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KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
KBSR (kurikulum bersepadu sekolah rendah)
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KBSR (kurikulum bersepadu sekolah rendah)

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  • 1.  to raise the literacy level of the pupils to develop their cognitive and thinking skills to provide them with an all-rounded individual development which will help them operate efficiently within the social structure of this country.
  • 2.  1982- Trials in 305 schools throughout Malaysia 1983- Implementation in all schools 1984- KH included 1988-FPK
  • 3.  Integrated approach Equal education for all students Long-life learning Conducive learning surroundings Organizational activities and classroom management must be flexible Emphasize on 3M Mastering 3M Integrated assessment of all learning activities in the classroom.
  • 4.  The KBSR is divided into 2 phases: Phase 1 : Comprises of Standards 1 to 3 Emphasizes on the basic communication skills, that is, reading, writing and arithmetic. (3M) Phase 2 : Comprises of Standards 4 to 6 Strengthens and builds upon these basic skills: using these skills for thinking and communication, especially logical reasoning, and understanding social and current issues.
  • 5. a spiral approach learning through doing a variety of activities a child-centred, learner-emancipated learning system integrated, interactive learning units the communicative, functional aspect of language the role of the teacher as a guide, and facilitator of learning
  • 6.  Activities should be well-planned Activities should be task-based -the attention of a learner is focussed on the performance of a task -lends to structured learning, or learning in stages, as the output of one task actually becomes the input for another.
  • 7. - an appropriate vehicle for skills integration across the stages of learning; language skills and sub-skills are integrated in a progression that reflects their use in natural contexts. Activities should be authentic, meaningful and communicative- Classroom activities should be contextualized so that they acquire greater authenticity, and meaning.- Activities in the KBSR classroom should thus be based on the realia, or genuine situations that would exist in the life of the learner.
  • 8.  Activities should be learner-centred- The learner should be allowed to assume a dominant participatory role in the learning process.- This will provide them with the commitment and intrinsic motivation .- For example : They can be permitted to bring, or choose a text for reading, or determine topics for categorization, or select the animal, plant or insect that they want to describe.
  • 9.  Activities should be varied- Build in variety as an active ingredient during class activities.- Design activities which would enable a child to use more than one of the four language skills (listening, reading, speaking and writing) within the same lesson.
  • 10.  Activities should be pitched at the appropriate level of difficulty for mixed- ability classes.- KBSR system forbids the practice of "streaming" or "setting students into classes- No child should be made to feel inferior or superior to his peers.- They are encouraged to believe in their innate potential for education, and in their ability to activate and exploit that potential under the guidance of able "catalysts" or "facilitators".
  • 11. - Teachers should prepare materials/activities which can be used simultaneously with a group of students with widely differing abilities, which means that, eextra, or a different kind of guidance should be directed at the "weaker" students.
  • 12.  The teacher should be the facilitator of learning- Teachers are expected to facilitate the effective education of the child, i.e. They have to create a physical and mental atmosphere that is conducive to learning, and devise teaching materials and activities that will stimulate the skills acquisition devices within the learner.- Teachers are not expected to provide them with knowledge, but to equip them with the skills of acquiring the necessary information for themselves.
  • 13.  KBSR depends for its success to a very large extent, on a trained, dedicated and hard working teaching-force which needs massive support from the administrative and bureaucratic machinery that surrounds it. Teachers should be trained to create materials and activities that exploit the KBSR methodology.

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