Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 7, No 3, 2019, pp 405-411 https://doi.org/10.18510/hssr.2019.7359 405 |www.hssr.in © Puddin and Ibrahim ‘SILAT OLAHRAGA’ MODULE FRAMEWORK FOR PRIMARY SCHOOL TOWARD STUDENTS COMPETENCY IN SILAT Azli Puddin * , Badaruddin Ibrahim Universiti Tun Hussein Onn Malaysia, Malaysia * azli@uthm.edu.my, badar@uthm.edu.my Article History: Received on 20 th February 2019, Revised on 24 th April 2019, Published on 15 th May 2019 Abstract Purpose of Study: Silat is one of the primary school co-curricular activities. This co-curricular activity is informal in nature and learned outside school hours. Normally these silat activities are taught by the association of silat which is within the confines of the community. In this regard, the syllabus taught is non-standard because it could not assess the level of competency of students for their psychomotor, cognitive and affective domain. Methodology: This study is to establish a curriculum module silatolahraga in primary school by using development curriculum (DACUM) approach Results: This study developed a curriculum module that can be used in primary school that capable of measuring student competency in „silatolahraga‟. Implications/Applications: The formation of this module considered the establishment of effective content and meeting the competency of primary school students mainly in terms of psychomotor, affective and cognitive. Keywords: Silat Sport, Co-Curriculum Module Development, Primary School, Sport Competency, Sport Curriculum INTRODUCTION Writing about the history and development of silat systematically and specifically has not been found yet, most of the history of the development of silat is oral with only a small amount of entries only on Malay martial arts based on the history of warriors associated with fighter figures only. History of silat is found to be closely related to the development of traditional Malay civilization where people practicing the martial arts will have a position in the hierarchy of the society. A brief history of silat in Malay world history has been recorded in historical works such as the history of Malay, „Hikayat Hang Tuah‟, „Tuhfat Al -Nafis‟, Sultan Abu Bakar Poetry, „HikayatSiak‟ and others. Silat has changed from defining the hierarchical perspective of the traditional Malay community to sports and co-curricular in the 1970s. For example, on 14 September 1976, the Association of SilatGayungFatani has taken the action to develop silat curriculum based on the traditional silatMelayu. This tradition of silat curriculum is better known as traditional silat barn court curriculum. Silat curriculum development at that time booming and practiced at all levels of the military, rural communities, youth schools and higher institutions of learning. The syllabus curriculum at that time only focused on the knowledge and skill available within the association. For example, in the school of SilatGayungFatani syllabus, traditional subjects are being introduced such as „BungaSembah‟, „JurusSilat‟, „BuahPukulSilat‟ and „Silat Tempur‟. Students will be tested for each level for their competency. In Malaysia, the National Silat Federation of Malaysia or PESAKA is the main organization which regulates all the development of silat in the country. This organization is a combination of many large associations of silat in Malaysia such as „SilatGayungFatani Malaysia‟, „SilatGayung‟, „SilatCekak Malaysia‟ and „SilatLincah‟. The organization is supported by the silat association at the state level. In the development of „silatolahraga‟ and sports education, they become key elements in the syllabus or subjects that were designed. However, the curriculum development of „silatolahraga‟ in primary school is still unsatisfactory and did not meet the standard. Not capable of measuring student competency, particularly in terms of the cognitive, psychomotor and affective domain. This study will discuss the process of the formation of the curriculum module for „silatolahraga‟ for primary school. The curriculum development of „silatolahraga‟ will use the concepts and theories of development curriculum (DACUM). Approach to development of „silatolahraga‟ curriculum using the theory of a DACUM will involve 5 main processes namely conduct initial 2-day workshops, conduct validation workshops, conduct management review, conduct task analysis and curriculum development. Currently, the development of „silatolahraga‟ in primary school is quite poor. The majority of students in silatolahraga do not reach the expected standard. This is because none of the syllabus curriculum „ silatolahraga‟ used standards that can be used to measure or to guide students.