Kurikulum Sejarah Sekolah Menengah Rendah (KBSM) : Satu Kajian Terhadap Pemikiran Guru Mengenai Pernyataan Hasrat Dan Pelaksanaannya
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Date
1997-05
Authors
Ai Hoon, Tan
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Abstract
This study is undertaken within the broa,der context of an inquiry into the aims of the
history curriculum : into those general statements of intent which govern the overall pattern
cf the curriculum and which provide justification for what actually is taught in the classroom.
Between intention and action, there exists a large area of decision and choice, and it is within
this area that teachers' thinking and constraints may be assumed to operate. Therefore, this
study seeks to examine how teachers' thinking, encompassing the statements of intent,
ideology and profesional craft knowledge, influences their classroom practices. Herein, the
focus of the study is to understand how history teachers translate the intended curriculum
into an operational curriculum that reflects the reality of the classroom. Hence, to understand
this reality, the constraints of the history teachers are also considered in this study.
This study to be reported here is limited to a sample of five schools in the district of ยท
Larut, Matang and Selama. A total of 39 history teachers teaching in the lower secondary
completed a six-part questionnaire. Thereafter, 10 Form Two history teachers were selected
for interviews and class observations for the qualitative part of the study. The data was
analysed in terms of five elements of commonalities, namely the subject matter (history),
pedagogical aspect, learning, the institutional context and education in general. It was found
that the respondents' ideologies, professional craft knowledge and personal intentions have an
influence in shaping their classroom practices. The findings also showed that the gap
between intent and practice is wide. Henceforth, it is proposed that further studies on
implementation and curriculum development should take into account teachers' thinking to
ensure that school syllabuses and curriculum innovations do not ossify.
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Keywords
Education