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CHAPTER 1

INTRODUCTION

1.1 Introduction

Education in Malaysia is an on-going effort dedicated to developing the potential of individuals

holistically in an integrated manner so that their development, based on the belief in God, is intellectually,
spiritually, emotionally and physically balanced and harmonies. Such an effort is designed to produce
Malaysian who are knowledgeable, possessing high moral standards and are responsible and capable of
achieving a high level of personal well-being as well as being able to contribute to the harmony and
betterment of the society and the nation large.
(Internet website : http:// www.moe.gove.my/)

Malaysia education attempts to form and nurture a human being to become a whole
complete and holistic individual in which is belief in God grace and well-equipped with strong
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humanistic characters that pose an integrated manner rooting from a balance of intellectual,
spirit, emotion and the physical. All the focuses from national curricular designations till to the
basic floor foundation of school teaching process must be able to access and embrace the big
picture of national philosophy.

As a result, in the 1998 the New Secondary Curriculum (KBSM) as a continuation of

the New Primary Curriculum (KBSR) was launched. The planning of KBSM is meant to help
students to develop their intellectual, spiritual, emotions, as well as physical potentials in
comprehensive and integrated manner with high moral values (Hassan, 1996). However, there
was plenty of ineffectiveness of KBSM educational execution noted till raising the awareness of
new planning scheme to shift Malaysia Educational System more aligning with National
Education Philosophy.

1.2 Background of research study

The existing teaching and learning process in school focus on teacher-centered

instructional design in which teachers emphasize on textbook content memorization, exam-
oriented exercises and activities. The likelihood of creative element accessible into daily
teaching and learning practicing in classroom seemed rare and least, though recent of years,
element of creativity is being pressed and encouraged in many layers of educational system,
however, the output is farther away from our national educational goals. (Ministry of Education,
Preliminary report of Malaysia Blueprint 2013-2025, September 2012.)

1.2 .1 Overview of Malaysia Educational System (KBSM Curriculum)

The main focus of the KBSM is on an integrated of the both knowledge and moral
values. Hence, the terms of moral values is incorporated crossing the curriculum through
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classroom teaching encompassed with intellectual, spiritual, emotional, and physical

development. Habsah et al., (2006), reported that the core values in the KBSM is aimed at
eliminating the notion of value-free knowledge and building a morally based educational
system, thus, the inculcation and infusion of these two important dimensions, belief in God and
inculcation of core values of the National Philosophy of Education (NEP) addresses the fact that
character formation based on moral and religious values are deemed important besides academic
excellence. However, the administration and execution is lacking of the practical effectiveness.

Rosnani Hashim (2001) stated that many students are unable to apply the content
knowledge acquired in school to real-world problems. The business sector is complaining about
the quality of the graduates they received from the universities who sometime could not even
comprehend instruction manuals, what more the way a piece of equipment works. Most of
students Malaysia either could not get access to the relevant literature, do not possess the
learning culture for self-improvement are too busy teaching and preparing students for
examination or are complacent with their practice despite the declining of educational standard.

Studies by Asmah (1994), Kartini (1998), Lam (1994), Rajendran (1998), Rosnani
(2001) and Suhailah (2000) reported that teachers were not prepared to teach thinking and had
little knowledge and skills in the area of critical and creative thinking. Rosnani (2001) reported
that teachers have little knowledge of the different dimensions of thinking and the skills
necessary to teach it. They also lack of the knowledge and skill of the teaching strategies
required for teaching thinking skills, although they value the importance of creative and critical
thinking.

Azlan (1997) studied creative design students pattern of thinking and discovered that
students in the sample were more inclined toward critical than creative thinking although they
desired to specialize in creative designing. This is the present trend and practices of recognizing
critical thinking and not creative thinking ability in school today. Rosnani (2001) reviewed that
some teachers planned to teach thinking, but not executed for various reasons, mainly the lack of
time. Students were found to be more critical than creative. She marked her conclusion to
mention the circumstance in which teachers complained of having too much work and not
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having enough time for lesson preparation for thinking, but this could also be due to lack of
training or too much focused on examinations and completing the syllabus.

There was little emphasis on practical teaching strategies based on subject areas,
whereas this is what teachers need most. Although the emphasis should be in the infusion
method, this was not demonstrated in teaching of the particular subject methodology during the
pre-service course. Therefore, this newly introduced course is not adequate and effective. That is
why teachers could consider teaching thinking in their lesson plans but could not execute in the
classroom. Therefore Ministry of Education ought to review the course on critical and creative
thinking skills being offered in the teachers colleagues for content and teaching approach. It
should also ensure that instructor who teaches the course should be proper academic
qualification and experiences in the area.

It is evident from Rosnani (2001) survey that the biggest problem with teaching of
critical and creative thinking is teachers lack of understanding and knowledge and the
accompanying skills on thinking.

The main problem encountered in the teaching of science and Technology :

1) The examination-oriented teaching. Practical and experiments are often sacrificed since these
do not form significant percentage in the overall marks. Thus, teaching learning in the
classroom in some context becomes largely teacher-centered thereby ignoring the
development and mastery of science and thinking skills among standards required by the
curriculum.

