science curriculum in IPG Malaysia based on teaching experience with KIPP
model. The respondents consisted of 105 lecturers from 20 IPG Malaysia.
The study used a questionnaire consisting of 74 items covering the four
dimensions (Context, Input, Process and Product). Data collected through
questionnaires were analyzed using one-way ANOVA. The study found that
there was not a significant difference of curriculum goals and course
objectives based on teaching experience at school. For input dimension, there
was no significant difference of evaluation, content, source and pedagogy
based on school teaching experience. In process dimension, there was no
significant difference pedagogical process, the content and the process of
assessment based on teaching experience at school. Furthermore, there was
no significant difference of product dimension of science curriculum based
on teaching experience at school. Based on the experience of teaching in
IPG, lecturers did not have a significant difference of curriculum goals,
course objectives, evaluation input, content, source, pedagogy, and
evaluation process, and content process, but there were significant
differences in the pedagogical input and product in the implementation of the
PISMP science curriculum in IPG. Its discussions and recommendation were
also discussed in this article.