PQI6003 ETIKA, AKHLAK DAN PERUNDANGAN

DALAM PENDIDIKAN

SEMESTER 2, SESI 2021/2022

ASSIGNMENT 2:

RESEARCH ON ACADEMIC ARTICLES WRITTEN ON ETHICS AND

LEGISLATION.
(ETHICS : THE IMPORTANCE OF ETHICS IN THE TEACHING
PROFESSION
LEGISLATION: CYBERSAFETY IN EDUCATION FOR THE 21ST CENTURY:
A COMPARATIVE STUDY OF MALAYSIA AND THAILAND)

DISEDIAKAN OLEH:

NARMATHA A/P DORAISAMY (S2005190)

PENSYARAH PENILAI:

PROFESSOR MADYA DR. VISHALACHE A/P BALAKRISHNAN

Table of Contents

1.0 Introduction…………………………………………………………………………………. 2
2.0 About Ethics and Legislation ………………………………………………………………. 3
3.0 Summary of Article 1..……………………………………………………………………… 4
4.0 Summary of Article 2……………………………………………………………………….. 5
5.0 Main Issues………………………………………………………………………………….. 5
6.0 Ways to Improve the Ethic and Akhlak …………………………………………………….. 8
7.0 Conclusion………………………………………………………………………………….. 10
8.0 Reference…………………………………………………………………………………… 11

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1.0 INTRODUCTION

Education is essential for the development and success of every country. In Malaysia, the
Ministry of Education's principal goal is to ensure that the education system evolves in
accordance with the needs of national development for the sake of progress and the country's
ability to deal with the difficulties of globalization. As a result of Malaysia's multi-racial,
multi-religious, and multicultural makeup, education is a key pillar of nation building. A
common national identity and unity are formed by connecting with people from various
multi-cultural backgrounds, learning to appreciate, accept, and embrace diversity, and having a
common set of experiences and objectives.

The educational system contributes to the formation of youths who have common hopes
and goals for national development and nation building. Malaysia's education system is
centralized. As a result, the Ministry of Education is in charge of all educational transformations,
policy decisions, direction, and goals, while schools across the country are responsible for
putting these policies into practice. The curriculum is play an important role in developing
Malaysian citizens who are knowledgeable and competent, have high moral standards, who are
responsible and capable of achieving a high level of personal well-being, and can contribute to
the harmony and betterment of the family, society, and the nation as a whole, as well as being a
competitive global player. To address the difficulties of the 21st century, many societies around
the world are embarking on serious and promising educational changes.

To thrive in today's global economy, 21st century abilities such as problem solving,
decision making, teamwork, and communication are required. The National Education Blueprint
2013-2025 (Ministry of Education Malaysia, 2013) has altered Malaysia's education system to
generate human capital capable of coping with 21st-century global issues. Students are unable to
apply critical thinking abilities to real-world issues. Furthermore, there is a lack of adoption of
21st century skills in the teaching and learning process. As a result, it's critical to create and
implement a curriculum as well as instructional practices that will help students improve their
skills. The Malaysia Education Blueprint 2013-2025 was created with this goal in mind, with the
goal of improving the National Education System and Standard Guru Malaysia.

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 The Malaysian Teacher Standard is a statement of professional competence that should be
achieved by teachers (Standard) and a statement of features that should be provided by agencies
and college training institutions. Malaysian Teacher Standards were produced using references
and benchmarking of Malaysian educational standards as well as educational standards from
other developed countries. Standard (S) and Needs (K) are the two key components of the
Malaysian Teacher Standard. "Education in Malaysia is an ongoing effort to further develop the
potential of individuals in a holistic and integrated manner, in order to produce individuals who
are intellectually, spiritually, emotionally, and physically balanced and harmoniously, based on a
firm belief in and devotion to God," according to the Malaysian National Education Philosophy.
This initiative aims to generate Malaysian citizens who are knowledgeable and competent, have
high moral standards, and are responsible and capable of achieving a high level of personal
well-being in order to contribute to the nation's, family's, and society's betterment (Malaysia
National Education Philosophy).

