Sarawak educators split on new Year 4 Learning Measurement initiative

KUCHING (Jan 21): The Education Ministry’s introduction of the Year 4 Learning Measurement this year has drawn mixed reactions from local educators, with some welcoming its potential benefits while others warn of added pressure on young learners.

Following the abolition of major standardised examinations like the Ujian Penilaian Sekolah Rendah (UPSR), the initiative under the Malaysia Learning Matrix was announced by Prime Minister Datuk Seri Anwar Ibrahim during the launch of the National Education Blueprint (RPN) 2026–2035 on Tuesday.

Under the new framework, assessments will cover four core subjects — Bahasa Melayu, English, Mathematics and Science — and will be centrally administered by the Examination Board.

The initiative aims to evaluate pupils’ mastery of learning rather than rely solely on high-stakes examinations.

However, not all educators are convinced.

Nur Ain Syuhada cautioned that early assessments could place excessive pressure on young learners and foster unhealthy competition.

“Children should enjoy learning, not feel burdened by grades and numbers,” she said, adding that an exam-focused environment may lead students to prioritise results over genuine understanding.

“Examinations often create emotional stress and encourage competition rather than real comprehension,” she told The Borneo Post.

“Many students study just to pass, not to master knowledge or apply it meaningfully in their daily lives.”

She also expressed concern that frequent policy changes have left both teachers and students struggling to adapt, potentially undermining the intended impact of education reforms.

On the other hand, teacher Fatin Ainaa Sofea welcomed the initiative, describing it as timely amid declining student discipline and motivation following the abolition of the UPSR.

“Since the removal of major exams, many students no longer see the importance of studying,” she said.

“Without academic benchmarks, students lack motivation — they come to school, sit through classes, and leave without improvement.”

Fatin viewed the learning matrix as an early diagnostic tool that could help identify pupils’ strengths and weaknesses.

“This approach helps detect learning gaps early. With this system, both teachers and parents can better understand a child’s development and provide support in areas where it is most needed,” she explained.

“It makes it easier to notice their strengths or subjects they excel in,” she added.

Echoing this view, college lecturer Mohammad Hafizudin said early assessments could strengthen pupils’ readiness for upper primary and secondary education.

“Students must master the basics early. It is worrying to see some reaching secondary school unable to read properly,” he said, noting that many students progress despite weak reading and comprehension skills.

He described the Year 4 Learning Measurement as a positive step in guiding students’ academic pathways.

“Early assessment can help prevent mismatches in academic pathways.

“With structured evaluation, parents can make more informed decisions and avoid placing children in pathways that do not suit their abilities,” he said.

As the Education Ministry prepares to roll out the initiative, stakeholders have called for clearer guidelines and proper training to ensure that the reform strengthens learning outcomes while supporting the holistic development of pupils.