THE DIFFERENCE BETWEEN AND KSSR

KBSR
Aspects

Form

Organizations

Content

Pedagogy

Time Allocation

Method of Assessment

KBSR
Communication
Man With Nature Around
Individual Self Development

Based subjects

Communication
Spirituality, Values a
Humanities
Personal skills
Physical Developme
Science and Techno
Phase I
Basic Core Module
Core Modules Themes
Elective Modules
Level II
Communication Modu
Communications Elec
Module Spirituality, A
Module Physical and A
Science and Technolo
Humanitarian module

Changes content to all subjects

Thinking in R & D
Application of Multiple Intelligences in the P & P
Use of ICT
Future research-based teaching
Lessons Constructivism
Contextual Lessons
Self-Access Learning
Mastery Learning
Learn How to Learn

Assertion and an em
Thinking in R & D
Application of Multip
Use of ICT
Future research-based
Lessons Constructivis
Contextual Lessons
Self-Access Learning
Mastery Learning
Learn How to Learn

Changes in the allocation of time to a number of subjects, especially English a

Significant emphasis on summative assessment

Discounter a continu
achievement of pupil
Using a variety of as
Be authentic and ho

Aspects

KBSR
Syllabus
Syllabus
Content
Learning Outcomes
Proposed R & D activities
Textbook

Materials

Management Curriculum

Curriculum docume
Content Standard
Learning Standards
Textbook

All changes in the aspects above cause changes to the curriculum at various lev

Posted by PHYSICAL EDUCATION SKTDH2 committee at 7:10 PM

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ABLE OF CONTENTS

NO

CONTENTS

PAGE

Introduction

1-2

Question:
Establishing PJPK as one of the important
subjects in primary schools based on the
USSR

3-14

Conclusion

15

References

16

Introduction
According Dr.Ragbir Joginder Kaur Singh in his book Guide to Comprehensive
Educational KPLI (Primary Schools), word curriculum comes from the concept of a
horse running in the country of Greece .Secara literally, it means a kursus.Berikut
some definition of the curriculum.
1.Kerr J. K (1968), Hirst (1975) and Nicholls and Nicholls A SH (1978) mentafrif right
level school curriculum plan
2.BOSmith, WD Stanley and JH Shores (1957), J. G Saylor & W. M Alexander (1974)
and K. Egan (1978) state education curriculum plans.

3.Tyler (1950), GA Beauchamp (1968) and AS Robinson (1971) focus on the

objectives of the curriculum and teaching and learning processes that occur either
in school or outside of school.
4.Kurikulum defined as any program operated by a school or educational institution
to achieve its goals (Cabinet Committee Report 1979).
Curriculum is a plan that covers all the knowledge, skills, values and norms,
cultural elements and beliefs of society. Curriculum serves to develop the potential
of

students

intellectually,

physically,

spiritually

and

socially

balanced

and

comprehensive way, developing traits that can lead towards national unity and
produce skilled manpower and trained for the needs of the country.
USSR (Standard Curriculum for Primary Schools)
For the initial stage, a total of 500 schools have been undergoing a pilot test
beginning March 31, 2009 until the end of June 2009 A total of 50 schools will
undergo pilot testing all subjects while the rest of the school will undergo a test pilot
in the remaining subjects.
Beginning in 2011, the Standard Curriculum for Primary Schools (USSR) was
implemented in all primary schools and initiated disciples of 1 KSSR formulated
based on the requirements contained in the Education Development Master Plan
2006-2010 which is triggered by the former Prime Minister of Malaysia, Tun Sri
Abdullah Ahmad Badawi. The main goal of this curriculum is to ensure that children
are imbued with the spirit of the people of Malaysia to acquire knowledge, skills and
competence and moral values.
Factors that cause change curriculum in Malaysia.
Curriculum in Malaysia is actually not changed one hundred percent, but it is
an improvement from the previous curriculum. Why these improvements need to be
done?Changes or improvements are made to meet the current demand. For
example, in the era of the 1960s through the 1980s, agriculture is very important at
the

time. Therefore,

the

curriculum

is

focused

on

the

question

of

agriculture. Whereas, in the 1980s to the 1990s, the industrial age has emerged to
replace the agricultural era. The curriculum focuses on such skills associated with
industrialization.

According

to

Fatimah

Hamid

Don

(1984),

the

history

of

curriculum

development in the country has demonstrated clearly that the activities are
reflected in the government's strong words to the national development plan every
five years.
Next, the subjects of Physical Education and Health Education as we see
today, it is regarded as a less important subject. This may be caused by lack of
awareness and knowledge of the community about the importance of the subject of
Physical Education and Health Education not only in schools but also in the lives of
human beings.

Question:
Establishing PJPK as one of the important subjects in primary schools
based on the USSR.
There are several methods proposed here to help us in promoting subjects of
Physical Education and Health Education to a higher level and on par with other
core subjects.Among them are:
1.

Teacher

of

Physical

Education

and

Health

Education

as

the

best role model.

2.

Subjects of Physical Education and Health Education taught by

teachers of the option.

3.

Recommendation of Physical Education and Health Education as a

subject t ERAS and included in the UPSR.

4.

Regularly organizes special courses for the subjects of Physical

Education and Health Education.

5.

To create awareness among students, parents, teachers and the

community about the importance of Physical Education and Health Education.

6.

Using information technology in the teaching and learning of Physical

Education and Health Education.

7.

Absorption subjects P endidikan Physical and Health Education in the

teaching of other subjects in school.

8.

Assessment

of

Physical

Education's

Health

Education

more

systematic.
9.

Create a reading space or booth Physical Education and Health

Education in schools.
10.

Right to organize Sunday or B Ulan Physical Education and Health at

the school level.

Teacher of Physical Education and Health Education as the best role model

As

educators,

we

will

not

miss

the

view

of

the

surrounding

community. Teachers are considered as the best example to his disciples. All aspects
must be taken into account either in terms of the teacher's own personal attitudes,
attire and so on. Similarly, Health and Physical Education teachers need to show the
best appearance and comparable or greater compared with teachers of other
subjects. Figure 1 below shows how to compare the difference of Physical Education
and Health teacher dressed in a sport that is right and wrong.

Figure 1: Compare and contrast the use of teachers of right and wrong
Subjects of Physical Education and Health Education taught by teachers of
the option.
To uphold the subjects of Physical Education and Health Education, the next
step is to do with the way the subjects of Physical Education and Health Education
shall be taught by teachers of the option. This is to ensure that students get the
proper knowledge and not run three laps and play ball every time Physical
Education. Moreover, the fundamental aspects of the movement of running,
jumping

and

throwing

should

be

applied

in

each

teaching

and

learning

session. Teachers of Physical Education and Health are trained and have the course
to learn more about this matter. Next, teaching creative movement and dynamic
nature will lead to a sense of excitement when the students do activities. Thus, it is
desirable subjects of Physical Education and Health Education taught by teachers of
the option. In line with the goal of enhancing KSSR knowledge, attitudes and
practices of personal health, family, community and the environment, this
knowledge is in the teacher options will attend the course. Figure 2 below shows the
dilemma faced by the teachers is not the option of Physical Education and Health
Education teaching Physical Education and Health Education

Figure 2: The Dilemma teacher today

Recommendation of Physical Education and Health Education as a core
subject and included in the UPSR.

As the core subjects of the existing English, Mathematics, English and Science
subjects of Physical Education and Health Education can be used as core subjects
and included in the UPSR. Role in the Malaysian education curriculum is to develop
the potential of students intellectually, physically, spiritually and socially in a
balanced and comprehensive, building characteristics that can lead towards
national unity and energy of the people well-versed and trained for the needs of the
country. Here clearly the intention of education in Malaysia is intended to establish a
balance of physical individuals. Thus, these subjects will actually produce a robust
and disciplined students when learning to walk. Thus, indirectly, the children will be
smart and easy to comply with instructions even when other subjects are taught. In
Western countries, for example, the subject of Physical Education and Health
Education is a core subject and a priority compared to other subjects. But unlike
what happens in Malaysia, the subject of Physical Education and Health Education is
not a priority. In fact, not only the parents consider this subject is less important, but
there are also those with which it does not consider the benefit of the pupils. In the
USSR

there

are

applied

on

the

physical,

physiological

and

psychological

puberty. That is, students were exposed to the physical changes during puberty and
through barriers between women and men. Compared KBSR, this title will only be
taught in high school when the students are in Form 1 and 2.

Figure 3: Beyond decoration pictures

Regularly organizes special courses for the subjects of Physical Education
and Health Education.
Indeed, for upholding a thing among other measures to achieve the goal is to
provide specialized courses. The main purpose of this course is made for a
new input and to train teachers to apply the theory learned through micro
teaching. These courses must be attended by teachers of Physical Education and
Health Education teacher instead of other subjects such as Mathematics. This is to
avoid confusion about the science teachers will be presented during the course

later. Accordingly, the coaches who will deliver knowledge in the course will be
qualified coaches. These measures should be neglected and it is appropriate to
uphold the wishes of Physical Education and Health Education in the public eye,
especially in Malaysia. Figure 3 below shows the teachers are being met

Figure 4: The teachers are being met

To

create

community

awareness
about

among

the

students,

importance

of

parents,

teachers

Physical

and

Education

the
and

Health Education.
At this stage, the teacher plays an important role for creating awareness
among the students, parents, teachers and the community about the importance of
the subject of Physical Education and Health Education not only in the exam but
also in the daily life of students. Overall fitness is the integration of the components
of mental, social, emotional, and spiritual. So the importance of fitness is to enable
individuals to contribute meaningfully to society. The overall fitness of an individual
reflect the feelings of life and ability to function more efficiently. In addition,
students should be exposed to the advantages of having a good health and a good
level of fitness. Awareness is important to the students so that they will better
appreciate the value they receive from the subjects of Physical Education and
Health Education. While elements of thinking skills should be incorporated in the
teaching and learning of Physical Education and Health Education. Thinking is a
process that uses the mind to find meaning and thus the solution to a concern or
problem with using a variety of ways that the deliberations and decision making as
well as logical and reasonable reflection of the process suffered. (Edward de Bono,
1976, Dewey, 1910). Thus, indirectly the subject of Physical Education and Health
Education can upheld. Figure 5 displays the next PTA meeting on the problems of
students.

Figure 5: PTA Meeting to discuss the problems students

Using information technology in learning and teaching physical education
and health education.

