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National Philosophy of Education Philosophy of Education is the core of the education system in Malaysia since 1988. Philosophy of Education is structured based on the Constitution of Malaysia and in accordance with national ideology that apply Rukunegara, the New Economic Policy and the National Education Policy.
"Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated in order to create a balanced and harmonious intellectual, spiritual, emotional and physical. Effort is designed to produce Malaysian citizens who are knowledgeable, honorable, responsible, competent and capable of achieving well-being and contribute to the harmony and prosperity of the family, society and the State. "
The Malaysian Philosophy of education acts as a guide for all educational activities in Malaysia. With the availability of Philosophy of Education, the State education system actually shifts to position themselves ahead of the game with clearly expresses the basic principles and values â€‹â€‹that underlie and shape of the Malaysian education system from the lowest level to the highest levels of the university. Philosophy of Education explains the purpose and goals of education for the individual and the State. The two purposes consistent, which is to produce students who are knowledgeable, honorable and responsible person would also be a good citizen, balanced and integrated directly is the main channel and the most important for achieving the desired goals and ambitions of the country.
Schools play an important role in the realization of the National Education Philosophy (Philosophy of Education) as the school is an agent of socialization and agents of change human person. In addition, the school is also the first formal institution in which students acquire knowledge and basic skills. Schools also are fostering interest in each student to continue seeking knowledge and further contribute to the existing body of knowledge. In school too, the values â€‹â€‹should be incorporated in the student to produce a well-balanced human capital from the physical, emotional, spiritual, and intellectual development consistent with the goals and objectives of the Philosophy of Education. Thus, each individual in the school play their respective roles to implement the National Education Philosophy. Between related parties are Headmaster, Senior Assistant Co-curriculum, and classroom teachers.
Sekolah Kebangsaan Arau is one of Rural Smart School (Sekolah Bestari Luar Bandar) of Perlis. Academic Staff, teachers, parents and school of this school plays an important rule to maintain the successful of this rural school. Although the school was situated at village area and most of the student which entered had low expose to modern technologies, but they manage to outstand same as urban school. Sekolah Kebangsaan Arau was lead by visionary and motivated headmaster which is Mr Haji Adanan Bin Long and was helped by hardworking Senior Assistant Teacher of Administration Mdm Zaidah Bt Kamarulzaman, Senior Assistant of Student Affair Mdm Uswaton Hasanah Salleh and Senior Assistant of Co-Curriculum Mr Mohd Khaleli B. Abu Bakar.
ELEMENT OF NPE WHICH BEING IMPLEMENTED IN SEKOLAH KEBANGSAAN ARAU
It is not an easy work for each school to implement the aspect and element of NPE. Other aspects such as school culture, the role of teachers, discipline, extracurricular activities and also leadership aspects are to be taken seriously and thoroughly and effectively implemented in all schools. As such, it is possible to realize the desire Philosophy of Education.
At Sekolah Kebangsaan Arau the headmaster had emphasis on school acculturation. Some other people call it as the school climate or school culture. School culture must include the five elements found in the National Education Philosophy such as spiritual, intellectual, emotional, physical and social. Spiritual element is by understanding the importance of religion without religion against another. For example, SK Arau has practicing school culture of reading the Quran every morning and obligatory prayers in congregation. All students also must cover themselves. It will enlighten students of its responsibilities in keeping religion and self respect. Thus it will produce pupils with competent, honorable, responsible and capable of achieving well-being.
Sekolah Kebangsaan Arau also emphasize to the students in the social aspect. In the social element, students must be exposed to the importance of socializing with each other the right way students, teachers, parents, families and communities. For example greetings member culture practiced in some schools will strengthen the bonds of brotherhood among students and teachers, and with their family and community if also practiced outside. This culture will produce pupils who respect their teachers and friends and will germinate love and compassion of teachers on students. It will contribute to the harmony and prosperity of the family, society and the country as in the Philosophy of Education.
In addition, the principals also aim to create a highly disciplined student who was also equally important for the realization of Philosophy of Education. School is the most important institution in shaping the discipline of pupils. Teaching and learning process will be smooth, easy and interesting event of problems in school discipline is zero. This is because; discipline problems will affect the focus of the students' education. To control every student discipline and school is not the teacher alone. However, parents should play a role, for example through the Parent-Teacher Association (PIBG).
Furthermore, Sekolah Kebangsaan Arau also focuses on the aspects of leadership which plays an important role to help meet the demands of Philosophy of Education. Leadership role in managing and operating the school is very important. Leadership in schools should be proactive and prepared to face the possibility of the changing currents that increasingly challenge the credibility of the teacher as negative cultural transmission.
