POSTGRADUATE DIPLOMA IN TEACHING

SEPTEMBER 2023

HPGD1103

CURRICULUM DEVELOPMENT

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PART 1

TASK A: REVIEW OF ARTICLES

First and foremost, Malaysia curriculum has undergone big changes ever since we achieve
independence in the year 1975 from British colonist. Our curriculum will be changed
according to the needs or goals of the country at that time (Mohd et al., 2022). Although
Malaysia have shown improvement in the education sector, it should not be stagnant because
the world doesn't revolve around us. Technology and modernization have become a necessity
in our life. Thus, there is a need of reform in our education system to provide the needs of the
world and the economy of the 21st century (Baki, 2017). This is why in this article review,
we will discuss about the factors to revamp current curriculum. By knowing the importance
of changing curriculum, we also must know what areas that need to be emphasized for the
future curriculum. Suggestion also will be included to make sure to face the challenges that
we will face in future.
On top of that, the reasons to reconstruct current curriculum is because of the
development of knowledge (Mohd et al., 2022). Knowledge is as vast as ocean. With the
passage of time, layman have become much more intellectual and we can see that there are
rarely people that illiterate with their mother tongue. Thus, this means that knowledge also
have been developed dynamically spread to the public by using planned curriculum. New
discovery in various area such as in medical field, agriculture, technology and others shows
that the expanding of knowledge will be more advanced (Mondal & Chandra 2021). All of
the latest knowledge should be organised in the curriculum to teach future generation to
balance the need of times. By this development, even the knowledge that is hard to get in old
times can be easily access as teaching material. This is why curriculum need to change to
match the fast pace of knowledge development (Mondal & Chandra 2021).
Furthermore, According to Mondal & Chandra (2021), we need to reform our
curriculum because of the advance of technology. In the first place, technology and
knowledge advancement are an unstoppable pair in this modernization era. By the help of
advance technology, learning session also will be much easier for the teacher. For instance,
usually, the old way for leaning session is by using text book and listening to teachers talk.
But, by using technology like computer lab or tab, teachers can shows the image or slide that
have colourful colour on the screen rather than the image of old text book that been passing

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from old generation (Mohd et al., 2022). This will infleunce the students’ focus and support
all kind of students that have different kind of study style since this kind of learning session
suit for all three type of students which is students visual, auditory and kinesthethic. Hence,
curriculum reform is a must for latest technology.
Thirdly, the growth of students that have different passion, skill and requirement in
this era also become the reason to revamp current curriculum (Mondal & Chandra,2021). It is
undoubtly fact that the kids nowadays need new and different kind of abilties. This is
because, we want our students to have enough knowledge and skills to compete with other
people globally. We don’t want them to be left behind and did not have enough latest
knowledge which is, in particular, skill to use computer (Mondal & Chandra,2021). To boot,
since students have been exposed or will be expose of many skill that related with technology
in a young age, there must be a guidline that can make sure they only use it for moral
purpose. ‘Curiosity kill the cat’, thus, if there is no law or strict standard for student to use
their skill, it can become harmful for them to use.
Moreover, fourth factor why current curriculum should be change by view point of
Mohd et al (2022) is because of culture. Culture is a lifestyle that have been practiced by a
group, organisation, political party, religion, and moral value. Which is to says that culture
also can become intelectual force, spiritiual power that can touch people heart. So, why it
related with curriculum? This is because the change of curriculum happen when there is a
change of society culture based on time. For example, to influence people to always tolerant
and respect each other, curriculum must emphasize that every person deserve respect whether
they come from different race, nations and religions. With this kind of maturity in our society,
curriculum should meet the standard of socity mindset to go beyond it than before (Mohd et
al., 2022).
Besides, the need to update current curriculum also influenced by the government
policy. Malaysian Education Blueprint (PPPM) 2013-2025 is an idea that come from our
Former Minister of Education Malaysia, Tan Sri Muhyidin Yassin. This plan is huge reform
of education system in Malaysia that start from pre-school until university. Throughout the
entire years, government have arrange around three waves to make sure that they achieve this
goal, which is they started from the competency of teachers. Then, they started to reform
currciulum by the help if teachers and principals to increase the knowledge of global world
and skill needed. Lastly, all that related with the plan must exceed all the key performance
indicator (KPI) for their performance.By the implementation of this plan, it is hope that it can

