Pendidikan Sastera Perpaduan Menerusi KOMSAS Tingkatan 4: Pelaksanaan dan Kesannya (Literature Education for Unity Through KOMSAS in FORM 4: Implementation and Implications)

CHEW FONG PENG

Abstract


Malaysia being a multicultural nation places importance on national integration through the implementation of the National Education Policy. In this context, Malay Literature has been recognized as an effective mechanism to produce a united Malaysia. Hence Malay Literature Component (KOMSAS) in Malay Language has been implemented since the year of 2000. By applying the Weiner Theory (1965) in the education framework, this study aims to find out the implementation of the education of unity literature and its effect. Questionnaire is used as a tool to collect the data from 60 Form 4 students from different ethnic groups, religions and streams of study. The finding shows that Form 4 KOMSAS text books do not reflect the reality of multiculturalism in Malaysia. It is found that teachers seldom inculate ethnic integration elements either inside or outside the classroom, meanwhile the students are not interested in learning KOMSAS which is Malay-centric. Besides, they seldom mix around with other ethnic groups. So, Text Book Bureau, teachers and students should pursue positive attitude and higher commitment to become a united nation.

Keywords


Unity literature, Malay Literature Component (KOMSAS),Weiner Theory, national integration, Malaysian

Full Text:

PDF

Refbacks

  • There are currently no refbacks.


....................................................................................................................................................................................................


Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License

© Jurnal Pendidikan Malaysia | Malaysian Journal of Education
ISSN 2180-0782 | eISSN: 2600-8823