ROLE OF PRINCIPAL AND SENIOUR ASSISTANCE IN IMPLEMENTING NPE
Sekolah Kebangsaan Arau management System was led by the headmaster, Mr Haji Adanan Bin Long and assisted by Senior Assistant Teacher of Administration, Senior Assistant of Student Affair and Senior Assistant of Co-Curricular. They are very committed to materialize the Philosophy of Education from time to time.
To ensure that pupils at SK Arau brilliant intellectually, he had sets that every year 6 pupils have to take 9 times the internal assessment test before UPSR. This is done to ensure that every pupil primary 6 is always ready for the UPSR well able to detect the pupils that need to be addressed in education thereby to ensure that all students get excellent results in the UPSR. The administrations also ensure the implementation of teaching and learning Science and Mathematics in English (PPSMI) worked well. But since the KSSR introduced, the school has been working to improve teaching and learning in schools in order to meet the desire of the Government of Malaysia.
To full fill the National Philosophy of Education from the physical aspect, the head master had emphasized on curricular activities. For example, all students are compulsory to attend school in the afternoon to carry out extra-curricular activities every Wednesday. Co-curricular activities include associations, uniformed units as well as sports and games.
In addition, he also stressed the emotional excellence in students. He appointed several teachers to monitor the sparkle and cleanliness in the environment and also in the classroom. The most beautiful and cleanest class will earn the championship trophy on a weekly basis. This measure is designed to ensure that students always keep the atmosphere of learning and thereby to learn well.
Sekolah Kebangsaan Arau also emphasized on the spiritual aspect development. As the proof, the administration has organized a prayer Smart Camp, Hajat Prayer Ceremony and Celebration birthday of Prophet Muhammad. These programs have succeeded in creating awareness among the students about the importance of spiritual aspects to achieving excellence in life.
Next, Senior Assistant Teacher of Administration (GPK1) is the second most important person in the school after the headmaster. Senior Assistant of Administration is responsible for the overall journey, including those related to school curriculum. Between the role of Senior Assistant Headmaster Administration is assisting in the administration of the school curriculum, as vice chairman of the school curriculum, business resource center (PSS), organizing school timetables, maintaining information about the curriculum from time to time, teaching and learning teachers, matters relating to teaching, examination, assessment and so on.
In order to develop students intellectually, Senior Assistant Teacher of Administration (GPK1) responsible for ensuring that the process of teaching and learning can be carried out smoothly. GPK1 will ensure that teacher absence due to official or sick leave will be replaced by another teacher. This meant that the children were not left behind in their syllabus. In addition, she also play role to observe and evaluate the assessment and examination. For example, check the test and scoring provided by Authorized Representatives Teachers. The purpose of this revision is made that assessment and examination is made â€‹â€‹is in accordance with the prescribed format and conform to the latest curriculum.
Senior Assistant Co-curriculum is among the most important people in the school. Mr Mohd Khaleli B. Abu Bakar carries out tasks in the absence of headmaster, PK and PK HEM Administration. He is also responsible to the Headmaster in co-curricular aspects of management. He always helped the headmaster in all aspects of planning and management of co-curricular school. In addition, he is the supervising and evaluating the school co-curricular activities.
To materialize the desire of Philosophy of Education, he has planned activities clubs and societies, and the uniformed units in and outside the school. He also ensures that all pupils are involved in activities that have been planned. He will take the appropriate action if the students refuse to participate in a program that has been arranged by the school. His actions clearly show he cares and earnest desire to materialize the Philosophy of Education.
ACTIVITIES CARRIED OUT IN SEKOLAH KEBAGSAAN ARAU TO VISUALIZE THE OBJECTIVE OF NPE
Co-curricular activities are among the main agenda at Sekolah Kebangsaan Arau to materialize Philosophy of Education. There are three types of co-curricular activities conducted in the school of associations, clubs and games and uniformed units. Games and sports activities are planned and implemented in this school have contributed to the intellectual, physical, emotional, spiritual and social development based on the ability of individual students. Among the sports and games available at this school is the annual Sports Day and runs cross-country. The objectives of these activities are carried out is to strike a balance between the intellectual development of the physical, social, emotional and physical development and strengthening of student interaction and integration among pupils. In addition the establishment of game club such as badminton club, table tennis club, netball club, chess club and others can hone the students and inculcate leadership qualities in the students.
Next, in intellectual element, the school has encouraged acculturation of knowledge among students and teachers. The SK Arau has organized academic programs such as NILAM program. It will promote a culture of reading among students. Spirit children to read are also increasing with the award as NILAM award. Through reading, students' minds are more developed and pupils are able to think creatively and critically. It is in line with the Philosophy of Education to produce Malaysian citizens who are knowledgeable.