In line with the government's intention membestarikan all schools, the

adoption of teaching and learning of Physical Education and Health Education by
using the internet to make one more step how to elevate this subject. Although not
all schools have internet access, but the government has taken a wise step that
schools in rural areas have been equipped with internet facilities and solar energy
to upgrade and provide opportunities for students in rural areas to enjoy this
facility. Thus, students can visit the websites related to Physical Education and
Health Education. Internet usage among students is no longer a new thing
nowadays, therefore the teaching and learning of these subjects will be more
attractive. Figure 6 displays the enthusiasm of students in using information
technology applications.

Figure 6: Students show interest in using information technology

Absorption subjects of Physical Education and Health Education in the
teaching of other subjects in school.
Absorption:
1.

Absorption is when knowledge from several areas incorporated into a

subject.
2.

KS SR program, the elements of the subject content of Science and

Local Studies absorbed into the content language subjects.

3.

Some elements of other subjects such as Moral Education, Art

Education, Physical Education and Music are also absorbed in the language
program as a support activity.
For example, when mathematics teachers who want to teach numeracy 1 to
100 teachers could use methods such as the number of students mentioned while
doing body exercises. Absorption subject of Physical Education and Health
Education is not only attracting students, but the prestige of these subjects can be
improved.
Figure 7: Just picture decoration

Assessment of Physical Education and Health Education in a more

systematic
The next step on how to uphold the subjects of Physical Education and Health
Education is to provide an assessment of these subjects separately.
School-based formative assessment:
1.

Conducted on an ongoing basis to track the progress and achievement

of students in learning.
2.

Using a variety of assessment methods.

3.

Be authentic and holistic.

4.

Teaching and learning modules contain recommendations remedial and

enrichment activities.
With this assessment it is possible to assess the level of student teachers in
the subjects of Physical Education and Health Education. Implementation of this test
is done once in every semester. The results of this test will provide detailed
information to teachers of Physical Education and Health Education about the
fitness level of the students.Therefore, this is part of measures to elevate the
subjects of Physical Education and Health Education. Figure 8 below shows the
smart test conducted by teachers of Physical Education and Health.

Figure 8: Test the push smart

Create a reading space or booth Physical Education and Health Education
in schools.
In translating the subjects of Physical Education and Health Education as a
subject of interest, several methods of other subjects may be copied. For example,
the subjects in Bahasa Malaysia in schools often create spaces of reading and
English cottages. We also need to create space and an attractive cottage as a
reference point and increase the knowledge of students. The excitement will be
created and will interest students more deeply into subjects of Physical Education
and Health Education. Figure 9 is an example of the cottage Study.

Figure 9: Example cottage Study

Organizing Week or Month Physical Education and Health Education at
school level.
The school can organize a week or month of Physical Education and Health
Education in schools run by the Unit Procurement Committee of Physical Education
and Health Education. The purpose of Week and Month of Physical Education and
Health Education are:
1.

To create awareness about the importance and role of the subjects of

Physical Education

and Health Education to students and the local

community.
2.

Provide a space for students to delve more closely on the subject of

Physical Education and Health Education.

3.

Give information on the benefits of Physical Education and Health

Education.
Among the activities to be undertaken include:
1.

Activities in the form of competition. For example, drawing and games.

2.

Exhibition.

3.

Friendly match

4.

Talk.

5.

Selling books or pamphlets pertaining to the subject of Physical

Education and Health Education.

Figure 10 below is an activity to play ball with the teachers and students.

Figure 10: Activities to play football between teachers and pupils

Conclusion

Awareness and concern about the interests of certain parties of Physical

Education and Health Education in schools can not be overstated. For example, the
issue of weight loss has been a conversation in the community. But awareness of
the health implications are still lacking. There is no doubt that many parents would
like to see his chubby and cute when looked pudgy. Instead, we forget that it will
cause your child to experience problems with movement, became the subject of
ridicule and ultimately depression.Total food intake correlated with gender, age and
type of activity of a invidu. Therefore, it is ideal for students consume a balanced
diet and do exercise or physical activity to maintain a BMI for a healthy and active
life is not with the taking of additional materials that affect our health. Examples of
products to look slim, liposuction or take slimming pills and so on.
Therefore, strengthening the trainers and coaches of Physical Education and
Health Education apart from the use of information technology in teaching and
learning a bit much to elevate this subject in the public eye.

n line with the philosophy and goals of the National Education, Health
Education emphasizes the development of a comprehensive and
integrated individuals who are intellectually, spiritually, emotionally
and physically.Therefore, the teaching and learning of Health

Education should focus on the acquisition of knowledge and skills as

well as basic health and fostering appreciation.
In order to achieve the goal of Health Education, the following points
should be considered in teaching and learning:
1 An integrated approach is an important strategy to establish and
blending elements of knowledge, skills, language and values. Through
this approach, the development of thinking skills, generic skills and
learning skills need to be emphasized. In addition, the knowledge and
skills from a variety of other subjects, students experience daily life as
well as global issues should be correlated in the process of teaching
and learning disciplines of Health Education.
2 The force of thought students should be enhanced to enable pupils to
make decisions, improve health literacy and adopt a healthy
lifestyle. Activities that provide opportunities for students to think
creatively and innovatively should be handled by the teacher.
3 Use a variety of teaching and learning approaches that engage
students actively is necessary to enable students to gain experience
and understand the concept of taking care of yourself, family and
community. For this purpose, the method of inquiry, discovery and
learning through experience is highly recommended. Among the
methods and techniques that can be used include group activities,
fieldwork, discussions, case studies, simulations and role
play. Learning experiences such as this can provide an opportunity for
students to express their own views, the basis to build morale, build
always love and thirst for knowledge, reading and lifelong learning.
4 In the process of teaching and learning, the emphasis should be on
nurturing the values that are consistent with the goal of Health
Education.The value to be inculcated and practiced the cleanliness,
safety, responsibility, caring, compassion, honesty and cooperation.
5 learning activities undertaken by teachers should provide
opportunities for students to master communication skills, build
healthy relationships, empathize with others, be able to handle the
emotions and stress of managing a productive and healthy life.
6 In the course of classroom activities, student experience and
learning experiences need to be sequenced to take into account
different levels of intelligence so that students can learn in their own

way in the most favorable conditions. Methods and different activities

should be planned for students of different levels of intelligence.
7 Possession psychosocial competency skills (life skills) is necessary
and will help students to adapt to demands and challenges of everyday
life, to create awareness about an issue or problem that occurred in the
past, present and future. This means that students can make
predictions, anticipate consequences and manage change in order to
get maximum benefits.
8 The use of information and communication technologies such as the
Internet, e-mail, CD-Rom and telecommunications conference in the
process of teaching and learning should be encouraged as equip them
with 21st century skills.
Posted by Kwei Ling Huey at 03:27 0 comments

BSR AND USSR in the teaching of

Physical Education
CURRICULUM

Definition of curriculum and curriculum goals and objectives based on the

writings of Isaac Ramly (2003), the curriculum covers all the experience gathered in and
outside the school and what is taught in schools and classrooms. He also classifies the
curriculum into three parts, namely the curriculum as a program designed and
implemented in the school curriculum as a program designed and implemented
practically in the classroom. curriculum is filling a culture of lifelong knowledge and
experience of an individual or group.

Curriculum and serve as a guideline for determining the boundaries of knowledge

to be presented in a certain level. School curriculum should be relevant needs of the
time. Curriculum Development Centre always formulate curriculum in Malaysia from
time to time by high flows.Curriculum should be modified according to the needs of the
pupils always keep pace with the trends of current knowledge.

Curriculum and its relationship with the Physical Education Syllabus.

A curriculum is a written document Which may Contain many ingredients, but basically
it is a plan for the education of pupils during your enrollment in Their given school George A.Beauchamp (1986)

Based on the George A. Beauchamp, he defines curriculum as a written document in

which it is contained in a variety of materials, but basically it is a plan for the education
of

students

while

they

are

in

school.

Formulated curriculum has a particular interest related to the subjects of Physical

Education.Curriculum designed to help produce a balanced psychomotor ability,
affective and cognitive.Aspects of the development needs of the country j is in the
process of quality human capital formation.

Education in Malaysia has undergone a phase change in the curriculum in line

with the times to ensure that the curriculum is always relevant for a balanced human
capital that can address current and future challenges. The curriculum is the New
Primary School Curriculum (KBSR), Integrated Curriculum for Primary Schools (KBSR)
and the latest Standard Curriculum for Primary Schools.

INTEGRATED CURRICULUM PRIMARY SCHOOL (KBSR)

GOAL OF SCHOOL EDUCATION

The goal of the School of Education is to ensure the development of students' potential
in a balanced and integrated and covers aspects of intellectual, spiritual, emotional and
physical well-balanced for malahirkan insane harmonious and virtuous.

Goals KBSR

The goal of primary education is to ensure the development of students' potential in a

balanced and integrated. These developments include aspects of intellectual, spiritual,
emotional and physical development towards a balanced, harmonious and virtuous.

Goals KBSR
The goal of primary education is to ensure the development of students' potential in a
balanced and integrated. These developments include aspects of intellectual, spiritual,
emotional and physical development towards a balanced, harmonious and virtuous.

Objective KBSR
To achieve these goals, education at the primary level to enable to enable students to:
i.

mastering the Malay language befitting its status as the national language

and the official language of the country;

ii.

master basic skills of language to speak, read and write in the language

medium schools;
iii. dominate a strong foundation in computing skills and use them in
solve everyday problems;
iv.

study skills;

v.

thinking skills;

vi. speak, read, write and understand the English language in accordance with the position
as a second language;
vii.

acquire knowledge and trying to add;

viii. build leadership skills and self-confidence;

ix.

have the knowledge, understanding, interest and sensitivity to human and environmental

environment;
x.

scientific and technical skills;

xi. understand, take advantage of, enjoy and participate in charitable activities, arts and
recreation
within the national culture;

xii. health and fitness;

xiii. acquire skills and build enthusiasm and positive attitude
entrepreneurship and productivity;
xiv.

master the skills of reading, memorizing and understanding the meaning of certain
sentences

Quran for Muslim students;

xv. believe in the fundamentals of the faith, and do deeds of worship and practice moral
behavior;
xvi. build a spirit of patriotism;
xvii.

develop talent and creativity; and

xviii. adopt attitudes and behaviors based on the values that make
the basis for a way of life.

Principles KBSR

KBSR formulated based on the following principles that are in line with the National
Education Philosophy: -

i.

Integrated Approach;

ii.

Development of the individual as a whole;

iii.

The same education for all students; and

iv.