2) Science teachers generally lack the skill of higher order questioning or do not place
importance on this kind of questioning. Most of the time, teachers rely on pass-year
examination questions and examination-oriented books, which do on more drilling than
developing higher cognitive abilities to understand abstract science concept.

3) However, education officials have observed that in many instances science is still being
taught in a didactic manner, small numbers of teachers do not do experiments with their students
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and a handful of them concentrate more on demonstration. Many teachers instruct students to
carry out experiments following procedures stated in textbook and make conclusion for them
without having much discussion with them or giving them more room to discover or inquire as is
required in the inquiry-discovery approach. This has seriously affected the students interest in
and their ability to engage in scientific inquiry.

The unsatisfactory state of science teaching-learning has also been reported in the
Malaysia classroom (Ministry of Education Malaysia, 1993b, 1995d, 1996e, 1997a; Syed Zin &
Lewin, 1993). The report of the Science Committee on Improving the Quality of Science
Education in School revealed that many teachers were unable to understand fully the curriculum
or to translate it effectively into practice in their classroom. Nationwide studies done by Syed
Zin & Lewin (1993) on secondary science education also reported findings of teaching strategies
which were not congruent with the inquiry learning advocated in the curriculum. It was reported
many schools science teachers conceived of science curricular as primarily defined by scientific
facts few teachers stressed the development of intellectual skills among their students.

Syed Zin and Lewin (1993) observed that much science teaching was heavily
knowledge based and teacher-centered with little input of students. They reported that science
teaching was examination oriented and did not offer many opportunities for students to develop a
full range of scientific thinking skills. Questions were confined to lower cognitive levels, mostly
involving the recall of information rather than requiring reasoning and interpretation. Practical
work tended to be like following recipes. While it provided some hands-on experience, it offered
little opportunity for minds-on experience.

1.2.2 Transformational Education in Malaysia

The Smart School represented the innovation and the very first starting point of
Malaysia Educational Reformation moving toward on global international standard educational
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system. Smart school in education was initiated in 1996 and tried out on 90 pilot schools in 1999.
The goal is to complete the implementation in all Malaysia schools by the year 2010. The idea of
Smart School is dedicated to the task of regaining excellence in Malaysia education. It
restructures Malaysian education as evidenced by changing the teaching and learning-
environments in schools. Thus, curriculum, pedagogy, assessment, and teaching-learning
materials are the components that the Smart Schools are focused on.

There are five main goals are declared as the aims of Smart Schools drive to fulfill the
vision 2020 which is line with the transformational educational system.

1) To provide all-round development of the individual.

2) To provide opportunities to enhance individual strength and abilities.

3) To produce a thinking and technology-literate workforce.

4) To democratize education.

5) To increase participation of stakeholders.

The major concepts in the Smart School are those curriculums, pedagogical process,
teaching-learning materials, and assessment models. The learning areas represent a very
important concept in Smart School. They are designed to help students achieve overall and
balanced development with which the goals are aligned. In Smart School subjects no longer
stand alone. Rather, they are combined into one area in terms of their meanings. In addition,
several learning areas may share the interdisciplinary are the characters in the Smart Schools. In
each learning area subjects are taught through various perspectives of knowledge, skills, values,
and language.

Each subject is divided into several levels for students with different learning abilities.
Therefore, students may learn at to their own pace. An appropriate mix of learning strategies is
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allowed for students to achieve basic competencies and to promote a holistic development. Thus,
students-centered learning turns out to be the basis for designing learning activities. As for
assessment, it is element-based, criterion-referenced, and diagnostic. The assessment system is
developed so as to measure students achievement in cognitive development, communication,
social-emotional development, and science technology. (Internet website : http://
www.moe.gove.my/)

School-based assessment is the new reform of education system which waiting for more
establish enforcement and administration that ensure students and teacher for a better learning
and teaching guideline so that fulfill to the learning theories and thrust towards a better quality of
teaching and learning process, that an education system with less dependence to emphasis factual
or concepts recognition. PEKA is a new form of first school-based science assessment
introduced into our country in order to change the learning style from rigid and facts recognition
learning style and give an alternation to replace the one-time examination and determine the
ability strength of a learner. However, there are some inadequate presentations of this new idea
of education assessment in our country especially the effectiveness of its implementation into our
school system. There are a lot of flaws and errors that can be obviously identified and
recognized. (Ahmad, 2000).

Shamsiah (1990), reported of her research and claimed that the ineffectiveness of
science learning process of KBSM caused by the shallow experience of teacher and the lack of
complete set of laboratory apparatus. Accord to Salbiah bt Mohd Som (2000), there was an
investigation of a case study in a secondary school, Malaysia has been studied and observed on
subject Biology, which attend to evaluate the accessibility of scientific skills upon toward
students via PEKA programme. She claimed that in the process of PEKA Biology, there was
none of any inquiry learning approach happened that support the objective curriculum of
Biology, which to hope that PEKA able to elicit more scientific skills on its application of
scientific concept and principle. In words, PEKA in the real-world context of its implementation
was meaningless.
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These are the reasons; bring upon formulation of the current Malaysia Educational
System which meant to polishing or enhancing the literacy of KBSR and KBSM curriculums
aligning with National Educational Philosophy.

