SCES2063M
SCIENCE CURICULUM
STUDIES FOR SECONDARY
SCHOOL
LECTURERS:
1) Pn. Suziwati Binti Mohamad
2) Pn. Hjh Roshidah Binti Mat
ABOUT ME
NUR LIYANA SYAMIMI
BINTI MOHD AZMAN
IC NUMBER: 941102-14-6364
MATRIC'S NUMBER: D22100843
PDPP KDC OKT 2022/2023
UNIT: SAINS (M)
TITLE OF
PROPOSAL
PROPOSAL ON HOW TO OVERCOME
ISSUES AND TRENDS OF TIMSS AND PISA
IN THE IMPLEMENTATION OF
SECONDARY SCHOOLS SCIENCE CURRICULUM
IN MALAYSIA
01 03
INTRODUCTION ISSUES AND TRENDS
IN PISA
02 04
ISSUES AND WAYS TO OVERCOME
TRENDS IN TIMSS ISSUES AND TRENDS
What National Education Philosophy can tell
us?
Our education system focused on the
holistic development of individuals who
are “intellectually, spiritually,
emotionally, and physically balanced
and harmonious, based on a firm belief
in and devotion to God.”
Malaysia Education Blueprint
•In October 2011, the Ministry The Blueprint will continue..
of Education launched a •To raise international education standards
comprehensive review of the •To achieve government aspirations in preparing
Malaysian education system to Malaysia’s children students for the needs of the 21st
century
develop a new Malaysia •To increase public and parental expectations of
Education Blueprint 2013–2025 education policy
Malaysia Education Blueprint
TIMSS and PISA are part of Malaysia Education Blueprint
to acknowledge students ability through mathematic
and science internationally.
02
What are rise up
issues and trends
in TIMSS ?
TIMSS stand for Trend In
Mathematics and Science
Study
•TIMSS is an international
comparative study conducted by the
What is TIMSS? International Association for the
Evaluation of Educational
Achievement (IEA)
•Focus on mathematics and science
•Joined by 50 countries
Malaysia and
TIMSS
International based Involved student, Includes two aspects
assessment where, the namely knowledge such as
students were Algebra and Geometry,
school curriculum for
chosen randomly and cognitive skills such as
Mathematics and structured thinking
Science subjects from Form 2(Grade
processes
worldwide. 8th) and Form knowledge, application,
3(Grade 9th) and reasoning
Conducted by Bahagian
Perkembangan Kurikulum
(BPK)
Timeline of Malaysia joining
TIMSS
Rise up issues and trends in
TIMSS
01 02 03
TIMSS as a study The downward trend The feeling of
of education: why in Malaysian difficulty in science is
should we care? students’ what hinder the
performances from students to achieve
TIMSS 2003 to TIMSS better (Zanaton et al.,
2011 2006)
01 TIMSS as a study of education: why
should we care?
According to William(2006), The study of education of other country seems like
intriguing and entertaining like may be – “Wow! Teachers in country x never
assign homework!” or “Students in country z have to go to school on Saturday!”
The focus in TIMSS was on the substance of education, the
school curriculum, the content that’s at the center of what
teachers and students do in schools
But, real value comes from a fresh perspective on the options we have
built into our own approach to education. As in Malaysian, we always
compare Finland's education system in built up our education system
(Ishak, Amzat, & Yusuf, 2018)
02 The downward trend in Malaysian
students’ performances from TIMSS 2003 to
TIMSS 2011
The downward trend was a wake-up call that raised concerns about the quality of
education in Malaysia.
Over 20 years, the percentage of advanced benchmark achievers in TIMSS for
Malaysian students have dropped from 5% to 3%.(Phang, Khamis, Nawi, & Jaysuman,
2020)
Students’ poor performance was attributed largely to their lack of
higher order thinking skills (HOTS)
This student is identified as having limited mastery of basic
mathematical concepts and science.
