TABLE OF

Abstract ……………………………………………………………………………. iii

Acknowledgement ………………………………………………………………….iv

Table Of Content ……………………………………………………………………v

List Of Abbreviation ………………………………………………………………..vi

List Of Table ……………………………………………………………………….ix

List Of Figure ……………………………………………………………………...xi

List Of Appendices ………………………………………………………………..xii

Chapter 1 : Introduction

1.1 Introduction

1.2Background of the research …………………………………………………

1.2.1 Chronology SKPMg2…………………………………………………

1.2.2 What is SKPMg2 ………………………………………………………

1.2.3 Four main shifts in the drafting of SKPMg2 ………………………

1.2.4 New changes/elements in SKPMg2? ……………………………………

1.2.5 The purpose of SKPMg2 analysis ………………………………………

1.2.6 Basics for PLC ( Professional Learning Communities )…………………

1.2.7 Basis for LDP ………………………………………………………………

1.2.8 Basics for Learning Walk ………………………………………………….

 1.2.9 Build a scoring strategy ……………………………………………………………..

1.2.10 Seek the strength of the teacher……………………………………………………

1.2.11 Plan the use and procurement of fuel materials………………………………….

1.2.12 Evaluation of Teachers ( Standard 4 ) …………………………………………….

1.3 Problem Statement ……………………………………………………………………….

1.4 Research Objective ………………………………………………………………………..

1.5 Research Question ………………………………………………………………………..

1.6 Significant Of The Study ………………………………………………………………..

1.7 Operational Definition …………………………………………………………………

1.8 Summary …………………………………………………………………………………

Chapter 2 Literature Review

2.1 Introduction ……………………………………………………………………………

2.2 Inspection to provide guidance ……………………………………………………….

2.3 Inspection is not to burdensome the teachers ……………………………………….

2.4Training and guidance ………………………………………………………………

2.5 SKPMg2 as a guide for school management and counselling…………………… 2.6

21st Century Learning and SKPMg2 are interrelated ………………………….

2.7 Teachers ability to handle students………………………………………………..

2.8 SKPMg2 second wave to the global

2.9Teachers competence and SKPMg2 ……………………………………………..

2.10 Conceptual Framework ………………………………………………………..

2.11 Summary ……………………………………………………………………….

Chapter 3 : Methodology

3.1 Introduction …………………………………………………………………….

3.2 Research Design ………………………………………………………………..

3.3 Instrumentation …………………………………………………………………

3.4 Protocol Interview ………………………………………………………………

3.5 Participants ………………………………………………………………………

3.6 Data Collection Procedure ………………………………………………………

3.7 Data Analysis Procedure …………………………………………………………

3.8 Summary …………………………………………………………………………..

Chapter 4 :Findings For Research Question

4.1 Introduction……………………………………………………………………….

4.2 Findings For Research Question 1………………………………………………

4.3 Findings For Research Question 2……………………………………………….

4.4 Findings For Research Question 3………………………………………………..

4.5 Findings For Research Question

4.6 Findings For Classroom Observation…………………………………………

4.7 Summary ………………………………………………………………………

Chapter 5 : Discussion On Findings

5.1 Introduction…………………………………………………………………………….

5.2 Discussion On Findings For Research Question 1 ……………………………………

5.3 Discussion On Findings For Research Question 2 ……………………………………

5.4 Discussion On Findings For Research Question 3 ……………………………………

5.5 Discussion On Findings For Research Question 4 ……………………………………

5.6 Summary …………………………………………………………………………………

References …………………………………………………………………………………….

Appendix ………………………………………………………………………………………
THE EFFECTIVENESS OF SKPMg2 ( STANDARD 4) AS TOOLS TO UPGRADE

TEACHERS TEACHING QUALITY IN

SJKT ( KUALA LANGAT DISTRICT)

ABSTRACT

The purpose of this study is aimed at looking into at how the implementation
of transformational leadership by school principals improve the teacher’s performance, staffs
and employees and the achievement of the students and school. The purpose of
transformational leadership introduced by principals is to improve the performance of the
teacher, enhance the
achievement and growth of the school, better management and improve the education system
among students. Transformational leadership is said to have a positive impact on teachers.
With the proper system brought into effect, teachers are more dedicated towards their job and
are willing to work alongside their principal and colleagues in reaching the desired goals and
objectives of the school. Teachers are also more focused to be on par with the vision and
mission of the school. However, they are also studies that contradict this theory by saying
that transformational leadership has a negative impact on the learning and disciplinary issues
of the students. Hence, transformational leadership and its relationship to the
performance of teachers in a school and its outcomes might have variable results and trickier
than expected. In conclusion, the capability and method of the principal in implementing
transformational leadership in a school determines the outcome of the motive.

Keywords: SKPMg2 ( standard 4 ), guidelines , teaching quality , high performance students ,

innovation , observation , improve , development, effectiveness

ACKNOWLEDGEMENT

Thank you to my supervisor, Dr. Farhah, for your patience, guidance, and support. I have
benefited greatly from your wealth of knowledge and meticulous editing. I am extremely
grateful that you took me on as a student and continued to have faith in me over the years.

Thank you to my UNITAR whats App group members .Your encouraging words and
thoughtful, detailed feedback have been very important to me.

Thank You to my school principle who has given me the path to follow the masters program
and gave me a lot of moral support in completing this thesis.

Thank you to the interviewees, who so generously took time out of their schedules to
participate in my research and make this project possible.
Thank you to my parents, for your endless support. You have always stood behind me for all
of your love and for always reminding me of the end goal.

Thank you to my partner ,for constantly helping me for proofreading over and over and for
the sacrifices you have made in order for me to pursue a Master's degree.

LIST OF ABBREVIATIONS

SKPMg2 :Standard Kualiti Pendidikan Malaysia Gelombang 2

PBD : Pentaksiran Bilik Darjah

P.A.J.S.K: Pentaksiran Aktiviti Jasmani, Sukan & Kokurikulum.

HOTS : Higher Order Thinking Skills

PAK 21: Pembelajaran abad ke 21

PDP : Pembelajaran dan Pengajaran

PdPc: Pembelajaran dan Pemudahcaraan

LDP : Latihan Dalam Perkhidmatan

STEM : Science,Technology , Engineering and Mathematics

OP: Objektif Pembelajaran Learning Objective

KK : Kriteria Kejayaan / Successful Criteria

AFL : Assessment For Learning

PdPR : Home based Teaching and Learning / Pengajaran dan Pembelajaran Dari Rumah

TUMS: Tindakan Untuk Mencapai Standard

STAK : Standard Kualiti

LIST OF TABLES

Table 1: Description Of Quality Standards.

 LIST OF FIGURES

1. Figure 1 : Chronology SKPM

2. Figure 2 : Quality Of Schools

3. Figure 3 : Quality Of Children

4. Figure 4 : New Changes / Elements in SKPMg2

5. Figure 5 : Conceptual Framework Of SKPMg2 Standard Chapter 1

1.1

21st century learning has brought about many changes in the Malaysian education system.

KPM has made many changes and development to improve the education system in

our country. It is purely to produce quality 21st-century teachers. Consequently, SKPMg2

which is "Malaysian Quality of Education Standard 2 and Standard 4 refers to learning and

facilitation has been applied since March 2017.It is a measuring tool for more systematic

management and helps schools to determine or identify disadvantages and weaknesses for the

development of teachers quality. SKPMg2 is more about evaluating teachers who are in the

classroom. Thus, the Ministry of Education Malaysia (MOE) has introduced the Malaysian

Education Quality Standard Wave 2 (SKPMg2) to replace the Malaysian Education

Quality Standard 2003 (SKPM2003) and the Malaysian Education Quality Standard

2010 (SKPM 2010). These changes are in line with the Malaysian Education

Development Plan (PPPM) and current

developments in the field of education.

1.2Background of the research

The first part of this chapter will cover the dimensions of SKPMg2 standard 4 and action to

achieve the standards. In addition, a detailed explanation or description of the background of

the existence of SKPMg2 and the actual concept has been stated.

1.2.1 Chronology SKPMg2

It was started in 2001 under the name STKP and has now been upgraded to SKPMG2.

STKP 2001 SKPM 2003 SKPM 2010 SKPMg2 2017

FIGURE:1 CRONOLOGY SKPM

 1.2.2 What is

SKPMg2 was formed and resulted from PPPM 2013-2025. The main results and successes of

primary education are seen in terms of the quality of schools and the quality of students

through

PPPM 2013-2025.

Standard 1 Standard 2 Standard 3

Standard 4 Standard 5

FIGURE : 2 QUALITY OF SCHOOLS

focusing on students achievements through the effective implementation and reporting

of school -based assessments

(PBS)

ASSESSMENT CLASSROOM P.A.J.S.K PSYCHOMETRIC

CENTER (PP) ASSESSMENT (PBD)

FIGURE:3 QUALITY OF CHILDREN

1.2.3 Four main shifts in the drafting of SKPMg2

 Action oriented

 Emphasize quality

 Emphasis on roles

 Use throughout the year ; three ( 3 ) revisions

 1.2.4 New changes/elements in

Teacher As Facilitator
The role of PGB and teachers

HOTS
PAK 21
SKPMg2

Cocurricular Excellence

Unity Management
PDP modular

Community Involvement/Parental

FIGURE:4 NEW CHANGES / ELEMENTS IN SKPMg2

1.2.5 The purpose of SKPMg2 analysis

SKPMg2 Standard 4 is an instrument used to obtain the level and quality of teachers ’PdPc. It

is very focused and helps determine a teacher’s improvement needs and training as well as

guidance from administrators.

1.2.6 Basics for PLC ( Professional Learning Communities )

Based on the analysis of aspects that are less mastered by teachers can provide an indication

of what needs to be discussed in the PLC and in turn become the main topic of knowledge

sharing.
1.2.7 Basis for LDP

LDP can be built for administrators to draft school level LDP in the form of workshops. Even

training can be based on the situation in the school itself.

1.2.8 Basics for Learning Walk

Administrators can create a Learning Walk to monitor current developments of teachers

’PdPc performance. With the SKPMg2 analysis, Learning Walk can be based on certain

aspects only. It is easier and focused instead of making observations and notes based

on all aspects in SKPMg2 Standard 4 teachers.

1.2.9 Build a scoring strategy

There is no doubt that some teachers face difficulties in getting high scores on certain aspects

such as 4.6 Active Student Involvement. If it is difficult to master, at least the teacher tries to

get a full score on simple aspects like 4.1, 4.2 and so on.

1.2.10 Seek the strength of the teacher

With the teacher's observation, the SKPMg2 Standard 4 scores analyzed can show the

teacher's strength. The capacity and talent of teachers can be identified. This can help

determine which teachers are very capable of managing weak students, teachers who are able

to control students, teachers who are skilled in ICT, teachers who are creative and innovative

and so on.

1.2.11 Plan the use and procurement of fuel materials

SKPMg2 is also able to form an analysis of fuel requirements. This can be seen when

teachers face difficulties in the classroom in preparing fuel materials. The best way is to

provide ready

-to -use fuel materials so that teachers can run PdPc without much physical preparation.
1.2.12 Evaluation of Teachers ( Standard 4 )

Teachers are evaluated based on 6 main aspects. Six descriptors as the followingSKPMg2

Standard 4 focuses on learning and facilitation. Standard 4 SKPMg2 states that teachers play

a role as effective facilitators in the learning and teaching process (PdP) to develop

the potential of students as a whole and improve student achievement at the optimum level on

an ongoing basis. Teachers are evaluated based on 6 main aspects. Six descriptors as the

following

1. Teacher as a PLANNER. ( 4.1 )

2. Teacher as a CONTROLLER. ( 4.2 )
3. Teacher as a GUIDE. ( 4.3 )
4. Teacher as a MOTIVATOR. ( 4.4 )
5. Teacher as a ASSESSOR. ( 4.5 )
6. Student As Active LEARNER. ( 4.6 )

4.1 Teachers as a PLANNER

Teachers act as planners to ensure readiness and thorough preparation in

implementing the learning and facilitation of PdPc. Teachers plan the

implementation of PdPc

professionally and systematically.

• provision of lesson plan

• assessment system or method

• educational resources

• a specific and conducive place of learning

• abilities and capabilities of students

• time allocation and specified instructions

4.2 Teachers as a

Teachers act as controllers of the implementation of PdPc to ensure the smooth

learning process according to plan. Teachers control the learning process in a

professional and planned manner.

Manage the content of the lesson and the allocation of time as well as provide

opportunities for active participation of students by meeting the objectives of the

lesson, according to the ability of students and continuously in pdp.

Supervise student communication and behavior, organize student positions and create

a fun learning environment prudently, according to suitability and needs,

comprehensively and continuously.

4.3 Teachers as GUIDE

Teachers act as guide to enable students to master knowledge, skills, and

practice values based on lesson objectives. Teachers guide students in a

professional and organized manner.

• Provide guidance in mastering the content and skills.

• Guide students to make decisions and solve problems and use

educational resources, and combine the content with other skills / subjects

according to the needs and abilities of students correctly, accurately, prudently

and diligently
4.4 Teachers as

Teachers act as a motivator to increase motivation and soft skills. (Soft skills

students). Teachers encourage students' minds in performing learning activities.

