Suchergebnisse

Malaysia is a multi-racial country comprises of diverse lifestyles, cultures as well as religions. This situation requires a different approach in developing the strong values of patriotism in order to preserve the harmony and strengthen the nation's identity of Malaysia. The construction of this patriotism framework relies on Malay culture and Islam as the official religion of the country as well as not disregards other ethnic cultures and religions. The goal of patriotism in the context of Malaysia leads to the enrichment of pride values as Malaysian, loyalty to the King and country, have a sense of belonging, has a level of discipline and obedience towards the laws of the country and becoming a competitive and productive society. In order to make this aspiration a reality, various attempts have been made in myriad number of schools, higher education institutes and education as well as community which is driven by the government, private organizations as well as NGOs. Apart from that, a detailed discussion on issues related to the challenges in establishing racial harmony which is a major factor in the formation of Malaysian patriotism framework as well as the suggestions to enforce patriotism among Malaysian nation are also incorporated.

Malaysia is a heterogenic country as the nation is formed by multiracial. Thus, national stability and racial harmony are depending on how relationship among ethnics is enhanced and preserved in order to form a strong nation state. The government is fully aware that educational institutions are the most important disseminators of unity values in enhancing the nation of Malaysia. Schools are the main disseminators through curriculum development and evaluation towards values of unity and national integration, in restoring understanding on the nation and the country. The Curriculum Development Model is the foundation of the research proposal to serve as an implementation manual to inculcate values of unity through History Curriculum. The implementation involves five relevant constructs in defining curriculum, involving comprehensive efforts in providing students education, which are: (1) textual contents (text books) (2) pedagogical elements, (3) inculcation of values, (4) usage of teaching aids and (5) assessment. This research evaluates the relationship among the five constructs towards the elements of racial unity in establsihing the nation state of Malaysia, with the demise of prejudiced and racial gap. The comprehensive curriculum empathizes on the importance of holistic unity components to ensure that the inculcation of values is successfully done through multiple dimensions.

The current study aims to develop and validate a questionnaire instrument to measure the socio-environmental support, socio-educational participation and educational well-being indicators using Exploratory Factor Analysis (EFA) and Reliability Analysis among secondary school children in Sri Lanka. The indicators used in the analyses were based on sociological theories, and several past empirical studies identified to have three main constructs. The socio-environmental support construct which is based on Bronfenbrenner's (1989) ecological theory. The socio-educational participation construct which is developed in line with the Social Capital Theory (Putnam, 1993) and students' educational well-being construct, which was developed based on the Psychosocial Well-being Framework of Sri Lanka (2009). The pilot study was carried out, consisting of 50 secondary school children in Sri Lanka. The study results revealed that the value of Kaiser-Meyer-Olkin (KMO) test results for all constructs was above the cut-off level of 0.5. The Exploratory Factor Analysis of this study demonstrated that 35 items of socio-environmental support construct, 21 indicators of socio-educational participation construct, and 28 items of educational well-being construct were valid for measuring all those constructs. Reliability Analysis shows that each construct and indicators have good internal consistency values.

Received: 20 May 2021 / Accepted: 23 July 2021 / Published: 5 September 2021