02 The downward trend in Malaysian
students’ performances from TIMSS 2003 to
TIMSS 2011
Table 1: Malaysia's position in TIMSS from 1999-2011
Participation in the most recent round in 2011 showed the performance of
Malaysian students decreased to the level below the international average for
Mathematics and Science, followed decline in terms of the country's position. .
Table 2: Malaysia's achievement in TIMSS Science Grade 8 from 1999 to 2019
From Table 1 and 2, the 2011 TIMMS report shows a downward trend in Malaysia's
ranking in mathematics, from 16th (1999) to 10th (2003), 20th (2007) and 26th
(2011). Meanwhile, the trend increased in subject Science ranks: 22nd (1999), 20th
(2003), 21st (2007), and 32nd (2011).
But, the average marks for the Mathematics subjects fell from 519 points (1999), to
508 points (2003), 474 points (2007) and 440 points (2011); dropping by 79 points.
03 The feeling of difficulty in science is what hinder
the students to achieve better (Zanaton et al., 2006)
The study from TIMSS over the years show that Malaysian students have always
liked science. (Phang, Khamis, Nawi, & Jaysuman, 2020)
But (Phang, Khamis, Nawi, & Jaysuman, 2020) said Malaysian students less
confidence that they are doing well in science and believe science is a difficult
subject.
This could be caused by the curriculum, the instruction and the assessment
conducted.
Example: the science curriculum is designed to be too advanced for the students
and not meet the student's daily life requirement, such as learning about the Sun
but the activity did not meet the daily activity.
03
What are rise up
issues and
trends in PISA ?
PISA stand for Programme
for International Student
Assessment
A collaborative effort among the member
countries of the OECD to measure how well
young adults, at age 15 and therefore
approaching the end of compulsory
What is PISA? schooling, are prepared to meet the
challenges of today’s knowledge societies.
Focusing on young people’s ability to use
their knowledge and skills to meet real-life
challenges, rather than on the extent to which
they have mastered a specific school
curriculum
Malaysia and
PISA
The assessment was Involved 3 main Malaysia started
done within 2 hours domains in literacy, joined in 2009
for students over 15 reading literacy,
years old mathematic
to reading ability, as literacy and
well as understanding scientific literacy
mathematics and
science, this test
held every 3 years
PISA
IN MALAYSIA
Rise up issues and trends in
PISA
01 02
The points obtained The validity of the test remains a
by students, Science complex issue between TIMSS and
and Mathematics PISA.
domains show a
decrease.
Malaysia’s performance in PISA 2012, with a
Malaysia ranking at 52nd was a wake-up call
for the Education Ministry because it seemed
that their education did not tally with the
development in that country (Ishak, Amzat, &
Yusuf, 2018)
01 The points obtained by students, Science and
Mathematics domains show a decrease.
Table 3: Malaysia' perfomance (points and place) in PISA from 2009-2018
In reading literacy, the main topic of PISA 2018, 15-year-olds in Malaysia score 415 points
compared to an average of 487 points in OECD countries. Girls perform better than boys
with a statistically significant difference of 26 points (OECD average: 30 points higher for
girls).
On average, 15-year-olds score 440 points in mathematics compared to an average of 489
points in OECD countries. Girls perform better than boys with a statistically significant
difference of 7 points (OECD average: 5 points higher for boys).
Score
Graph 1: The average Mathematics scores of Southeast Asian countries in the assessment PISA
The diagram shows Malaysia's score and position in the PISA Test in
2018, compared to Southeast Asian countries. It was found that
Singapore got the highest points, far ahead with 591, while Malaysia was
in second place, closely followed by Brunei and Thailand.
02 The validity of the test remains a
complex issue between TIMSS and PISA.
According to Lange (2006), the validity of the test instrument remains a
complex issue.
They look a like, even a professional have difficulties in analyzing them.
Saying that there is an inherent tension between the traditional choice of item
formats.