1.2.2.1 Malaysia New Educational System, KSSR and KSSM

During the year of 2010, Malaysia Educational Minister, Datuk Muhyiddin announced
and introduced the new curriculum system KSSR into Primary School, the pioneer batch of
students under the transformational new scheme of education system are primary one students
from year of 2011.At the same time, KSSM as the continuation of KSSR was introduced to
Secondary school, the pioneer batch of secondary students are the Form one students from year
of 2012. KSSR and KSSM are the new curriculum scheme with more likely interpretation of our
national educational philosophy and literally contribute a better pragmatic implementation to
actualize educational goal, whereby it is a formulation in needed to amend the weaknesses of
KBSR and KBSM which is over exam-oriented and teacher-centered curriculum scheme. This is
the reason of why it is referred as a transformational educational system in Malaysia. The
principles of these two curriculums primordially intend to shift from teacher-centered teaching to
students-centered teaching and emphasis on inquiry-based learning. (Internet website:
http://www.teslmalaysia.com/tag/kssm)

Under the system, the public exam for primary school, UPSR and the PMR for
secondary school will be abolished. All the evaluation and assessment shift from summative
assessment to the formative assessment. KSSR and KSSM are conductive curriculums to
enhance the pragmatism of national educational philosophy which pervasively exercise and
practice in school. The scheme assessment of KSSR and KSSM not restricted to individual
curriculum performance only, whilst it is embrace the significant of students involvement in
physical activities as well as the healthiness of psychology. Each student is evaluated and
improved their performance via criterion-based assessment with six bands, Band 1 (the lowest
achievement) to Band 6, (the highest achievement). Consequently, the new curriculum of KSSR
and KSSM demonstrates a blue print document to direct our national education in achieving the
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principles and goals of our national educational philosophy. (Internet website:

http://www.teslmalaysia.com/tag/kssm)

1.2.2.2 Malaysia Blueprint in Education 2013-2025

The orientation of Blue Print is moving towards international education which aligning
with the changes wave of globalization. There are five outcomes that the Blue print aspires
Malaysian Education System as a whole which are including:

(i) Access: 100% enrolment across all levels from pre-school to upper secondary.

(ii) Quality: Top third of countries in international assessments such as PISA and TIMSS
in 15 years.

(iii) Equity: 50% reduction achievements gaps urban-rural, socio-economic, gender by

2020.

(iv) Unity: An education system that give children shared values and experiences by
embracing diversity.

(v) Efficiency: A system which maximizes students outcomes with current budget.

Blueprint dissolves National Education Philosophys principles stand ground on a

balanced education to view on the formation of student aspiration. On the setting of students
aspiration emphasis is not just on the importance of knowledge, but also on developing critical,
creative and innovative thinking skills, leadership skills, characters and values, proficiency in
Malay language and English language and the strong sense of national identity.
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Every student trained on their thinking skill to possess a curiosity to find answers and
the initiation to want learn throughout their lives, so that they are able to integrate the knowledge
they have learned as a whole comprehensive knowledge. Every student need to master a range of
important cognitive skills such as creative thinking and innovative thinking, that they are able to
innovate, to generate new possibilities and to create new ideas and knowledge. By the time
problem-solving and reasoning develop the ability to anticipate problem and approach issue
critically, logically, inductively and deductively in order to find solutions and ultimately make
decision. Elaborate individual learning capacity increase individual learning ability, eventually a
self-constructive learning process is developed.

Another component of students aspiration is fostering the leadership skill. Students are
being able to work effectively with and lead others is critical, especially in our inter-connected
world. There are four elements focus on the leadership development, which are entrepreneurship,
resilience, emotional intelligence and strong communication skill. On the other hands, the ethic
and spirituality be able to prepare every student to rise to the challenge. They will inevitably face
in adult life, to resolve conflict peacefully, to employ sound judgment during critical moments,
and to have courage to do what is right. A set of principles that includes strong shared values
held in common by all Malaysian, such as spirituality, Integrity, and civic responsibility.

The national identity is an unshakeable sense of National identity, is the necessity for
Malaysia future to foster unity. Finally focus on the bilingual proficiency as the unique of
Malaysia with wide diversity of multicultural heritage to provide a competitive advantage to all.
Therefore, over time, all students of all ethnicities and communities will be encouraged to learn
at least three languages. (Ministry of Education, Preliminary report of Malaysia Blueprint 2013-
2025, September 2012.)

Apparently noted that the Ministry of Education in Malaysia intends to transform the
traditional exam-oriented educational system into more grounded scheme emphasis on producing
individual student whom is competence with high humanity value, social responsibilities and
citizenship obligation beside of the along academic achievement.
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1.2.3 The Importance of Teachers Epistemology Belief

Epistemology is the branch of philosophy that investigates what knowledge is and how
people know whether they know something. Epistemology belief focuses on the manner in
which individuals come to know and their belief about the knowledge (Bon Jour, 2002).
Epistemology belief in common speech, a statement of belief simply means any cognitive
content held as a truth in spite of depletion of any successful or useful proof or even evidences.
Epistemology beliefs influence their cognitive learning routine result in very different action or
response illustrated by the following table comparison between two students namely Evelyn and
Joyce.