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establish the desires for students to develop strong nationalism and patriotisme as a citizen of
malaysia excluding their various background (Mohd et al., 2022).
Over and above, as mentioned by Erstad, O., & Voogt, J. (2018) one of the main
issues all around the world is how to prepare our education system to cater the need of
brilliant people that suit with need of industry. We can see that it is also affecting our society
right now since many graduates find it hard to find a suitable job because most of the
employees wants the worker to have different kind of skills. The marketability and quality of
graduate will surely give long term effect and should be solve as soon as possible. Thus, how
does we make curriculum that can meet the industry standard in the future? Since the industry
is always progressing without fail, it is safe to assume that we must focus on mastering
selected areas only in this 21 century.
To further our discussion, one of the areas that should be emphasis for future
curriculum is critical thinking or we call it Higher Order Thinking Skills (HOTS). This is
because critical thinking is an ability that can analysis problems and give solutions. This is a
crucial skill because if any of the students have this kind of skill, they can deduct and analysis
situation calmly. They can also understand complicated system while analysing the problem
and give different view than others. HOTS usually divided by two, which are high and low
level thinking. This kind of thinking will greatly benefit students because they can make
students become more innovative and independent. For example, by combining all topic,
teachers can make new questions for them to solve without any guidance. This will train their
mind and sharpening their deduction to find the answers. This is why critical thinking is an
absolute areas to implement because we cannot survive only with remembering and
understanding in this age (Mohd, et al., 2021). Thus, when they enter job industry, critical
thinking of this will help them to secure a job because they have become accustomed to
always solve the problem raher than wait for it to be solve (Baki, 2017).
Next, global citizenship education also can be consider as crucial domain for future
curriculum. This education means that student must teach themselves that he or she is not
only bind to their country, but they also have a second identity, which is having a sense of
acceptance that they also a global citizen. This does not mean that they abandon their first
identity and citizenship, but encouraging them to make more open minded of global issues
and take part of it as a human being. This concept also promote and teach our younger
generation to give priority for humanity aspect and social interaction in the future. It is
important for them to understand that if we did not care about global issues, the colonial

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issues will undoubtly will happen again as quoted by philosoper, George Santayana “those
who don’t remember history will repeat the back the history”. For example, the issues of war
in Palestine, apartheid and the bombing of Hiroshima and nagasaki were historical point that
we need to bear in mind. Without moral value or civil education, human can become the
lowest being in the earth just because of money and wealth (Mohd et al., 2021)
In addition, we also can point out digital literacies as domain for future curriculum.
Advances in information technology and the internet today is result in overload information.
Likewise, it brings people to have digital literacies. This means that it is an individual
capability to use digital and social technology to obtain, understand it, analyse it, utilize it and
apply it effectively for the sake of socializing. It is also important to note that digital literacy
objective is not only for people to acknowledge it existence but also for them to use it to
optimize it daily basis (Setyaningsih et al., 2019). As reported by Setyaningsih et al. (2019),
interpersonal media, interactive media game, informative search media and interpersonal
communication media are the four horsemen of category four new media types. Below is the
example of each categories:

Types of Media Example

Interpersonal media Gmail/Outlook/Apple Mail
Interactive media Video games/ Virtual Reality (VR)
Informative search media Google Chrome/ Bing
Interpersonal communication media WhatsApp/ Telegram

Ever since the first cases of Covid-19 in Malaysia, Ministry of Education has started
to implement home based-learning and teaching (PDPR) to cope with the situation. Ever
since then, we can see that there is an important need for digital literacy for curriculum in
school since everyone including children have now exposed to technology. However, most
school only teach computer software that may have been not enough for today technology for
people need to know. Plus, there is always the other side of the coin especially in digital
world. In this world, one can conceal their identity without being caught. Hence, people can
easily make illegal activity without being suspected such as cyberbully, scamming, hacking,
misinformation and many others. Hence, it is important to integrate digital literacy in the
curriculum to teach young generation about the pros and cons of using media technology by
maintaining the culture and moral. With proper guidance, not only we will teach young age