Lifelong education.

v.

primary school pupils often easy to obtain knowledge and skills through activities in the
classroom skills compared with penglaman life, hence all learning activities should be
linked with the experience of living in the

vi.

atmosphere of the school is conducive to always bring big opportunities and encourage
social interaction, exchange of views and cooperation among students

vii.

activities in the classroom should enable students to develop critical and creative
thinking and engage them actively in the process of acquiring basic skills

viii.

organization's activities and classroom management to be flexible

ix.

emphasis on the (cross-curricular)

x.

mastery of the 3Rs (reading, writing and arithmetic)

xi.

evaluation should be in intergrasikan in all learning activities in the classroom.

Emphasis

Focus Level I

i.

Mastery of the basic skills of language (listening, speaking, reading and writing)

ii.

Domination numbers and basic operation count

iii.

Literacy and reading, menhafaz and appreciate the verses of Al-Quran;

iv.

Recognizing and understanding the norms and values of society.

The focus of Phase II

i.

Strengthening of basic language skills;

ii.

Strengthening basic skills and problem-solving mathematical operations;

iii.

Acquisition of knowledge and skills to other

iv.

Study Skills and Critical Thinking Skills and Creative

v.

Read, memorize, understand and appreciate the teaching of the Koran;

vi.

Appreciate and practice the values.

Structure KBSR

KBSR structure consists of three areas, namely: -

i. Communication;

ii. Man and Nature around; and

iii. Individual Self Development.

Three fields were divided into six components that are central to the structure
KBSR. These components are:

i. Basic Skills;
ii. Human Environment;
iii. Arts and Health;
iv. Spirituality, values and attitudes
v. Life Skills; and
vi. Curriculum

Core KBSR

i. Integration;
ii. Absorption;
iii. Evaluation;
iv. Enrichment; and
v. Recovery.

Emphasis in KBSR

In implementing KBSR, emphasis was given to: -

i. Basic skills;
ii. Thinking skills;
iii. Across the Curriculum;
iv. Language across the curriculum;

v. Patriotism across the curriculum;

vi. Teaching strategies and student-centered learning;
vii. Continuous assessment;
viii. Remedial and enrichment;
ix. Volatile principle; and
x. Science and technology across the curriculum

Teaching and Learning Strategies

In the course of teaching and student-centered learning, a teacher should be;

i. Create a stimulating learning environment;

Class physical facilities

comfortable learning space;

learning corner equipped with interactive materials;
Exhibit space work;
reference materials for student use;
learning materials challenging thinking.
Emotional aspects of social
Use friendly language;
the ability of teachers to students, and
use a variety of techniques.

ii. Adopt certain principles in the teaching and learning process.

- Actively involve students;

- Conduct continuous assessment;

- Create opportunities for students to evaluate their work;
- Train students to explore various ways in completing tasks;
- Provide opportunities for students to get experience repeatedly in situations
different;
- Provide a learning environment that encourages students to make decisions
rational;
- Appreciation for the efforts of students in order to assist and build capacity
bold, confident and forces fighting;
- To train students to learn skills in thinking skills;
- Take immediate action against the student's learning problems.

iii. Teaching and Learning Methods

To make teaching and learning more meaningful, effective and fun teachers must use
methods that involve students actively.

Teachers can organize the whole class, groups, pairs or individually. Formation of
student groups based on their abilities, almost the same or to a range of abilities.

Various methods can be carried out through the following activities;

- Simulation
- Acting
- Toy
- Tutoring
- Visit
- Storytelling

- Project
- Brainstorm
- Play the role of
-Pidato

Ratings

i. Evaluation of School-based (PKBS)

ii. Operating Ratings Primary School
iii. Primary School Achievement Test (UPSR)

INTEGRATED CURRICULUM PHYSICAL EDUCATION PRIMARY SCHOOL

GOALS:

Physical Education aims to help students become active learning through physical
activity and fitness practices.

OBJECTIVES:

Students can:
1. Improve and maintain health based fitness and motor behavior;
2. mastering basic movements and self-paced game,
3. exercise and physical activity as a daily routine,
4. apply knowledge of health and safety while participating in a variety of physical
activities;
5. build character and self-discipline; and
6. make wise decisions in life.

Syllabus of Physical Education in Integrated Primary School Curriculum is organized

into three main pillars, namely:

1. Fitness

This concept emphasizes the ability of students cord physical activity continuously
without feeling tired. The focus is on physical fitness component-based health and
motor behavior.

2. Skills

This emphasizes the concept of core skills enable students to do in terms of large
muscle movement and muscle halus.Tumpuan given to basic skills in games, athletics,
gymnastics, creative movement and recreation.

3. Sportsmanship

This emphasizes the concept of core knowledge and understanding in order to

strengthen
the practice of physical education and sport. The focus is on safety, management,
career, and ethical issues in physical education and sport.

CURRICULUM CONTENT ORGANIZATION

Subject content focuses on the fitness according to the characteristics and needs of
students. The proposed approach to this subject is learning through activities. Students
should be given the opportunity to learn the knowledge, skills and values related

subjects by doing activities, experiments and practice routine. Active participation of

each student in Physical Education class is required. Students should be given the
opportunity to express their emotions, develop mental processes, forming healthy
relationships and doing physical activities in a constructive and safe.Physical Education
experience includes three important aspects, namely:

i.

Active student participation and secure.

ii.

Creative interaction with materials, tools, and partners.

iii.

Recordkeeping activities of the students as evidence that learning has occurred.

Standard Curriculum for Primary Schools (USSR)

Starting in 2011, all schools will be using a new curriculum, known as the Standard
Curriculum for Primary Schools (USSR). This curriculum will be carried out in stages
throughout Malaysia beginning year 1 2011 curriculum is in line with current
developments and demand demanding a better quality of human capital in line with the
era's well-developed and sophisticated now.

Curriculum Transformation
The process of performing a form of holistic changes to the school curriculum
Existing involving changes shape, organization, content, pedagogy, time allocation,
assessment methods, materials and management of the school curriculum.

THE CONCEPT OF TRANSFORMATION PRIMARY SCHOOL CURRICULUM

Based on the Philosophy of Education (FPN)

Principles based KBSR:

Integrated approach

Development of the individual as a whole

Opportunities and quality education for all students

Lifelong education

B CURRICULUM OF TRANSFORMATION

unication - integration of language skills in verbal and non-verbal when interacting

hnology - Mastery of scientific knowledge, skills and scientific attitudes

Mastery of the knowledge and skills of mathematics
Mastery of knowledge and skills based on technology

& Aesthetics - physical development and health for well-being

Fostering imagination, creativity, talent and appreciation

alue - Appreciation of religious practices, beliefs, attitudes and values

manities - Possession of knowledge and practice of community and local environment, national and
global
To inculcate the spirit of patriotism and unity

al skills - Nurturing leadership and personal development through curricular and co-curricular activities

VALUE ADDED SKILLS / ELEMENTS ACROSS THE CURRICULUM (EMK)

- Creativity and innovation

- Entrepreneurship
- Information and Communication Technology (ICT)

STANDARDS-BASED CURRICULUM

Primary School Curriculum Transformation enacted standards-based content and

learning standards.

St Standard Content

Learning Standards

Specific statements about what students should know and can A setting of criteria or indicators of

do in a period of schooling covers the knowledge, skills and achievement can be measured for ea
values.

Example of Content & Standards Learning Standards

Stan Standard Content

English

Learning Standards

English

Listen, understand and to respond to any commands, questionsListen,

and understand and respond correctly to
messages heard correctly

bercapah.

English
Able to express a personal response to literary texts

English
Able to respond to:
Book covers
Pictures in books
Characters
with guidance

Mathematics

Mathematics

Rename and determine the number

Named the number to 100:

Count the number of objects in a group.

Naming number of groups of objects to re

Why Standard?

Ensure ALL students passing standards.

Setting knowledge, skills and values that need to be measured clearly.

Identify strategies for improvement (assessment for learning).

Addressing the problem of dropout students in learning.

Implementation of school-based assessment.

Curriculum Materials

Curriculum documents

Content Standard
Learning Standards

Textbook

Modular Berpendekatan

,
Ped Pedagogy

Thinking

Learn How to Learn

Application of Multiple Intelligences Theory

Mastery Learning

Self-Access Learning

Pembelanjaran In Contextual

Lessons Constructivism

Based Learning Future

Use of Information Technology and Komuinikasi (TMK)

Pent Assessment

Pent Assessment of R & D

Conducted on an ongoing basis to track the progress and achievement of pupils in
learning
Using a variety of assessment methods
Be authentic and holistic

CURRICULUM STANDARDS FOR PHYSICAL EDUCATION PRIMARY SCHOOL

Standard Curriculum for Physical Education was formed based

on content standards and learning standards that students need to
master and accomplish. Content standards is a clear statement of
what students should know and can do in a period of schooling that
includes skills, knowledge and values.Learning standards are a set of
criteria or measure the performance of each content standard.

Standard Curriculum for Physical Education itself still contains the

principles found in the New Primary School Curriculum (KBSR)
Physical Education and also using International Standards for
Physical Education and Sports School Students by the International
Council for Health, Physical Education, Recreational, Sports And
Dance (ICHPER-SD) as a guide. This new curriculum retains the
three main domains of education ie psychomotor, cognitive and
affective very important in educating and guiding the next generation.
Drafting of the Standard Curriculum for Primary School Physical
Education major seeks to fulfill the aspirations of the National
Education Philosophy to produce a balanced and harmonious
intellectually, emotionally, spiritually, and physically. The curriculum is
also able to provide students towards building the human capital of a
healthy and active.
Not only the students who have the knowledge and skills
required in the USSR Physical Education, teachers and even the
Standard Curriculum for Primary School Physical Education Year One
should have the basic knowledge and skills as contained in movement
skills and fitness based discipline of Physical Education. Which
involves motor learning, motor development, biomechanics,
conditioning, exercise physiology, sports psychology, sports sociology,
aesthetics and value. Teaching and learning Primary School Standard
Curriculum Physical Education should be implemented in a relaxed
atmosphere and environment with emphasis on safety.
GOAL

Standard Curriculum for Primary School Physical Education seeks to

develop students to become fit and healthy individuals with skills,
knowledge and values through the practice of physical activity to
achieve well-being.
OBJECTIVES
According to documents KSSR Physical Education Syllabus Year 1,
pupils who follow the teaching and learning of the Standard
Curriculum for Primary Schools Physical Education will be able to: 1. Perform basic skills with correct behavior according to the concept of
movement.
2. Develop skills in movement and motor skills.
3. Identify the correct body position while performing the movement.
4. Identifying activities to increase fitness levels.
5. Knowing the importance of regular physical activity.
6. Demonstrate personal responsibility while doing physical activity.
7. Perform physical activity in a fun and safe environment.
8. Comply with the rules and adopt safety measures while doing
physical activity.