Evelyn
Epistemology Belief  Science knowledge has a very
complex structure with rich and
numerous interconnections.
Science knowledge is true on the
basis of observational evidence.
Science theories are fallible, as
there is often competing theories,
and take times takes years to
work out which theories explain
the observational evidence better.
Learning reasoning  When studying the cellular
processes, Evelyn expects to find
rich interconnections among ideas,
and she tries to understand them
when she find them.
Joyce
 Science knowledge has a very
simple structure, consisting of
lists of unrelated facts. People
know the science knowledge is
true because the textbook and
teacher say so. There is only one
scientific theory on any idea, and
this theory is absolutely and
forever true.
 When studying the cellular
processes, Joyce simply tries to
memorize each concept
separately, never realizing that
the processes are interrelated in
interesting way. In this way
beliefs in structure of knowledge
can influence learning.
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 When conducting the seed  When conducting seed

germination experiment, seed germination experiment, seed
sprouts and grow out for while sprouts and grow out for while
even when they are kept in dark. even when they are kept in dark.
So, she realizes the textbook says She thought she must do
that plant need sunlight to grow, something wrong in her
this must not apply to seeds. She experiment because inside
decides that perhaps seeds contain textbook mention that plant
their own energy for initial need sunlight to grow, thus
growth. belief about the source of
knowledge very affect students
reason about new evidence.

(Bon Jour, 2002)

In fact, students ability to understand competing ideas as well as how they act in
response to these ideas can be affected by belief about the certain knowledge. Similarly,
teachers epistemology beliefs definitely influence her instructional design and affect her
principles on delivery science knowledge to students. Hofer & Pintrich, (1997), reported that
teachers advanced epistemology belief are related to the use of students-centered teaching
practices.

Evelyn grown up to be a teacher, greater possibility that she might be a teacher more
encourage students activities focus on hands-on and minds-on and her instructional design
prefer to student-centered rather than teacher-centered. Whilst Joyce grown up to be a teacher,
she is probably be a teacher focus on facts and theories memorization therefore instructional
design in classroom restricted on textbook, exercises bounded with exam-oriented style, she may
not concern about the real experimental practicing in laboratory room, instead of theories
explanation and doing identical or relevant pattern of exam-oriented exercises. Hence, it brings
very significant meaning of teachers epistemology belief effects on their teaching practicing in
classroom.
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Subsequently, epistemological beliefs is unveiled of its importance and implications for

teaching approaches, this is the reason that epistemology belief have been found to predict
academic achievement (Schommer, Calvert, Gargliett, & Bajaj, 1997), and may predict teaching
practices (White, 2001). Therefore, teacher epistemology belief is an important component to
indicate an ultimate outcome of individual learning and to guarantee a better quality of citizen.

1.2.3.1 Teachers epistemology belief effect on pedagogical belief and teaching decision-
making

Pedagogical beliefs refer to preferred ways of teaching by teachers. These beliefs are
generally categorized into the knowledge transmission view or knowledge construction view
(Teo et al., 2008; Wong et al., 2009). Teacher who embrace the knowledge transmission view
are inclined to prepare and conduct lessons in a teacher-centered and content-oriented manner.
They prefer didactic instruction and act as the sole provider of knowledge. Students accordingly
act as passive recipients of content knowledge. By comparison to the knowledge construction
view advocates that students should actively make sense of their learning experiences while
teachers design meaningful learning experiences and scaffold students-centered activities that
facilitate students knowledge construction through active self-reflection, peer interaction, and
meaning-making process (Wong et al., 2009; Chan & Elliott, 2004).

The relationship between teachers epistemology beliefs and their pedagogical belief
have drawn considerable attention from researchers. These researchers generally agree that these
two constructs usually relate to each other (Pajeres, 1992). Previous researchers have
demonstrated that beliefs reflect the actual nature of instructional strategies a teacher employs
while teaching (Chan, 2003; Kagan, 1992; Maggioni & Parkinson, 2008; Pajeras, 1992).
Maggioni and Parkinson (2008) pointed out that there is a relationship between a teachers
beliefs characterize the way in which individuals look at the world in order to gain knowledge
and have been found to influence teachers choice of pedagogical practices.
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As aforementioned, simultaneously it is a necessity to identify teachers beliefs and how

those beliefs influence instructional decisions, their students motivation, and ultimately students
achievement. Teaching requires both cognitive and metacognitive processes as teachers make
instructional and interactive teaching decisions. These processes play important roles in the
regulation and application of the skills that are required for successful decision making. With
that in mind, attention to teacher cognitions and actions to impact what is known about effective
teaching (Fang, 1996).

