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Explanation of the Sekolah Sri KDU® Model

The concept of a smart school is not new. In developed countries, smart schools have shifted the
paradigm of teaching-learning in education to focus on student needs and capabilities and
individual student development.

The Malaysian Government initiative adopted by KDU Smart School Sdn Bhd focused on the
development of the regulatory, physical, academic and administrative structure of Sekolah Sri

Sekolah Sri KDU® is unique in that it is not just another private school but is also a Smart School.
What does this mean for the children enrolled at Sekolah Sri KDU®?

To start, there are four fundamental components to our school and together these components
provide a conducive environment for children to develop their individual potential to its fullest :

Welcome to Sekolah Sri KDU®, Kota Damansara- The first purpose-built private smart school in
Malaysia. Sekolah Sri KDU® was set up by Paramount Corporation Berhad who has a 20 year
track record in education with its network of KDU Colleges. Sekolah Sri KDU® is based on the
Malaysian Government Blue-Print on Smart Schools and has adopted some of the world's best
practices. This provision of high quality primary and secondary education represents our initiative
for downstream expansion in the educational sector.

Sekolah Sri KDU® provides a comprehensive physical infrastructure, state-of-the-art IT

environment, solid academic support and a customer-centric administration capable of handling
the day to day needs of the school. Our teaching-learning pedagogy at the school adopts the
most innovative practices for education in the 21st century including the creation of a learner
centered environment, the adoption of interactive activity-based learning with students being
trained to set their own standards and pace of learning.

We also focus on the provision of an all-round education with emphasis being given to sports,
music and other such activities as part of our school curriculum. Sekolah Sri KDU® encourages
community involvement with the parents, students, teachers and school administrators as active
stakeholders to create a vibrant and cohesive environment for the children. This defining feature
allows us to focus on the most important people in this equation - our students.

Strategic Partnerships
One of the core features of Sekolah Sri KDU® stems from the recognition that education at primary
and secondary level is not a solitary journey. Each child is entitled to have a community of people
involved in and dedicated to his or her learning process.

Our strategic partnerships include :

1. The parents and the community
2. International schools worldwide
3. KDU College international partners.

The Learning Environment

It is without doubt that children learn best in environments that cater to their specific needs and
expectations and are student friendly. To nurture the holistic development in children, Sekolah Sri
KDU® focuses on three aspects :
1. The physical infrastructure

Purpose built, beautifully landscaped and spacious, it has 90 classrooms and

a host of special rooms and laboratory facilities. The facilities include the
Smart Card to monitor student attendance and purchases; the Smart Room®
allowing for fluidity and flexibility in the classroom configuration; the use of
broadband facilities; small classes with 24 to 28 students per class and good,
nutritional food prepared by professional caterers.

2. The psychological infrastructure

This encourages students to think and provides opportunities for students to

experiment and learn. In a knowledge driven society, students have to be
armed with the tools to seek, manage, share and think creatively.

We also focus on the development of skills and disciplines outside the

classroom by providing students with the opportunity to participate in a variety
of co-curricular activities including, gymnastics, self-defence, netball,
basketball, football, speech and drama, amongst others.

There exists a variety of clubs and societies students may join such as
Scouts, ICT Club for children interested in developing their computer skills,
Speech and Drama Club, Editorial, Athletics, and The LEO Club. These allow
for interaction between the different levels of students as well as provides a
platform for teamwork and group activities and an enhancement of
communication skills.

3. The academic infrastructure

This includes the commitment of Sekolah Sri KDU® to the mastery of three
languages - Bahasa Malaysia, English and Mandarin. Also we expect to
conduct fairly rigorous assessments of the students, although not necessarily
through the traditional methods of examination only.

Our goal is to create physical, psychological and academic surroundings that

empower our students to work in an environment that encourages active
learning. The traditional school model wherein the teacher was the source of
all information is outmoded. The advent of the Information Age and the
progressive capabilities and abilities of today's student demands that a
paradigm shift is necessary and at Sekolah Sri KDU®, teachers are trained to
facilitate contextual learning with IT support.
The Quality of Our Teachers

The most telling asset in any school is its academic staff. Hand-picked, from diverse backgrounds,
well educated and rigorously trained in the Smart School teaching methodology, our teachers will
facilitate the learning process at Sekolah Sri KDU®. The traditional role of a teacher as the main
source of information is replaced by teachers improving students' learning skills in a manner that
is relevant to the new millennium. A variety of teaching and learning approaches that cater to the
learning styles of the students makes learning interesting and motivating. In addition, IT will
facilitate teaching and learning through the use of relevant courseware and software in the

What's special about our teachers?

