Product Evaluation of Malay Language Curriculum in Primary Schools from Teachers' Perspectives Based on CIPP Model

Abstract

This study aims to evaluate the product of the Malay Language curriculum in primary schools from teachers' perspectives based on the CIPP Model, focusing on two key dimensions: the curriculum's impact on student interest and the effectiveness of achieving curriculum objectives. Using a qualitative approach with case study design, this research involved six Malay Language teachers from five primary schools across three different districts in Miri Division, Sarawak. Data was collected through semi-structured interviews and observations, analyzed using thematic analysis with NVivo 15 software assistance. The findings indicate that the Malay Language curriculum shows positive potential in enhancing student interest through edutainment approaches and technology integration, although challenges exist in oral proficiency development. The curriculum demonstrates moderate effectiveness in achieving objectives, with particular success in reading and writing skills, while oral communication skills require further improvement. Student interest and engagement analysis reveals four key themes: varied responses to edutainment approaches, attractive curriculum aspects through ICT integration, motivation factors including teacher encouragement and appropriate challenge levels, and diverse student needs with 70% effectiveness rate. Objective achievement effectiveness encompasses three dimensions: mixed results in fundamental skills development, disparities between written and oral competencies, and promising but inconsistent moral values integration. The study reveals that curriculum effectiveness depends heavily on teacher competency, institutional support, and contextual adaptation. The interconnected nature of all identified factors suggests that systematic transformation addressing multiple dimensions simultaneously is essential rather than piecemeal improvements. Implications include the need for more contextualized content adaptation, enhanced teacher training programs, stronger integration of digital literacy, and comprehensive approaches balancing academic achievement with character development. This study contributes valuable insights into curriculum evaluation complexity, emphasizing holistic evaluation approaches that prepare students for future linguistic challenges in Malaysia's multilingual educational landscape.