1.2.4 The Importance of Teachers Creativity

Creative people are highly regarded for their ability to think different and to come up
with creative solutions to problems. They are valued for their own right in their various fields of
endeavor. They have good sense of humor and come up with the most unexpected verbal
comments and repartees. Creative people are witty. They are joy to be with any company.
Teacher needs to be more creative in facing the complex new challenges confronting us today as
we are move towards the 21st century. The unprecedented pace of economic, political, and social
changes occurring in the world today demands that we need to be creative to cope with the
change (Leo Ann Mean, 2006).

Torrance (1974), a pioneer in the field of creativity, stated that people prefer to learn in
creative ways. These ways include questioning, exploring, experimenting, testing, modifying,
imagination and creating. In short, we may term these ways collectively as discovery or
experiential learning. Creativity is no longer luxury. It is a necessity to be creative is an attitude
change. The ability and the opportunity is there. All we need to do is to do it. Simply grab the
opportunity and apply our innate creative talent. Creative students lead richer lives and, in the
longer term, make a valuable contribution to society. Surely those are the reasons we should
practice creativity teaching in the school (Barn Wayne, 2006).
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1.2.4.1 Creativity in Education is the direction of Now and the Future

Creativity is the backbone of our economy. Using technology, individuals can be more
engaged in the global communication and teachers can develop a teaching format that focuses on
a learner-centered environment, stimulates the childs creativity, and helps them go beyond their
immediate experiences and observations. Schools need to develop the connectivity students have
between instructors and other learners. This inner connectivity, or creative partnership, builds the
individuals creativity, enabling them to better identify the appropriate problems, and how to
solve them. Furthermore, creativity identifies possibilities and opportunities that may not have
been noticed by others, reinforcing creativity is the backbone of the economy.

According to Pink (2005), in the past the future belonged to the person who had the
ability to function in the well-defined problem-solving world. In the others words, a person with
an analytical mind that could crunch numbers or the individual who had a propensity to craft a
contract because he had great skills in English would succeed. When that individual received a
degree in accounting, law, or became engineer, it gives him solid foothold in the middle class
system. These are abilities business wanted.

Today, the logical, linear, analytical, and sequential, and spreadsheet abilities are still
necessary, but now they are not enough. That is, as Pink (2005) suggests, they still matter today,
but they matter less. Todays society has gone beyond being able to just the well-defined
problem and has moved into world of the ill-defined problem. The future now belongs to
creators, pattern recognizers, artistries, emphatic reasoning, and big picture thinkers.

Pink (2005) elaborates on the amount of ubiquitous facts students have obtained from our
school system. However, the students need to move beyond being a store-house of facts and be
able to put concepts together in a creative way. In the others words, to survive in the fast paced
global world that is moving faster with each passing day, they need to see the bigger picture.
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As Pink and Robinson agree, in the 1950s individuals believed if they worked hard and
went to college they would be able to get job. It worked. Today, because of the fast-paced
technological movement, Asia, the abundance of materials goods in our society, and automation,
our society must rethink the current educational structure.

1.2.4.2 Creativity Improve and Develop Teachers Personality

As creative teachers, they always search for the new ideas to solve the problems and not
to be a conformist. They look things and problems in different ways, therefore, practice and learn
to be creative teachers enable the improvements of individuals personality. Teachers personal
characteristics played a central role in their creativity. Three categories were particularly
important personal intelligence, motivation and value.

a) Personal Intelligence

In every case, creative teachers demonstrated high levels of personal intelligence, both
intrapersonal, interpersonal (Gardner, 2001). They know their own (intrapersonal) and others
(interpersonal) characteristics. Including thoughts, feelings, motivation, and intention, and were
ready and able to use this knowledge in the service of learning, both their own and their students.
Equally, creative teachers were aware of a wide range of condition that impacted on students and
made their responsibility to manage them. (Well, et al., 2011).

Creative teaching required risk-taking, but security was also important. These creative
teachers were hardworking, non-conforming, knowledgeable, intuitive, confident, flexible, and
energetic. A correlation ship study (Reskind, 1967; Reskind&Syndiaha, 2002) showed that in
comparison to their less creative colleagues, teachers higher in creativity were more dominant
and higher in social presence and self-acceptance. They were also less concerned with making
good impressions and lower in self-control.
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b) Motivation

All creative teachers in the case studies were intrinsically motivation, persistent, and
passionate about their work. Their creativity focused on activities that they themselves deemed
to be important; none refereed to extrinsic motivation such as merit pay or vacations. Most
teachers were also motivated to make difference. They set their sights on improving the
community, the educational system, or their students lives and learning. The specific impact that
they wanted to make reflected what they valued most (Lilly, 2002).

c) Value

These were the mainsprings of teachers intrinsic motivation and creativity; they would
provide a framework that guided teachers decision. Learning and personal development and
strong interpersonal and community relationship were the most common value. In the words of
Morgain, a university teacher:

You also have to make sure that you.address all aspects of the person; mind, body,
spirit and heart. Mind, in term of learning about knowledge, and cognitive activities;
body, in term of physical activities, getting people to move around; and spirit, in term of
looking at values, morals, religions and spirituality.
(Dagenais, 2003)

Fernal (1987) speculated that values are indeed important and two recent studies reported
that general values of self-direction, universalism, and stimulation are correlated with self-
reports of creative activity in university students. (Dollinger, Burke & Gump, 2007; Koof et al.,
2007).
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1.2.4.3 The Impact on Community/Society through Creativity in Education

Teachers in community refer to aspects of the community that had an impact on

teachers by virtue of their membership in it, including the educational community in which
teachers lived, and society at large. Teachers building community explores teachers action that
build and strengthened communities for their students and for themselves. It can be as simple to
explain that the communities to which they belonged shaped their creativity. The educational
community in which teachers spend most of their time is the classroom, and successful teaching
depends on adapting to students; thus, students perceived interest, abilities, and needs shaped
teachers creativity.