The next activity is to emphasize the language aspects. These aspects include the use of proper and precise language either in the classroom or outside the classroom. To improve performance in terms of language use, activities such as story telling competition contest was organized by the Sekolah Kebangsaan Arau to encourage the use of language. Use of a second language, the English language is also noteworthy that in line with the Philosophy of Education would like to produce human capital able to compete globally. Every year the Authorized representatives Language Teachers will meeting and discuss to carry out many competition such as storytelling, spelling bees, public speaking and coral speaking.
In NPE, one of the aspect being emphasized in is balanced and harmonious involve spiritual elements. Thereby, it is the obligation for school to help educate the students so that spiritual element to be included in them. The cases occurred in recent years such as crime, social problems and negative activities have involved many students. The negative activity implies that religion and spirituality aspect in student has decreased. As this is the case, Sekolah Kebangsaan Arau has taken several initiatives to pursuance of his spiritual program to be able to deal with any negative influence on the environment.
Among the programs implemented at the school in an effort to cultivate spiritual values â€‹â€‹is Spirituality and Human Development Program (KPI) and Talks Religion. In Spirituality and Human Development Program, held every Friday, all the students and teachers are required to assemble according to the religion in the spaces provided. Muslim students and teachers together will recite Surah Yasin and little spiritual fulfillment by the teacher on duty. For students of other religions also have their spiritual and moral activity along their teacher.
From these observations I made at this school, there are some suggestions that can be done at the school in achieving the aspirations of Philosophy of Education.
First, the administration especially headmaster should monitor and evaluate teaching and monitor student progress. Teachers can also provide some benefits for teachers so that the teachers in this school are more enthusiastic to teach. In addition, the head teacher should also provide incentives for students to arise some interest among the students to continue to compete with each other healthy. If this is done, I am sure Philosophy of Education will be largely achieved because the teachers and the students get a boost through incentives and rewards given by the headmaster.
Second, the headmaster should also be involved with the implementation of the planned activities in the school. Headmaster of the school will always provide support and encouragement to teachers to create a better learning environment and attract students to learn. Headmaster direct involvement with the school organization is very important in creating a school climate that is harmonious and peaceful and in line with the Philosophy of Education.
Third, the school plays an important role in the performance of these Philosophy of Education goals by increasing the effectiveness and implementation of teaching and learning in the classroom. For example, the role of school resource center upgrade to increase the number of books and facilities in resource centers such as air conditioning, cognitive and reading corner angle newspapers to attract students and teachers to go there. So this can increase the knowledge of students in line with the Philosophy of Education who want to produce citizens who are knowledgeable.
From a spiritual aspect, the school may establish Islamic societies, clubs Tarannum and more in schools to create a more balanced mental development (academic) with their social, physical, and spiritual disciples in accordance with the requirements of Philosophy of Education. Pupils are also able to fill free time with useful things and be able to produce well-being of their involvement in these activities.
In conclusion, based on all of the above description, then it turns out that the success of the school in realizing the Philosophy of Education is dependent on aspects of the administration, infrastructure, curriculum and co-curriculum activities. All these aspects will determine the resulting human capital whether or not satisfy the desire Philosophy of Education. The school's success in realizing the Philosophy of Education also indirectly to generate and develop quality human capital.
Explain teachers teaching activities that being focused/ carried out in class rooms to actualize National curriculum in progress of molding the student's behavior and believes.
Image and Picture of Sekolah Kebangsaan Arau, Perlis
Curricular Activities on Every Wednesday Afternoon
The Entrance of Rural Smart School
The Headmaster, Mr Haji Adanan Bin Long and other teachers
The Headmaster is checking the Learning Process
The Headmaster in Computer Room
Assignment Semester 1
Philosophy That Shape Malaysian Education
Based on your understanding what is National Philosophy of Education?
What is the implication of NPE toward our education system?
What is the characteristic of student that needed by the society and the country based on the NPE?
How school should mold the student to full fill the characteristic that was inspired by the NPE?
What are the important elements of NPE that should be implemented in education systems?
What are the techniques that school should used to implement all of the elements for students?
In school what are the roles of ________________ in visualized the NPE elements
Senior Assistant Teacher of Administration
Senior Assistant of Student Affair
Senior Assistant of Co-Curriculum
Authorized Representatives Teachers
What are the activities that this school had been carried out through years to emphasize the element of NPE?
How does those activities help to develop students cognitive, affective and psychomotor (physical) with other potentials (JERIS) in students?
How school deal with social and discipline problem and what are the actions taken to overcome those problem?
How can school system develop the spiritual and religious value for different religious and races in school?
What are the roles of Parent-Teacher Association (PIBG) in helping the school to produce the next "insane model" as for future generation?
What is the targeted "school culture" that this school want to achieve?
What are the barriers that this school faced in actualize the National Philosophy of Education?
From your opinion as an educator, what are the next step that this school should implement to produce the better generation of student in the future?