Besides an economic issue also arise: Many countries participating in these
large cooperative studies are unwilling or unable to fund much more expensive
multiple marker studies, even.
SIMILARITIES
a benchmark for
improving the
educational
system
DIFFERENCE
between PISA
and TIMSS
04
Ways to
overcome the
issues and
trends
Suggestion to
overcome the
issue
01
Education system have improved after TIMSS and PISA. The
improvement can be classified into curriculum, teaching methods
and student’s ability in Higher Orders Thinking Skills (HOTS)
Suggestion to
overcome the
issue: Students
themselves
02
Increase the students’ interest towards science; such as the National
Science Challenge by the Academy of Science Malaysia (ASM), various
STEM informal science learning programs by Petrosains, National STEM
Movement, and universities (Phang, Khamis, Nawi, & Jaysuman, 2020)
Suggestion to
overcome the
issue: Curriculum
03
In curriculum; KSSR and KSSM was [Link] was implemented
in 2011, beginning with seventh grade students. The KSSM curriculum
was previously introduced in 2017 to seven grade students. (Mat &
Zakaria, 2021)
Suggestion to
overcome the
issue: Curriculum
04 05
Example: The science component of The new element, namely
the integrated curriculum was innovation
designed to enable students to and creativity with the subjects of
acquire scientific knowledge and entrepreneurship and information
skills, develop critical thinking skills, technology
and apply their knowledge and skills communication (ICT) is introduced
in everyday life. in the new curriculum
Suggestion to
overcome the issue:
Role of Institution
06
•In teaching methods; there are variety of pedagogies concept in
teaching 21st Century Learning. Teachers were advised to integrate
HOTS objectives into their classroom instruction, reviewed textbooks,
and increased the proportion of HOTS items on national
examinations. (Mat & Zakaria, 2021)
Suggestion to
overcome the issue:
Changes in TIMSS
and PISA
07
The changes should include: – more integration of inner- and outer-
mathematical ‘networks’; – fewer calculations; – more thinking activities
and student mental ‘constructions’; – more reflection; – more flexible
use of schoolbooks (Lange & Schmidt, 2006)
REFERENCES
Abdullah, Abdul, H., Mohd Hilmi, I., Nor, S., Johari, A., & Marlina.
(2014). Non-routine mathematical problems among in-service and
pre-service mathematics teachers. International Conference of
Teaching, Assessment and Learning(TALE), (pp. 18-24).
Education, M. o. (2012). Pelan Pembangunan Pendidikan Malaysia
2013-2025. Retrieved from [Link]
turun/penerbitan-dan-jurnal/1818-pelan-pembangunan-
pendidikan-2013-2025/file
Educational Planning and Research Division Ministry of Education,
M. (2019). TIMSS 2019 ENCYCLOPEDIA.
REFERENCES
Ishak, N. M., Amzat, I. H., & Yusuf, B. (2018). Teachers’ School
Guidance Practice Toward Pisa Enhancement: A Comparison
Between Malaysia And Finland. Al-Shajarah Journal Of Islamic
Thought And Civilization IIUM, 337-368.
Lange, J. D., & Schmidt, W. (2006). What are PISA and TIMSS? What
do they tell us? Proceeding of The International Congress of
Mathematicians, (pp. 1663-1672).
Mat, S. R., & Zakaria, A. S. (2021). Penandaarasan Antarabangsa
Pisa Dan Kesinambungan Dalam Pengajaran Di Peringkat
Pengajian Tinggi. E-Prosiding Seminar Antarabangsa Islam dan
Sains 2021.
Phang, F. A., Khamis, N., Nawi, N. D., & Jaysuman. (2020). TIMSS
2019 Science Grade 8: Where is Malaysia standing? ASEAN Journal
of Engineering Education 4(2), 37-43.
"Everything is theoretically impossible
until it is done"
-Robert A. Heinlein
ATTACHMENTS
ATTACHMENTS