• Stimulate students to communicate and collaborate.

• Ask questions that lead to critical and creative thinking ,decision making or

problem solving .Create opportunities for students to lead and ask questions

related to the content of the lesson.

• Acquire knowledge and skills independently based on student objectives,

according to student ability and continuously.

• Give praise, encouragement, appreciation and confidence as well as concern

for the needs of students in a prudent, comprehensive and continuous manner.

4.5 Teachers as ASSESSOR

The teacher acts as an assessor to track the level of mastery of students. Teachers

carry out assessment in a systematic and planned manner.

• Using various assessment methods, conducting remedial and

enrichment activities, reflecting and reviewing student work based on lesson

objectives, in

accordance with the stipulations of the implementation of assessment in force,

comprehensively and continuously.

 4.6 Pupils as ACTIVE

Pupils act as active learners to master knowledge and skills and practice positive

values. Pupils engage in the learning process effectively.

• Respond, communicate and perform activities collaboratively, think critically

and creatively, ask questions, solve problems and relate the content of the

lesson to life based on the objectives of the lesson, actively, confidently and

prudently.

All the descriptors or criteria of skpmg2 standard 4 do have a positive effect on the quality of

teachers and students. Indeed, recently the potential and innovation of students can be seen in

the international era. It is evident with the actions of our government by applying SKPMg2

effectively and more proactively without burdening teachers.

Standards Quality Standards Actions To Achieve Standards(TUMS)

4.1.1 Teachers plan the implementation of Prepare RPH, determine assessment
PdPc professionally and systematically.
methods, provide educational resources, set the

room/space as a place of learning specifically,

according to the ability of students,
time allocation and instructions in force.
4.2.1 Teachers control the learning process in Manage the content of the lesson and the
a planned manner. allocation of time and provide opportunities
for active participation of students by meeting
the objectives of the lesson, according to the
ability of students and continuously in PdP.

4.2.2 Teachers control the learning Supervise student communication and

environment in a professional and
organized manner behaviour, organize student positioning and

create a fun learning environment

prudently, according to suitability and needs,

comprehensively and continuously.

4.3.1 Teachers guide students in a professional Provide guidance in mastering the content and
and organized manner
skills, guide students to make decisions

and solve problems and use educational

resources, and combine the content

with other

skills/subjects according to the needs

and abilities of students correctly,
accurately, prudently and diligently

4.4.1 Teachers encourage students' minds to carry Stimulate students to communicate and
out learning activities in a planned manner.
collaborate, ask questions that lead to critical
 and creative thinking and decision making or
problem solving, create opportunities for
students to lead and ask questions related to
the content of the lesson and acquire
knowledge and skills independently based
on lesson objectives, according to student
ability and continuous

4.4.2 Teachers encourage students' emotions to Give praise, encouragement, appreciation and
carry out learning activities in a confidence as well as concern for the needs of
planned manner students in a prudent, comprehensive
and continuous manner.

4.5.1 Teachers perform assessment in a Using various assessment methods,

systematic and planned manner. conducting remedial and enrichment activities,

reflecting and reviewing student work
based on lesson objectives, in accordance
with the stipulations of the
implementation of assessment in force,
comprehensively and continuously.

4.6.1 Pupils engage in the learning process Respond, communicate and perform activities
collaboratively, think critically and creatively,
effectively. ask questions, solve problems and relate
the content of the lesson to life based on
the objectives of the lesson, actively.

TABLE 1 : DESCRIPTION OF QUALITY STANDARDS

1.2.17 Standard Concept 4 SKPMg2

Notes/Evidence Of PdPc Rubric

Aspect 4.1

4.1.1 Teachers as planners

i. Provide FMPs that contain measurable objectives and appropriate learning activities.

• RPH is prepared in full according to the procedure containing OP/KK and activities

based on SPA -21 (collaborative, communication, creative and innovative thinking)

and 7 pedagogical cores of SPA -21.

• OP and activities refer to the goals and objectives of the curriculum/DSKP/SP/SPI

• OP adheres to SMART principles (S-Specific, M-Measurable, A-Attainable, R-

Relevant, T-Time based)

• Writing KK in order and clear language shows that the meaning of the OP is easy to

achieve, appropriate in terms of student achievement, time allocation, realistic

or feasible and coincide with the desired results.

ii. Determine the assessment method in PdPc

• RPH is prepared completely according to the procedure

• Teacher states the use of assessment tools for learning (AFL) based on SPA-21

(traffic light, KWL, self/peer marking etc)

• The teacher states the assessment method that is appropriate for the student's level

during the PdPc time period, such as observations, quizzes, questions and answers,

written assignments, worksheets, presentations, checklists,

exercises/homework assignments etc.

 •
There is a statement indicating that the assessment will be conducted

holistically, integrated, balanced, flexible, referring to learning/performance

standards in DSKP/SP/HSP, and is part of PdPc, as well as based on PBS/PKS

scoring

• Teacher states the use of thinking tools (mind maps, , Q Matrix etc.) appropriate to the

student’s level to assess HOTS

• Teacher states the use of KBAT-based assessment instruments (application-

assessment, application-create-similar TIMSS)

iii. Provide ABM/BBM/BBB/TMK

• to convey information according to student level and time allocation (example: OHP,

LCG etc)

• BBM is defined as referring to materials designed as software or content/information

presented to facilitate PdPc (examples: objectives- models/specimens, stationary

charts-posters, flow charts etc., presentation-transparency medium, scroll board, flash

card, paper etc., and electronic learning materials-power point slides)

• TMK is stated to refer to networked computer equipment (instant Access/interactive)

-VLE Frog, Kahoot etc.

• There are guidelines/rules for the use of ABM/BBM/BBB/TMK

Aspect 4.2

4.2.1 Teachers as controller

i. Manage the content of the lesson/scope of planned learning

• Teachers ensure that the content of the lesson is presented in an orderly and

systematic manner in order from easy to difficult, from concrete to abstract or general

to specific
 •
(arranged constructively)
Teachers ensure that the activities carried out to achieve OP show

grading, development and stay on track to plan correctly

• Teachers use a variety of effective student-centred approaches/methods and

differentiation instructions used for students of various interests, levels, intelligences

and learning styles can be followed

• Teachers use creativity to try innovations/something new to overcome learning deficits

• Teachers successfully implement the merging/ integration of knowledge, skills and

values in subjects and across subjects in PdPc

• Teachers always discuss KK together with students after the implementation of an

activity throughout the PdPc to ensure OP can be achieved and other activities can be

continued

• The questioning technique used is suitable to control the development of the content

delivery

• The use of ABM/BBM/BBB/TMK can help the development of PdPc that meets the

OP/content of the lesson

ii. Manage PdPc time in line with learning activities

• The division of time for each step and development of PdP is appropriate and fully

utilized to achieve OP ( Objektif Pembelajaran )

• Lesson time is used optimally to help students' learning

• Teachers deliver lessons flexibly/flexibly according to the situation

• The time allocated for activities in different groups (in terms of interests/learning
styles)

is appropriate and fully utilized

The teacher starts and ends the learning process within the planned time period
 •
• Teachers can adjust the learning time with the ability, capability and speed of student

acceptance

Teachers have used steps/ tools to coordinate activities .

iii. Provide opportunities for active student participation

• Pupils are actively involved in learning activities that lead to the achievement

of objectives such as practical work/practice/experiment, discussion, taking

notes, presentations, making physical movements and others

• Teachers have used effective questioning methods/techniques that can arouse interest

and stimulate students to proactively ask and answer questions

• Pupils are divided into groups either randomly, based on ability/multi-ability or in

pairs to succeed in cooperative learning strategies with their respective roles as

facilitator, successor, coach, question commander, reviewer, task supervisor,

recorder, meditator, silent captain or material leader.

• The interactive PdPc process is implemented in the classroom (teacher with student,

teacher with teaching materials, student with teaching/learning materials, student

with student) .Teachers successfully build learning autonomous space and align

physical learning space with mental learning space .Teachers always set or modify

the position and arrangement of desks to enable students to interact and collaborate to

improve thinking skills even if the number of students in a classroom is large.

iv. Creating a fun learning environment

• Teachers use language that is able to express funny feelings, the use of graphics such

as treasures and body language that can create a fun atmosphere

 •
• Teachers successfully create a learning environment that is relaxed, entertaining and

filled with a variety of fun activities (singing, dancing, games, etc.) that are able to

attract students' involvement in teaching and learning

Teachers use teaching aids that have fun elements (comics with interesting

caricatures, videos, etc.) to create a teaching and learning process takes place in a

cheerful but effective atmosphere

• Teachers limit relationships or formalities with students so that they will be

more comfortable, confident, bold and fun to discuss and interact in PdPc

Aspect 4.3
4.3.1 Teachers as guide
i.Provide guidance/demonstration/guidance to master the content of the

lesson/concepts/facts related to the lesson

• Teachers teach students about the procedures/steps that need to be followed

when making activities that need to use ABM/BBM/BBB/TMK to

explore/discover the content of the lesson or concept on their own, make

experiments/practical work etc. (individuals/couples/small groups/whole class)

• Teachers provide guidance on the steps that must be followed by students to perform

any task systematically such as obtaining information/facts from newspapers, internet

magazines etc. sources.

• The teacher responds to students' questions about the demonstration that has been

made, in addition to asking questions to make sure they really understand each

instruction given.

• Teachers teach/guide students on problem solving procedures, especially those

involving HOTS.
 •
ii. Provide guidance/demonstration/guidance to master skills in learning activities

• Teacher prepares/gives guidance to students to

use various different

ABM/BBM/BBB/TMK`
Teachers teach students the skills to acquire information with 6M principles: listening,

touching, speaking, writing, reading, seeing.

• Teachers emphasize the use of ICT in PdPc which provides guidance to students for

them to improve their mastery of skills in subjects that taught and can be detected

when students:

• Practicing self -directed learning and exploratory learning (exploration)

 Use communication networks more effectively, quickly and easily.

 Able to search for sources of information more effectively

 Able to produce quality, complete and solid work

iii. Guide students to make decisions and solve problems in learning activities

• Teachers guide students so that they are able to determine/choose the

appropriate strategy to solve a problem.

• Teachers guide students until they are able to find or determine the solution to each

problem.

• Teachers guide students so that they are able to provide an evaluation of the work for

each solution of the problem with rational justification.

• Teachers guide students so that they are able to solve problems efficiently and are

able to find more than one solution for the same problem.
•
iv. Guide students to use and utilize educational resources related to the

• Teachers guide students to find, own, produce and use materials in accordance with

the needs and objectives of their learning through electronic educational

resources/ICT (information without borders, up-to-date, interactive, non-static)

• Teachers guide students to select and use materials available in the resource center that

can help them find/obtain laws, concepts and arguments more effectively.

• Teachers always guide students to use educational resources optimally so that

the acceptance of learning becomes easier, closer, more detailed and specialist,

interesting and meaningful.

• Teachers guide students to use educational resources to encourage them to practice self

-learning, reading culture and academic culture.

v. Combine/cross/link the content of the lesson with other themes / units/ skills subjects

• Teachers implement PdPc based on student development /potential /interest

(Self paced, self assess, self directed) `

• Teachers incorporate knowledge, skills and values within subjects and across other

subjects. (Combination of skills, absorption of knowledge and values (SK/SP)

in subjects and between subjects based on need and suitability).

• Teachers arrange SK and SP in order from easy to difficult, close to far, concrete to

abstract (linear).

• Teachers use spiral in the implementation of the spiral in the implementation of the

curriculum to strengthen understanding and mastery of skills (linear).

• Teachers arrange SK and SP according to students' cognitive development and current

needs (non linear)

v. Combine/cross/link the content of the lesson with other topics/ units /

• Teachers choose fields/titles/skills/values flexibly

• The teacher conveys the field/title/skill/value by implementing it without following

the sequence/hierarchy

• Teachers use PdPc operating time flexibly (Example flipped classroom/differentiated

group)

Aspect 4.4

4.4.1 Teachers as motivator

i. Stimulate students to communicate

• Teachers ask a lot of open-ended questions so that students proactively ask questions

either to the teacher or their peers to get an explanation of the intent of the question.

• The teacher triggers problems /questions so that students can interact intellectually in

group discussions.

• Teachers always provoke the student environment so that they can give opinions and

argue in debates/discussions. (example of teacher presenting

conflict/prejudice/provocation/unexpected/unusual) ii.

Stimulate students to collaborate in learning activities

• Teachers always encourage/stimulate students to always learn and do activities

in groups actively

• Teachers provide assignments that always require students to work together and relate

closely to their peers as well as communicate and interact with each other in

a structured manner to solve problems/achieve learning objectives.

 • Teachers assess/evaluate student work not on individual achievement but based on the

overall work achievement of other peers, especially those in their group.

Teachers always stimulate all students to work together through sharing materials,

helping each other to encourage each other and guiding their peers to master the content

of the lesson.

iii. Ask questions that lead to critical and creative thinking

• Teachers ask a lot of open -ended questions/KBAT to involve students to respond by

asking high level questions or give answers that involve a more critical and creative

thought process.