9.

Adopt a healthy lifestyle to wellness.

FOCUS OF SUBJECTS
There are three focus Standard Curriculum for Primary School Physical Education for
Year One pupils develop basic skills of movement and motor skills, introduce the
concept of health-related fitness, and promote security element, personal responsibility,
and social interaction during physical activity.

CONTENT ORGANIZATION

Physical Education Curriculum KSSR organized in a modular. In a

modular curriculum, content grouped into sections called
modules. Modules include learning content in the form of selfcontained unit (self-contained) which consists of knowledge, skills and
values that have been identified for controlled and accessed.
Physical Education Curriculum Year One is built on five aspects:
Aspect 1: Movement Skills.
Students master the motor skills and movement patterns needed to
perform a variety of physical activities through the concept of
movement, basic pergerkan lokomoto involving movement, not
locomotor, rhythmic movement and manipulation tools. Others involve
sports noteworthy that basic gymnastics and aquatics base. Finally,
recreation and leisure activities.

Aspect 2: Application of Knowledge in Movement

By Aspect 2, students can apply their knowledge of concepts,
principles and strategies of movement in learning and developing
motor skills in performing physical activities.
Aspect 3: Improving Health Fitness
Pupils capable of improving and maintaining fitness levels for health
and physical performance through the concept of fitness and health
components of fitness based on aerobic capacity, flexibility, strength
and endurance, and body composition.
Aspect 4: Application of Knowledge to Improve Fitness
Apply knowledge of concepts, principles and strategies to improve
health and fitness physical performance.
Aspect 5: Sportsmanship
By Aspect 5, pupils capable of strengthening the practice of Physical
Education through the security element, sociological and
psychological concepts, principles and strategies in physical activity
effectively involving:
1.
2.
3.
4.

security and management,

Self-responsibility,
social interaction, and
group dynamics.

ANALYSIS METHODS

Letter-diff.

We have chosen to use the method of appeal widely to analyze the relevance of the
theory used by the teaching methods used in KBSR and USSR. Disunity between its
different is its appeal:

FEATURES Compare and contrast

- Similarities and differences in each item to be evaluated.

Subjects who used to be fit and have a different subject for dibandingbezakan like
KSSR dibandingbeza with KBSR about the advantages and disadvantages of each.

Dibandingbezakan -Topik want to be clear and proven facts such as the application
environment improves learning in KBSR and USSR.
- Restructuring discussions diff appeal must be organized in a specific order.
-Keutamaan Given to important aspects of the features that are important to the least
important features.
- Aspects that should be evaluated together with examples in order to provide more
detailed explanations about every aspect of facilitating compare the difference between
two things.
- Have a complete solution.

TEACHING METHODS AND KSSR KBSR

INTEGRATED CURRICULUM PRIMARY SCHOOL (KBSR)

Methods that can be used by teachers to carry out the teaching and learning of
physical education is the direct method. This method is concerned with the teacher. A
teacher makes all or most of the decisions about what, how and when an activity is
started based on objective requirements. This method is based on the direction and
tasks assigned by the teacher. This method is based on the Behavioral Learning Theory
(Behavioristic) who explains that learning occurs from outside to inside through the
reconstruction of the events correctly (Gallahue, 1993).Teachers are considered to
know how to do the movement skills in the right way.

For example, in a classroom teaching and learning (p & p) made physical

education.Teachers

to

teach

core

skills

of

locomotor

skills

titled

basic

movement. Teachers will teach students to perform a range of locomotor activity with at
least 3 to 4 individual movement activities so skilled individually and collectively. To that
end, students will practice to master these skills until they are proficient. Once they
have mastered these skills, the teacher will ask the students to demonstrate their range
of movement and activity in lokomotor.Guru movement will explain orally why should
dihayunkan hands and so on. In addition, students will also be asked to sketch and
label the body parts involved while doing the activity locomotor movements.

The advantage of this method is very effective method, focused on wishing to

learn, t Ye are many opportunities for misunderstanding and misinterpretation, and
structured learning environment.

However, the disadvantage of this method is that it does not take into account
individual differences (suitability of development), consider student learning and achieve
the same progress (appropriate age group). Methods are also more concerned about
the goals or outcomes of learning experiences from the learning process.

CURRICULUM STANDARDS PRIMARY SCHOOL (USSR)

Methods that can be used by teachers to carry out the teaching

and learning of physical education is the indirect method. This method
is student-centered. It is based on the philosophy that learning is more
than repeat and imitate correct. Learning should also through trial,
problem solving and self-discovery. It is based on Cognitive Learning
Theory mengangapkan learning as a process that occurs from the
inside out and the learning process is just as important adalag dangan
the learning outcomes.
In the USSR, locomotor skills, such as walking, running, jumping,
etc. lokotor rhythmic taught separately in each unit title. Pupils will
learn each movement more clearly and in detail and apply their
knowledge and experience in performing each activity carried out by
the teacher. For example, in one p & p running skills focused on the
ability of students to perform the skills to run correctly. Teachers will
give them an activity, such as running free, running a variety of ways,
and ran in different directions. Pupils will attempt to explore the
activities they do with their own ideas and creativity. This will
encourage students to think critically in a way to solve the problem of
fun while doing their newly learned skills. Indirectly, the students will
be able to identify the direction of movement of the left, right, front,

back, top and bottom. At the end of the p & p, the teacher will review
the proficiency of pupils in detail for use in future revisions.
The advantage of this indirect method is m embolehkan students
set goals to achieve this way, giving freedom to students and give
them the opportunity to be responsible, to take into account
differences among students and provide opportunities for students to
experience success at their own level of ability.
The downside of this method is the m emakan time as more time for trial and
error and interrogation, and requires teachers to practice and be patient. Teachers who
are not familiar with this style is always a problem to use it effectively. Besides, s ukar to
control the class and s ukar to ensure continuity in their education.

INTRODUCTION TO THE THEORY OF ECOLOGICAL

Ecological theory was developed by Urie Bronfenbrenner (1917). Development
of ecological theory is the theory that emphasizes the influence of the environment on
the development of the individual. Bronfenbrenner Ecological Theory (1979.1989)
explains that a child's development is the result of the interaction between the
environment with the child. In this context, the interaction between the child with the
child's environment that are believed to affect the growth and development of
children. Refers to the concept in theory, whether we realize it or not children are
individuals who are in the scope of micro (based in the heart) can be influenced by
environmental factors.

This theory states that the process of development and inclusive growth in the
system's

environment-conscious

interaction

with

each

other. According

to

Bronfenbrenner there are five systems that affect children's development.

ENVIRONMENTAL SYSTEMS THEORY OF ECOLOGICAL BRONFENBRENNER

According to Bronfenbrenner, individual development environment consists of five

systems, namely:

a) microsystems
Microsystems involves the immediate environment in which children have direct
interaction and spent most of the time. For example, the interaction of the child in the
family of parents and siblings.Interaction between friends, neighbors and teachers to be
involved in the process of child development.

Families, especially parents is the most important agent of socialization in the life of a
child as an individual and the immediate or near a child's life, they have a great
influence on the behavior of children. For example, studies in and outside the country to
show that environmental factors such as parental involvement is actively have a direct
impact on all aspects of child development (Mac Naughtori, 2005).

An anthropologist George Peter Murdock defines the family is a social group living
under one roof, has a collaboration in economic activity and add offspring (Goode, p.
326). Family vulnerability factors and socio-economic status of the family will shape the
life of a child. Failure of their parents to correct their children's vulnerability will cause
these

children

no

longer

respect

them.

In a study that Iain is, Ting (2005) found that the level of involvement of parents in rural
areas were at a low level. Do not be surprised if before Berger (1995) through the study
expressed the diversity of role models for parents to support their children's learning at
school.

b) Mesosistem

Mesosistem is the relationship between microsystems with other microsystems. Any

thing

that

happens

in

microsystems

can

affect

interactions

with

other

microsystems. For example, the situation in the home can affect the behavior and
personality of an individual when they are in school.Individuals who have problems at
home will bring the problem to the school. This will cause them emotional upset and its
implications is that the problem will affect their studies.
c) ecosystems

Ecosystems of the experience with the environment that does not involve students
directly, but the decisions taken in the environment affect children or adults involved with
the child. The point here, the experience of the individual will also influence others. For
example, schools -pasar election.Condition management, facilities and regulations
enforced in places shopping will indirectly affect social development of the child.

d) Makrosistem

Makrosistem involves the development of individuals who dipangaruhi by the norms,

values and practices of society. For example, in some societies, gender roles are
emphasized (Santrock, 2008). In some countries, the men rated the roles and
responsibilities of a more dominant where they are given the opportunity of education
and the important jobs than women. This is because women are considered as the
weakest and not eligible for education than men. For parents who are still in the minds

of conservatives, they have thought of the education is not important to girls because
women

work

only

in

the

kitchen

alone.

e) Kronosistem

Kronosistem is a change of state in a period of time. For example, children nowadays

are more focused on the game in line with the changing technology and the
development of a country, such as Internet gaming, downloading the information via the
Internet and so on.

INTEGRATED CURRICULUM THEORY OF ECOLOGY IN PRIMARY SCHOOL

(KBSR)

Ecological theory is defined by humans is a paradigm to explain the movement of

people in which the individual interacts with the environment. In terms of commentary,
they also involve a dynamic systems approach in which the individual, through
movement, interact with the environment.

Each individual interaction is related to the environment. It results from a

combination of system dynamics approach and the perception of individuals and making
student-centered.Individuals across the environment proactively forming concepts concepts to enhance the learning of motor skills. In addition it also helps in identifying
what prevents the learning of motor skills.

Integrated Curriculum for Primary Schools in physical education, students need

to be given the opportunity to learn the knowledge, skills and values related to the
subject by doing activities, experiments and practice routine. Active participation of each
student in Physical Education class is required. Students should be given the

opportunity to express their emotions, develop mental processes, forming healthy

relationships and doing physical activities in a constructive and safe.The approach used
is a teacher as "Role Model" or as an example to all students. In each treatment
teachers, students - students will follow the behavior taught by teachers.