The outcomes of creativity from teachers upgraded the existing systems, curriculums or
instructional style. There were plenty of outcomes that able to be observed as the products from
the creativity of the teachers. These many kinds of products were reported, including websites,
plays, successful business, and various models such as working musical instruments. Often
students products were notable because it was the first time that the classes had participated in
such activities. At other times it was quality of the work that stood out, as seen in a teacher who
worked with a class of special-needs students. In spite of their disabilities, when their work was
displayed at the school knowledge fair, each student received high marks and praised from the
judgers. Other observable products included demonstration videos and workshop or conference
articles and journal articles (Well, et al., 2011).

Therefore , our teachers creativity more closely resembled the everyday creativity of
improvising group than that of eminent creators (Sawyer, 1997, 2004). Harringtons (1990)
speculation that creative individuals are active shapers of their environment. The vital and most
necessary courses at the top of the pyramid are still vital. However, by adding creativity to mix
what we taught, a broader view of our educational system that uses innovative paths to reach our
destination can be achieved. Robert Sternberg said that ,Wise individual balance the need for
change (creativity) with the need for stability and continuity (intelligence) in human affairs. As
society looks to the future, the creative person will be individual in demand, making it urgent for
educators to be role model and a guide that will lead todays students future and not our past.
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Therefore, educators are those who at the frontline to help individual acquire knowledge
by leading them to build up more constructive and creative learning knowledge. This is the main
and paramount reason that a teacher should put effort on training themselves to be more creative
and innovative, due to cultivate a new generation with more creative mindset. Last but not least,
creativity seemed importance for us, because a creative student always comes from a creative
teacher. It is the time we move forward, looking for everyday creativity at the basement of
national philosophy.

1.3 Research Problem

Aspiration and determination from Malaysia Ministry of Educational Department is

clarified to want a transformational new educational system which able to gain and acquire more
powerful global competitive ability that possibly generate more creative and integrated young
new generation. Heading to the aims and goals, teachers described as the grounded unit of
human resource to help government put out their endeavor to develop and produce more creative
young new generation.

Therefore, teachers creativity absolutely played as a key to open more creative teaching
approaches to generate more creative youngsters, whilst teachers epistemology belief viewed as
a basic unit of building block affecting teachers cognitive processing that may eventually turn
into a decisive factor to determine teachers creativity level. On the other words, epistemology
belief could become the ultimate factor to decide a teachers ability to bring out a creative
teaching. As a result, it is a need to perceive the relationship between epistemology belief and
science teachers creativity.
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1.4 Research objectives

i. To determine the extent of science teachers epistemology belief.

ii. To determine the extent of science teachers creativity level.

iii. To determine the significant of differences between science teachers epistemology

belief and science teachers creativity.

iv. To determine the significant relationship and correlation between science teachers
epistemology belief and science teachers creativity.

v. To determine the significant of differences among the five factors of epistemology

belief and science teachers creativity level.

vi. To determine the significant correlation of the five factors of epistemology belief and
teachers creativity.

1.5 Research questions

The research study on epistemology belief and science teachers creativity arise the
following questions.

i. To what extent science teachers epistemology belief is?

ii. To what extent science teachers creativity level is?

iii. Will there any significant differences between science teachers epistemology belief
and science teacher creativity levels?
 21

iv. Will there has significant relationship and correlation between science teachers
epistemology belief and science teachers creativity?

v. Will there has significant difference among the five factors of epistemology beliefs
and science teachers creativity level?

vi. Will there has significant correlation of the five factors of epistemology beliefs
toward science teachers creativity?

1.6 Research Hypothesis

HO1 : There are no significant differences between science teachers

epistemology belief and science teacher creativity levels.

HO2 : There are no significant correlation between science teachers

epistemology belief and their creativity.

HO3 : There are no significant difference between the factors of science

teachers epistemology belief and their creativity level.

HO4 : There are no significant correlation between the factors of science

teachers epistemology belief and their creativity level.

1.7 Research Conceptual Framework

The research conceptual framework (Figure 1.1) was built based on two independent
variables that are Epistemology Belief Inventory scores and Creativity scores. Respondents EBI
scores were measured by using Epistemology Belief Inventory questionnaire (Schraw, Bendixen,
 22

& Dunckle, 2002), whilst respondents creativity scores were measured by using Torrance and
Guilford Creative Thinking Test (1974). Both instruments are generally used for quantitative
data collection.