• Teachers respond to students' questions by asking them back to get an

explanation/meaning of their thoughts:

 What do you mean by…

 Can you show…

 Can you give me an example…

 Can you explain it further… iv. Ask questions / create situations that lead to

decision making and solve the problem

• Teachers provide various problems based on daily situations to students to help them

determine/choose the appropriate strategy to solve a problem related to their life

experiences.

• Teachers present examples of real life realities that can be linked to problems that

need to be addressed through rational justification.

• Teachers ask a variety of questions to dig out ideas/develop students' creativity so that

they are able to find more than one solution to the same problem.
v. Creating opportunities for students to lead

• Teachers use cooperative learning strategies in PdPc to encourage each student

to motivate other people/friends to think and act in certain ways in group activities.

• Teachers use a reward system to encourage each student in the group to always focus

on the achievement of group goals.

• Teachers ensure that each student is always responsible for maintaining the strengths

of the group to solve problems and achieve learning objectives

• Teachers ensure that each student always maintains the nature of courage

or determination in leading their respective groups in addition to having other

more creative initiatives or actions.

• Teachers ensure that each student is always ready to give an opinion, act as a driving

force and have a strong/precise spirit to move the ability to communicate.

vi. Encourage students to ask questions related to the content of the lesson

• Teachers always create open problems/questions to trigger students' interest to

ask questions proactively to get an explanation of the meaning of a question/problem.

• Teachers always provoke students to ask questions to find out the

solution methods/techniques used by teachers.

• The teacher gives an opportunity to all students to ask questions to gain certainty

about the rationality of the suggestions/arguments used by other peers in the

discussion activity.

• Teachers provide opportunities for all students to ask questions to other friends to get

information about the use of knowledge learned in daily life` vii. Encourage

students to acquire knowledge and skills on their own

 • Teachers are skilled in applying HOTS in PdPc (questioning, activities, thinking tools)

• Proactive, flexible, obsessive, creative. Innovative and critical.

4.4.2 Teachers as motivator

i. Give praise/encouragement for positive behaviour

• Teachers often praise students or their positive behaviour not only through words, but

also with gestures such as smiles, appropriate nods and convincing gaze.

• Teachers often use words of praise when interacting with students in the classroom

and indirectly create a comfortable relationship between teacher and student.

• Teacher praise has caused all students to always enjoy the fun throughout the learning

process and indirectly helped students achieve OP easily

• Teachers often praise students with polite words that clearly highlight feelings

of admiration and appreciation for students that coincide with a situation.

ii. Give appreciation for thoughtful work/ideas

• Teachers give appreciation as soon as possible after knowing that students achieve

learning objectives according to their abilities.

• Teachers always give signs of appreciation in the form of rewards in the form

of stickers, tokens, certificates, gifts, stars, etc. after making an objective assessment

of the results of student assignments.

• Teachers always give appreciation in the form of positive comments immediately

after the student has completed a task such as by giving a good statement,

excellent or continue to excel etc.

• Teachers also give awards in the form of rewards such as permission to leave 5

minutes before break time, the most active student award for PdPc sessions etc.
iii. Gives confidence in asking questions/giving

 The teacher paraphrases the student's question (example: The question submitted is…)

 The teacher analyses the student's question by giving a response (example: What do

you mean by…)

 The teacher clarifies the student's question to ensure the meaning to be conveyed.

(Example: Are you trying to convey…)

 The teacher re -questions the student who asked or poses a question to the student.

(Example: What do you think…)

 Teacher asks questions with support. (Example: I was wondering if…)

 Teacher asks follow -up questions so that students think more deeply. (Example:

Maybe we can…)

 The teacher gives some clues/signals to the questions posed.

iv. Concerned with the needs of students

• Teachers are sensitive to the needs of students and strive to address students' learning

problems

• Teachers show humane qualities, sensitive, friendly and patient towards the problems

and needs of different students

• Teachers are very caring and show consideration, empathy and concern for the

problems, interests, welfare and safety of students

• Teachers can take action that is very appropriate to the problems faced by students
Aspect

4.5.1 Teachers as evaluators

i. Using a variety of assessment methods in PdPc

• Teachers have used assessment tools appropriate to the level of students during the

PdPc time period, such as observations, quizzes, questions and answers, written

assignments, worksheets, presentations, checklists, exercises/homework assignments

etc.

• Teachers always share learning objectives (OP) and success criteria (KK) with

students throughout the PdPc to know the development and level of mastery of their

learning

• Teachers successfully involve students in self-assessment and peer activities such as

encouraging them to set their own personal learning goals.

• Teachers perform assessments for learning according to procedures based

on performance standards constructed based on general proficiency levels

arranged hierarchically.

• Teachers use appropriate assessment strategies and tools to assess and ensure

that students' physical, emotional, spiritual, intellectual and social development takes

place properly.

• Teachers use questioning skills to assess existing knowledge and assess

students' learning and progress by provoking thinking, questioning and asking

open -ended questions to stimulate the growth of thoughts and communication.

• Teachers use formative assessment feedback for immediate corrective action and

improvement in PdPc.

• Teachers have their own strategies/initiatives to motivate students such as giving star

stickers/prizes in reviewing student practice assignments.

 • Teachers provide adequate range of assignments or exercises based on curriculum

stipulations.

• Student work is reviewed constructively and consistently.

• with the level of students in the PdPc time period, such as observations,

quizzes, questions and answers, written assignments, worksheets.

ii. carry out rehabilitation/enrichment activities in PdPc

• Teachers always use observations, inventories, questions/quizzes, and tests as tools to

assess/evaluate student learning outcomes during/after they carry out

learning activities and do daily assignments/exercises.

• Teachers have implemented remedial activities for students with learning difficulties

while other students do assignments or enrichment activities, through small

group guidance, peer guidance and individual guidance and ended with assessment to

track their achievement as a result of remedial activities performed.

iii. Provide training/assignments related to lessons

• Teachers use more than one method/instrument to make formative assessments during

PdPc to measure and track student progress..

• Teachers provide adequate range of assignments or exercises based on curriculum

stipulations.

• Teachers use formative assessment feedback for immediate corrective action and

improvement in PdPc.

• Student work is reviewed constructively and consistently.

• Teachers have their own strategies/initiatives to motivate students such as giving star

stickers/prizes in reviewing assignments and student training.

iii. Provide training/assignments related to

• Teachers use more than one method/instrument to make formative assessments during

PdPc to measure and track student progress.

• Teachers provide adequate range of assignments or exercises based on

curriculum stipulations.

• Teachers use formative assessment feedback for immediate corrective action

and improvement in PdPc.

• Student work is reviewed constructively and consistently.

• Teachers have their own strategies/initiatives to motivate students such as giving star

stickers/prizes in reviewing assignments and student training.

iv. Make a PdPc reflection

• Teachers are able to use formative assessment feedback for immediate

corrective action and improvement throughout PdPc.

• Teachers can optimize the use of learning assessment tools to track the level

of achievement of PdPc objectives.

• Teachers can assess their strengths and weaknesses in planning and implementation of

PdPc by referring to the success or failure of the achievement of learning objectives.

• Teachers are able to identify the constraints of PdPc implementation and causal
factors.

• Teachers are able to link the causes and consequences of student learning problems

and suggest measures that are thought to improve the practice of PdPc.

• Teachers can predict the effect of an action and act based on evidence, then plan
follow

-up steps
v. Review/evaluate work results/work

• Teachers utilize success criteria to check the level of achievement of learning

objectives throughout PdPc.

• Teachers always use oral questioning to identify the extent to which students

successfully complete a given task/exercise.

• Teachers constantly observe changes in student behavior and their involvement

in learning activities to assess their performance on an ongoing basis.

• Teachers use rubrics to assess student achievement.

• Teachers evaluate students holistically and analytically for an assignment,

project, report etc.

● Holistic: gives a score based on an overview of student assignments.

● Analytical: each criterion is evaluated separately.

• Teachers have their own strategies /initiatives to motivate students in reviewing

assignments and student training.

Aspect 4.6

4.6.1 Students as active learners

i. Give responses related to the content of the lesson.

• Pupils are always excited to be actively involved in learning activities..

• Pupils always show curiosity to ask questions to teachers/friends for further

explanation.

• Pupils always act to express ideas, thoughts or feelings orally, in writing and in the

form of drawings, 3 -dimensional products, movements, dances or games.

• Pupils always give opinions and argue for every matter discussed or debated.
 • Pupils always make notes about the information presented.

• Pupils are always ready to make physical movements on the teacher’s instructions.

• Pupils always respond to the teacher's spontaneous instructions/questions.

• Pupils are always ready to give appropriate views/ideas related to the appropriate topic.

ii. Communicate in performing learning activities

• Pupils proactively ask questions either to their teacher or friend for clarification.

• Pupils are able to interact intellectually in group discussions.

• Pupils are able to give opinions and argue in debates.

• Pupils can support /reject the opinions /answers submitted.

• Pupils can provide reinforcement to support the opinions/answers submitted.

• Students try to provide justification and assessment orally.

• Pupils are able to convey information to other friends effectively.

iii. Implement learning activities collaboratively

• Pupils always study and do activities in groups actively.

• Pupils always work together and communicate closely with each other to

achieve learning objectives.

• The work of individual students depends on the work of other friends, especially

those in the group.

• Pupils always work together in groups to solve a problem, give feedback and

communicate and interact with each other in a structured manner.

• Each member of the group has a role to play in completing the task.

• Pupils have a friendly discussion in groups.

iii. perform learning activities collaboratively

• All students work together through sharing materials, helping each other and

encouraging each other.

• All students always motivate each member to succeed.

• Each student guides their peers to master the content of the lesson.

iv. Provide responses that lead to critical and creative thinking related to the content of

the lesson

• Pupils can ask questions to obtain creative and innovative ideas (create/evaluate).

• Pupils can make judgments, decisions and justifications (evaluate/synthesis).

• Pupils are able to obtain in -depth detailed information about something (analyze).

• Pupils are able to gain certainty in implementing something in different situations

(applying/application).

• Pupils are able to analyze and distinguish between a fact and an assumption.

• Pupils are able to evaluate opinions, whether accepting or rejecting with rational and

logical justification.

• Students try to question an opinion and its implications.

v. Submit questions related to the content of the lesson

• Pupils are able to distinguish between conclusions based on valid logic and invalid

logic.

• Students are able to identify the adequacy of data.

• Pupils are able to use high -level thinking skills (HLTS) such as analysing,

contrasting, formulating, administering, evaluating and generating ideas.

• Students can organize problem representations informally into formal ways such as

Mathematics can be used to solve problems.

 • Pupils try to understand ideas according to their level of confidence.

• Pupils can use facts skill fully and honestly.

• Students can apply ‘problem solving’ techniques in domains other than those already

learned.

v. Ask questions related to the content of the lesson

• Pupils are always proactive in asking questions to get an explanation of the meaning

of a description/instruction/question of another teacher/student.

• Pupils ask questions to find out the solution methods/techniques used by

teachers/friends.

• Pupils ask questions to gain certainty about the rationality

of

suggestions/opinions/arguments used by other peers in discussion activities.

• Pupils ask questions to get information about the usefulness of the knowledge learned

in daily life.

• Pupils ask questions to other teachers/friends to get rationality accuracy of the answer

to a problem.

• Pupils ask questions to get other friends' ideas so that they can be used to get

agreement/consensus in the discussion.

vi. relate the content of the lesson to student life/local/global issues

• Pupils are able to relate the content of the lesson to their current situation and life

experiences.

• Pupils respond appropriately to teacher questions related to current issues.

• Pupils are able to give insights or thoughtful ideas to address the problems of

global/global society based on the subjects studied.

 • Students can provide examples of productive uses relevant to the science studied

Pupils are able to use the knowledge and skills learned to make appropriate judgments

and decisions effectively and responsibly in everyday life situations.

vii. make decisions/solve problems related to learning activities

• Pupils are able to suggest / choose appropriate strategies to solve a problem.

• Students are able to find or suggest solutions to each problem.

• Pupils are able to evaluate the results of problem solving for each learning activity

with rational justification.

• Students are able to solve problems efficiently and are able to find more than

one solution to the same problem.

1.3 Problem Statement
1.3.1 Introduction
As a primary school teacher I have chosen this topic to do research on SKPMg2 standard 4

because there are several concrete reasons. Teachers must always be aware and ready to apply

all ideas or programs that will or are being carried out by the government or the Ministry of

Education Malaysia (MOE ) to improve teacher performance as well as student quality.

1.3.2 Ensure teachers properly appreciate and understand the criteria in SKPMg2.

So, my very first statement of problem is to ensure teachers properly appreciate and

understand the criteria in SKPMg2. SKPMg2 standard 4 includes 6 main criteria. To

what extent do teachers understand the criteria in standard 4? What is the action of

the administrator to overcome the problems faced by educators to further deepen the

criteria in SKPMg2. Understanding the criteria in SKPMg2 is very important for a teacher

because it will affect their performance scores. An in -depth understanding of the criteria in

SKPMg2 standard 4 will have a positive impact on the quality development of teachers and

students. As has been stated about the criteria in the standard for it is a matter that needs to be

emphasized by educators. If they are not familiar with the criteria themselves then they will

hinder their teaching process. In addition it will also affect their assessment scores during

monitoring or observation from administrators, SIC+ or Federal Inspectors. In addition,

teachers need to be aware of the assessment done on them. A clear understanding of the

criteria skpmg2 standard 4, will further convince the teacher's performance in the classroom

during assessment or routine days.

