KEMENTERIAN

PENDIDIKAN
MALAYSIA
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Institut Pendidikan Guru Kampus Pendidikan Teknik, Negeri Sembilan

JABATAN BAHASA

Nama Pelajar NUR ASYIQIN BINTI ZAHARI

Angka Giliran 2016162340088

No Kad Pengenalan 960415-02-5460

Kumpulan/Unit 8 PISMP TESL

Kod & Nama Kursus TSLB3163- CURRICULUM STUDIES

Nama Pensyarah DR. AJURUN BEGUM BINTI AHAMED

Tarikh Hantar 9/04/2020

Pengakuan pelajar menerima maklum balas daripada pensyarah

Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah
saya rujuki dan fahami.
Catatan (jika ada)

Tanda tangan Pelajar: Tarikh:

Markah:
 To face the reality of 21st century education, teachers' teaching methods should be
adapted to suit students’ learning environment. One of the aspirations in the Standards-
Based Primary Curriculum (KSSR) is to develop students with the 21 st century skills which
emphasize on thinking and life skills as well as one’s career based on values (BPK, 2018).
Thus, in 21st century pedagogical approach, teachers need to incorporate teaching method
such as project-based learning that enables the students to apply critical and creative
thinking skills as well as reasoning skill in order to make right, valid decisions to solve their
problem.

For example, the students are to develop an innovative product from recycled items.
Students can make used of recycled items found around their living place, collaborate and
discuss with the teammates to come out with successful innovative product. Of course, this
will definitely sharpen the students' thinking skills in dealing with real-world problems such as
to reduce wastage. Therefore, it certainly supports the global sustainability in promoting
quality education with students having the necessary skills to meet global challenges. The
evaluation of the planned curriculum can be seen from students’ achievement in the making
of the project to whether they have achieved the learning objectives or not. In addition,
observational data can also be used by the teachers to evaluate how well students are
dealing with the problem by applying critical and creative thinking skills as well as making
informed decisions through reasoning skill.

Besides, critical and creative thinking skills have an impact on curriculum evaluation
through technology-assisted teaching method by the teachers. Integration of technology in
the classroom enables teachers to give students freedom in completing their work. For
example, when the students are exposed to class presentation such as using MS
PowerPoint, the students will become more critical and creative in presenting the information
they have learnt from the topic. Students will be more critical and focused on analysing
information for relevant sources and being able to make informed decisions in the
information presented.

Example of topic that teachers can use for class presentation is researching on the
factors affecting global climate change. A group of students search for relevant information
and selectively choose appropriate information for the discussed topic. Through this,
students will be able to master reasoning skill by making logical conclusions about the
factors affecting global climate change and analysing appropriate actions that should be
taken to overcome the issue. Within this, students able to think critically, creatively and
logically as well as applying it in a real context. From this perspective, teachers have the
opportunity to evaluate students' level of understanding and skills in learning. A checklist of
academic performance and skills can be used by the teachers to determine the extent to
which the learning objectives have achieved at that time.

The data gathered from students’ learning can be used by the teachers to improve
the quality of teaching and learning in order to suit every student's capability in the
classroom and provide meaningful learning experiences for them. This will definitely promote
global sustainability with students having the knowledge of environmental issue focusing on
global climate change and wastage and taking measures to curb the issues. The knowledge
and skills learnt are not confined in the classroom context or in Malaysia, but they transcend
beyond the world with the help of technology for accessing information. Therefore, it is one
of the most important elements in moulding students to be more knowledgeable, analytical
and logical generation in managing relevant sources for information with the use of
technology.

(591 words)
Reference:

Bahagian Pembangunan Kurikulum (2018). Kurikulum Standard Sekolah RendahBahasa

Inggeris Sekolah Kebangsaan: Dokumen Standard dan Pentaksiran Tahun 3.
Putrajaya. Kementerian Pendidikan Malaysia.

Bibliographies:

Lucas, B. (2019). The impact of Critical and Creative Thinking on achievement in Literacy
and Numeracy: An initial review of the evidence. Melbourne: Victorian Curriculum
and Assessment Authority.

Pevneva, I., Gavrishina, O., Smirnova, A., Rozhneva, E. & Yakimova, N. (2017).
Educationwithin Sustainable Development: Critical Thinking Formation on ESL Class.
E3S Web of Conferences, 21. Paper presented at the Second International
Innovative Mining Symposium. doi:10.1051/e3sconf/20172104021

Taimur, S. & Sattar, H. (2019). Education for Sustainable Development and Critical Thinking
Competency. doi: 10.1007/978-3-319-69902-8_64-1. Retrieved from
https://www.researchgate.net/publication/335626822_Education_for_Sustainable_D
velopment_and_Critical_Thinking_Competency on 30 March 2020.

Vivekanandan, R. (2019). Integrating 21st century skills into education systems: Fro
rhetoric to reality. Retrieved from https://www.brookings.edu/blog/education-plus
development/2019/02/14/integrating-21st-century-skills-into-education-systems-from
rhetoric-to-reality/ on 25 March 2020.