1. Smart School Trained

Each teacher is required to participate in 120 hours of compulsory training prior to the
commencement of classes.

2. Internationally Certified Programmes

In the spirit of lifelong learning, all teachers will undergo 40 hours of re-training annually, with
emphasis on internationally certified programmes. This is in recognition of the fact that the
best practices for teaching-learning worldwide are evolving rapidly and Sekolah Sri KDU® is
committed to providing our teachers with a platform to learn this, every year.
The Smart School Plus

At Sekolah Sri KDU® recognition is given to the fact that we can and will, ultimately,
provide students not only with the ability to complete the national curriculum (KBSR for
primary school and KBSM for secondary school) in a positive learning environment, but
also that there is a need to add value to the learning experience. This is achieved in
numerous ways including:

1. Tutor Time®

This provides direct access on a one-to-one basis between the teacher and
student. Tutor Time® is not fixed tuition time but rather raised in consultation
between the teacher, parent and child in cases where the child appears to be
having difficulty in a particular area of any subject. Tutor Time will take place
after school hours on a one-off basis as the need arises.

2. Post Programme Plus

Career awareness through personal development programmes opens to

children the ability to plan and understand the educational opportunities
available in higher education. In particular students are given the opportunity
to be involved in programmes in the KDU Educational Group.

3. The DAD®

The Digital Academic Dashboard, affectionately called "DAD®" is a portal for

communication with parents, students and teachers and will be the platform
that provides regular updates to parents about the progress of their children.
The DAD® is also the basis upon which the school management system is IT-
enabled and information on curricular and co-curricular matters will be
APIIT Smart School
Nurturing Success

The concept of smart school is not new. In developed countries, smart schools have shifted
the paradigm of focus on student needs and capabilities and individual student

APIIT Smart School Sdn Bhd, a part of the APIIT Education Group commenced operations
in January 2006. Their objective is to provide an educational structure that allows for the
mental, academic and physical growth of each child in a nurturing and personalized

Many people are under the misconception that a smart school means that the learning
environment is technology intensive with the requirement that student will become
computer literate.

Research has established that young children are provided with substantial exposure to
television and multimedia and this affects the way they think and also affects their attention
span. This in effect means that the use of traditional learning styles including taking notes,
inactivity in the classroom and passive observation will quickly result in children today being
bored and distracted.

What is required is the adoption of teaching – learning methodology that is inclusive and
allows the child to learn in a hands – on and interactive way. The essence of a smart school
therefore is about this. The role of computers in this regard is merely as a tool for learning
and interaction by the student.

It is without doubt that children learn best in an environment that caters to their specific
needs and expectations and are student friendly.

Dr. Parmjit commented, “To nurture the holistic development in children, APIIT Smart
School focuses on three components:

The traditional school model wherein the teacher is the source of all information is over. The
advent of the information Age and the progressive capabilities and abilities today’s student
demands that a paradigm shift is necessary and at APIIT Smart School, the teachers are
trained to facilitate contextual and experiential learning through our partnership with four
British organizations that have revolutionized learning at schools in the British Midlands.

The most telling asset in any school is its academic staff. Hand – picked, from diverse
backgrounds, well – educated and coached by our partners, our teachers will facilitate the
learning process at APIIT Smart School.

A variety of teaching and learning approaches that cater to the learning styles of the
students makes learning interesting and motivating. In addition, IT will facilitate teaching
and learning through the use of relevant courseware and software in the classroom.

As parents explore the possibilities of providing their children with the best in education it is
imperative to recognize that education is not necessarily about exposure to information and
how to access and use it. In addition, it is equally important to remember that the initial
approach to education to which each child is exposed will impact his learning abilities,
processes and focus for life.

Program Pelaksanaan Sekolah Kluster Sehingga Jun 2007
Senarai 30 Buah Sekolah Kluster Yang Telah Menerima Sijil Pengikhtirafan
Pada 30 Mac 2007

LATARBELAKANG - Penubuhan Sekolah Kluster terkandung dalam Bab 9 Pelan Induk Pembangunan
Pendidikan (PIPP) yang telah dilancarkan pada 16 Januari 2006. Pewujudan Sekolah Kluster adalah
berdasarkan pendekatan kedua PIPP iaitu untuk mengembangkan sepenuhnya potensi sekolah dalam
kluster kecemerlangan yang mekanismenya dinyatakan dalam Teras Strategik Ke-6, Melonjakkan
Kecemerlangan Institusi Pendidikan. Tinjauan literatur menunjukkan bahawa amalan mengelompokkan
sekolah dilaksanakan di luar negara untuk peningkatan kualiti pendidikan. Pengelompokan yang
dilaksanakan di luar negara adalah berasaskan lokaliti ataupun kecemerlangan.