1.3.3 Educators or teachers should know or aware about the evaluation of SKPMg2 and

it is based on what assessment.

My second statement of problem is educators or teachers should know or aware about

the evaluation of SKPMg2 and it is based on what assessment. Educators are always assessed

by
the nazir or SIC+ to develop the potential of the teachers themselves. But are the

teachers knowledgeable with the assessment materials and ready when the assessment is

done? So to ensure this situation does not continue, educators need to be proactive in

immersing themselves in SKPMg2 for their benefit alone. Standard 4 SKPMg2 Learning and

Facilitation emphasizes on the role of teachers as planners, controllers, mentors, motivators,

evaluators and students as active learners in effective learning and teaching to develop

students' overall potential and student achievement at optimum levels on an ongoing basis.

If the educators are knowledgeable with the assessment and criteria found in standard 4, then

they can get a high score by correcting the existing situation before entering the

classroom. Moreover it is not only to get high assessment marks but also to improve

performance and student development towards greater excellence.

1.3.4 The impacts on students achievement is depends on implementation of SKPMg2

properly and fully guided by the SIC+ or MOE.

Thirdly, the impacts on students achievement is depends on implementation of

SKPMg2 properly and fully guided by the SIC+ or MOE. The implementation of SKPMg2

with the guidance of SIC+ and MOE will proactively affect the achievement of high-

performing students. Therefore, the responsible party must provide full guidance and

support for the success of this program because it not only impacts teachers but also our

students. Teachers should more focused on the requirements of SKPMg2 for the same success

of this ministry's program.

Furthermore , teachers must make a thorough preparation based on the criteria of SKPMg2

before entering classroom. Do teachers enter the classroom with full preparation according to

the requirements of SKPMg2 criteria?

If educators are given full exposure to the SKPMg2 criteria, they will definitely enter

the classroom with thorough preparation. Therefore, educators will always be ready even if

they are assessed out of the blue .

1.3.5 Teachers need to know that SKPMg2 plays a very important role in producing high

-performing students and quality teachers because this will stimulate teachers to deepen

SKPMg2 and apply it in the classroom so that the government achieves its aspirations.

In addition , teachers need to know that SKPMg2 plays a very important role in producing
high

-performing students and quality teachers because this will stimulate teachers to deepen

SKPMg2 and apply it in the classroom so that the government achieves its aspirations.

Quality teachers can form a young generation that is highly educated. Student

achievement is an indicator of success for a school. Malaysian Education Development

(PPPM, 2011) to have aspired that by the end of school students have mastered knowledge,

thinking skills, mastery of bilingualism, leadership skills, national identity and ethics and

spirituality. To produce a holistic student this requires a lot of cooperation involving all

units in the school, whether organizational management, curriculum management, co -

curricular management and student affairs management. However, based on UPSR public

examination for the period 2015 - 2017, showing the quality of being academics of primary

school students in Kuala Langat District did not obtain good grades in subjects taken despite

the State Average Grade (GPN) obtained at in 2016, a total of 2.85 (Times,

2016) .Contribution of student development in academics is still at a moderate level and needs

a shift from all parties especially commitment from teachers. One of the ways to improve

your discipleship is through methods of teacher learning and facilitation in the

classroom. However, teachers subjects are still using a method of learning and facilitation less

attractive causes the pupil to be disturbed and troubled. This situation also, explained by

(Nurul Izzati Azizi, 2011) who stated that teachers do not using activity methods
appropriate to the learning of the students who will resulting in students not understanding the

purpose of learning. Frequent learner methods occurs in the classroom only focused on the

teacher as the presenter not as mentors or motivators ( Hussin., 2014) found that

teachers dominate the teaching process and learning versus students where teachers do

not involve students in the process of teaching and learning.

It is undeniable that SKPMg2 is a measuring tool to track the quality of teachers. A teacher

who fully applies the criteria of SKPMg2 standard 4 in PdPc then he is a quality teacher.

According to Moe, SKPMg2 will produce quality teachers. Are teachers aware of this

statement?

1.3.6 Give exposure that SKPMg2 is not burdensome in fact it improves the quality of

teachers.

My last statement of problem is to give exposure that SKPMg2 is not burdensome in fact it

improves the quality of teachers. Teachers need to be aware that SKPMg2 is not to burden

teachers but it guides and forms quality teachers. Quality teachers are very important

in education because quality teachers form high-performing students. High-performing

students will make a name for themselves in the international arena. The development of

science and technology took place very quickly in the age of the industrial revolution 4.0.This

situation requires the human to work on a complex framework of thinking and communication

skills. At the modern day, companies want a flexible bundle of twenty first century

competencies consisting of questioning competencies, interpersonal relationships, the

potential to use the modern day structures and technology in addition to private

qualities . Teamwork, ethics, flexibility, initiative and motivation are extra functions that an

worker desires in an corporation . Educational establishments consisting of faculties are the

quality corporation in growing new competencies for students to full fill marketplace demands.
1.4 Research Objective

At the end of this study I want educators to apply SKPMg2 more effectively by understanding

the standards or dimensions set by the MOE to achieve high performance or quality of

teachers. So this study aims to investigate teachers' understanding and application of SKPMg2.

Therefore, this study also aims to assess the knowledge, attitudes and practices of teachers

using SKPMg2. Moreover, this study aims to clarify the challenges that teachers face in

implementing SKPMg2 descriptors in the classroom. In addition, this also to identify the

frequency or the extent to which teachers implementing SKPMg2 standard 4 in the classroom.

Finally this study also aims to assess the awareness of teachers by applying SKPMg2 in the

classroom will lead to improved student performance.

1.5 Due to that, my research question is as below:-

RQ 1: How far the school teachers know / familiar about the SKPMg2?

RQ 2: How do the teachers implement SKPMg2 standard 4 in the classroom.

RQ 3 : Why this SKPMg2 is essential and plays a very important role in producing high

performing students?

RQ 4: What are the challenges that teacher face in implementing SKPMg2 descriptors

in the classroom ?

1.6 Significant of the study

This research will benefit the three bodies directly involved. The most important is the

Ministry of Education itself due to success in the application of SKPMg2 in the classroom

will achieve their main objective in forming quality teachers. The second party is the

educators or teachers
who can improve quality or performance they go through SKPMg2 and the very important

body is the students. All plans designed by MOE are for the good and well -being of students.

So the implementation of SKPMg2 in the classroom will lead to produce high

performing students.

1.6.1 Scope of the study

As I have stated in the previous section, this study focuses on the effectiveness of SKPMg2

(Standard 4) as tools to upgrade teachers teaching quality in SJKT (Kuala Langat District).

This study aims to get an in-depth understanding about SKPMg2 standard 4 to teachers in

SJKT (Kuala Langat District).

1.7 Operational Definition

In this thesis four keywords have been emphasized. It is "SKPMg2 (Standard 4), SKPMg2

Guide, Teacher Quality and Student Performance. SKPMg2 means" Malaysian

Education Quality wave 2 "and standard 4 refers to the standard that is the guideline for

teaching in the classroom .The guidelines contained in SKPMg2 consist of several strategies

that should be followed by teachers. In addition, it also refers to the activities implemented in

teaching and learning in the classroom.

1.8 Summary

As such, teachers' talents and quality strongly emphasised in translating twenty first century

competencies to school students via a greater systematic teaching and facilitating process. So

the only source or reference to improve the quality of teachers is SKPMg2

 Chapter 2

Literature Review

2.1 Introduction

In this chapter, I have elaborated clearly and in depth about the MOE and the

Ministry of Education that support the application of SKPMg2 in schools and highlight

its benefits to educators.In this chapter has also expressed the opinions of certain figures on

the monitoring of the curriculum and the development of students through 21st century

learning.

2.2 Inspection to provide guidance.

Vanhoof & Van Petegem (2007) traced the development of school inspection by signifying

the increasing demand for quality education in schools. De Wolf & Janssens (2007) identified

that external inspections in schools focused on the attainment of standards of quality. This

literature supports SKPMg2 which evaluates teachers in the classroom. The Board of

Inspectors and Quality Assurance (JNJK) has prepared a standard known as the Malaysian

Education Quality Standard wave 2: Learning and Facilitation (SKPMg2 S4) to measure

the quality of PdPc implementation in the classroom or outside the classroom. The role of

the teacher as a facilitator is to provide guidance, motivation and mobilize students in the

classroom to carry out and follow learning activities and ensure the use of student-centered

teaching strategies and learning materials.

2.3 Inspection is not to burdensome the teachers

Furthermore, Ehren & Visscher (2008) further noted that the practice of school inspection is

not merely for the purpose of monitoring, rather it is closely linked to the expectation

of improvement. inspection is not just to find faults but it can help develop the level of

education of students and the quality of teachers. Thus, Fundamentally, Dedering &

Mueller (2011) agreed that school inspection is greatly concerned with evaluative and

systematic assessment based on standardized criteria related to working methods,

conditions of work and student outcome. Teachers play a role as facilitators in the

process of learning and teaching (PdP) effectively to develop the potential of students as a

whole and improve student achievement at the optimum level on an ongoing basis.

Malaysian Education Quality Standard wave 2 (SKPMg2) Standard 4 is a standard used to

guide teachers towards the right work process in improving accountability as well as as a

quality measurement tool for teachers implementing PdPc in the classroom as well as outside

the classroom through continuous monitoring.

2.4Training and guidance sessions for SKPMg2, still continue in order to improve school

management.

Former Education Minister Dr Maszlee Malik, announcing that training and guidance sessions

for SKPMg2, still continue in order to improve school management .He said the SKPMg2

was created to ensure the continued transformation of the country’s education for it to be in

line with the need for education at a global level. The statement from our former

Minister of Education cannot be denied because SKPMg2 was formed to make a

transformation in the field of education at the international level. Student academic excellence

is often associated with the teaching methods by the teacher as well as the learning style of a

student. In general, teaching is the process of imparting skills, knowledge, attitudes and

values. While learning can be

defined as the process of acquiring information and knowledge, mastery of skills and habits as

well as the formation of attitudes and beliefs.

Effective teaching and learning (PdP) processes require teachers to understand their roles,

their students and their environment. This is because teachers and students often bring

their experiences in teaching and learning. Therefore, teachers need to be thoroughly aware of

the various models, methods and strategies of teaching and learning, and strive to use

them according to the situation and suitability.

2.5 Most schools had used the SKPMg2 as a guide for school management and
counselling.

SKPMg2 was first implemented in March 2017 as a self-assessment tool to ensure

more systematic management and help the schools identify their strengths and

weaknesses for improvement. Based on the feedback obtained from 4,735 audited schools, it

was found that most schools had used the SKPMg2 as a guide for school management and

counselling, the statement said. so, it is clear here that SKPMg2 becomes a measuring tool

and guideline for the teachers to improve themselves.

2.6 21st Century Learning and SKPMg2 are interrelated

The development of technology has brought changes in the field of education. Globalization

that has hit the world has resulted in information and communication technology (ICT)

in curriculum education being used to develop human capital based on 21st century

skills (National Education Policy, 2012). Curriculum is a learning experience provided in the

form of learning plans and is constantly changing from time to time (Norlidah Alias, 2010). In

the

21st century, the formation and planning of curriculum in our country should be strong and

robust so that each phase in the planning can be implemented consistently. This

situation
indicates that curriculum planning needs to have a strong foundation to suit the needs

and development of the individual. The 21st century has also seen the world community,

especially in Malaysia, have undergone a transformation in life in terms of education. The

transformation and reform of the national curriculum is to ensure that the existing curriculum

is always relevant to produce a balanced human capital and subsequently produce creative and

critical teachers and students. Therefore, the 21st century curriculum needs to be designed to

suit the current situation to meet the set goals. In the 21st century, the teaching and learning

process uses a lot of information technology and communication. For young teachers, this is

not a problem as they have been exposed to various information technologies since a young

age. However, for older teachers, they may be less competent to use the latest technologies

such as computers and others (Rosli et al., 2001).

21st Century Learning is a transformation in the world of education from conventional

teaching and learning (PdP) methods such as chalk and talk to more dynamic and creative

learning and facilitation (PdPc) methods with relevant learning content and in line with current

developments. Thus, all teachers need to be prepared to accept all changes and be able to

manage those changes efficiently and effectively because teachers are the “implementing

group” responsible for implementing those changes.

At the same time, teachers need to realize that the world of education now needs to keep pace

with the times so as not to be left behind. Along with that, the PdPc method needs

to be modified towards the development of cyber technology and student - centred in order to

attract students to appreciate the subjects studied while strengthening their high -level

thinking skills (KBAT). When it comes to learning and facilitation (PdPc) here,

teachers play a role as planners, controllers, mentors, motivators and evaluators (Refer to

SKPMg2) to develop the potential of students as a whole and produce student achievement at

optimum levels on an
ongoing basis. Next, the role of students is as active learners to master skills and knowledge

and practice positive values.

Therefore, it is appropriate if a teacher practices 21st Century Learning in the classroom so

that the SKMPg2 criteria is achieved while realizing the 6 aspirations of students,

namely knowledgeable students, students with thinking skills, students with leadership skills,

students with bilingual skills, students who have ethics and spirituality and lastly pupils who

display a national identity.