2.0 ABOUT ETHICS AND LEGISLATION

This research is about comparison articles based on Ethics and Legislation.

2.1 What is Ethics?

Ethics is called moral philosophy. In the way of discipline, ethics is concerned with what is
morally good and bad and morally right and wrong. To the system or theory of moral values or
principles are applied with the terms. Good and evil, right and wrong, virtue and vice, justice and
crime are all terms used in ethics to resolve questions of human morality (Encyclopedia). Its
major concerns include the nature of ultimate value and its subject consists of the fundamental
issues of practical decision making. Then the standards by which human actions can be judged
right or wrong. The terms ethics and morality are closely similar. Where earlier it would have
been more accurate to speak of moral judgements or moral principles, it is usual to refer to
ethical judgments or ethical principles. Moral philosophy is linked to moral psychology,
descriptive ethics, and value theory as intellectual pursuits.

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2.2 What is Legislation?

Legislation is the process of municipal, state, or national legislatures developing and

implementing laws. Legislation is also a law or set of laws suggested by a government and made
official by a parliament (Encyclopedia). In other cases, it can also apply to municipal ordinances
and administrative agency rules and regulations issued in the exercise of delegated legislative
powers. Legislation changes frequently throughout time, and it is occasionally overturned
entirely. This is accomplished by altering the law (Encyclopedia).

3.0 SUMMARY OF FIRST ARTICLE BASED ON ETHICS

The title of the article is The importance of ethics in the teaching profession. Based on the
research, the summary of this article is about the principle of the profession of teacher and about
the ethical paradoxes that teachers face nowadays. Very briefly mention the global ethical issues
in education and also summarize some ways that educational theorists have approached to solve
these issues by ethical teaching and ethical leadership. Beside this, the author briefs about the
importance of ethics for educational practice. The repository of social and cultural values, as well
as the channel of their historical memory, is the relevance of ethics in education. Global issues in
multicultural, globalized school environments and humanity and human dignity are the
importance that author mentions in this article. More importantly, the author outlines four stages
for incorporating multiculturalism into the classroom: first, give a baseline education for all kids,
address language and cultural norms, make it a learning experience, and tell stories. This text
also discussed how researchers think about ethics and morals concepts, as well as deontological
ethics, consequentialist ethics, and virtue ethics. Lastly, the author explains about human dignity
in the profession of teacher. Teaching profession is a very demanding and responsible job that
educates new students and leads them to make decisions, in behaviour and also respect towards
all human beings. Teachers also have to respect their students without degrading their students.
This kind of ethical education will help students to develop their knowledge and awareness of
cultures.

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4.0 SUMMARY OF SECOND ARTICLE BASED ON LEGISLATION

The title of the second article is Cybersafety in education for the 21st century: A comparative
study of Malaysia and Thailand. This article mentioned cybersafety issues in education of the
21st century that are faced by students in school and then compared and contrasted cybersafety
issues among school students around Kuala Lumpur in Malaysia and around Bangkok in
Thailand. Students must be ready to handle in a world where cyber threats and risks are
ever-present. The author briefly mentions the cyberthreats like stalking, child pornography,
identity theft, bullying, data theft and the risk and how students manage the cybersafety issues
while using the internet. Author using survey research design as a quantitative research approach
to compare the cybersafety issues. Author do research and found answers for three questions:
What are the indicators of cyberbullying in Malaysia and Thailand? What are the differences in
these indicators between Malaysia and Thailand? and What are the factors which influence
cybersafety in Malaysia and Thailand? From this research, the author gathered information from
the survey of respondents of distribution of gender by country, internet use among students,
cybersafety issues from seven constructs, and factors influencing cybersafety in Malaysia and
Thailand. Finally, the author concluded with the way to overcome the issues with the Malaysian
and Thailand education system. In Malaysia, the Ministry of Education (MOE) collaborates with
the private sector Digi Telecommunication Malaysia to ensure the safety of internet use among
students.Teachers must teach digital citizenship in school curriculum, develop a healthy attitude
and behaviour when using the internet, parents must be aware of what their children are doing on
the internet, and students must learn the proper way to interact with others in the online
environment.