Sekolah kluster ialah satu jenama yang diberi kepada sekolah yang dikenal pasti cemerlang dalam
klusternya daripada aspek pengurusan sekolah dan kemenjadian murid. Pewujudan sekolah kluster
bertujuan melonjakkan kecemerlangan sekolah dalam sistem pendidikan Malaysia dan membangun sekolah
yang boleh dicontohi oleh sekolah dalam kluster yang sama dan sekolah lain di luar klusternya.

Sekolah Kluster diwujudkan bagi melonjakkan kecemerlangan sekolah dalam sistem pendidikan Malaysia.

Terdapat tiga jawatankuasa yang ditubuhkan bagi melaksanakan konsep sekolah kluster. Jawatankuasa
tersebut ialah;

• Jawatankuasa Pemilihan Sekolah - dipengerusikan oleh Ketua Pengarah

Pelajaran Malaysia
• Panel Penasihat - dipengerusikan oleh YBhg. Tan Sri Datuk Seri Panglima Dr.
Abdul Rahman Arshad
• Jawatankuasa Pelaksana – dipengerusikan oleh Timbalan Ketua Pengarah
Pelajaran Malaysia (Jabatan Sekolah)

Pelaksanaan sekolah kluster adalah berasaskan kepada proses desentralisasi yang

melibatkan pengupayaan sekolah menerusi pemberian autonomi terpimpin. Pandangan
stakeholder seperti PIBG, Alumi, pemimpin sekolah dan guru turut diambil kira dalam
pelaksanaan sekolah kluster. Mereka telah terlibat secara langsung dalam Bengkel
Autonomi Sekolah Kluster Kementerian Pelajaran Malaysia yang telah diadakan pada
19-20 Mac 2007. Panel Penasihat Sekolah Kluster pula akan membantu menyumbangkan
kepakaran mereka bagi memastikan pelaksanaan sekolah kluster dapat berjalan dengan


Pemilihan sekolah kluster akan dibuat berdasarkan kepada kluster berikut:

• Sekolah Rendah yang terdiri daripada Sekolah Kebangsaan (SK), Sekolah Jenis Kebangsaan
Cina (SJKC), Sekolah Jenis Kebangsaan Tamil (SJKT) dan Sekolah Orang Asli.
• Sekolah Menengah yang terdiri daripada Sekolah Berasrama Penuh (SBP), Sekolah
Menengah Teknik (SMT), Sekolah Menengah Kebangsaan Agama (SMKA), Sekolah Menengah
Harian, Sekolah Premier, Sekolah Seratus Tahun, sekolah dalam persekitaran Putrajaya dan
Cyberjaya, dan Sekolah Model Khas.
• Sekolah Rendah Pendidikan Khas (SPK) dan Sekolah Menengah Pendidikan Khas (SMPK), dan
Sekolah Menengah Pendidikan Khas Vokasional (SMPKV).
• Sekolah Antarabangsa dan Sekolah Swasta
• Institusi lepas menengah seperti Kolej Matrikulasi dan Institut Pendidikan Guru (IPG) (PIPP,
2006, ms. 119 dan 121)

Pemilihan sekolah tersebut perlu memenuhi prasyarat dan syarat berikut:

• Prasyarat Pertama

o Pengukuran Standard Sekolah:

• Sekolah mestilah mencapai sekurang-kurangnya Taraf Cemerlang berdasarkan Standard

Kualiti Pendidikan Malaysia (SKPM)

• Prasyarat Kedua
• Kecemerlangan Kurikulum (Sekolah Menengah)
• Gred Purata Sekolah (GPS) untuk peperiksaan awam PMR dan SPM 3 tahun berturut-turut:

 SBP : GPS 2.5 dan ke bawah

 SMKA : GPS 3.0 dan ke bawah
 SMT : GPS 4.0 dan ke bawah
 SM Harian : GPS 4.0 dan ke bawah

o Kecemerlangan Kurikulum (Sekolah Rendah):

o Sekolah Rendah Harian : 80% dan ke atas murid lulus semua mata pelajaran dalam
UPSR, atau
o Peratus kelulusan menunjukkan peningkatan; atau
o GPS UPSR : 2 dan ke bawah

c. Syarat Pemilihan

• Kecemerlangan murid dalam aspek:

o Akademik
o Kokurikulum
o Sahsiah

• Pengurusan sekolah berwawasan dan berkesan.