2.7 Teachers ability to handle students.

Professional teaching and learning standards are based on the main parts of every teacher's

work, which include pedagogical aspects, skills, topic knowledge, leadership, collaboration in

a Professional Learning Community (PLC), and creativity. A teacher is expected to maintain

consistently high standards in both personal and professional behaviour (Stronge, Ward

& Grant, 2011). The standards in this profession have been developed in tandem with the

needs of education and are being implemented by instructors in order to be relevant to

today's educational needs. Aside from that, in order to sustain their students' interest in the

subject, teachers must have a thorough understanding of the necessary disciplines and

curriculum areas (Tosto et al., 2016). They should also be able to deal with any

misconceptions that arise.

2.8 SKPMg2 second wave to the global

The second wave of Malaysia Education Quality Standard (SKPMg2)is to ensure

the transformation efforts at a global level .It is a self-assessment tool to ensure

more systematic control and assist the institutions perceive their strengths and weaknesses.

Those control is vital for the school for improvement(Keupp, Palmié & Gassmann,

2012).This study is exploring on SKPMg2 (Standard 4) which focusing in classroom

teaching and learning. This is a self-tracking device which can inspire instructors to supply

their quality
performances in coaching and learning .The use of this shape as guiding principle for

instructors to plot their training and almost doing the coaching. Those guidelines will assist

them to help and check their personal performances for them to mirror and improvise

if necessary(Caughlan& Jiang, 2014).It additionally in different phrases will help them

to perceive strengths and weaknesses for improvement.

2.9Teachers competence and SKPMg2

Sh. Siti Haizumah (2019)said that the teacher’s quality rests on the competence of the teacher

in determining the training success and facilitation. A teacher’s quality may be a

group of skilled, competent, qualified, passionate, committed and with the soul of an

instructor (Ministry of Education Malaysia, 2006). Therefore, it's clearly shown that

teacher’s competency is extremely important in implementing classroom assessment that's

effective so as to satisfy the target of the said classroom assessment.

Apart from that, competency in assessment should be preferred supported standards four of

Learnings and Facilitating SKPMg2 by Quality Assurance of Education Ministry

(2017); Teacher’s role as an assessor. Teachers must meet critical criteria as assessors to see

student’s level of mastery. Teachers juggle an amazing number of unfamiliar issues in

classroom based assessment like instruction, curriculum, operations of the assessment,

test preparation and administration, state standards and parent relations.

 2.10 Conceptual Framework

OBSERVATION

4.1 T acher as a PLANNER

4.2 Teacher as a CONTROL LE

SKPMg2 Standard 4 4.3 T acher as a GUIDE

4.4 Teacher as a MOTIVATO R

4.5 Teacher as a ASSESSOR

4.6S tudent as ACTIVE LEARNER

INTERVIEW
FIGURE : 5 CONCEPTUAL FRAME WORK OF SKPMg2 STANDARD 4
TEACHING TEACHING
SUPERVISION APPROACHES
2.11 Summary

Overall, in this chapter has been explained about the importance of practicing skpmg2 in the

classroom by teachers to produce a young generation of higher education. This statement is

also supported by several educational leaders.

Chapter 3

Methodology

3.1Introduction

In this study, I have used qualitative methods to solve problems and get independent views

from participants. I have also stated the instrumentation that has been used in my interview

and observation. In addition, the explanation of participants and data collection procedure has

been explained in detail. Lastly, data analysis procedures using thematic methods have been

stated.

3.2 Research Design

The main purpose of this study was to obtain response from SJKT teachers in Kuala Langat

district on the effectiveness of SKPMg2 (Standard 4) as tools to upgrade teachers teaching

quality. Therefore, the qualitative method in research design is deemed as the most

appropriate method that could be used. With this method, the participants provide 100

percent of the responses, and they express their thoughts using their own sentences and

words. I have used a semi-structured method of in-dept interview and participant classroom

observation. . I utilized open-ended questions so that responders could express themselves

more freely. The solution to this question isn't limited to a few options. This qualitative

research methods allow for in-depth

probing and questioning of respondents based on their responses, with the

interviewer/researcher also attempting to understand their purpose and sentiments.

3.3 Instrumentation

Lotfi (2012) explains that the research instrument is a measuring tool to determine the current

value of a quantity under observation or something used to gather information (data) to

answer research questions, it applies to both qualitative and quantitative approaches and it can

produce quantitative and/or qualitative data. In this study, the researcher used two

instrument. The first instrument is the interview and the second is classroom observation.

3.4 Protocol Interview

The interview method is one way to obtain primary data. The main data is understood as data

collected while conducting specific research. Therefore, for get key information, interviews

via google meet have been used. Researcher, with written questions provided to the

people interviewed, using semi -structured interviews. In addition, the questions are

structured, planned and organized in line with the objectives of the study. This process

encourages participants to answer the question as accurately as possible. All respondents

involved for the interviews are described in the previous section.Potter (1996) argues

that interviews are a valuable tool for gathering data in qualitative research. The one

on -one interview method allows the researcher tominteract with participants and observe

non -verbal cues during the interview process. In this study unstructured interview method

was used to enable an open and in -depth discussion of research topics.

Interviews were conducted until the data reached an acceptable level saturation point and the

researcher evaluates that the study question can answer adequately. A total of 6 interviews

were conducted and it was found that by the fifth and sixth interviews, little new information

was
obtained. However, additional interviews were conducted to ensure that the saturation point

had indeed been reached.

The last interview confirmed the information obtained in the previous interview and

thus indicates that the information collected has reached a saturation point. It is at this stage

the researcher decides to conclude the interview process and proceed to analysis.

Classroom Observation

3.4.1 Classroom observations

Classroom observations are formal or informal observations of teaching while it takes place in

the classroom or other learning environment. Vidhiasi (2018) also argues that

classroom observation is defined as a procedure in which the researcher sits in one or more

classroom sessions to record teachers ’teaching patterns and student actions, and meet with

teachers to conduct observations. Usually classroom observations are often used to provide

teachers with constructive feedback aimed at improving their teaching techniques. In In

this study, the researchers observed the extent to which they implemented SKPMg2 standard

4 in classroom teaching. In addition to the techniques used by teachers to teach in the

classroom.

Observations were conducted only once for each person.

3.5Participants

Interview

I have interviewed 6 teachers in Kuala Langat district who work in SJKT. They consist of 2

mathematics teachers, 2 Tamil teachers and 2 English teachers. They have more than 10 years
of working experience with DG between 41, 44 and 48. Two teachers are the heads of the

Mathematics Committee who are experienced excellent teachers and received excellent

service awards for their services. Three teachers are year 6 teachers who are experienced in

handling UPSR examinations and another is a year 5 teacher who is an examination secretary

and STEM teacher. (Science, Technology, Engineering, and Mathematics) that contribute

to student innovation.

Classroom Observation

I have selected two teachers in my school to make the classroom observation. They have 9

years and 16 years of experience of teaching respectively. One teacher is the

curriculum secretary and the other is the head of the English committee. They have agreed to

be observed. The female teachers who have been observed are teachers who have

conducted the Kancil Science Competition at the international level. Another teacher who

has been observed is a teacher who has contributed to the innovation of the school which has

gone to the international level as well.

Both of these teachers have contributed to the development of students and the improvement

of marks in PAJSK.

3.6 Data Collection Procedure

This research will be conducted in November 2021post the Movement Control Order that

had just been lifted by the federal government. Hence in accordance to the Standard

Operating Procedure that had been provided by the Ministry of Education,

Malaysia. However, I use online for interviews because it is easy to implement and

participants are
more requested for online google meet platform using google meet account that provided

by MOE .This study was conducted with open-ended questions via google meet to collect

data. I have conducted a one to one interview and was given between 20 to 30 minutes.

This interview via google meet will involve 6 teachers from SJKT.

In addition, I have also conducted a classroom observation by selecting 2 teachers from my

own school. However, I have followed the SOP and obtained permission from the

administrator to conduct this observation. Moreover, it is a face-to-face observation.

Before observing I have asked for a daily lesson plan that has been planned by them for

the day of observation. I have referred to the lesson plan and given a score based on

SKPMg2 standard

4. My assessment is based on the SKPMg2 score form used by monitors from the

administration, SIC+ or federal inspector.

Steps have been implemented to collet data from interview.

The first step used by the researcher in this instrument is provide questions to be asked to

the teacher to hear.

2. Second, the researcher provides tools to record the results that interview.

3. Third, the researcher begins to ask questions.

4. Finally, the researcher recorded the results of the interview at that time summarize the

overall results.

Steps have been implemented to collect data from classroom observation .They are;

1. The first step, teachers are asked to participate in the study.

2. The second step, observations are recorded

3. The third step, information classification is made; like teaching technique information.
3.7 Data analysis Procedure

The open-ended questionnaire input was also owing to the chance that the researcher

would manually analyse the interview session utilising inductive thematic methods, as this

method was deemed appropriate for presenting the findings under investigation (Braun

and Clarke,

2006). The collected input will be described first, then categorised into

semantically determined topics, and finally interpreted. Following that, the

interpretation will be compared to past study and theory. Instead, any interview

transcripts will be transcribed first before being collected and classified according to the

above-mentioned theme.

The first step is to describe the SKPMg2 instrument or standard used by the teacher

in the classroom during teaching. ( classroom observation )

2. The next step is to transcribe the results of the interview

3. The next step is to reduce the part under consideration and delete that part which was

considered insignificant in the interview results.

4. The next step is to combine data from classroom observations and interview results.

5. The last step is interpretation and conclusion.

3.8 Summary

This chapter has explained in depth about the research design used for this study. In

addition, the instruments used for interviews and classroom observation have also been

described. Moreover, adequate information about the participants was held. Finally, data

collection procedure and data analysis the procedure has been clearly stated.
 Chapter 4

4.1 Introduction

In this fourth chapter, I will state all the responses or opinions given by my respondents to my

research question. I have transcribed and have read carefully before making open coding and

after coding I have changed it to several categories and finally I have convert it into several

themes. This information helped my thesis entitled "The effectiveness of SKPMg2 (Standard

4) as tools to upgrade teachers teaching quality in SJKT (Kuala Langat District)".

4.2 Findings for Research Question 1

RQ 1 : How far the school teachers know / familiar about the SKPMg2?

My first question was answered by my respondents more clearly. It is as follows.

"Yes. I have heard a lot about SKPMg2 from our superiors. But I just don't understand

much about what is in SKPMg2. But, I do know SKPMg2".

(Respondent 1).
"I do know SKPMg2 because it is closely related to our classroom teaching.

However, I am not sure about the number of standards and what the standards are".

(Respondent

2)

"Not only me, many teachers are familiar with SKPMg2 but I'm just not sure with the

scoring and monitoring based on what scope? (Respondents 3 & 4)

Yes, I know what SKPMg2 is because my superiors have already given a lot

of information by holding a Professional Learning community (PLC). I have

been monitored and given marks according to the SKPMg2 format but I still blur with

the content. ( Respondent : 6 )

So from the answers from the majority of participants can see that the teachers are

aware of SKPMg2 but they are less knowledgeable with the content, scope or standard

of the content. Participants only know about SKPMg2 and not the terms. This does not

mean that they understand in depth. Participants claims that a deep understanding of

SKPMg2 will have a positive impact in their classroom teaching.

One of the participants stated that he had been given exposure to SKPMg2 through the

Professional Learning Community. However, he was less familiar with SKPMg2. The

participant also stated that the workload caused him not to focus on SKPMg2.

However, he agreed that SKPMg2 standard 4 is a measuring tool used to improve the

quality of teachers. The participant also did not deny that PLC plays a role.

which is very important to expand the knowledge of teachers about such programs.

However, he as a teacher only has enough time to teach, check student workbooks and

guide students. Another participant stated that he was monitored and given marks

based on SKPMg2 standard 4 He said that he was not aware of how many standards

there are in SKPMg2

 and what is its function in the development of teacher quality. There were also

participants who stated that what is the relevance of SKPMg2 in classroom teaching

and how many dimensions are there in SKPMg2.

Based on the feedback it can be seen that teachers lack of in depth understanding
about

SKPMg2

4.3 : Findings for Research Question 2.

RQ 2 : How do the teachers implement SKPMg2 standard 4 in the classroom.

The second research question was about how teachers implement SKPMg2 standard 4 in the

classroom. All participants indirectly implement SKPMg2 standard 4 in the classroom but

they did not make justifications about their implementation in the classroom. They

were also unaware that they had standard 4 elements but implicitly .For example one of the

participants stated that he never entered the class without teaching aids .In addition he always

focused and motivated the students who were weak in lessons. In this situation, the teacher

has implemented one of the dimensions of SKPMg2 standard 4 which is Teacher As

Motivator which is aspect

4.4. Another participant stated that he was not sure whether he applied standard 4 but he

always entered the class on time and did not forget to guide .According to him, 21st century

learning is very important to determine the future career of students. He also practices project

based learning and recently he has conducted mathematics panel activities. The teacher

has also encouraged students to actively participate and get a certificate of

participation and achievement . My third participant said that he was briefed on

SKPMg2 by the assistant headmaster who would guide and observe him. According to him,

the assistant headmaster

explained the overall content and dimensions as well as content standards found in SKPMg2.