In addition, students can master the skills of critical thinking, creative and
innovative. These subjects provide opportunities for pupils to participate actively, to
acquire knowledge and practical skills. Thinking skills in subjects including making
categories, explaining why, check examine assumptions, making predictions, creating
metaphors and creating definitions. These subjects also educate students to make
informed decisions and solve problems.

Based on the study of ecological theory, the environment is defined by what and
whom students learn, and how results will be achieved. An example is the teacher. Guru
is one of the learning environment. For example, in teaching the sprint technique, the
teacher will show the student demonstration - students how techniques are applied to
the movement of running feet and hands. Then students - students will emulate what
has been taught by the teacher and try to apply and mengadaptasikannya in real
situations. This lesson requires students in thinking abilities and competence of
students in considering each learning taught by the teacher.

In this curriculum is a pioneer teacher or principal instructor who will teach and be
a model to show how the betul.Ini also closely related to the strengthening of the
responses given by teachers to students in doing a movement. Strengthened into strong
action. For example, while doing a running locomotor skills. Teachers will comment on
how run properly, students will try to improve the way the movement and it runs
according to the requirements of the teacher so that learning objectives are
met. Teachers play an important role in motor learning for each skill to be learned by
students, depending on how the teacher is able to perform an activity in order to

achieve the required skills effectively. Pupils will be interpretations of teacher instruction
and interact with teachers to hear the instructions correctly so that what has been
learned can be received and understood.

Among others are the textbooks. The textbook is also one other environments to
replace teachers. Without instruction from the teacher, a little difficult for the students to
imitate the style and techniques taught by the teacher. In practice, the student is
required to manipulate or mempraktikknya itself and the results will be seen by the
teacher whether the results shown by the students' learning correct or not. Then each of
the examples described by teachers committed to students to understand the causes
and consequences of each lesson is done. Thus, students are able to differentiate and
try to use what is best in teaching so as to obtain the desired results.

Individual interaction with friends occur when doing group activities. Students will
work, berbicang and exchange views on their understanding of the movements required
to do something under the direction of the activities provided by the teacher. Indirectly,
to enhance the learning of motor skills in individuals with greater efficiency and quality
as a result of discussions among themselves. For example, students who are weak in
doing jumping skills such as will ask the opinion and guidance of students who are
proficient as a model for improving the understanding and treatment shows the correct
movement. Through this interaction, the two students could benefit indirectly. Poor
students will be able to improve and enhance the skills to do jumping skills, while
students who are proficient will increase confidence and performance in doing jumping
skills.

The activities of individual interactions can also explain the individual's perception
of the environmental situation. Motor learning is the result of individual effort to analyze
the situation, to see and understand the relationships and solve problems. Activities
should be fun and can be done to stimulate their minds as well as to attract their

attention. For example, in a physical education class.teachers locomotor skills of

walking skills will do an activity like walking individually or in groups by asking them to
walk imitating animals, such as rabbits and snakes. Interaction with these activities
could indirectly enhance motor learning and knowledge students kepekaaan their
surrounding environment by encouraging them to control a movement as a result of the
activities they have done.

ECOLOGICAL THEORY IN THE PRIMARY SCHOOL CURRICULUM STANDARDS

(USSR)

Man is a paradigm to explain the movement of people in which the individual interacts
with the environment.

Proponents of this theory is Turvey and Carello (Kluka, 1999). This theory was
combined with the findings of Gibson and Bernstein (Kluka, 1999). They also involve a
dynamic system approach where a process in which the individual, through movement,
interact with the environment.

According to the Ecological Theory. Movement produced by the students is the

result of the interaction of students to various aspects. Thus, the resulting movement or
desired information.USSR is specially formulated to meet the needs of exploration and
discovery methods by the students.

From the USSR, the activities are designed and intended to be specific to the
student is to generate the mind and thinking of students as a whole. Examples of

activities designed to title Space Awareness in Physical Education KSSR Year 1 is that
students should use imagination to form themselves into something.

Example of one direction ie straighten the body, such as an elephant. Once a

teacher member of the ruling, the students should explore what exactly is meant by
straight like an elephant.The resulting shape is a result of exploration discoveries made
by the students. That's why the method used for the learning process is very important
in fostering students' thinking. Along with the advancement of technology developed at
present, mind and thought students were filled with information that is influenced by the
environment. At school, the activities carried out not only seeks to introduce a concept,
but also enrich their minds.

Environment includes everything found in the area during the learning process
berlaku.Guru also become environment makes students in the learning process. In the
USSR, but a mentor teacher in a learning process. Any questions, students can ask the
teacher. However, a student can only use their minds and thoughts. Teacher who is a
part of the environment when facing the students learning process. So, the interaction of
students with the same teachers as the students have to interact with the
environment. So, it meets the principles of ecology in which the learning process occurs
because the presence of the students' interaction with the environment.

Aspects of the environment that includes the individual. The students themselves
are the people who become one of the environment. Individuals should try to adapt to
the environment to produce a learning process desired by each individual. That
individual will use their mind and thoughts to the process of learning through exploration
and discovery.

Self-awareness also plays a very important role in the process of adapting to the
environment. Arguably, the process of learning that takes place is one of the individual

processes interact with the environment in a way they adapt to their environment. Selfawareness is also very important in the process of adaptation to the environment. For
example, a student should know the capabilities themselves. By view the learning
process as well as methods of exploration and discovery that they can to ensure the
ability of the stage themselves. Examples can be seen in the activities of the body
Shaping is they know they are not able to form the letters as M individually.

According to the ecological theory of perception and human pergerakkkan a

paradigm to explain human movement where the individual interacts with the
environment. These theories are supported by Turvey and carello (Kluka 1999). In the
implementation of the standard curriculum for primary schools has been given a number
of elements that give new impetus to the Malaysian education curriculum which added
several new elements such as the use of basic skills in information and communication
technology (ICT) as well as the element of creativity and innovation, entrepreneurship
and information and communication technology (ICT) Explicit also applied with more
focus

on 4M

of

Reading,

writing,

mathematics,

and

new

element

of

reasoning. According to this theory, yet each individual interaction is related to the
environment. It results from a combination of system dynamics approach and the
perception

of

individuals

and

making

student-centered.Individuals

across

the

environment proactively forming concepts - concepts to enhance the learning of motor

skills.

In addition it also helps in identifying what prevents the learning of motor

skills. For example, in the first year under the USSR measure aspects of movement,
rhythmic movement requires students to perform a variety of skill moves to the
beat. Therefore the use of radio equipment and other audio-visual material is
environment for the pupils. Through activities such as the movement of the various
characters imitate the rhythm and music can help improve motor skills pembelajarn
child, this coincides with what has been submitted by Turvey and Carello (Kluka 1999),

they involve dynamic systems approach where the individual through movement,
interaction environment.

Additionally, the use of basic skills and information and communication

technology (ICT) is an environment that can positively impact member to increase motor
learning. Implementation

of thebasic skills

and

information

and

communication

technology (ICT) is done in stages. through the use of ICT is easier to find students
understand

the

basics

of

movement,

such

as

view

videos

that

have

disediakan.tambahan movement, the use of audio visual equipment like sound clear
and attractive pictures to attract children. In addition, students will also be motivated
indirectly. Could attract the interest of children to be present, thus helping to eliminate
the problem kekelas students' attendance. Apart from the use of ICT, the interaction of
other environmental factors such as teacher and his classmates also play a role in
enhancing the learning of motor skills of children.

If viewed in KBSR more teachers to give pupils an example then do drills like that
of the teacher, but little in the USSR where kerlainan rules apply reasoning
skills. Reasoning skills is a skill to encourage pupils menajana ideas creatively and
critically. these strategies help students solve problems using critical and creative ideas
are original and unique to the problem. example, a teacher asks a student to kicking a
ball doing it the right way. While other students observe the movement of pupils of their
colleagues. Then the other disciple asked students to comment on the move that was
made by a friend of the child. From there, the student will have a discussion to provide
comments, reviews and so on.

CONCLUSION

In line with the times and keep pace with the rapidly growing facilities, the
curriculum aims to increase the filling-good education system. The formulation and
improvement of the curriculum are made from time to time to keep pace with the growth
and development of children at this age.

Even so, each produced by a human being has weaknesses that need to be
corrected from time to time. Time will continue to change, the child will continue
expanded and expanded in line with the changing and increasingly challenging and
changing times, from time to time. Curriculum designed to be effective and can be
adapted to the application of the maximum impact for the overall development of the
individual and capable of producing first class human capital.

Government efforts to enrich the education system at all times is very important
in helping the generation that will rule in the future. Hope in the present and for the
future so that efforts are being carried out is not in vain and are able to develop and
produce a new generation of quality human capital.

BSR AND USSR in the teaching of

Physical Education
CURRICULUM

Definition of curriculum and curriculum goals and objectives based on the

writings of Isaac Ramly (2003), the curriculum covers all the experience gathered in and
outside the school and what is taught in schools and classrooms. He also classifies the
curriculum into three parts, namely the curriculum as a program designed and
implemented in the school curriculum as a program designed and implemented

practically in the classroom. curriculum is filling a culture of lifelong knowledge and

experience of an individual or group.

Curriculum and serve as a guideline for determining the boundaries of knowledge

to be presented in a certain level. School curriculum should be relevant needs of the
time. Curriculum Development Centre always formulate curriculum in Malaysia from
time to time by high flows.Curriculum should be modified according to the needs of the
pupils always keep pace with the trends of current knowledge.

Curriculum and its relationship with the Physical Education Syllabus.

A curriculum is a written document Which may Contain many ingredients, but basically
it is a plan for the education of pupils during your enrollment in Their given school George A.Beauchamp (1986)

Based on the George A. Beauchamp, he defines curriculum as a written document in

which it is contained in a variety of materials, but basically it is a plan for the education
of

students

while

they

are

in

school.

Formulated curriculum has a particular interest related to the subjects of Physical

Education.Curriculum designed to help produce a balanced psychomotor ability,
affective and cognitive.Aspects of the development needs of the country j is in the
process of quality human capital formation.

Education in Malaysia has undergone a phase change in the curriculum in line

with the times to ensure that the curriculum is always relevant for a balanced human
capital that can address current and future challenges. The curriculum is the New
Primary School Curriculum (KBSR), Integrated Curriculum for Primary Schools (KBSR)
and the latest Standard Curriculum for Primary Schools.

INTEGRATED CURRICULUM PRIMARY SCHOOL (KBSR)

GOAL OF SCHOOL EDUCATION

The goal of the School of Education is to ensure the development of students' potential
in a balanced and integrated and covers aspects of intellectual, spiritual, emotional and
physical well-balanced for malahirkan insane harmonious and virtuous.

