ISSN: 2226-6348
Open access
Science learning at the lower secondary level, particularly for Form One students, constitutes an important foundation in the development of scientific concepts, science process skills, and the formation of attitudes towards science. However, the performance of Malaysian students in international assessments such as TIMSS and PISA consistently indicates significant weaknesses in aspects of scientific reasoning, conceptual understanding, and the ability to apply knowledge in real-life situations. These challenges become more pronounced in the context of Sekolah Agama Bantuan Kerajaan (SABK), which face constraints in laboratory facilities, limited instructional time, and restricted access to suitable experimental materials. Therefore, this study aims to identify the learning needs of Science in SABK from the perspectives of teachers and students as a basis for the development of a more structured, contextual, and student-centred instructional intervention. This study employs a quantitative research design supported by qualitative data in the form of open-ended questions, involving teachers who teach form one Science as well as form one students. Data were collected through questionnaires and semi-structured interviews. The findings of this needs analysis are expected to provide a clear picture of the actual challenges in the teaching and learning of Science in SABK. More importantly, the results of this study will serve as an empirical foundation for the development of a practical, easily implementable Self-Directed Science Experiment Module that is aligned with the learning needs of form one students in the SABK context.
Azlina. (2016). Pembangunan dan pelaksanaan modul pembelajaran berasaskan inkuiri dalam pentaksiran berasaskan sekolah dalam kalangan pelajar Tingkatan Satu (Tesis sarjana). Universiti Pendidikan Sultan Idris.
Azraai, O., Othman, D., & Dani. (2015). Analisis dokumen silibus kimia organik matrikulasi berdasarkan taksonomi Bloom. Jurnal Kurikulum & Pengajaran Asia Pasifik, 3(3), 20–31.
Bahagian Perancangan dan Penyelidikan Dasar. (2024). Laporan awal pencapaian Malaysia dalam TIMSS 2023. Putrajaya: Kementerian Pendidikan Malaysia.
Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2022). Perangkaan pendidikan Malaysia 2022. Putrajaya: Kementerian Pendidikan Malaysia.
Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2023). Laporan awal pencapaian Malaysia dalam PISA 2022. Putrajaya: Kementerian Pendidikan Malaysia.
Che, A., & Shamsiah. (2020). Pembangunan modul video amali (V-Lab) bagi mempertingkatkan pengajaran dan pemudahcaraan Biologi Tingkatan Empat. Jurnal Pendidikan Sains & Matematik Malaysia, 10(2), 1–7.
Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215–226.
https://doi.org/10.1111/ssm.12022
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Demaria, M., Barry, A., & Murphy, K. (2019). Using inquiry-based learning to enhance immunology laboratory skills. Frontiers in Immunology, 10, Article 2460.
https://doi.org/10.3389/fimmu.2019.02460
Edy Hafizan. (2012). Konsepsi, tahap penguasaan dan pelaksanaan kemahiran proses sains bersepadu dalam kalangan guru sains sekolah rendah di Kuala Lumpur (Tesis sarjana). Universiti Kebangsaan Malaysia.
Faridah, M., & Suhailah. (2019). Hubungan pelaksanaan pembelajaran masteri dan penguasaan konsep sains dengan pencapaian mata pelajaran sains sekolah rendah di Melaka. Jurnal Kesidang, 4, 63–76.
Fatimah. (2012). Kesan penggunaan modul pembelajaran sains Tingkatan Dua (Tesis sarjana). Universiti Tun Hussein Onn Malaysia.
Fatin, N., & Athirah, N. (2012). Scientific skills among pre-service science teachers at Universiti Teknologi Malaysia. Procedia – Social and Behavioral Sciences, 56, 307–313.
https://doi.org/10.1016/j.sbspro.2012.09.662
Fatin, N., Salleh, M., Bilal, M., & Salmiza. (2014). Faktor penyumbang kepada kemerosotan penyertaan pelajar dalam aliran sains: Satu analisis sorotan tesis. Sains Humanika, 2(4), 63–71.