He was also briefed on how to get a high score in SKPMg2 during observation .He said that

“I entered the class with my best lesson planning. My Daily Lesson Plan always

being an example for other teachers .I don’t know whether I implemented standard

SKPMg2 or not but I can tell that I am always prepared the best for my students. Moreover,

I did not do so to get high marks even it's my job or more accurately my

accountability .”.After carefully reading their answers or feedbacks it can be concluded that

teacher as silent implementor of SKPMg2.

4.4 Findings for Research Question 3

RQ 3 : Why this SKPMg2 is essential and plays a very important role in producing

high performing students?

Third participant said that he was briefed on SKPMg2 by the assistant headmaster who

would guide and observe him. According to him, the assistant headmaster explained the

overall content and dimensions as well as content standards found in SKPMg2. He was

also briefed on how to get a high score in SKPMg2 during observation. He also thinks that

a teacher who is meticulous with their duties and accountability, will perform their

responsibilities as an educator. He said that “ I entered the class with careful planning. My

Daily Lesson Plan is proof that I implemented standard 4 in SKPMg2 which is 4.1

(Teacher as planner). Moreover, I did not do so to get high marks even it's my job or more

accurately my accountability. "This participant has trained and brought students to the

national and international level in the field of innovation. He along with several groups of

students have made innovations together and have participated in international

level innovation competitions. Moreover, he has won gold, silver and bronze

medals. This proves that

although the teacher is not very knowledgeable with standard 4 but his best practices in

the classroom have indirectly involved him in SKPMg2 which can improve teacher

quality and student performance. .So the teacher has unknowingly practiced or

applied SKPMg2 standard 4 in teaching.

The fourth participant explained that he actively assesses students to get real

output. According to him, assessment of students will ensure students' absorption of a

skill. It also helps to assess themselves to know their direction. In this situation he saw the

involvement of students who are very active to obtain the highest level of mastery. Apart

from that, this participant is also experienced in conducting UPSR examinations and has

been a year 6 class teacher for 4 consecutive years. He is also the examination secretary.

He thinks that students should always be assessed based on PBD. Classroom Assessment

(PBD) is an assessment that continuous in teaching and learning sessions to obtain

information on the development, progress, abilities and achievements of students. PBD

applies formatively and summative; as learning, for learning and about learning. Pupils act

as active learners to master knowledge and skills and practice positive values.

Unbeknownst to him, he has coded here SKPMg2 quality standard 4.6, students

engage in the learning process effectively. This situation where students respond,

communicate and perform activities collaboratively, thinking critical and creative,

asking questions, solving problems and relating the content of the lesson to life based

on the objectives of the lesson, actively, confidently and prudently.

My 5th and 6th participants are experienced teachers in PBL (Project Based Learning).

They let students participate in practical activities and experiences, help them generate

and apply new concepts and skills. Over time, students can work on in-depth

projects and become more and more excited about their learning while gaining

understanding how what they learned in school is relevant to their lives.

 Essentially, project-based learning is a good way to participate students truly apply

knowledge and skills effectively. The participants also perform 21 st century

activities (PAK 21) such as news reading simulations, interviews and brainstorming.

One of my participants stated that “I have never thought in detail about the dimensions

or standards contained in SKPMg2 but I always get excellent marks in observation. I can

also prove the excellence of students through the methods I use in my teaching. "

After reviewing their answers, I understood that the teachers did implement SKPMg2 in

the classroom but they did not state and were aware of what standards they were applying.

Since they are experienced teachers, they know how to handle students so that they are

actively involved in learning. In addition, I can also classify that these teachers are indeed

teachers who implement SkPMg2 standard 4 to produce high performing students and I

can also explain that the methods they use in the classroom are indeed in the SKPMg2

quality standard. This is because wrong one activity they use in class to engage students is

Project Based Learning (PBL) which is one of the examples of activities outlined

in SKPMg2 standard 4.6 (Students engage in the learning process effectively.) They also

realize why SKPMg2 is essential and plays a very important role in producing high

performance students. So the feedback indicates that quality teachers produces high

performing students.

4.5 Findings for Research Question 4

RQ 4 : What are the Challenges that teachers face in implementing SKPMg2 descriptors

in the classroom.

According to my first participant, there are many challenges in implementing SKPMg2 in the

classroom. Especially when teachers are given workloads such as file work. As a teacher, he

is
aware of his main task which is teaching in the classroom. But when faced with

strained situations, then the focus on students is affected .In addition, SKPMg2-based teaching

requires more focus. For example, writing a daily lesson plan. Lesson plan is the first

evidence that will describe the quality of a teacher. Preparing RPH, determine assessment

methods, providing educational resources, setting the room/space as a place of learning

specifically, according to the student's ability, time allocation and instructions in force are the

things that need to be emphasized when writing a lesson plan. According to him, "I need

enough time to write RPH (lesson Plan) according to SKPMg2. I am challenged when I am

burdened with other tasks." My second respondent stated that he faced challenges when

focusing on the aspects assessed by the observer .There were some aspects that he did not

understand even though he had been given an explanation in the Professional Learning

Community (PLC).

The lack of information on the content of SKPMg2 caused the participants to be confused and

unsure when observed by federal inspectors, sic+ or the school. This situation also made him

less confident when evaluated or monitored. However, he said that he performed his duties as

a teacher with more excellence and accountability. Deficiencies are only found in a

comprehensive or in -depth understanding of the 6 key standards being assessed. He also

admits that the deficiencies are from oneself that there needs to be a spirit of inquiry.

My third participant had problems in writing a daily lesson plan according to SKPMg2
standard

4 criteria and the preparation of evidence. He also stated that an example of a lesson plan that

contains measurable objectives to mark the level of students, interesting induction sets

or stimulate students, activities according to appropriate steps and finally Pdp and PBD

reflection should be given or discussed in committee meetings to be implemented.

My fourth participant answered my last question by stating that he faced challenges in digital

learning especially the global crisis due to the spread of the COVID -19 epidemic. It not only
delays learning and teaching (PdP), but also makes teachers' tasks more challenging when

they have to adapt to new habits. It demands that the learning and teaching process be

implemented online using various available applications.

Here, teachers should not be complacent with the involvement of students who are less active

in PdPR. (Teaching and learning at home). As teachers we need to constantly monitor

students so that they do not lose interest in acquiring knowledge. Moreover, teachers also do

not lose the spirit to impart knowledge. According to him, "I had to learn how to make a

google meet, make a presentation, give an online assessment and build an assessment question

in a google form or live worksheet and so on. However, I have learned about online teaching

for the benefit of students.”

The fifth and sixth participants stated the same challenge of lack of student involvement. They

said that, although they entered the classroom with thorough preparation, there were a handful

of students who did not pay attention during the lesson. This became more complicated when

officers came to observe. One of the participants had commented on the involvement of less

active students and got low marks in the standard SKPMg2 assessment 4. They also said that

parents need to pay attention to their children and guide them .Teachers cannot fully guide in

an hour. allocated for each subject but if the student studies consistently at home this situation

may be overcome. Moreover, 21st century classes are not so easy to handle with students who

skip school, have disciplinary problems or social problems. Participants do not deny that the

application of SKPMg2 standard 4 will improve the quality of teachers and students but if

there is no cooperation from students is a challenge, which needs to be addressed. Participants

also associate the 21st century classroom with the closely interrelated SKPMg2. From

the participants' answers, it can be indicated that teachers face challenges in

implementing SKPMg2 Standard 4.

4.6 Findings for classroom observation

4.6.1 Lesson Observation Report

Teacher Participant Seven
Class / Date Year 5
Time 7.30 – 8.30 a.m
Topic Fraction
Learning Area Addition of improper fraction.
Learning Objectives Pupils will be taught to add improper fraction
Previous Outcomes At the end of the lesson, the students should be able to :
1. Adding improper fraction with different denominators.
2. Solve problems involving addition of improper fraction.
Observation :
The teacher begins the lesson with an induction set that catches the student’s attention.
Pupils have guessed the topic to be studied with awe. After the students successfully
guessed the topic to be studied then the teacher continued with the first activity. In the
induction, it was found that the teacher had started the lesson by digging out their inquiry
spirit. All students had tried to answer. Here, the teacher had applied one of the
standards from SKPMg2 standard 4 which is 4.6 i.e. pupils as active learners. After 2
minutes the teacher started the lesson with the first step. As the first activity he showed a
video explaining the concept of fractions. He gave exposure on numerators and
denominators. Here it was found that the teacher used ICT in teaching and learning. focus
on the video. It is found that 21st century learning skills have been applied. As a second
step, the teacher divides the students into several groups. Each group compromised of
mixed ability pupils . So can see the pupils helping each other to answer the task given by
teacher. Here can be seen the leadership of students where students dare to come forward to
make a presentation. The teacher managed to unearth the hidden talents of students.
Working in groups and practicing leadership traits is one of the aspects of student
aspirations recommended by the ministry of education. The students are also able to give
opinions and writing clearly their findings .For the third step, teacher provides feedback on
student presentations .Teachers also give rewards and praise to students who make good
presentations. For students who do not master the topics taught, teachers have personally
guided them. As a last step the teacher has made a reflection on the
topics taught. Found three-quarters of students be able to make the assessment given by the
teacher with excellence and good.
Overall, it was found that the teacher entered the classroom with a thorough preparation.

The teacher also has good classroom control where students act with full discipline and use

the correct procedures when communicating with teachers and peers. In addition, teacher

able to optimize the use of learning assessment tools to track the level of achievement of

PdPc objectives. Teachers have used assessment tools appropriate to the level of students

during the PdPc time period, such as observations, quizzes, questions and answers,

written assignments, worksheets, presentations, checklists, exercises/homework

assignments etc. Teachers always share learning objectives (OP) and success criteria

(KK) with students throughout the PdPc to know the development and level of

mastery of their learning. Teachers successfully involve students in self-assessment

and peer activities such as encouraging them to set their own personal learning goals

.The participant also perform assessments for learning according to procedures

based on performance standards constructed based on general proficiency levels

arranged hierarchically .Teachers use appropriate assessment strategies and tools to

assess and ensure that students' physical, emotional, spiritual, intellectual and social

development takes place properly.

Teachers used questioning skills to assess existing knowledge and assess students' learning

and progress by provoking thinking, questioning and asking open -ended questions

to stimulate the growth of thoughts and communication.

Teachers used formative assessment feedback for immediate corrective action

and improvement in PdPc. In this observation, it is found that the teacher has implemented

the six standards contained in SKPMg2 standard 4 as follows:

 • Teacher as a PLANNER. ( 4.1 )
• Teacher as a CONTROLLER. ( 4.2 )
• Teacher as a GUIDE. ( 4.3 )
• Teacher as a MOTIVATOR. ( 4.4 )
• Teacher as a ASSESSOR. ( 4.5 )
• Student As Active LEARNER. ( 4.6 )

The role of the teacher as a facilitator is to provide guidance, motivation and

mobilize students in the classroom to carry out and follow learning activities and ensure the

use of student-centered teaching strategies and learning materials. In addition,

teacher use cooperative learning strategies in PdPc to encourage each student to

motivate other people/friends to think and act in certain ways in group activities .Teacher

use a reward system to encourage each student in the group to always focus on the

achievement of group goals. Teacher also ensure that each student is always

responsible for maintaining the strengths of the group to solve problems and achieve

learning objectives. Teacher ensure that each student always maintains the nature of

courage or determination in leading their respective groups in addition to having other

more creative initiatives or actions .Moreover, teacher ensure that each student is always

ready to give an opinion, act as a driving force and have a strong/precise spirit to move the

ability to communicate.

This seventh participant, has implemented SKPMg2 standard 4 ways as a whole to

get excellent feedback. It was found that the students think critically and creatively. This
means that the teacher has made strides towards the best academic achievement and there is
no denying that the teacher is a quality teacher. SKPMg2 has produced quality teachers and
high -performing students. The effectiveness of SKPMg2 can be seen clearly through these
findings.

TABLE : 2 FINDINGS FOR CLASSROOM OBSERVATION

4.6.2 Lesson Observation Report
Teacher Participant Eight
Class / Date Year 6
Time 10.50-11.50 a.m
Topic “Thank You Teacher” Malay Language
Standard Content 4.1 mention and understand the artistic elements in a song through
singing in an entertaining manner.

Learning Standards 4.1.1 mention and understand the art of song lyrics by giving birth
to imagination through the production of literary works.