Goals KBSR
The goal of primary education is to ensure the development of students' potential in a
balanced and integrated. These developments include aspects of intellectual, spiritual,
emotional and physical development towards a balanced, harmonious and virtuous.

Goals KBSR
The goal of primary education is to ensure the development of students' potential in a
balanced and integrated. These developments include aspects of intellectual, spiritual,

emotional and physical development towards a balanced, harmonious and virtuous.

Objective KBSR
To achieve these goals, education at the primary level to enable to enable students to:
i.

mastering the Malay language befitting its status as the national language

and the official language of the country;

ii.

master basic skills of language to speak, read and write in the language

medium schools;
iii. dominate a strong foundation in computing skills and use them in
solve everyday problems;
iv.

study skills;

v.

thinking skills;

vi. speak, read, write and understand the English language in accordance with the position
as a second language;
vii.

acquire knowledge and trying to add;

viii. build leadership skills and self-confidence;

ix.

have the knowledge, understanding, interest and sensitivity to human and environmental

environment;
x.

scientific and technical skills;

xi. understand, take advantage of, enjoy and participate in charitable activities, arts and
recreation
within the national culture;
xii. health and fitness;
xiii. acquire skills and build enthusiasm and positive attitude
entrepreneurship and productivity;
xiv.

master the skills of reading, memorizing and understanding the meaning of certain
sentences

Quran for Muslim students;

xv. believe in the fundamentals of the faith, and do deeds of worship and practice moral
behavior;
xvi. build a spirit of patriotism;
xvii.

develop talent and creativity; and

xviii. adopt attitudes and behaviors based on the values that make
the basis for a way of life.

Principles KBSR

KBSR formulated based on the following principles that are in line with the National
Education Philosophy: -

i.

Integrated Approach;

ii.

Development of the individual as a whole;

iii.

The same education for all students; and

iv.

Lifelong education.

v.

primary school pupils often easy to obtain knowledge and skills through activities in the
classroom skills compared with penglaman life, hence all learning activities should be
linked with the experience of living in the

vi.

atmosphere of the school is conducive to always bring big opportunities and encourage
social interaction, exchange of views and cooperation among students

vii.

activities in the classroom should enable students to develop critical and creative
thinking and engage them actively in the process of acquiring basic skills

viii.

organization's activities and classroom management to be flexible

ix.

emphasis on the (cross-curricular)

x.

mastery of the 3Rs (reading, writing and arithmetic)

xi.

evaluation should be in intergrasikan in all learning activities in the classroom.

Emphasis

Focus Level I

i.

Mastery of the basic skills of language (listening, speaking, reading and writing)

ii.

Domination numbers and basic operation count

iii.

Literacy and reading, menhafaz and appreciate the verses of Al-Quran;

iv.

Recognizing and understanding the norms and values of society.

The focus of Phase II

i.

Strengthening of basic language skills;

ii.

Strengthening basic skills and problem-solving mathematical operations;

iii.

Acquisition of knowledge and skills to other

iv.

Study Skills and Critical Thinking Skills and Creative

v.

Read, memorize, understand and appreciate the teaching of the Koran;

vi.

Appreciate and practice the values.

Structure KBSR

KBSR structure consists of three areas, namely: -

i. Communication;
ii. Man and Nature around; and
iii. Individual Self Development.

Three fields were divided into six components that are central to the structure
KBSR. These components are:

i. Basic Skills;

ii. Human Environment;

iii. Arts and Health;
iv. Spirituality, values and attitudes
v. Life Skills; and
vi. Curriculum

Core KBSR

i. Integration;
ii. Absorption;
iii. Evaluation;
iv. Enrichment; and
v. Recovery.

Emphasis in KBSR

In implementing KBSR, emphasis was given to: -

i. Basic skills;
ii. Thinking skills;
iii. Across the Curriculum;
iv. Language across the curriculum;
v. Patriotism across the curriculum;
vi. Teaching strategies and student-centered learning;
vii. Continuous assessment;
viii. Remedial and enrichment;
ix. Volatile principle; and
x. Science and technology across the curriculum

Teaching and Learning Strategies

In the course of teaching and student-centered learning, a teacher should be;

i. Create a stimulating learning environment;

Class physical facilities

comfortable learning space;

learning corner equipped with interactive materials;
Exhibit space work;
reference materials for student use;
learning materials challenging thinking.
Emotional aspects of social
Use friendly language;
the ability of teachers to students, and
use a variety of techniques.

ii. Adopt certain principles in the teaching and learning process.

- Actively involve students;
- Conduct continuous assessment;
- Create opportunities for students to evaluate their work;
- Train students to explore various ways in completing tasks;
- Provide opportunities for students to get experience repeatedly in situations
different;
- Provide a learning environment that encourages students to make decisions

rational;
- Appreciation for the efforts of students in order to assist and build capacity
bold, confident and forces fighting;
- To train students to learn skills in thinking skills;
- Take immediate action against the student's learning problems.

iii. Teaching and Learning Methods

To make teaching and learning more meaningful, effective and fun teachers must use
methods that involve students actively.

Teachers can organize the whole class, groups, pairs or individually. Formation of
student groups based on their abilities, almost the same or to a range of abilities.

Various methods can be carried out through the following activities;

- Simulation
- Acting
- Toy
- Tutoring
- Visit
- Storytelling
- Project
- Brainstorm
- Play the role of
-Pidato

Ratings

i. Evaluation of School-based (PKBS)

ii. Operating Ratings Primary School
iii. Primary School Achievement Test (UPSR)

INTEGRATED CURRICULUM PHYSICAL EDUCATION PRIMARY SCHOOL

GOALS:

Physical Education aims to help students become active learning through physical
activity and fitness practices.

OBJECTIVES:

Students can:
1. Improve and maintain health based fitness and motor behavior;
2. mastering basic movements and self-paced game,
3. exercise and physical activity as a daily routine,
4. apply knowledge of health and safety while participating in a variety of physical
activities;
5. build character and self-discipline; and
6. make wise decisions in life.

Syllabus of Physical Education in Integrated Primary School Curriculum is organized

into three main pillars, namely:

1. Fitness

This concept emphasizes the ability of students cord physical activity continuously
without feeling tired. The focus is on physical fitness component-based health and
motor behavior.

2. Skills

This emphasizes the concept of core skills enable students to do in terms of large
muscle movement and muscle halus.Tumpuan given to basic skills in games, athletics,
gymnastics, creative movement and recreation.

3. Sportsmanship

This emphasizes the concept of core knowledge and understanding in order to

strengthen
the practice of physical education and sport. The focus is on safety, management,
career, and ethical issues in physical education and sport.

CURRICULUM CONTENT ORGANIZATION

Subject content focuses on the fitness according to the characteristics and needs of
students. The proposed approach to this subject is learning through activities. Students
should be given the opportunity to learn the knowledge, skills and values related
subjects by doing activities, experiments and practice routine. Active participation of
each student in Physical Education class is required. Students should be given the
opportunity to express their emotions, develop mental processes, forming healthy
relationships and doing physical activities in a constructive and safe.Physical Education
experience includes three important aspects, namely:

i.

Active student participation and secure.

ii.

Creative interaction with materials, tools, and partners.

iii.

Recordkeeping activities of the students as evidence that learning has occurred.

Standard Curriculum for Primary Schools (USSR)

Starting in 2011, all schools will be using a new curriculum, known as the Standard
Curriculum for Primary Schools (USSR). This curriculum will be carried out in stages
throughout Malaysia beginning year 1 2011 curriculum is in line with current
developments and demand demanding a better quality of human capital in line with the
era's well-developed and sophisticated now.

Curriculum Transformation
The process of performing a form of holistic changes to the school curriculum
Existing involving changes shape, organization, content, pedagogy, time allocation,
assessment methods, materials and management of the school curriculum.

THE CONCEPT OF TRANSFORMATION PRIMARY SCHOOL CURRICULUM

Based on the Philosophy of Education (FPN)

Principles based KBSR:

Integrated approach

Development of the individual as a whole

Opportunities and quality education for all students

Lifelong education

B CURRICULUM OF TRANSFORMATION

unication - integration of language skills in verbal and non-verbal when interacting

hnology - Mastery of scientific knowledge, skills and scientific attitudes

Mastery of the knowledge and skills of mathematics
Mastery of knowledge and skills based on technology

& Aesthetics - physical development and health for well-being

Fostering imagination, creativity, talent and appreciation

alue - Appreciation of religious practices, beliefs, attitudes and values

manities - Possession of knowledge and practice of community and local environment, national and
global
To inculcate the spirit of patriotism and unity

al skills - Nurturing leadership and personal development through curricular and co-curricular activities

VALUE ADDED SKILLS / ELEMENTS ACROSS THE CURRICULUM (EMK)

- Creativity and innovation
- Entrepreneurship
- Information and Communication Technology (ICT)

STANDARDS-BASED CURRICULUM

Primary School Curriculum Transformation enacted standards-based content and

learning standards.

St Standard Content

Learning Standards

Specific statements about what students should know and can A setting of criteria or indicators of

do in a period of schooling covers the knowledge, skills and achievement can be measured for ea
values.

Example of Content & Standards Learning Standards

Stan Standard Content

English

Learning Standards

English

Listen, understand and to respond to any commands, questionsListen,

and understand and respond correctly to
messages heard correctly

bercapah.

English

English

Able to express a personal response to literary texts

Able to respond to:

Book covers
Pictures in books
Characters

with guidance

Mathematics

Mathematics

Rename and determine the number

Named the number to 100:

Count the number of objects in a group.

Naming number of groups of objects to re

Why Standard?

Ensure ALL students passing standards.

Setting knowledge, skills and values that need to be measured clearly.

Identify strategies for improvement (assessment for learning).

Addressing the problem of dropout students in learning.

Implementation of school-based assessment.