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how to use properly, they will also understand that there is a limit one can do in the internet
(Agir, N. & Mohd Matore, M. E. @ E., 2022).
Fourth domain that can be the highlight for future curriculum is STEM education. It is
an education that integrates the areas of science, technology, engineering and mathematics.
This education is one of the plan in Malaysian Education Blueprint (PPPM) 2013-2025 and
coincide with government policy which is 60% of Malaysia students study in
science/technical stream while 40% students study in art streams. Ministry of Education
(KPM) in Malaysia is preparing skilled workforce in research and industry through
strengthening STEM education in our country. However, this education sadly still did not
have their own official curriculum because of inconsistent policy that make it harder to fix
current curriculum and lack of well-trained teachers to teach it. Most of STEM education in
curriculum are only implied and not throughout written. Science subject must be arranged to
show correlation between ideas, theory and various concept. Engineering element, scientific
inquiry, reasoning and mathematical thinking also important to enhance student’s mind in
STEM education. For example, engineering design proses help student to initiate thinking
skill and problem-solving skill which is match with the goals for scientific inquiry. The
benefit of this education is huge and by implement it in the future curriculum it will Malaysia
to provide future workers for 21 century (Adam, N. A. & Halim, L., 2019).
Based on the discussion above, we can see that curriculum development is important
but we must also acknowledge the challenge that we will face when we want to change our
curriculum. Thus, first step we need to do to prepare for the backlash of changing curriculum
is we must hire a principal that value and implement the principle of instructional leadership.
In the opinion of Bahtilla & Hui (2020) they stated that principal’s role is important because
it is up to he or she to implement new curriculum and ensure it successfulness. Traditionally,
principal only focused on their traditional work which is management work because they
have too much on their plate and only depends on their subordinates. But, as an instructional
leader, principal must make sure that he or she understand the context of new curriculum and
how they want to implement in their school. For example, principal must make sure that the
goals and objective in the new curriculum are realistic and observe it based on the latest data.
Principal is the backbone of the school, thus, he must ensure that he observe this
implementation process thoroughly (Bahtilla, M. & Hui, X., 2020).
Secondly, other step that we can consider is the competence of educator. Teachers or
lecturer is important because after their authority state what they want in the education, they

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are the one that will hand on teaching the students. Since as we want to adhere with 21
century that more prefer with digital era, available teachers must undergo training to
understand new syllabus especially teachers that nearing to be senior citizen. Since as there
are all kind of various children with different capacity, teachers must categorize them in a
different class. Thus, when teachers want to teach certain class, they can teach them with
different approach to match with their capacity to absorb new knowledge (Paramasivam, T. &
Ratnavadivel, N., 2018). For instance, if the students in certain class are the visual-type of
learning, teachers can make sure that they use many pictures, slides and power points that
have various image to stimulate their brain and make them quick to understand.
Thirdly, suitable and sufficient learning material is important suggestion to prepare
the change of future curriculum. As future curriculum will be more unexpected in the future,
we must make sure that our learning material can deal with the complex and difficulty of the
constant ever-changing syllabus to make sure that teachers can keep up with it to convey new
knowledge to the students (Arifai, 2019). As claimed by Davis, E. A. et al. (2017), authority
must provide teaching materials that can guide and give freedom for teachers. This means
that the material must have many alternative options that teachers can use if the first option
did not suitable for their students’ capacity such as history chart, exercise book and teacher’s
guidebooks. Teachers can match with the students pace in learning and can refer back what
other alternatives they can use if they meet this kind of students while maintaning the
objective of curriculum.
Reasonable curriculum is the fourth planning that we need to strategize if we want to
change our future curriculum. Curriculum research must have achievable goals and timeline
that can be followed and suitable for everyone. At a certain stage, we must also examine and
test newest curriculum to find what other areas that lacking in it (Mondal, N. & Das, A. C.,
2021). Balance of knowledge is a must when developing new curriculum as stated by
Paramasivam & Ratnavadivel (2018). Both of them highly suggest that too much content in
the curriculum will not give benefit to the students, alas it will make them lost value, attitude
and skill. The curriculum also should not be change if it related with the facts and must align
with each topic. Some of syllabus we can take into consideration is global citizenship
education and digital literacy.
Lastly, learning environment is the factor that can influence the preparation to ensure
our future curriculum is well received. Learning enviroment means that school have good and
positive atmosphere for students to study and have complete facility for students to use. The

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harmonies bond that created among the students also important because it shows there is a
communication happen between them and they are all motivated to learn together (Oermann
et al. 2022) This will help in facilitating a productive classroom climate for learning and they
are comfortable to come to school everyday. Satisfactory facilities is also an important
element because it will help in coping with any new curriculum subject that need internet and
computer access such as the subject like digital literacy (Mondal, N. & Chandra, A. D.,
2021).
Last but not least, our country has entering the phase to 21 century. Hence, we are
slowly trying to cope with all the changing especially curriculum development. This is
because our government want to produce good qualities of graduates that can become
nation’s contributor in research and technology sector. Certain domains or are in curriculum
have been pointed out so that we can focused more on what need to improve and cater for our
curriculum development. With this, we can hope that not only our youth gain new
knowledge, but also can make them understand, accept and appreciate that we are doing what
best for them especially in this inconsistent economy. Several recommendations also have
been laid out to propose for education sector so that our citizen including stakeholders,
teachers and parents can see that we are serious in creating better future for our children.