Learning Objectives Understand the artistic elements in the song through singing in an
entertaining way

Observation :
The teacher begins the lesson with a simple set induction . Pupils have guessed the topic to
be studied . After the students successfully guessed the topic to be studied then the teacher
continued with the first activity. Pupils are divided into 5 small groups. Each group is given
1 set of mahjong paper and a marker pen. Each group will be given a choice and selects 1
of 5 songs without sound as their song choice .Based on the selected song, each groups are
required to modify and create the lyrics of a song themed 'Master' with teacher's guidance.
Each group of students makes a presentation of their assignments in front of the class. The
other group will evaluate the performance of the group making the presentation in front of
the class .Each group discusses and votes to determine which group performs the best.
Main activity
Description of learning content
• Examples and demonstrations
• Opportunity to practice
• Ongoing guidance and feedback
• Provide a variety of learning styles
• Challenges are appropriate for all students
• Opportunity to learn collaboratively
• Assessment for learning (AFL)
Closing Activity
• Appropriate closing activities
• Related to OP
• Learning formulas
The teacher questions and answers with the students about the values related to the
activities made today. As a closing pdpc, the winning group re-presents their assignments
together with teachers and In the introductory activity, Pupils respond orally. Relate
to past experiences (Constructivism).
In the main activity, 21st Century Skills and (Teamwork) was held. The students
have implemented an element of 21st century learning where students create songs and
another group analyzes and gives marks. Therefore, students also make presentations in
front of the class. This can dig out their leadership spirit and they have also shared their
findings with their peers.
Eventually the students also managed to remember, understand and evaluate) in the
reflection section. This participant practices many elements of HOTs which are
closely related to SKPMg2 standard 4. Creating, Evaluating, Analyzing, Applying,
Understanding and Remembering are elements of HOTs. In the observation, this teacher
was found to implement the six elements. The teacher has also professionally guided
students to create songs. Here dimension 4.3 Teacher as a GUIDE has been implemented.
Moreover, the teacher has also successfully implemented dimension 4.6: Students actively
engage in the learning process. This can be seen through student presentation and
evaluation. towards peers presentation. The students have shown a deep interest in
producing their assignments. Even the poor students try to create songs with their peers.
This teacher practices HOTs's (Higher Order Thinking Skill) elements and SKPMg2
standard 4 as a guide for classroom teaching. The teaching was so effective and seen the
effectiveness of the implementation of SKPMg2
standard 4 in schools when he combined Higher Order Thinking Skills in teaching.

TABLE: 3 FINDINGS FOR CLASSROOM OBERVATION

4.7 Summary

From the findings, there are themes for each research question. They are as follows:

 Theme 1: Lack of in depth understanding about SKPMg2

 Theme 2: Teacher as a silent Implementor of SKPMg2
 Theme 3: Quality teachers produces high performing students.
 Theme 4; Teachers face challenges in implementing SKPMg2
 Chapter 5

5.1 Introduction

In this chapter, the feedback or finding that has been obtained in chapter 4 is closely related to

the four research questions stated in chapter 1. Findings are also clearly related to the

literature review presented in chapter 1. In this section, the discussion will be stated on the

findings for research questions 1 to 4.

5.2 : Discussion on Findings for Research Question 1

How far the school teachers know/ familiar about the SKPMg2?

As I mentioned in chapter 2 ( literature review ) Former Education Minister Dr Maszlee

Malik, announcing that training and guidance sessions for SKPMg2, still continue in order to

improve school management. The findings for my first research question proved that

teachers need training or even guidance on SKPMg2.

As had mentioned in chapter 2 (literature review) former Education Minister Dr Maszlee

Malik, announcing that training and guidance sessions for SKPMg2, still continue in order to

improve school management. All six respondents answered affirmatively that they know what

SKPMg2 is but not its contents.

For example, participant 2 stated that "I do know SKPMg2 because it is closely related to our

classroom teaching. However, I am not sure about the number of standards and what

the standards are". (Respondent 2) .So it is important for teachers to familier with SKPMg2 in

depth. The school conducts PLC (Professional Learning Community) to provide guidance to

teachers in order to improve teachers quality. The findings for the first research question also

claims that a deep understanding of SKPMg2 will have a positive impact in their classroom

teaching. Moreover, the majority of participants stated that the workload makes them
unfamiliar with SKPMg2 which requires full attention in gathering evidence or

classroom teachings. time causes imbalances and shortcomings in the application of

SKPMg2 in the classroom .Lack of in depth understanding about SKPMg2 causes the

development and quality of teachers stunted .More precisely, been prevented from

growing .The findings also prove that participants or teachers give the best input to

students but they are just not aware of the dimensions or standards of what they apply.

This is because there are 6 main standards that affect the assessment marks. As evidence

one of the participants claims that "I have been monitored and given marks according to

the SKPMg2 format but I still blur with the content. " (Respondent: 6).

5.3 : Discussion on Findings for Research Question 2

How do the teachers implement SKPMg2 standard 4 in the classroom?

Teacher as a silent implementor of SKPMg2 standard 4. From their answers, it can be

determined that most teachers do apply SKPMg2 standard 4 in their teaching but they just

don't know how to categorize their lessons according to standard 4 (SKPMg2) .They are

aware of the effectiveness of SKPMg2 but they do not measure the extent to which they use it

as a guide and indirectly it will upgrade teachers teaching quality. Although they apply

SKPMg2 standard for in the classroom, they must also read and understand the criteria or

dimensions This is because each of the criteria stated in standard 4 is specific to teachers who

attend class. In addition, they need to prepare to answer the content of SKPMg2 standard 4 if

questioned by SISC+, the Board of Inspectors or superiors from the school itself. This is can

be related to literature review specified in 2.4 as follow :

SKPMg2 was first implemented in March 2017 as a self-assessment tool to ensure

more systematic management and help the schools identify their strengths and

weaknesses for
improvement. Based on the feedback obtained from 4,735 audited schools, it was found that

most schools had used the SKPMg2 as a guide for school management and counselling, the

statement said. so, it is clear here that SKPMg2 becomes a measuring tool and guideline for

the teachers to improve themselves.

Teachers provide opportunities for the active participation of students at various levels their

capabilities. Teachers know students closely and know the level the ability of the pupils well.

Recognizing a student’s ability level is quite difficult because there are various abilities

of students in a class and interest in a subject also varies. Teachers encourage the

active participation of students in Pdpc.The active participation of pupils is one of the cores of

the learning of the century to the 21st which is student- centred. According to (Ja'apar,

2017) teachers must play a role important in the PdP process to implement 21st century

teaching. Whereas, from the findings obtained the dimension of teachers as planners is

necessary improved. Teachers need to ensure the readiness and thorough preparation of

teaching and learning, the pupils and the teacher themselves before initiating and

implementing PdPc. (Azir,

2017) states that every teacher must know and understand the function of something methods

or techniques that can help students because they are facilitators in pdp process as well as

student -centered pdp process planner Hence the need for teachers as the designer is important.

Teachers need to be prepared in the preparation of Daily Lesson Plans, determine methods and

techniques of assessment and preparation of learning resources according to the student's

ability. Through the findings, the planning dimension is preparation ABM/BBM/BBB/TMK

according to various ability levels of students. (Fatimah Bt Affendi, 2018) through

lesson planning, teachers are also able to provide teaching materials that appropriate to the

content of the lesson according to the interests and abilities of students. In addition, (Fatimah

Bt Affendi, 2018) also stated that the content and material to be presented is necessary

complete and meet the requirements of the syllabus and syllabus description set by

Malaysian Education Ministry.

Teachers not only need to prepare RPH as preparation but teachers also need to

prepare ABM/BBM/BBB/TMK according to various levels of student ability to assist student

learning. The importance of preparation ABM/BBM/BBB/TMK is increasingly being ignored.

(Mohd Yasin.M.H, 2013) from the findings of the study he found that the respondents' BBM

was still insufficient especially BBM which involves the latest ICT. Besides that he also

thinks one way to improving achievement and success for students is the use of BBM because

without BBM, affecting the PdP process will be less quality and effective which causes

academic achievement will decrease. Learning aids are not only physical form, but can be

diversified with the use of ICT and the environment. Teachers need to be creative in choosing

ABM/BBM/BBB/TMK to be in line with the objectives lessons and student ability levels.

Teachers as evaluators need to be taken into account, where the tasks and actions of

teachers track student mastery level. Teachers are allowed to use various assessment

methods where the way of assessment is more open and in accordance with the adaptation of

the learning objectives that have been set by the teacher himself. In addition, the method

of assessment must be adapted to differentiated learning so that assessment is fair to all

levels of student ability.

Teachers less agree to carry out rehabilitation/ enrichment activities in pdpc as a whole in

terms of adequacy and adequacy/covering all students. Activities assigned to pupils should

not be given equally by describing each pupil to be on the same level the same and need the

same needs. Planning activities in should more focused on identifying the tasks students need

in understanding such learning versus the tasks required by the teacher for preparation

learning in the classroom (Wright, 2011) Therefore, assignments, exercises or activities that

carried out must be according to the ability of the student, not just fulfilling the activity

learning in the classroom. Enrichment activities should be given to high level students so that

knowledge and their skills are more pronounced and prominent. According to (Zakaria,

2007), enrichment activities provided to ensure that the potential and mental abilities of

students can be used on a

level appropriate to their intelligence. Teachers should not limit their abilities and the needs of

the pupil because every pupil is possessed of that ability and need different.

Meanwhile, remedial activities should be given to weaker students so that they are

able to achieve the knowledge and skills that have been set in the objectives learning.

Therefore, teachers need to provide different activities according to ability and student needs.

5.4 : Discussion on Findings for Research Question 3

Why this SKPMg2 is essential and plays a very important role in producing high

performing students?

From the findings for research question 3, participants claims that they do produce

high performing students in many fields, especially science and mathematics. There are

teachers who involve students in the field of innovation.

Educational transformation has changed the appropriate approach used to enhance the ability

of students to be more competitive and advanced. Furthermore, the respondents also describes

that the importance of creativity and innovation is increasingly recognized and various

measures have been and are being taken to provide students and society with the ability to

compete with the currents of globalization and progress. Individual factors such as personal

environment, processes and products are the factors that can stimulate and encourage

the nurturing of student creativity at the school level as described in the literature review. To

ensure that the cultivating of creativity at the school level takes place, continuous efforts are

very important to cultivate creativity starting at the school level again. The success of this is

highly dependent on how personal factors as well as processes are experienced by students in

helping themselves to become a creative and innovative person. Teachers play an important

role in motivating students, improving self -efficacy and cognitive ability of students to

produce
students who are able to generate new and original ideas not only through a multi -

dimensional school environment to develop creative and innovative children.

Meanwhile, the existing education policy and system needs to be improved to be more

balanced and not just focus on examination orientation alone but provide more space that will

be able to increase the creativity and potential of students' minds to the optimum level. this

can be attributed to the literature review that has been mentioned as follow “A teacher is

expected to maintain consistently high standards in both personal and professional behaviour

(Stronge, Ward & Grant, 2011). The standards in this profession have been developed in

tandem with the needs of education and are being implemented by instructors in order to be

relevant to today's educational needs.” The participant further stated that all the standards

contained in SKPMg2 standard 4 will improve student performance. He also supported that

every teacher should use SKPMg2 standard 4 as a guide to implement teaching and learning.

SKPMg2 is a good enough program to improve school quality as well as quality guru.

One of my participants also said that he was not very careful with the way of scoring

according to SKPMg2. He was observed and evaluated according to the form or guide

SKPMg2.Scoring the quality level on each action the teacher plans the implementation of

PdPc based on the actions implemented taking into account a combination of items consisting

of various levels of student ability, according to the time allocation set, and according to the

curriculum/instructions in force. There are level 4 to level 0 according to the description

below for scoring according to SKPMg2. It is as follows

Level 4 Scoring - if the teacher's actions plan the implementation of PdPc based on three

things that consist of various levels of student ability, in accordance with the time allocation

set, and in accordance with the curriculum/instructions in force.

Level 3 Scoring - if the teacher's action plans the implementation of PdPc based on two things

consisting of various levels of student ability and in accordance with the time allocation set, or

various levels of student ability and in accordance with the curriculum/instructions in force.

Level 2 Scoring - if the teacher's action is to plan the implementation of PdPc based on two

things which consist of in accordance with the set time allocation and in accordance with the

curriculum/instructions in force.

Level 1 Scoring - if the teacher's action plans the implementation of PdPc based on any one

thing only which consists of various levels of ability of students or in accordance with the

time allocation set or in accordance with the curriculum/instructions in force.

Scoring Level 0 - if the teacher’s actions planning the implementation of PdPc are not based
on

any quality matters.

If the teacher's actions plan the implementation of PdPc based on three things that consist of

various levels of student ability, in accordance with the time allocation set, and in accordance

with the curriculum/instructions in force , then the teacher will get the highest score 4. If the

teacher’s actions planning the implementation of teaching and learning are not based on any

quality matters she or he will get 0 marks.

5.5 : Discussion on Findings for Research Question 4

What are the Challenges that teachers face in implementing SKPMg2 descriptors in the

classroom.

The main challenge is the time constraint of teachers where many teachers do not have

enough time. However, teaching in the classroom is a high responsibility. Teachers need to

provide evidence every time they carry out teaching and learning activities.
In this Covid 19 season, teachers face a big problem in conducting their teaching where online

classes are held. Although, teachers are willing to conduct teaching through online, but some

students do not give full cooperation. In this situation, parents play a role. which is important

in guiding their child.

The next challenge is that students do not understand the language. This is the

opinion of language teachers who have participated in the interview. Students are not very

proficient in the field of language. This is also one of the main factors that cause students not

to be actively involved in learning. For example , the participant said that he always entered

the class with good preparation and his activities were according to the level of the students.

However, there were a few students who could not follow the lessons that day due to low

language proficiency.