Curriculum Materials

Curriculum documents

Content Standard

Textbook

Modular Berpendekatan

Learning Standards

,
Ped Pedagogy

Thinking

Learn How to Learn

Application of Multiple Intelligences Theory

Mastery Learning

Self-Access Learning

Pembelanjaran In Contextual

Lessons Constructivism

Based Learning Future

Use of Information Technology and Komuinikasi (TMK)

Pent Assessment

Pent Assessment of R & D

Conducted on an ongoing basis to track the progress and achievement of pupils in
learning
Using a variety of assessment methods
Be authentic and holistic

CURRICULUM STANDARDS FOR PHYSICAL EDUCATION PRIMARY SCHOOL

Standard Curriculum for Physical Education was formed based

on content standards and learning standards that students need to
master and accomplish. Content standards is a clear statement of
what students should know and can do in a period of schooling that
includes skills, knowledge and values.Learning standards are a set of
criteria or measure the performance of each content standard.
Standard Curriculum for Physical Education itself still contains the
principles found in the New Primary School Curriculum (KBSR)
Physical Education and also using International Standards for
Physical Education and Sports School Students by the International
Council for Health, Physical Education, Recreational, Sports And

Dance (ICHPER-SD) as a guide. This new curriculum retains the

three main domains of education ie psychomotor, cognitive and
affective very important in educating and guiding the next generation.
Drafting of the Standard Curriculum for Primary School Physical
Education major seeks to fulfill the aspirations of the National
Education Philosophy to produce a balanced and harmonious
intellectually, emotionally, spiritually, and physically. The curriculum is
also able to provide students towards building the human capital of a
healthy and active.
Not only the students who have the knowledge and skills
required in the USSR Physical Education, teachers and even the
Standard Curriculum for Primary School Physical Education Year One
should have the basic knowledge and skills as contained in movement
skills and fitness based discipline of Physical Education. Which
involves motor learning, motor development, biomechanics,
conditioning, exercise physiology, sports psychology, sports sociology,
aesthetics and value. Teaching and learning Primary School Standard
Curriculum Physical Education should be implemented in a relaxed
atmosphere and environment with emphasis on safety.
GOAL
Standard Curriculum for Primary School Physical Education seeks to
develop students to become fit and healthy individuals with skills,
knowledge and values through the practice of physical activity to
achieve well-being.

OBJECTIVES
According to documents KSSR Physical Education Syllabus Year 1,
pupils who follow the teaching and learning of the Standard
Curriculum for Primary Schools Physical Education will be able to: 1. Perform basic skills with correct behavior according to the concept of
movement.
2. Develop skills in movement and motor skills.
3. Identify the correct body position while performing the movement.
4. Identifying activities to increase fitness levels.
5. Knowing the importance of regular physical activity.
6. Demonstrate personal responsibility while doing physical activity.
7. Perform physical activity in a fun and safe environment.
8. Comply with the rules and adopt safety measures while doing
physical activity.
9.

Adopt a healthy lifestyle to wellness.

FOCUS OF SUBJECTS

There are three focus Standard Curriculum for Primary School Physical Education for
Year One pupils develop basic skills of movement and motor skills, introduce the
concept of health-related fitness, and promote security element, personal responsibility,
and social interaction during physical activity.

CONTENT ORGANIZATION

Physical Education Curriculum KSSR organized in a modular. In a

modular curriculum, content grouped into sections called
modules. Modules include learning content in the form of selfcontained unit (self-contained) which consists of knowledge, skills and
values that have been identified for controlled and accessed.
Physical Education Curriculum Year One is built on five aspects:
Aspect 1: Movement Skills.
Students master the motor skills and movement patterns needed to
perform a variety of physical activities through the concept of
movement, basic pergerkan lokomoto involving movement, not
locomotor, rhythmic movement and manipulation tools. Others involve
sports noteworthy that basic gymnastics and aquatics base. Finally,
recreation and leisure activities.
Aspect 2: Application of Knowledge in Movement
By Aspect 2, students can apply their knowledge of concepts,
principles and strategies of movement in learning and developing
motor skills in performing physical activities.

Aspect 3: Improving Health Fitness

Pupils capable of improving and maintaining fitness levels for health
and physical performance through the concept of fitness and health
components of fitness based on aerobic capacity, flexibility, strength
and endurance, and body composition.
Aspect 4: Application of Knowledge to Improve Fitness
Apply knowledge of concepts, principles and strategies to improve
health and fitness physical performance.
Aspect 5: Sportsmanship
By Aspect 5, pupils capable of strengthening the practice of Physical
Education through the security element, sociological and
psychological concepts, principles and strategies in physical activity
effectively involving:
1.
2.
3.
4.

security and management,

Self-responsibility,
social interaction, and
group dynamics.
ANALYSIS METHODS

Letter-diff.

We have chosen to use the method of appeal widely to analyze the relevance of the
theory used by the teaching methods used in KBSR and USSR. Disunity between its
different is its appeal:

FEATURES Compare and contrast

- Similarities and differences in each item to be evaluated.

Subjects who used to be fit and have a different subject for dibandingbezakan like
KSSR dibandingbeza with KBSR about the advantages and disadvantages of each.

Dibandingbezakan -Topik want to be clear and proven facts such as the application
environment improves learning in KBSR and USSR.
- Restructuring discussions diff appeal must be organized in a specific order.
-Keutamaan Given to important aspects of the features that are important to the least
important features.
- Aspects that should be evaluated together with examples in order to provide more
detailed explanations about every aspect of facilitating compare the difference between
two things.
- Have a complete solution.

TEACHING METHODS AND KSSR KBSR

INTEGRATED CURRICULUM PRIMARY SCHOOL (KBSR)

Methods that can be used by teachers to carry out the teaching and learning of
physical education is the direct method. This method is concerned with the teacher. A
teacher makes all or most of the decisions about what, how and when an activity is
started based on objective requirements. This method is based on the direction and
tasks assigned by the teacher. This method is based on the Behavioral Learning Theory
(Behavioristic) who explains that learning occurs from outside to inside through the
reconstruction of the events correctly (Gallahue, 1993).Teachers are considered to
know how to do the movement skills in the right way.

For example, in a classroom teaching and learning (p & p) made physical

education.Teachers

to

teach

core

skills

of

locomotor

skills

titled

basic

movement. Teachers will teach students to perform a range of locomotor activity with at
least 3 to 4 individual movement activities so skilled individually and collectively. To that
end, students will practice to master these skills until they are proficient. Once they
have mastered these skills, the teacher will ask the students to demonstrate their range
of movement and activity in lokomotor.Guru movement will explain orally why should
dihayunkan hands and so on. In addition, students will also be asked to sketch and
label the body parts involved while doing the activity locomotor movements.

The advantage of this method is very effective method, focused on wishing to

learn, t Ye are many opportunities for misunderstanding and misinterpretation, and
structured learning environment.

However, the disadvantage of this method is that it does not take into account
individual differences (suitability of development), consider student learning and achieve
the same progress (appropriate age group). Methods are also more concerned about
the goals or outcomes of learning experiences from the learning process.

CURRICULUM STANDARDS PRIMARY SCHOOL (USSR)

Methods that can be used by teachers to carry out the teaching

and learning of physical education is the indirect method. This method
is student-centered. It is based on the philosophy that learning is more
than repeat and imitate correct. Learning should also through trial,
problem solving and self-discovery. It is based on Cognitive Learning
Theory mengangapkan learning as a process that occurs from the
inside out and the learning process is just as important adalag dangan
the learning outcomes.
In the USSR, locomotor skills, such as walking, running, jumping,
etc. lokotor rhythmic taught separately in each unit title. Pupils will
learn each movement more clearly and in detail and apply their
knowledge and experience in performing each activity carried out by
the teacher. For example, in one p & p running skills focused on the
ability of students to perform the skills to run correctly. Teachers will
give them an activity, such as running free, running a variety of ways,
and ran in different directions. Pupils will attempt to explore the
activities they do with their own ideas and creativity. This will
encourage students to think critically in a way to solve the problem of
fun while doing their newly learned skills. Indirectly, the students will
be able to identify the direction of movement of the left, right, front,
back, top and bottom. At the end of the p & p, the teacher will review
the proficiency of pupils in detail for use in future revisions.
The advantage of this indirect method is m embolehkan students
set goals to achieve this way, giving freedom to students and give

them the opportunity to be responsible, to take into account

differences among students and provide opportunities for students to
experience success at their own level of ability.
The downside of this method is the m emakan time as more time for trial and
error and interrogation, and requires teachers to practice and be patient. Teachers who
are not familiar with this style is always a problem to use it effectively. Besides, s ukar to
control the class and s ukar to ensure continuity in their education.

INTRODUCTION TO THE THEORY OF ECOLOGICAL

Ecological theory was developed by Urie Bronfenbrenner (1917). Development
of ecological theory is the theory that emphasizes the influence of the environment on
the development of the individual. Bronfenbrenner Ecological Theory (1979.1989)
explains that a child's development is the result of the interaction between the
environment with the child. In this context, the interaction between the child with the
child's environment that are believed to affect the growth and development of
children. Refers to the concept in theory, whether we realize it or not children are
individuals who are in the scope of micro (based in the heart) can be influenced by
environmental factors.

This theory states that the process of development and inclusive growth in the
system's

environment-conscious

interaction

with

each

other. According

Bronfenbrenner there are five systems that affect children's development.

ENVIRONMENTAL SYSTEMS THEORY OF ECOLOGICAL BRONFENBRENNER

to

According to Bronfenbrenner, individual development environment consists of five

systems, namely:

a) microsystems
Microsystems involves the immediate environment in which children have direct
interaction and spent most of the time. For example, the interaction of the child in the
family of parents and siblings.Interaction between friends, neighbors and teachers to be
involved in the process of child development.

Families, especially parents is the most important agent of socialization in the life of a
child as an individual and the immediate or near a child's life, they have a great
influence on the behavior of children. For example, studies in and outside the country to
show that environmental factors such as parental involvement is actively have a direct
impact on all aspects of child development (Mac Naughtori, 2005).

An anthropologist George Peter Murdock defines the family is a social group living
under one roof, has a collaboration in economic activity and add offspring (Goode, p.
326). Family vulnerability factors and socio-economic status of the family will shape the
life of a child. Failure of their parents to correct their children's vulnerability will cause
these

children

no

longer

respect

them.