This research attempts to identify the significant or not significant differences between
the EBI level and science teachers creativity level. By the same times, this study intends to
determine the correlation between epistemology belief and teachers creativity.

Relationship
(Regression)
Teachers Creativity Teachers Epistemology Belief
Correlation
Significant relation Significant relation

Nave Epistemology Belief Strongly Not Creative

General Epistemology Belief Not Creative
Advance Epistemology Belief Creative
Very Creative

Figure 1.1 Research Conceptual Framework

Besides, the research also designed to determine the correlation between the science
teachers creativity and the 5 factors (Simple Knowledge, Certain Knowledge, Omniscient
Knowledge, Innate Ability and Quick Learning) used to construct EBI questionnaire
respectively.
 23

Simple Knowledge

Relationship Correlation

Innate Ability Teachers Quick Learning

Creativity

Omniscient Knowledge Certain Knowledge

Figure 1.2 Correlations between each EBI Factors to Teachers Creativity

The correlation study used to determine the relationship between two or more
independent variables. The stronger the relationship yield the higher correlation among the
variables and the relationship is significant.

1.8 Rational of research

Aspiration of Malaysia Ministry Educational Department is trying to transform existing

inflexible and paradox educational system to more advancing quality international education
system so Blue print of Education in Malaysia 2013-2025 was proposed, the content detail was
discussed as aforementioned. Quality education tentatively produces a citizen who is balance and
harmony with both excellent academic achievement and high behavioral morality regards on
humanity value. The reformation and transformation of Malaysia education is a change, and
seemed a breakthrough over its history, due to upgrading the whole system moves from a
learning output emphasis to a learning process emphasis which aim to work out more efforts on
holistic development based on intrinsic personal development and enhancing cognitive learning
ability.
 24

Students intrinsic personal development and their cognitive learning ability are two
important components had been overlooked for the past thirty years, when the execution
curriculum KBSR and KBSM over stressing on students personal academic performance that is
literately forming a gap to actualize goals of National Education Philosophy. The gap was
formed to ignore the more precious learning process and cognitive process skill, eventually the
system drags down to become a very exam-oriented educational system, and cause the
stakeholders only concern about the exam result. Therefore, the new scheme of curriculum
KSSR and KSSM are introduced and soft landing in current school phase by phase, hopefully is
able to completely replacing the existing system. KSSR and KSSM are the new schemes attempt
to improve quality of educational system to actualize NEP.

KSSR and KSSM are the curriculum scheme modeled towards student-centered teaching
advocating problem-solving and inquiry learning practice, stimulating students constructive and
creative learning. This is a global educational wave change emphasizes on thinking skills
development that shifting paradox science curriculum to Entrepreneurial Science Curriculum.
Entrepreneurial Science Curriculum is the combination of science thinking skills and creativity.
Nor Aishah & Lilia (2007), reported that Malaysia need to produce entrepreneurial scientist who
were originally academic scientist to have the inclination to go beyond just turning their
discoveries in science based research into technology but into commercial aspects of their
discoveries and even participate directly in the creation of entrepreneurial venture.

Therefore, a quality creative teaching and learning should land on the ground of
cultivating a quality creative teacher, on the other word, a quality creative science teaching rely
on teachers creativity and her epistemology belief. Quality teachers in fact comes from
individual who has more advancing personal epistemology belief, so a teachers epistemology
belief needs to be identified due to guarantee a quality creative science teaching. In addition,
teachers pedagogical belief intrinsically motivate teachers using more creative instructional
design in classroom and both are affected by their epistemology belief, thus, the study attempt to
determine the relationship between science teachers personal epistemology belief and science
teachers creativity.
 25

1.9 The Importance of Research

According to Preliminary report of Malaysia Blueprint 2013-2025, reported that

Malaysian performance in TIMSS indicates that students performance has fallen from 1999 to
2007. The most recent TIMSS 2007 results in comparison to other systems shows that relatively
few of Malaysian students are excelling. Only 2-3% of Malaysian students perform at highest
benchmark level, in comparison more than 30% of students in Singapore scored at advanced
level. TIMSS result also marked that up to 20% of Malaysian students did not meet the minimum
benchmark in science. These students were shown to understand basic science concept but
generally struggled to apply this knowledge.

This report rose an alarming to urge Malaysian education system to change of its
didactic application into more flexible and constructive application. KSSR and KSSM definitely
a transformation for higher quality of Malaysian education system that emphasize on students
learning performance by introduce school-based-assessment system. However, international
research shows that teacher quality is the most significant school-based factor in determining
students outcomes. The quality of a system cannot exceed the quality of its teachers.

In Malaysia, a 2011 research study found that only 50% of lessons are being delivered
in an effective manner. This means that the lesson did not sufficiently engage students on higher
order thinking skill but followed a more passive, lecture format of content delivery. These
lessons focused on achieving surface-level content understanding. This statistics is particularly
challenging as an estimated 60% of today teachers will still be teaching in 20 years times. And
this may be one of the reasons that majority of teachers in Malaysia opposed on school-based
assessment system. As majority of these teachers used to lecture format content-based teaching
strategy rather than try on more creative teaching strategy.
 26

The situation is upset and worsens when some researchers reported that Malaysian
teachers creativity are very low, for instance, Nureffazlin Binti Norjahan (2011), stated that the
sample study in Pontian, shown teachers creativity at very low level.