• Pembangunan sumber terurus dan digunakan secara optimum.
• Pemimpin sekolah mengamalkan kepimpinan berkualiti.
• Pengurusan pengajaran dan pembelajaran yang berkesan.
• Iklim sekolah kondusif untuk pembangunan modal insan.
• Keberkesanan pelaksanaan program KPM
• Sekolah berwatak
Sekolah yang memenuhi prasyarat dan syarat yang ditetapkan di atas boleh
mengemukakan permohonan dan prosedur pemilihan adalah seperti berikut:

• Langkah 1: Penerimaan pencalonan

• Langkah 2: Penilaian menggunakan instrumen SKPM dan Annex.
• Langkah 3: Penentuan standard (standard fixing) oleh JK Pelaksana Sekolah Kluster
• Langkah 4: Kesahan calon dalam Mesyuarat Hal-hal Profesional
• Langkah 5: Calon dimaklumkan kepada Lembaga Penasihat
• Langkah 6: Pengumuman oleh YB Menteri Pelajaran


Pemimpin sekolah kluster ialah:

• Pengetua/Guru Besar (DG52/DGA 36)

• Pemimpin yang terpilih memenuhi syarat pemimpin cemerlang
• Jawatan: school-based post

Guru-guru sekolah kluster pula:

• Memenuhi kriteria Guru Cemerlang

• Prestasi mereka akan menentukan sama ada mereka kekal mengajar di Sekolah Kluster.
• Boleh mendapatkan perkhidmatan pakar mengikut niche areas sekolah dalam bidang
kokurikulum secara kontrak atau sambilan
• Nisbah kelas: guru ialah 1:2

Kaedah pemilihan pelajar sekolah kluster:

• Kluster SBP, SMT dan SMKA kekal seperti amalan sedia ada
• Kluster lain, pengetua/guru besar diberi kuasa mengambil sejumlah kecil murid baru untuk
bidang kebitaraan sekolah
• Ujian saringan sekolah

Akauntabiliti Pemimpin Sekolah:

• Berpandukan:
o Key Performance Indicator (KPI)

 pengurusan sumber manusia dan fizikal

 sumber kewangan
 pembangunan profesionalisme staf
 program kurikulum dan kokurikulum berkesan
 lulusan sekolah berkualiti: pencapaian akademik, kokurikulum dan sahsiah

 TOR Sekolah Kluster

Autonomi Sekolah:
Jenis Autonomi yang diberikan kepada sekolah berbentuk:

o Umum (untuk semua sekolah)

o Khusus (mengikut keperluan sekolah berlandaskan kepada jenis sekolah,
pengajiannya dan niche areas).

Autonomi yang diberikan juga merupakan autonomi terpimpin yang memerlukan kepada:

• Pematuhan piawai yang berikut:

o Akta Pendidikan 1996

o Sistem Pendidikan Kebangsaan
o Akta Tatacara Kewangan 1957, Pekeliling Perbendaharaan dan Garis Panduan dan
Surat-surat Siaran

Senarai Bidang Autonomi:

o Pengurusan Sekolah
o Pengurusan Sumber Manusia
o Pengurusan Sumber Kewangan dan Sumber Fizikal
o Pengurusan dan Pelaksanaan Kurikulum
o Pengurusan dan Pelaksanaan Kokurikulum

Jaminan kualiti:

Bagi memastikan sekolah kluster sentiasa mempertingkatkan standard kualiti, jaminan

kualiti di sekolah kluster akan menggunakan mekanisme kawalan luaran dan kawalan

Peranan Agensi Lain

Sekolah Kluster akan memperluas peranan yang boleh dimainkan oleh PIBG, Lembaga
Pengelola, Alumni dan NGO dalam aspek:

o Biasiswa
o Kewangan/Dana
o Program Kecemerlangan Akademik
o Program Kecemerlangan Kokurikulum
o Program Kerjaya


Sekolah kluster akan memberi impak yang positif kepada pendidikan negara dari segi:

Program Kecemerlangan Kokurikulum

• Program Kerjaya
• Pelajar sekolah cemerlang secara keseluruhan (holistic) dalam sistem: 5.8%
daripada 5.2 juta pelajar
• Lepasan sekolah kluster diterima masuk universiti ternama luar negara
• Badan korporat dan agensi kerajaan berkeyakinan menaja pengajian lepasan
sekolah kluster
• Menyediakan asas kukuh melahirkan peneraju utama agen perubahan
• Sebanyak 300 buah sekolah diiktiraf antarabangsa (3.1% daripada 9663
• Model piawaian kepada sekolah dalam dan luar negara
• Pemimpin berkualiti (3.1% daripada 9663 sekolah) dan guru yang cemerlang
(6.9% daripada 350,000 guru)

Melonjakkan kecemerlangan institusi pendidikan di Malaysia