In a study that Iain is, Ting (2005) found that the level of involvement of parents in rural
areas were at a low level. Do not be surprised if before Berger (1995) through the study
expressed the diversity of role models for parents to support their children's learning at
school.

b) Mesosistem

Mesosistem is the relationship between microsystems with other microsystems. Any

thing

that

happens

in

microsystems

can

affect

interactions

with

other

microsystems. For example, the situation in the home can affect the behavior and
personality of an individual when they are in school.Individuals who have problems at
home will bring the problem to the school. This will cause them emotional upset and its
implications is that the problem will affect their studies.
c) ecosystems

Ecosystems of the experience with the environment that does not involve students
directly, but the decisions taken in the environment affect children or adults involved with
the child. The point here, the experience of the individual will also influence others. For
example, schools -pasar election.Condition management, facilities and regulations
enforced in places shopping will indirectly affect social development of the child.

d) Makrosistem

Makrosistem involves the development of individuals who dipangaruhi by the norms,

values and practices of society. For example, in some societies, gender roles are
emphasized (Santrock, 2008). In some countries, the men rated the roles and
responsibilities of a more dominant where they are given the opportunity of education
and the important jobs than women. This is because women are considered as the
weakest and not eligible for education than men. For parents who are still in the minds
of conservatives, they have thought of the education is not important to girls because
women

work

only

in

the

kitchen

alone.

e) Kronosistem

Kronosistem is a change of state in a period of time. For example, children nowadays

are more focused on the game in line with the changing technology and the

development of a country, such as Internet gaming, downloading the information via the
Internet and so on.

INTEGRATED CURRICULUM THEORY OF ECOLOGY IN PRIMARY SCHOOL

(KBSR)

Ecological theory is defined by humans is a paradigm to explain the movement of

people in which the individual interacts with the environment. In terms of commentary,
they also involve a dynamic systems approach in which the individual, through
movement, interact with the environment.

Each individual interaction is related to the environment. It results from a

combination of system dynamics approach and the perception of individuals and making
student-centered.Individuals across the environment proactively forming concepts concepts to enhance the learning of motor skills. In addition it also helps in identifying
what prevents the learning of motor skills.

Integrated Curriculum for Primary Schools in physical education, students need

to be given the opportunity to learn the knowledge, skills and values related to the
subject by doing activities, experiments and practice routine. Active participation of each
student in Physical Education class is required. Students should be given the
opportunity to express their emotions, develop mental processes, forming healthy
relationships and doing physical activities in a constructive and safe.The approach used
is a teacher as "Role Model" or as an example to all students. In each treatment
teachers, students - students will follow the behavior taught by teachers.

In addition, students can master the skills of critical thinking, creative and
innovative. These subjects provide opportunities for pupils to participate actively, to
acquire knowledge and practical skills. Thinking skills in subjects including making
categories, explaining why, check examine assumptions, making predictions, creating
metaphors and creating definitions. These subjects also educate students to make
informed decisions and solve problems.

Based on the study of ecological theory, the environment is defined by what and
whom students learn, and how results will be achieved. An example is the teacher. Guru
is one of the learning environment. For example, in teaching the sprint technique, the
teacher will show the student demonstration - students how techniques are applied to
the movement of running feet and hands. Then students - students will emulate what
has been taught by the teacher and try to apply and mengadaptasikannya in real
situations. This lesson requires students in thinking abilities and competence of
students in considering each learning taught by the teacher.

In this curriculum is a pioneer teacher or principal instructor who will teach and be
a model to show how the betul.Ini also closely related to the strengthening of the
responses given by teachers to students in doing a movement. Strengthened into strong
action. For example, while doing a running locomotor skills. Teachers will comment on
how run properly, students will try to improve the way the movement and it runs
according to the requirements of the teacher so that learning objectives are
met. Teachers play an important role in motor learning for each skill to be learned by
students, depending on how the teacher is able to perform an activity in order to
achieve the required skills effectively. Pupils will be interpretations of teacher instruction
and interact with teachers to hear the instructions correctly so that what has been
learned can be received and understood.

Among others are the textbooks. The textbook is also one other environments to
replace teachers. Without instruction from the teacher, a little difficult for the students to
imitate the style and techniques taught by the teacher. In practice, the student is
required to manipulate or mempraktikknya itself and the results will be seen by the
teacher whether the results shown by the students' learning correct or not. Then each of
the examples described by teachers committed to students to understand the causes
and consequences of each lesson is done. Thus, students are able to differentiate and
try to use what is best in teaching so as to obtain the desired results.

Individual interaction with friends occur when doing group activities. Students will
work, berbicang and exchange views on their understanding of the movements required
to do something under the direction of the activities provided by the teacher. Indirectly,
to enhance the learning of motor skills in individuals with greater efficiency and quality
as a result of discussions among themselves. For example, students who are weak in
doing jumping skills such as will ask the opinion and guidance of students who are
proficient as a model for improving the understanding and treatment shows the correct
movement. Through this interaction, the two students could benefit indirectly. Poor
students will be able to improve and enhance the skills to do jumping skills, while
students who are proficient will increase confidence and performance in doing jumping
skills.

The activities of individual interactions can also explain the individual's perception
of the environmental situation. Motor learning is the result of individual effort to analyze
the situation, to see and understand the relationships and solve problems. Activities
should be fun and can be done to stimulate their minds as well as to attract their
attention. For example, in a physical education class.teachers locomotor skills of
walking skills will do an activity like walking individually or in groups by asking them to
walk imitating animals, such as rabbits and snakes. Interaction with these activities
could indirectly enhance motor learning and knowledge students kepekaaan their

surrounding environment by encouraging them to control a movement as a result of the

activities they have done.

ECOLOGICAL THEORY IN THE PRIMARY SCHOOL CURRICULUM STANDARDS

(USSR)

Man is a paradigm to explain the movement of people in which the individual interacts
with the environment.

Proponents of this theory is Turvey and Carello (Kluka, 1999). This theory was
combined with the findings of Gibson and Bernstein (Kluka, 1999). They also involve a
dynamic system approach where a process in which the individual, through movement,
interact with the environment.

According to the Ecological Theory. Movement produced by the students is the

result of the interaction of students to various aspects. Thus, the resulting movement or
desired information.USSR is specially formulated to meet the needs of exploration and
discovery methods by the students.

From the USSR, the activities are designed and intended to be specific to the
student is to generate the mind and thinking of students as a whole. Examples of
activities designed to title Space Awareness in Physical Education KSSR Year 1 is that
students should use imagination to form themselves into something.

Example of one direction ie straighten the body, such as an elephant. Once a

teacher member of the ruling, the students should explore what exactly is meant by

straight like an elephant.The resulting shape is a result of exploration discoveries made

by the students. That's why the method used for the learning process is very important
in fostering students' thinking. Along with the advancement of technology developed at
present, mind and thought students were filled with information that is influenced by the
environment. At school, the activities carried out not only seeks to introduce a concept,
but also enrich their minds.

Environment includes everything found in the area during the learning process
berlaku.Guru also become environment makes students in the learning process. In the
USSR, but a mentor teacher in a learning process. Any questions, students can ask the
teacher. However, a student can only use their minds and thoughts. Teacher who is a
part of the environment when facing the students learning process. So, the interaction of
students with the same teachers as the students have to interact with the
environment. So, it meets the principles of ecology in which the learning process occurs
because the presence of the students' interaction with the environment.

Aspects of the environment that includes the individual. The students themselves
are the people who become one of the environment. Individuals should try to adapt to
the environment to produce a learning process desired by each individual. That
individual will use their mind and thoughts to the process of learning through exploration
and discovery.

Self-awareness also plays a very important role in the process of adapting to the
environment. Arguably, the process of learning that takes place is one of the individual
processes interact with the environment in a way they adapt to their environment. Selfawareness is also very important in the process of adaptation to the environment. For
example, a student should know the capabilities themselves. By view the learning
process as well as methods of exploration and discovery that they can to ensure the

ability of the stage themselves. Examples can be seen in the activities of the body
Shaping is they know they are not able to form the letters as M individually.

According to the ecological theory of perception and human pergerakkkan a

paradigm to explain human movement where the individual interacts with the
environment. These theories are supported by Turvey and carello (Kluka 1999). In the
implementation of the standard curriculum for primary schools has been given a number
of elements that give new impetus to the Malaysian education curriculum which added
several new elements such as the use of basic skills in information and communication
technology (ICT) as well as the element of creativity and innovation, entrepreneurship
and information and communication technology (ICT) Explicit also applied with more
focus

on 4M

of

Reading,

writing,

mathematics,

and

new

element

of

reasoning. According to this theory, yet each individual interaction is related to the
environment. It results from a combination of system dynamics approach and the
perception

of

individuals

and

making

student-centered.Individuals

across

the

environment proactively forming concepts - concepts to enhance the learning of motor

skills.

In addition it also helps in identifying what prevents the learning of motor

skills. For example, in the first year under the USSR measure aspects of movement,
rhythmic movement requires students to perform a variety of skill moves to the
beat. Therefore the use of radio equipment and other audio-visual material is
environment for the pupils. Through activities such as the movement of the various
characters imitate the rhythm and music can help improve motor skills pembelajarn
child, this coincides with what has been submitted by Turvey and Carello (Kluka 1999),
they involve dynamic systems approach where the individual through movement,
interaction environment.

Additionally, the use of basic skills and information and communication

technology (ICT) is an environment that can positively impact member to increase motor
learning. Implementation

of thebasic skills

and

information

and

communication

technology (ICT) is done in stages. through the use of ICT is easier to find students
understand

the

basics

of

movement,

such

as

view

videos

that

have

disediakan.tambahan movement, the use of audio visual equipment like sound clear
and attractive pictures to attract children. In addition, students will also be motivated
indirectly. Could attract the interest of children to be present, thus helping to eliminate
the problem kekelas students' attendance. Apart from the use of ICT, the interaction of
other environmental factors such as teacher and his classmates also play a role in
enhancing the learning of motor skills of children.

If viewed in KBSR more teachers to give pupils an example then do drills like that
of the teacher, but little in the USSR where kerlainan rules apply reasoning
skills. Reasoning skills is a skill to encourage pupils menajana ideas creatively and
critically. these strategies help students solve problems using critical and creative ideas
are original and unique to the problem. example, a teacher asks a student to kicking a
ball doing it the right way. While other students observe the movement of pupils of their
colleagues. Then the other disciple asked students to comment on the move that was
made by a friend of the child. From there, the student will have a discussion to provide
comments, reviews and so on.

CONCLUSION
In line with the times and keep pace with the rapidly growing facilities, the
curriculum aims to increase the filling-good education system. The formulation and
improvement of the curriculum are made from time to time to keep pace with the growth
and development of children at this age.

Even so, each produced by a human being has weaknesses that need to be
corrected from time to time. Time will continue to change, the child will continue
expanded and expanded in line with the changing and increasingly challenging and
changing times, from time to time. Curriculum designed to be effective and can be
adapted to the application of the maximum impact for the overall development of the
individual and capable of producing first class human capital.

Government efforts to enrich the education system at all times is very important
in helping the generation that will rule in the future. Hope in the present and for the
future so that efforts are being carried out is not in vain and are able to develop and
produce a new generation of quality human capital.