5.0 MAIN ISSUES

5.1 Main Issues in article The importance of ethics in the teaching profession

From the research, the main issue in this article is about the importance of ethics in education,
especially in the teaching profession. The National Education Philosophy (NEP) is a philosophy
of education that is the theory and ideology of education.The National Education Philosophy
(NEP) aids in the development of educational principles, rules, assumptions, and decisions in the
areas of learning and teaching, intellectual and moral development, and educational objectives.
This article mainly focuses on the importance of ethics in education in the way of social and

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cultural values and the medium of historical memory. Multicultural education under different
ethnics groups has been discussed in this article. Author mentions that teachers must face the
new challenges of balancing local, national and global norms, ethics and moral values by
educating students with the guidance of NEP. Teachers must educate students about the
importance of multiculturalism in school. So, students are able to learn about cultures around the
world and raise awareness. There are 6 factors under NEP, that are religion, social fabrics,
politics, economy, individuality and globalization.

Based on my research on this article, the author put stress on three main factors that are
religion, individuality and globalization. The religion factor is to provide a basic multicultural
education for students, address language and cultural norms, make learning experience and have
storytelling. In National Education Philosophy which outlines based on religious beliefs, it
clearly shows that there is a very important guideline in producing intellectual persons, that is, it
must be based on one's fundamental beliefs and religions (NEP). The concept of the
RukunNegara that puts “Belief in God‟ as the main element shows that religion and belief are
the elements to form a systematic and controlled system of society (NEP). For the globalization
factor, the authors focus on an ethical and human approach that globalizes the school
environment in the way of humanity and human dignity. The outlined in the National Education
Philosophy is a very important goal in continuing the knowledge culture in forming a
knowledgeable generation in Malaysia. Interactive and integrated teaching and learning
processes of ethics and morals (religion, individuality and globalization) will guide clear lines
and contribute towards enhancing critical and competitive thinking of the society.

The individual factor related to human dignity in the teacher profession. Teachers whose
pedagogical knowledge is linked to their transversal competences perform far better than
teachers who merely have theoretical knowledge. The Ministry of Education (MOE)
demonstrates that the qualities of a teacher's personality are vital, and it is one of the priorities
underlined in national education landscapes within the Malaysia Teacher Standards (Standard
Guru Malaysia) (SGM) 2.0. Teaching profession is a very demanding and responsible field
because they guide the new students, lead them to make decisions and educate students about the
behaviour, respect and appreciation towards all human beings and also towards the human
dignity of other students. There are some discipline and violence problems in school because of

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behaviour or actions of teachers. Because of stress teachers are becoming more aggressive and it
makes teachers less respect the students dignity. So, teachers should be more careful and not
degrade students' dignity. As I mentioned before, ethics is important in the teaching profession
and teachers must follow Malaysia Teacher Standard (SGM) and NEP to maintain the dignity of
teachers and students.

Furthermore, teachers in Malaysia pledged to the Code of Ethics for the Teaching
Profession in order to maintain the good name of the teaching profession and further improve the
quality of the profession. This ethics and behaviour will make all Malaysians believe in the
teaching profession and they will respect all the teachers. The purpose of the existence of the
Malaysian Teacher Standard is to improve the competence of teachers, namely to identify the
level of professional competence of teachers in terms of practicing the values of teacher
professionalism, knowledge and understanding, as well as teaching and learning skills (SGM
2.0).

5.1 Main Issues in article Cybersafety in education for the 21st century: A comparative
study of Malaysia and Thailand.

The main issues of this article are cybersafety issues faced by students in Malaysia and Thailand
especially indicates the existence of cyberbullying among school students. The cybersafety issue
is about how students engage with an open environment because now most of the schools are
already started to access in a borderless environment. Now students and teachers are facing many
activities by web based applications using internet connections. So, the can expose with some
problematic situations while surfing the internet like stalking, child pornography, identity theft,
bullying, data theft and data mining. By overcoming and improving cybersafety in school,
Malaysia and Thailand are taking some actions. In Thailand, cyber security law gives agencies
sweeping powers to spy on internet traffic. In Malaysia, MOE collaborates with the private
sector Digi Telecommunications to promote cybersafety in school. The Digi Cybersafe
Programme is a proactive initiative to raise awareness about internet use among students. Other
than that, Malaysia introduced the Frog VLE for teachers to teach and students to learn and
parents also play an important role to develop their children's behavior in use of the internet.