Active student involvement is one of the main components in SKPMg2 standard 4. If students

fail to be actively involved then a teacher fails in the implementation of teaching and learning.

There were also participants who said that the problem of students skipping school is also a

major cause in teachers applying SKPMg2 standard 4. Full attention from parents can

overcome this problem. Moreover, 21st century classes are not so easy to handle with students

who skip school, have disciplinary problems or social problems. Participants do not deny that

the application of SKPMg2 standard 4 will improve the quality of teachers and students but if

there is no cooperation from students is a challenge, which needs to be addressed. Participants

also associate that the 21st century classroom with the closely interrelated SKPMg2. This can

be attributed to my literature review which mentioned that curriculum is a learning experience

provided in the form of learning plans and is constantly changing from time to time (Norlidah

Alias, 2010). In the 21st century, the formation and planning of curriculum in our

country should be strong and robust so that each phase in the planning can be implemented

consistently. This situation indicates that curriculum planning needs to have a strong

foundation to suit the

needs and development of the individual. The 21st century has also seen the world

community, especially in Malaysia, have undergone a transformation in life in terms of

education. The transformation and reform of the national curriculum is to ensure that the

existing curriculum is always relevant to produce a balanced human capital and subsequently

produce creative and critical teachers and students.

Another challenge is also faced when there is a lack of ICT skills in accessing DELima,

Zoom, Google Meet and various PdPR methods among students or parents. This causes

teachers to focus more time in teaching students the use of ICT. If the student is not explained

about the procedures for using ICT. Motivation of students will decrease to implement PdPR.

Low internet access in some locations where students live poses a challenge to teachers when

students' disappear from the radar 'which does not allow students to follow pdpr online while

students who are complete with all equipment and internet access but face challenges

to students' lazy attitude and lack of motivation causes students not to want to engage in

PdPR. According to the 'Covid-19 and Uneqeual Learning' study conducted by Khazanah

Research Institute (KRI), 37 percent of children do not have devices such as laptops and

tablets that can be used while performing PdPR while only six to nine only percent of children

have their own laptop devices. The problem of lack and insufficient equipment of devices as

well as unstable internet access affect the PdPR process to be implemented properly.

Malaysian Minister of Education Dr Radzi Jidin (2021) in his interview with the Teachers'

Day Special Talk program with the Senior Minister of Education stated that the

provision of digitization methods in delivering teaching requires a broad enough policy

to enable the preparation of competency structure training to be improved. Teachers

need to have the opportunity to learn and take initiative in improving digital knowledge and

skills to convey the knowledge possessed. Mazura and Wak Chu Wok (2018) stated that

as many as 80% of
teachers in schools do not have good knowledge about differential Pdpc. This also indicates

that teachers face challenges in improving their knowledge and competencies with different

teaching approaches.

In addition, SKPMg2 is one of the measuring tools for the quality of teachers. There are also

old teachers who are not very skilled in computers and technology. ICT

knowledgeable teachers are the ladder for the success of SKPMg2. Therefore, the 21st century

curriculum needs to be designed to suit the current situation to meet the set goals. In the 21st

century, the teaching and learning process uses a lot of information technology and

communication. For young teachers, this is not a problem as they have been exposed

to various information technologies since a young age. However, for older teachers, they

may be less competent to use the latest technologies such as computers and others (Rosli et

al., 2001).

Summary

The use of ‘SKPMg2’ (Standard 4) as guideline and power for teachers’ classroom

practices will be consider joined of the effective ways to boost the standard of teaching during

a classroom. supported that also teachers could guide their students to be creative and active

learners instead of simply be spectators. With all teachers’ roles and therefore the standard

outlined in SKPMg2 (Standard 4), the teachers could create a full of life learning within the

classroom. the scholars will actively participate within the class, engaged with the material

and collaboratively work with each other as part of the training process .By having a

good relationship between coaches-teachers, and teachers-students, it will offer opportunities

for the teachers and students to be motivated and fully engaged within the learning

process(Da Luz,F,2015).Based on that also the teachers should be creative to appear at ways

to facilitate independent, critical, and artistic thinking by using active learning

techniques .Creativity has

many positive outcomes in teaching. Therefore, teachers have to know when, how, where and

why they have to be creative within the classroom teaching (Kaufman &Beghetto,

2013).Those supports and resources has been promoted by The Ministry of Education for the

colleges to play an important role on how teachers and schools should perform. Those support

also will enable teachers to grasp and their core business of delivering the meaningful and

effective teaching and learning .From the findings also showing that, the teachers’ role as a

category Controller is that the most prominent role compared to the four listed roles. this can

be not actually expected with SKPMg2 (Standard 4) as a suggestion for teachers’ teaching

practices. The roles as a planner, guide, motivator and assessor also need to be hold as the

main classroom practices for the teachers. So, it is strongly recommended here that the

coaching process at school should highlight more in giving the ideas and more input for the

teachers in schools for them to essentially understand all their significant roles within the

classroom. This professional development is to support the teachers’ leaning process

and therefore the students’ development on prepare them for his or her 21stcentury

skills (Darling-Hammond, Hyler

&Gardner, 2017).Based on that, the further study during this field should specialise in the

most coaches and teachers’ practices on know what other element will

be accustomed enhance the method of coaching further because the effective classroom

teaching and learning.

Zeiger (2018) lists core competencies for educators, to assist teachers willing to make

the school atmosphere more positive.It is as follows : Interact with students well, Create a

learning atmosphere, Formulate lesson plans well, Have the ability to use various types of

teaching strategies, Ability to evaluate ,Ability to identify student needs, Good at

communicating, Can collaborate well , Maintain a professional identity ,Give commitment to

work.
No education system will succeed without dedication and commitment of teachers and

principals. None real change will take place regardless of need teachers and principals

seriously, without finding a method to nurture and maintain excellence. Although very

important teachers and school principals existing supplied with resources additional in the

form of support and the development of professionalism as well as better career paths, it is

important also to make teaching profession a profession enthusiastic, stay professional and

give satisfaction so that this profession can be interesting and keep them the best in the

Malaysian education system.

The ministry should ensure that teachers devote more time to teaching activities and appoint

support staff to do clerical work. The Ministry should reduce the workload of teacher

administration by streamlining the data collection system and integrating the

information management system to facilitate the data entry process and prevent data entry

from recurring.

The Ministry needs to provide continuous professional development courses and foster

a culture of continuous learning and improvement among teachers to achieve world -

class teaching standards. The Ministry needs to continuously enhance the

development of professionalism by developing a portfolio of training programs based

on competency requirements. The Ministry should also focus on school -based training

by placing teacher counselors (SISC+) for teachers in Band 5, 6, and 7 schools.

Teachers play a key role in forming quality human capital. The teacher sows the seed

(knowledge) in the soul of the student. Quality teachers are able to build personalities and

make the teaching profession at a high level. Quality teachers have the same perspective as

excellent teachers, effective teachers, superior teachers, effective teachers and professional

teachers. The Ministry of Education, especially the Teacher Education Division, has made

many educational reforms with the hope that the teaching profession will always be at the
pinnacle of excellence. Teachers are human beings who teach people, teachers and the key to

knowledge. Without the

key to science, of course, the building of science will not open. It is the teachers who

contribute towards the formation of excellent human capital. Teachers teach human beings

from illiteracy to literate, literate and literate

eyes to become a distinguished scholar. Teachers are also human beings who teach human

beings to know themselves as human beings.

These findings are expected to provide a more meaningful contribution of knowledge

and guidelines to teachers because it has implications for the policy of the Ministry of

Education Malaysia on teacher teaching standards.

In addition, further research proposals are submitted so that in the future there are

other researchers who can make further explorations to complement the existing information.

This study can also be used as a backup and reference for those who are committed as

Teachers' Role In Boosting The Quality Of National Education To The Global Level. To

realize PPPM, teachers play a role to boost the quality of education in the country to world

class. In the context of realizing the aspirations of PPPM, teachers need to have a

superior vision to transform various aspects of education, high -level thinking and able to

innovate in order to be able to improve school outcomes and student development.

This clearly shows that teachers carry a trust that is challenging enough to make students able

to compete globally. Therefore, if this student is able to stand and sit as low as his peers in

other countries in the international arena, then the teacher must first achieve a standard to the

global level so that the knowledge poured according to the mold is intended in PPPM.

Therefore, teachers need to see their own success in a global context because the students who

are educated today are the success or failure of human capital that will be formed in PPPM

later. Teachers need to ensure that they are equipped with holistic pedagogical skills, explore
the use of multi -modal learning models that utilize technology in order to unearth high -level

thinking skills and strengthen student learning. More than that, teachers need to be role

models for the appreciation of values and unity among students as contained in the aspirations

of this PPPM. That desire has been translated into the Third Transformation Shift which is to

produce people who appreciate values. This shift is certainly a priority for developing

students holistically. Today's generation will inherit a world full of great challenges from

environmental destruction, th The question is, what is to be achieved from the role of

teachers for this transformation shift and the implementation of SKPMg2? It is certain that

every student who leaves school is a global citizen who is nurtured by teachers and

school institutions with universal core values and has a strong national identity. In

addition, every student who completes school is ready to be a leader for themselves, their

families, organizations and the country, and then compete on the international stage. To

produce this mold, teachers need to see how much trust they have to bear because the

generation in front of us today, will chart the country's success in terms of the country's

leadership landscape and its contribution in the international arena.

With diligent efforts through integrated transformation on the part of every stakeholder, it is

certain that the national education system is able to address the ever-changing challenges of

the

21st century. Indeed, the passion to improve the quality of education should be the slogan and

commitment to the teachers because on their shoulders lies the children of students who have

various levels of ability to compete globally. Hopefully, the noble aspirations of the education

system in Malaysia by 2025 can be realized to ensure that the education system in our country

becomes one of the most glorious in the world.e impact of globalization to

development conflicts.
To achieve this level, teachers need to challenge themselves to ensure that creative

and innovative thinking, critical thinking and reasoning as well as learning abilities are

successfully honed by teachers to students as their preparation to face the currents of

globalization. The Ministry of Education will always strive and be responsible for providing a

variety of skills access to teachers to ensure that they are always ready to face the

wave of educational transformation in the country. Teachers should clap their hands asking

the mind whether it is necessary to weather this wave of transformation with a positive mind

or vice versa. It is clear that the role of teachers is a priority to boost the country's

education system to be able to compete in the international arena.

Teachers need to have a high commitment to master Information and Communication

Technology (ICT). To quote the words of Pastor Za'aba who asserted that knowledge is the

most important foundation that saves mankind from the shackles of backwardness. Therefore,

education and appreciation of knowledge must be strengthened so that we remain relevant in

the competition towards a developed country.

Teachers should also have the courage to explore various branches of knowledge to diversify

effective teaching methods and techniques. In this regard, the Seventh Transformation Shift,

which is to utilize ICT to improve the quality of learning in schools, should be celebrated with

a positive mindset by teachers. In PPPM, a benchmark known as the National Educational

Technology Standard (NETS) requires all teachers in the classroom to achieve a standard that

is to facilitate and inspire learning and creativity of students.

In addition, teachers also need to design and develop digital age learning and

assessment experiences. As such, teachers need to be able to showcase how to work and teach

in the digital age. In the same situation, teachers also need to promote as well as be

responsible models of
digital society. Furthermore, teachers need to be involved in development and leadership as

well as practicing lifelong learning.

This situation shows that the commitment of the Ministry of Education is undivided in its

efforts to prepare the younger generation and teachers to the global level. To ensure that

teachers make best practices in pedagogy, the Ministry of Education has created a library of

teacher teaching videos through e-Guru Videos to help teachers who need inspiration to

strengthen their teaching and learning.

Teachers need to be role models

The Ministry of Education has provided all the access, so teachers must be prepared to open

their minds to make ICT skills as the best practice in pedagogy. How can knowledge

be channelled to students if the teacher is shallow and shallow about the medium of

knowledge that needs to be disseminated. Therefore, teachers should reflect on their level of

competence in line with the open sky policy of the world today. a researcher for the

strengthening of teacher teaching using the SKPMg2 guide. The question is, what is to be

achieved from the role of teachers for this transformation shift and the implementation of

SKPMg2? It is certain that every student who leaves school is a global citizen who is nurtured

by teachers and school institutions with universal core values and has a strong national

identity. In addition, every student who completes school is ready to be a leader for

themselves, their families, organizations and the country, and then compete on the

international stage. To produce this mold, teachers need to see how much trust they have to

bear because the generation in front of us today, will chart the country's success in terms of

the country's leadership landscape and its contribution in the international arena.
With diligent efforts through integrated transformation on the part of every stakeholder, it is

certain that the national education system is able to address the ever-changing challenges of

the

21st century. Indeed, the passion to improve the quality of education should be the slogan and

commitment to the teachers because on their shoulders lies the children of students who have

various levels of ability to compete globally. Hopefully, the noble aspirations of the education

system in Malaysia by 2025 can be realized to ensure that the education system in our country

becomes one of the most glorious in the world.

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APPENDIX

4.6 STUDENTS AS ACTIVE LEARNER

4.3 TEACHER AS A GUIDE
4.5 TEACHER AS A ASSESSOR
4.5 TEACHER AS A ASSESSOR