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References

Adam, N. A. & Halim, L. (2019). Cabaran Pengintegrasian Pendidikan STEM Dalam

Kurikulum Malaysia. Seminar Wacana Pendidikan (SWAPEN 2.0), 1-10.
Agir, N. & Mohd Matore, M. E. @ E. (2022). Literasi dan Kewarganegaraan Digital: Konsep
dan Strategi Implementasi dalam Pendidikan di Malaysia. Malaysian Journal of
Social Sciences and Humanities (MJSSH), 7(3), e001367, 1-9.
Arifai, A. (2019). Pengembangan Kurikulum Masa Depan. Jurnal Tarbiyah Islamiyah
Volume 4 Nomor 2 Edisi P-ISSN : 2541-3686, 11-26.
Bahtilla, M. & Hui, X. (2020). The Principal as a Curriculum-instructional Leader: A
Strategy for Curriculum Implementation in. International Journal of Education and
Research Vol. 8 No. 4, 81-96.
Baki, I. A. (2017). Panduan Pelaksanaan Pendidikan Abad Ke-21. Bandar Enstek: Institut
Aminuddin Baki, Kementrian Pendidikan Malaysia.
Davis, E. A., Palincsar, A. S., Smith, S. P., Arias, A. M. & Kademian, S., M. (2017).
Educative Curriculum Materials: Uptake, Impact and Implications for Research and
Design. Educational Researcher, v46 n6 , 293-304.
Erstad, O. & Voogt, J. (2018). Chapter 1: Curriculum in the 21st Century: Issues and
challenges. In O. &. Erstad, The Twenty-First Century Curriculum: Issues and
Challenges (pp. 1-21). New York: Springer, Cham.
Mohd, F. S., Abdul, M. A. G., Buang, K. & Kayar, R. (2022). Falsafah dan Perkembangan
Pendidikan di Malaysia. Puteri Puchong: Local Publications (M) Sdn Bhd.
Mohd, M. Z. Z., Mustafa, M. N. K., Hidayat, R., Mazlan, H, N. & Moshidi, N. (2021).
Cadangan Penyelesaian Pakar Pendidikan Berkaitan Pengajaran Guru Pendidikan
Islam Dalam Mengintegrasikan Kemahiran Berfikir Aras Tinggi (Kbat) di Sekolah
Menengah. Journal of Islamic Educational Research (JIER), 18-34.
Mondal, N. & Chandra, A. D. (2021). Overview of Curriculum Change: A Brief Discussion.
EPRA International Journal of Multidisciplinary Research, 260-265.
Mondal, N. & Das, A. C. (2021). Overview of Curriculum Change: a Brief Discussion. EPRA
International Journal of Multidisciplinary Research (IJMR), 260-265.
Oermann, H. M., Gagne, J. C. D. & Phillips, B. C. (2022). Teaching in nursing and role of the
educator : the complete guide to best practice in teaching, evaluation, and curriculum
development. New York: Springer Publishing.

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Paramasivam, T. & Ratnavadivel, N. (2018). Issues and challenges in managing curriculum
change in primary schools:A case study of managing Year Four History Curriculum in
the District of Kuala Selangor, Malaysia. Journal of Research, Policy & Practice of
Teachers & Teacher Education (ISSN 2232-0458/ e-ISSN 2550-1771), 18-31.
Setyaningsih, R., Abdullah, A., Prihantoro, E. & Hustinawaty, E. (2019). Model Penguatan
Literasi Digital Melalui Pemanfaatan E-Learning. Jurnal ASPIKOM, Volume 3 Nomor
6, 1200-1214.

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PART B: COURSE DEVELOPMENT

i. Tittle of the course Halal Youth Awakening Course

ii. Course description ● Course Description
This course aim to give awareness and knowledge
regarding Halal and Haram concept and its usage in
daily life. We will discuss the meaning of Halal, Haram
and Toyyiban concept and how it will affect the daily
product that we always use. Slaughtering concept and
practical will also be explore to teach students standard
guideline in Malaysia. Sertu and Samak concept also
will be taken into consideration since its related with
usage of product. We will also explain about our own
Halal certification in Malaysia and introduce foreign
Halal certificate globally. Lastly, overview regarding our
Halal market and issues will be reveal to exchange view
with students.

