Heritage education in the Primary School Standard Curriculum of Malaysia

Barghi, Rabeeh; Zakaria, Zuraini; Hamzah, Rostam Affendi; Hashim, Nor Hashimah

doi:10.1016/j.tate.2016.10.012

Cited by 63 publications

(63 citation statements)

References 3 publications

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“…Competent school staffs are determinant for successfull character education (Ulger, Yigittir, & Ercan, 2014). Meanwhile, specific curricullum setled by the school for successfull character education (Duman, 2014;Fahmy, Bachtiar, Rahim, & Malik, 2015;Barghi, Zakaria, Aswati, & Hashim, 2017). The process of student's character building adopts a nurturing principle or Among system.…”

Section: Discussionmentioning

confidence: 99%

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Sukendar¹,

Usman

Jabar

2019

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Character education for students is important for their future because personal character traits determine the quality of human life. This qualitative study aims to analyze the planning and implementation of character education at Taruna Nusantara Senior High School (SHS), Magelang - a boarding senior high school that combines teaching-loving-caring (asah-asih-asuh) and semi-military education. The unit of analysis consists of individuals and group of subjects directly or indirectly involved in the education process at the researched school and the surrounding, as well as the artifacts. The data are collected through interview, observation, and documentation, and are subsequently analyzed using Huberman and Saldana’s interactive model. The results indicate that, in the planning, the school put more emphasis on three characteristics in character education that characterizes the school: religiosity, morality and leadership. The planning of character education is participatory and integrated. It is implemented in and around the boarding school learning environment. The activities include teaching, training, parenting, and student development.

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Section: Discussionmentioning

confidence: 99%

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Sukendar¹,

Usman

Jabar

2019

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“…Teachers and headmaster stated that this research has greatly benefited the school, headmaster and teachers, which would in turn benefit the students (Barghi et al, 2017). This is because Primary School X has never received child safety education training and is located at disaster prone area with "medium" potential for earthquake and flood, and there was high risk of accidents among the students at school, as shown from the number of serious accidents that have occurred in the school.…”

Section: Transformation Effort Overview Of Primary School X Readinessmentioning

confidence: 99%

Transformation Prospect of a Non Disaster-Prepared-School in Implementing Management of Child Safety Education

Widowati

Sugiharto

Wahyuningsih

et al. 2020

UJPH

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Primary School X is an inclusive primary school that enrolls children with special needs, located in a disaster-prone area and never been exposed to information and training related to child safety education. The purpose of this study is to investigate the readiness of Primary School X as a non disaster-prepared inclusive-primary-school in implementing child safety education management. This study combined descriptive and analytic studies. Descriptive study was used to assess school management condition through 28 assessment and was conducted through interviews, document study and observation. The analytic study used was quasi-experimental study with one group pre- and post-test design. The result showed that the readiness level of Primary School X to transform into multi-disaster-based child safety was 36%, which is included into transformation “ready” category.

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“…In terms of admissions to public universities, the Malaysian authorities also use ethnicity as a reason to allocate professional fields such as medicine, engineering, law, pharmacy and biotechnology to Malays. Even if the outstanding Chinese students have achieved outstanding results, they may not be able to enter the ideal university successfully [1]. This principle of Malay supremacy is not only reflected in policy but has also become a basic concept of Malaysians.…”

Section: Malay Supremacy Policiesmentioning

confidence: 99%

The Economic Impact of Malaysia’s Institution on the Failure of the Wawasan 2020

2020

E3S Web Conf.

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On the arrival of 2020, Malaysian President Mahathir officially announced the failure of Wawasan 2020, which is also called Vision 2020. This article discusses the cause of this failure from the perspective of institutional issues, namely political struggle, institutional corruption, supreme Malay policy. At the same time, this article puts forward the following opinions for the future economic development of Malaysia because of the above issues. The first thing to govern is the corruption of government officials and the corruption of the system. Secondly, the government should improve its unfair education system and reduce the drain of Chinese talents. Taking the Korean economy as an example, Malaysia can achieve a win-win situation with China through the Belt and Road Initiative.

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Heritage education in the Primary School Standard Curriculum of Malaysia

Cited by 63 publications

References 3 publications

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Teaching-Loving-Caring (Asah-Asih-Asuh) and Semi-Military Education on Character Education Management

Transformation Prospect of a Non Disaster-Prepared-School in Implementing Management of Child Safety Education

The Economic Impact of Malaysia’s Institution on the Failure of the Wawasan 2020

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