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 As I mentioned above, the main problem is cyberbullying. Most of the cases are found
that students have experienced cyberbullying on social media or chat apps and received nasty
messages in multi-player online games. Cyberbullying is an aggressive, intentional act carried by
a group or individual using electronic forms against a victim. In the role of National Education
Philosophy (NEP), schools may provide guidance and direction to the efforts to expand and
improve education of cyberbullying. Teachers must educate students about the effects of this
unethical behaviour. Even though students have to learn using the internet parents also need to
supervise their children whenever possible. This article mentions that, The International Society
for Technology in Education (ISTE) created the National Educational Technology Standard
(NETS) for administrators, teachers and students to address the ethical use of the internet.

The purpose of the existence of the Malaysia Teacher Standard (SGM) is the challenge
of the world of education is to identify policies and strategies for the development of teacher
education that should be improved in line with current developments and challenges in the world
of education. From this purpose of SGM, teachers should be ready to face the challenges based
on this cybersafety in the way of educating students. Teachers and counselors must assist
students whenever they need help. Because, based on this article the data shows that
cyberbullying cases are in higher ranking in Malaysia and also Thailand. Cyber Security
Malaysia collaborates with the Ministry of Education to expose programmes for students and
teachers on the dangers of web-surfing to raise awareness. National Education Philosophy
Education and Malaysia Teacher Standard are important for these issues because teachers must
follow the ethics and must be more dedicated to apply both NEP and SGM in their lessons. From
this, teachers should learn the ethics and then educate the moral values and ethics to students and
also take some initiative to add on and educate the dangers of web-surfing and cyber threats
through their lessons by creating interactive classrooms.

6.0 WAYS TO IMPROVE ETHICS AND AKHLAK IN THE EDUCATION SYSTEM IN

MALAYSIA

Is a turning point towards generating and producing people who are knowledgeable effectively
by laying the foundation of academic freedom as a priority in reviving a healthy creative
thinking culture. To further improve the quality of education, the Ministry of Education Malaysia
has identified a number of missions that need to be improved, among other things, that the

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quality of education will be enhanced to develop talent with knowledge, skills and ethics, and
morals to move forward in a competitive global environment (KementerianPendidikan Malaysia,
2016). Consequently, there has also been increasing concern on value education in recent years
as a result of the crisis of values that Malaysian society is currently experiencing (Sridhar, 2008).
The National Education Policy 1986 recognized the need to adjust the curriculum in order to
make education a forceful tool for the cultivation of social and moral values.

There are several ways to improve ethics and akhlak in the education system in Malaysia.
The first way is, Moral Education in Malaysia primary and secondary schools must be improved.
The improvement will make students realize the treasure of moral and spiritual values. In
keeping with Vision 2020, the National Philosophy of Education (NPE) advocates for persons to
be developed holistically and integratedly in order to generate individuals who are academically,
spiritually, emotionally, and physically healthy and harmonious (Habsah and Aminuddin, 2009).
As mentioned in NEP, by cultivation of social and moral values will produce students to become
great human beings. By improving the curriculum of Moral Education will develop a responsible
individual with high moral standards who is able to contribute to the peace and harmony of the
country and the global community (Ministry of Education Malaysia, 2000). It is important that
ME encourages students within their sociocultural domains to discover the needs of the state,
their culture and their religion, as well as the changes within a global community (Vishalache,
2010).