It is useless if Malaysian teachers far apart from the understanding of the meaning of
Malaysian education system transformation. The new system encourages and hopes for more
constructive and creative teaching presented by good quality teachers who are competence in
both knowledge and creativity. Gillian Bram well, et al., (2011), stated that creativity able to
improve and develop an individual personal intelligence, motivation and value, his groups study
has confirmed the importance of such relationship and illustrates the way in which specific
values drive and shape the creative process. And the values often depend on ones belief. Beliefs
play an important role in how a teacher teaches. Behaviors directly influenced by ones beliefs,
so that belief in teaching and knowledge ultimately influence how a teacher teaches and plan.

Therefore, the values drive and shape the creative process may come from factor of
personal epistemology belief. The study try to find out the relationship between epistemology
belief and science teachers creativity open another door to help on improving Malaysian
teachers creativity. Thus, the study of this research will bring beneficial to teachers, schools and
Ministry of Education.

The study of this research contributes a platform for teachers to understand about the
concept of personal epistemology belief, for them to think about the theories of knowledge
relatively influence their cognitive process skill and finally blocking or stimulating their
creativity. The finding about the relationship between epistemology belief and teachers
creativity also open a new room for future investigation about the factors that may influence a
teachers creativity. Teachers can elaborate on more factors that may pragmatically influence on
their creativity and taking understand of their personal epistemology belief as a reflection to
move out the very first step for future improvement.

The research finding provide another choice and topic for school training programs
(LDP) to make further and detail discussion among school teachers, hopefully through school
 27

programs teachers can generate more ideas about their own personal epistemology belief that
convince themselves to try on more constructive and creative teaching in classroom.

The research study suggests an alternative idea to Ministry of Education finalize the
factors give effect on teachers creativity, so that relevant department able to give more relevant
meaningful training programs to improve quality of Malaysian teachers. This is important to try
producing more creative teachers and so more creative new generation competent at international
scale is possible to be a reality.

1.10 Research Limitation

The scope of this study is to determine the relationship between epistemology belief and
science teachers creativity. Besides, the research was confined to a generality of creativity, not
included specific pedagogical creativity.

This study was a small-scale study conducted at one science teachers conference
organized by Education Department of Johor state (JPNJ) and 5 secondary schools from Kluang
district. Therefore, only 70 respondents volunteered to give their feedback and answered the
given questionnaires. As the study only involved very small size of samples, so it is not to over
generalize the results and the finding cannot be claimed to represent the general population.
 28

1.11 Operational Definition

The following definitions are important and are used in writing of this study.

1.11.1 Epistemology belief

These beliefs focus on how individual come to know, their belief about knowing, how
those beliefs a part of, and influence cognitive process.

1.11.2 Simple Knowledge

The knowledge consists of discrete facts and how simple or complex knowledge is. This
belief influences its believers to decide study strategy.

1.11.3 Certain Knowledge

Absolute knowledge exists and will eventually be known and to what degree is the
knowledge tentative.

1.11.4 Omniscient Authority

Authorities have access to otherwise inaccessible to knowledge and to what degree is the
authorities need to access due to accessible of the knowledge.
 29

1.11.5 Quick learning

Learning occurs in quick or not-in-all fashion. This belief generally influence its
believers more concern about the grade of study.

1.11.6 Innate ability

The ability acquire knowledge is fixed. The believers emphasize on surface learning and
strategies.

1.11.7 Teachers Creativity

A teachers creativity is defined as the ability of a teacher generates imaginative

approaches, to solve a problem with more interesting and exiting. It is believed to involve
creating new activities that leads to foster creative learning in students.

1.12 Summary

Teachers creativity is an important element to support the realization of Malaysian

Educational transformation for the coming years. And teachers epistemology belief always
influences how teachers decide on her instructional planning. These beliefs directly reflect on
their teaching behaviors. Those teachers hold on more advance epistemology beliefs are better
well adopt student-centered teaching applications such as problem-based teaching, inquiry-based
teaching, etc.
 30

On the other hands, these teachers are having higher intrinsic values to motivate
themselves for the trials on more creative science teaching approaches. Thus, it is significant to
find out the relationship between epistemology belief and science teachers creativity. The
finding assists on the understanding of the influence of teachers belief as a factor to determine
their creativity.

A successful quality educational system depends on the quality teachers. In this chapter
has discussed about the current transition trend of Malaysian Education System towards the new
plan of Malaysia Transformational Education System. The urge from the new system truly need
a batch of good quality teachers to succeed it by transform the existing didactic teacher-centered
teaching strategy to become more constructive and creative student-centered teaching strategy.
Again, teachers beliefs play part in such critical moment for them to change and to become
more creative teachers. So, identify both relationship between their beliefs and creativity is in
needed.

Hence, this chapter has discussed about the study objective, research questions, research
hypothesis, importance of this research, etc. Hopefully this research opens a new door to find out
the factors that may influence a science teachers creativity.