● Usefulness of the course to students

As a Muslim living in Malaysia, students have
accustomed to use Halal product consciously or not
since early age. However practical without knowledge
will make them take it for granted and can easily make
them underestimate the heavy meaning regarding Halal
Toyyiban concept. By understanding the fundamental,
they will understand that not only we obey The
Almighty’s command but we do it for the sake of our
spiritual and physical well-being.

● Students will be able to:

a) Understand the concept of Halal, Haram and
Halal Toyyiban and how it related with their
lifestyle.

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 b) Understand the importance of consuming Halal
Toyyiban product in their life.
c) Understand the correct part to slaughter animal
in Islam and benefit of slaughtering in Islam.
d) They can distinguish between which is the real
or fake Halal certification in the product.
e) They can identify the core problem of the Halal
product and service issues and give suggestion
for it.
iii. Rationale ● The course is important for the students especially in
young age because we not only want to spread
awareness to them but also will give insight about real
life situation and they can implement in their daily life.
It is undeniable fact that in the curriculum of secondary
school, Islamic education have explained regarding the
concept of Halal and Haram. However, most of the it
only mentions in explicitly and implicitly way. Hence, it
is not enough for them to understand since they will
only focus on remembering the theory and verse in
Al-Quran just because of exam (Mohd Zhaffar, N. &
Wan Abdullah, W. A. A. , 2021). This course also caters
the needs of society because most Halal awareness
programme only involve adult or University students
only (Mohsin, M. & Abd Rahim, S. I. , 2019). With this
program, it is hoped that halal awareness can be fostered
from a young age because it is not only related to food
but it is a Muslim's lifestyle.

iv. Duration of the ● This course will be held for 4 weeks to make sure that
course students understand the concept thoroughly and we will
give them opportunity to implement it.
● For effectiveness result, we will start after lesson time
which is around 1 hour to make sure that they can focus

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 to understand the concept and theory. After theory
lesson around 30 minute, we will conduct hands-on
activities to expand their understanding on the
application.
v. Course Learning ● Students understand the importance Halal awareness
Outcome (CLOs) knowledge in their daily life.
statements ● Students understand that what they consume will affect
their spiritual and physical.
● Students can gain skill on who to refer if they found any
suspicious Halal certification when consuming product
or service.
vi. Course pre- ● Secondary students that only included form 4 and form 5
requisite since they have basic knowledge of Halal and Haram
term in their Islamic education syllabus.
● Only Muslim students since we will explain regarding
Al-Quran and Hadeeth concept.
vii. Content ● Halal and Haram concept
Explain the concept of Halal and Haram in detail
through referring to Al-Quran and Hadeeth.
● Halal Toyyiban concept
Discuss about the term Halal Toyyiban (clean, pure and
wholesome) and what is the difference if they not
included toyyiban in product or service (Mustaffa,
2019).
● Sources in the product and services
Explain the sources of product and service and what can
be used to consider it permissible to consume. For
example, either it come from natural sources, animals or
others.
● Types of product and services
Type of products and service will be explore to
introduce that Halal product is not only food and

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 beverages. Example of it is Halal medicine, Halal
cosmetic, Halal entertainment and many more.
● Halal slaughtering
Concept of Halal slaughtering will be explain and what
modern method that people use nowadays if we want to
make it mainstream.
● Sertu
Islamic cleansing for Najs (anything related with dog
and pig) which commonly called, “sertu”. We will be
discussed in it meaning and method to do it.
● Samak
Purification process for wiping and washing or we
called it “samak” will be discuss especially when we
want to purify the animals’ skin. Method and guideline
based on Malaysian’s standard will be expose to the
participants.
● Malaysia Halal certification and logo
Introduction of our own certification which is Halal
certification in Malaysia. History of how it was made
and how we it’s a necessity for product and service to
have it will also be discuss.
● Foreign Halal certification logo
Foreign Halal certification around the world. We will
introduce what other Halal certification body around the
world that Malaysia recognise with the image of their
logo.
● Halal industry market
Explain the market in Halal industry and how we
became Hub Halal globally.
● Issues in Malaysia
Issues in consuming Halal product and services
list of issues that have happen in Malaysia will be show
and how to recognise the authenticity. Suggestion also