Furthermore, the teaching of ethics has continuously been given focus in the Malaysian
educational system. The study of Islamic subjects, Moral subjects and Civic subjects have not
only been compulsory at primary and secondary school but also made compulsory in colleges
and universities. While teaching the Moral subjects, teachers must emphasize the importance of
nurturing ethical values among the students especially the younger generations. Underpinning all
policy statements are values such as loyalty, morally upright behaviour, pursuit of knowledge
and striving for excellence, justice, integrity, sincerity, mutual respect, trustworthiness and
respect for human dignity (Sharifah Hapsah, 2008). Ethics thus form an essential ingredient for
continuous peace, prosperity and well-being of Malaysian society in realizing Vision 2020 while
facing social transformation as an impact of globalization. By educating ethics, students acquire
various skills, such as generic skills, critical and creative thinking skills, conflict resolution

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skills, and social skills. The hope is that these skills will prepare students to face the world of
information technology and communication with confidence and have social and moral
responsibility (Vishalache, 2010).

In addition, having classroom ethical activities will improve students' personal interest in
ethical education. Activities such as, showing a video of personal values then teacher ask
students to list down their own personal values. After completion, teachers have to discuss the
personal values that students wrote. It will make active and varied engagement of students and it
will be social natural learning. From this they can improve their confidence level about their
personal ethics. Other than this, teachers also can have role play based on some moral topic that
will make it more fun and at the same time it becomes self awareness about the ethical values.
Moreover, teachers can do case studies, group discussion, play games based on moral values and
so on. But these activities must be based on moral and ethical values to develop students into
individuals who have integrity and noble values and high moral standards.

7.0 CONCLUSION

Based on the research, the way to improve ethics in the education system in Malaysia should
start from educating students. In addition to understanding the concepts of ethics which define
the rules and practices on responsible conduct between individuals, professions in the industry
and the public; considerations to internalize and establish ethical values and conduct into the
professionals are fundamental. The improvement of education is an ideal of learning and
practicing ethics. Thus, ethics and moral education should be introduced and developed into
individuals from a young age. Ethics related courses or programmes should be emphasized from
elementary school to universities. It can mold the standard of the students' intellectual, spiritual,
emotional and physical balance and harmonis. Some more, teachers also face some challenges
while teaching ethics and moral values. Teachers have to provide an introduction to the basic
issues of ethics or morals, have to develop a set of moral values and problem solving techniques,
and then must encourage students to develop critical judgment based on the issues (Robertson,
1987). Nevertheless, the educational setting is an ideal place to teach and practice ethics as this is
the environment that helps to build tomorrow’s society.

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8.0 REFERENCE

Marta, G. (2015). The importance of ethics in the teaching profession. Technical University of Kosice,
Bayerova 1, Presov, 08001 Presov, Slovakia. Procedia - Social and Behavioral Sciences 176 (
2015 ) 509 – 513 2015.
https://www.sciencedirect.com/science/article/pii/S1877042815005418?ref=pdf_download&fr=R
R-2&rr=7198c8f81a206bc4

Song, S. T. Kuldip, K. Philip, L. (2019). CYBERSAFETY IN EDUCATION FOR THE 21ST

CENTURY: A COMPARATIVE STUDY OF MALAYSIA AND THAILAND. University
Malaysia. Education Consultant. Digi Telecommunications Malaysia. International Conference
on Education (ICE 2019).
http://library.oum.edu.my/repository/1161/1/library-document-1161.pdf

Vishalache, B. (2010). THE DEVELOPMENT OF MORAL EDUCATION IN MALAYSIA.

Foundations of Education and Humanities, Faculty of Education, University of Malaya. Asia
Pacific Journal of Educators and Education, Vol. 25, 89–101.
http://web.usm.my/apjee/APJEE_25_2010/APJEE_25_06_Vishalache%20(89-101).pdf

Khalidah, K. A. Rohani, S. Mashitah, S. (2010). A Study on the Level of Ethics at a Malaysian Private
Higher Learning Institution: Comparison between Foundation and Undergraduate
Technical-based Students. International Journal of Basic & Applied Sciences IJBAS-IJENS Vol:
10 No: 05.
http://web.usm.my/apjee/APJEE_25_2010/APJEE_25_06_Vishalache%20(89-101).pdf

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