Fazilah, O., Othman, D., & Azraai. (2016). Aplikasi kemahiran proses sains dalam pembelajaran berasaskan masalah untuk mata pelajaran biologi. Jurnal Kurikulum & Pengajaran Asia Pasifik, 4(3), 38–46.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125–149.
https://doi.org/10.1177/0001848191041003001
Hasmiza, H., Muhammad, M., Abdul, A., & Ropizam, R. (2023). Masalah pembelajaran murid sekolah rendah luar bandar dalam mata pelajaran sains. International Journal of Humanities Technology and Civilization, 8(1), 22–35.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775.
https://doi.org/10.1126/science.1199327
Kementerian Pendidikan Malaysia. (2013). Pelan pembangunan pendidikan Malaysia 2013–2025. Putrajaya: Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia. (2015a). Dokumen standard kurikulum dan pentaksiran Sains Tingkatan 1. Bahagian Pembangunan Kurikulum.
Kementerian Pendidikan Malaysia. (2015b). Laporan TIMSS 2015. Putrajaya: Kementerian Pendidikan Malaysia.
Kementerian Pendidikan Malaysia. (2020). Laporan kebangsaan TIMSS 2019. Putrajaya: Kementerian Pendidikan Malaysia.
Lembaga Peperiksaan Malaysia. (2004). Panduan pentaksiran kerja amali sains SPM. Putrajaya: Kementerian Pendidikan Malaysia.
Lembaga Peperiksaan Malaysia. (2020). Panduan pengendalian ujian amali sains Sijil Pelajaran Malaysia. Putrajaya: Kementerian Pendidikan Malaysia.
Lilia, H., & Thamby, S. (2016). Science education research and practice in Malaysia. In Science education research and practice in Asia: Challenges and opportunities (pp. 1–578). Springer.
Lord, T., & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. The American Biology Teacher, 68(6), 342–345.
https://doi.org/10.2307/4451937
Mayasari. (2016). Bockron as a medium of learning in the process of inquiry-based learning to improve science process skills of junior high school students. Journal of Physics: Conference Series, 755(1), 012001.
https://doi.org/10.1088/1742-6596/755/1/012001
Nelly. (2012). Kesan pembelajaran berasaskan kaedah inkuiri bagi subjek matematik (Tesis sarjana). Universiti Tun Hussein Onn Malaysia.
Nik Nur Farihah. (2019). Keberkesanan kaedah peta pemikiran i-Think terhadap pencapaian dan sikap murid dalam pembelajaran KOMSAS. Jurnal Pendidikan Bahasa Melayu, 9, 23–32.
Norazilawati, A., Noraini, M., Rosnidar, M., Abdul, R., & Wong, K. T. (2015). Penilaian pelaksanaan pentaksiran berasaskan sekolah (PBS) dalam kalangan guru sains. Jurnal Pendidikan Sains & Matematik Malaysia, 5(1), 90–102.
Ramlah, J., Jamil, A., & Analisa. (2015). Pembentukan sikap positif guru terhadap pelaksanaan aktiviti pentaksiran. Journal of Personalized Learning, 1(1), 77–84.
Salawati, S., & Fatin, N. (2011). Penguasaan kemahiran proses sains bersepadu dalam ujian amali dan ujian bertulis fizik Tingkatan Empat. Journal of Edupres, 1, 301–305.
Wong, W. S., & Kamisah, O. (2018). Pembelajaran berasaskan permainan dalam pendidikan STEM dan penguasaan kemahiran abad ke-21. Politeknik & Kolej Komuniti Journal of Social Sciences and Humanities, 3, 128–287.
Wun, T. Y., & Sunita, S. (2015). Tahap pencapaian kemahiran proses sains bersepadu dalam mata pelajaran sains dalam kalangan pelajar Tingkatan Lima. Journal of Science and Mathematics Letters, 3(1), 7–14.
Shamsuddin, S., Mahmud, S. N. D., & Arsad, N. M. (2025). A Needs Analysis of Science Learning in Sekolah Agama Bantuan Kerajaan (SABK): Teachers and Students Perspectives. International Journal of Academic Research in Progressive Education and Development, 14(4), 2744–2755.
Copyright: © 2026 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode