). Government policies play a pivotal role in shaping the
educational landscape, particularly in the development of teachers as competent educators
capable of effectively integrating STEM (Science, Technology, Engineering, and
Mathematics) into the classroom. Nowadays, student enrolment in STEM streams is
decreasing. In spite of that, I still believe government has done a very good job by
implemented a lot of initiatives to encourage teachers to have educator nature and also
fostering STEM in our education. This essay examines the extent to which government
policies can foster the emergence of such teachers who not only possess the necessary
subject knowledge but also the pedagogical skills to impart STEM education effectively. By
delving into various aspects of educational policies, including teacher training, recruitment
criteria, ongoing professional development, and the provision of resources, this discussion
aims to elucidate the multifaceted role of government initiatives in nurturing educator’s adept
at applying STEM principles in educational settings.
2.0 MALAYSIA EDUCATION BLUEPRINT
The Malaysia Education Blueprint serves as a crucial initiative in the transformation of the
country's educational system. It is a strategic document that encompasses long-term goals,
objectives, and strategies aimed at improving Malaysia's education system. Through this
blueprint, the government endeavours to produce competent and skilled teachers,
particularly in the field of STEM (Science, Technology, Engineering, and Mathematics). The
Malaysia Education Blueprint focuses on the professional development of teachers by
providing various training and development programs aimed at enhancing their pedagogical
skills and deepening their knowledge in STEM fields. Additionally, the blueprint sets higher
standards in teacher recruitment, ensuring that individuals entering the profession have
relevant backgrounds in the respective fields. Furthermore, the blueprint provides support to
schools in the form of quality teaching materials and educational resources to facilitate
teachers in applying STEM in the classroom. It also encourages collaboration between
educational institutions, industries, and experts in STEM fields to enhance the skills of both
teachers and students. Thus, the Malaysia Education Blueprint serves as a critical
foundation for the government in producing competent and skilled teachers in teaching
STEM. Through the implementation of well-structured and comprehensive strategies,
Malaysia aims to meet the demands for educators capable of addressing global challenges
in the knowledge-based economy era. The Education Blueprint (2013) states six key
attributes needed by every student in order to be globally competitive (Figure 3).
Complementary to the system-wide aspirations, there are certain qualities that students
need to possess in the 21st century, in addition to the holistic development of the intellect,
spirit, emotion and physique as outlined in the National Education Philosophy (1988).
Rotherham and Willingham (2009) concluded that in order for the 21st century movement to
work, three areas need to be urgently addressed, namely, curriculum, teacher quality and
assessment.
2.1 STEM IMPORTANCES
STEM term began in the early 90s in the United States in the policies of the US government
(Koehler, Binns, & Bloom 2016). STEM fields are pivotal in modern society for driving
innovation, fostering critical thinking, and addressing global challenges. With a focus on
innovation and technological advancement, STEM disciplines propel the development of
new solutions and services, essential for improving lives and tackling issues like climate
change and public health. For Malaysia, STEM is very important in order to pursue the first-
world nation status.

3.0 GOVERNMENT POLICY TO PRODUCE TEACHER AS EDUCATOR


3.1 (MALAYSIAN TEACHER’S STANDARD 2020)
The launch of SGM (Standard Guru Malaysia) was conducted on May 16, 2009 by the
former Malaysian prime minister Dato Najib Razak, in conjunction with the National
Teacher's Day.
The Model Standard Guru Malaysia (SGM) is a standard that can serve as a benchmark for
teachers and aspiring teachers in Malaysia in producing quality educators.
The Standard Guru Malaysia (SGM) plays a crucial role in producing teachers as educators
by setting clear expectations and guidelines for teacher preparation, development, and
performance. The Malaysian Teacher Standard (SGM) consists of two components, namely
Competency Dimensions and Teaching Ethics. Competency Dimensions explain the
competencies that every teacher in Malaysia should possess. As a teacher, high-level
thinking skills and the ability to innovate are primary requirements for every teacher to
enhance the success and development of students. SGM also serves as a guide for
teachers to apply the principles of teaching professionalism, have profound knowledge in a
particular field of study, and know the appropriate methods for teaching students. According
to the statement made by Nurlina, Mohd Daud Awang, and Ahmad Nasir (2018), our national
education system requires teachers who demonstrate high levels of commitment, dedication,
sincerity in performing their duties, and possess good morals because every action of theirs
will be observed by their students. Teachers should not only teach based on duty but also
teach because they have a great responsibility to shape individuals who will lead the country
in the future. The Malaysian Teacher Standard (SGM) also emphasizes intrapersonal and
interpersonal skills.
Interpersonal intelligence involves the ability to make connections and understand others,
while intrapersonal intelligence involves the ability to self-reflect and be aware of one's own
condition (Esah, 2004). Consequently, we can produce a lot of teachers as educator if we
emphasize these two elements.
3.2 (NATIONAL UNITY POLICY)
The national unity strategy was created to provide a foundation for all government policies
and activities to promote national unity and integration. Furthermore, this policy sets forth
specific ways to nurture, strengthen, and preserve unity, with the goal of making unity a
recognized, cherished, and aspired culture and way of life for all Malaysians. According to
Asnarulhadi (2004), this program has been pursued using economic, political, and
educational measures with the purpose of fostering unity among the ethnically varied
population. This policy aims to cultivate educators because teachers play a crucial role in
imparting unity values to the younger generation and promoting inclusive understanding of
cultural, religious, and ethnic diversity. The emergence of educators with a nurturing spirit
through this policy involves an open attitude and a positive perspective towards all students,
given that teachers need to teach students from various backgrounds and ethnicities equally.
Furthermore, through this policy, teachers will not only adopt an educator's mindset but also
become more competent in shaping individuals with strong identities, skills, noble
characters, knowledge, and high-level abilities. This policy can also be complemented by the
use of STEM in teaching. For example, teachers can design curricula that incorporate STEM
elements while considering the cultural diversity and ethnic backgrounds of students. Due to
this policy, teachers manage to give knowledge equally regarding their races, ethnicity or
social background. This policy also encourages all the teachers to apply STEM in the
classroom in order to bridge digital divide between rural and urban schools. It is also to
encourage teacher to give STEM education equally. For example, we know that STEM
enrolments are mainly dominated by non-Malay in schools. By strengthening this policy, we
can bridge this disparity by giving a lot more exposure to STEM education to Malay people.
3.3 (THE 60:40 SCIENCE AND LITERATURE POLICY)
The 60:40 policy is a Malaysian government strategy to support balanced learning of science
and literature in schools. This policy emphasizes the importance of strengthening the
science aspects of the education curriculum while still providing efficient education on
literature. The goal of this policy is to produce students who have knowledge in the field of
STEM as well as skills in language and literature. According to Hussin and Zakuan (2009) in
Razali Hassan et al. (2013), the High School Curriculum Planning Committee (1967) has
gradually established the transition ratio of student enrollment between the STEM Stream
and the Arts Stream. This strategy was taken by the government to achieve the goals of the
science and technology policy, which include ensuring development to support and sustain
high economic growth rates, accelerating comprehensive industrial development, and
providing a foundation for creating an advanced society in terms of science and technology
by the year 2020 to produce more high-skilled scientists, engineers, doctors, and technicians
for the development of various economic and social sectors, in line with the population. In
order to ensuring this policy is carried out successfully, Malaysia’s Government take another
initiative which is enhance the skills of teachers, including training them at primary and
secondary schools so that they will become competent to teach new syllabus which contain
STEM elements in it. Another initiative that was taken by the government was 10 Science
Secondary Schools have been established (Department of Technical Education, 1996) to
accommodate students in the science stream. These schools serve as specialized
institutions designed to provide a conducive environment for students interested in pursuing
science-related fields. With state-of-the-art facilities and specialized curriculum, these
schools aim to nurture and develop the talents of future scientists and innovators. The
establishment of these schools reflects the government's commitment to promoting
excellence in science education and fostering the development of a skilled workforce in
science and technology. Teachers with nature of educator are very crucial to achieve
students’ fulfilment in this kind of schools. Therefore, excellent teachers are not only guiding
their students to achievement, but also capable to lead themselves and their colleagues
towards success (Abdullah Sani Yahya et. Al., 2007).
4.0 CONCLUSION
As a conclusion, I do agree that government has done their best to produce a lot of teachers
as educators and encourage them to apply STEM in the classroom. In my perspective, it is
the mindset of the students that becomes the problem to strengthening STEM education in
our country. Students tend to find STEM subjects are very hard and challenging without
even enrolled in the subjects. To address this issue, it is essential to implement strategies
that foster a positive attitude towards STEM subjects from an early age. This can include
introducing interactive and hands-on learning experiences, showcasting real-world
applications of STEM and providing mentorship and support networks for students interested
in STEM fields. Furthermore, there need to be a concerted effort to debunk misconceptions
surrounding of STEM subjects and highlight the opportunities and benefits they offer. By
emphasizing the relevance of STEM education in today’s world, students can better
appreciate its importance and feel motivated to pursue it. Lastly, teachers also need take
their responsibility to the fullest by having parent-like mentality in order to educate students
more efficiently and also to encourage educator nature in themselves.
REFERENCES
Dato Yusrah Shah, (2021), Pelan Pembangunan Pendidikan Malaysia 2013-2025,

Kementerian Pendidikan Malaysia

Amin, A., (2017), Dasar Pendidikan Kebangsaan, (2nd Ed.), Kementerian Pendidikan

Malaysia.

University Of Nottingham. (2019). RINGKASAN DASAR NO. 7. Dasar Pendidikan Di

Malaysia, 7.

Idris, N. H., & Hamzah, R. (2013). Nilai profesionalisme bakal guru berteraskan Indikator

Standard Guru Malaysia (SGM). Jurnal Teknologi, 31–37(60).

UKM. (n.d.). Dasar 60:40 Sains Dan Sastera : Sejauh Mana Tercapai Kriteria Pemilihan

Pelajar, Halangan Dan Intervensi Penyelesaian , Dasar Dan Pelaksanaan. (PPPM

2013 - 2025)/STEM.

Yusufhadi Miarso. (2004). Menyemai benih teknologi pendidikan. Pustekkom-Diknas


APPENDICES

You might also like