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 will be teach if they happen to encounter this kind of
problem.

viii. Materials ● Printed Materials and note

● Slideshow
● Tools and animals for slaughter like knife
● Tools for Samak and Sertu application such as sertu soap
ix. Methodologies ● The chosen learning approach is modelling-based
learning approach. This means that teacher will first
teach the students regarding theory and demonstrate it
from beginning to the end. Students will have general
example how to do it and will follow the steps given.
Creating, improving and the discussion that will help
them gain more understanding in the course given
(Constantinou C.P. et al. 2019).
● Pedagogical strategies that will be conduct are lectured
method and demonstration. After explaining the theory,
students will be divided into several group to discuss
and carry out demonstration under the supervision of
teachers.
● Some of the activities for students are:
a) Discussion session. Most of the theory and
concept will be discussed to make sure they
understand the fundamental. This will help them
develop communication skill when socializing
among their peers.
b) Demonstration by students after teacher explain
the theory and present it in front of them. For
example, Slaughter, samak and sertu practical.
This will help them to cooperate and collaborate
with each other since it will be conduct in a
group.

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 c) Home based-learning. This means that students
bring some items from home to be study such as
product that have foreign Halal logo. This will
make their higher-order thinking skills grow
more.
d) Question & answer session (QnA). We will
always make this session after demonstration to
ask their view of the presentation. Both
communication skills and higher-order thinking
skills will be more expanded here.
a) Trivia Quiz session. Fun riddle will be given
before starting new subject to refresh their
memory and will be given small gift for those
that can answer. Critical thinking and
problem-solving skill will be established in this
session.
x. Assessment/ ● Quiz
Grading a) Quiz will be conduct to ensure their
procedures understanding of the course
b) Students will be divided into group that consist
to four students. Fundamental of the concept and
issues related with Halal and Haram will be
given to them.
c) Based on their answers, they will need to make
presentation in front of class.
● Presentation
b) The answer that they submit in quiz will be
present by them and how they related with
fundamental of Halal and Haram. They also
need to point out the problem and give
suggestion how to face the challenge.
● After the presentation, teacher will evaluate their
answers and give comment for their solution.

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xi. Main references Constantinou C.P., Nicolaou C.T. & Papaevripidou M. (2019).
for the course A Framework for Modeling-based Learning, Teaching
and Assessment. In A. K. Upmeier zu Belzen, Towards a
Competence-Based View on Models and Modeling in
Science Education (pp. 1-20). Cham: Springer.
Jabatan Kemajuan Islam Malaysia. (2013). Garis Panduan
Sertu Menurut Perpsektif Islam. Cyberjaya: Bahagian
Hab Halal.
Jabatan Kemajuan Islam Malaysia. (2023). The recognised
Foreign Halal Certification Bodies and Authorities.
Precinct: Jabatan Kemajuan Islam Malaysia.
Jabatan Kemajuan Islam Malaysia. (n.d.). Malaysia Protocol for
the Halal Meat and Poultry Production. Jabatan
Kemajuan Islam Malaysia.
Mohd Zhaffar, N. & Wan Abdullah, W. A. A. . (2021). Analisis
Kurikulum Halal dalam Mata Pelajaran Pendidikan
Islam KSSM. E-Journal of Islamic Thought and
Understanding, 31-41.
Mohsin, M. & Abd Rahim, S. I. . (2019). Pendidikan Kesedaran
Halal Melalui Kurikulum Pembelajaran Mata Pelajaran
Pendidikan Islam Sekolah-Sekolah Di Malaysia. GJAT
SPECIAL ISSUE ISSN : 2232-0474 | E-ISSN :
2232-0482, 133-144.
Mustaffa, K. A. (2019). Developing Halalan Tayyiban Concept
in Malaysia's Food Industry. Halal Journal – No.3,
97-108.

xii. Other additional ● Below are the additional information that our society
information usually confuse. All of the link below were taken from
facebook page Bahagian Hab Halal, Jakim and from
Halal famous spokesperson, Ustaz Amri Halal.
https://youtu.be/YkzLF3dOtCE?si=3fyk5GJ1U_JmVbgJ
https://fb.watch/osCAziK-Ut/?mibextid=Nif5oz

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 https://youtu.be/iNYwBdpQkno?si=XcsiPErCKgdzLq4
n
https://fb.watch/osC-W7ViP3/?mibextid=Nif5oz
(4385 Words)
PART 2

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