by Xixi Feng, Shafa’atussara Binti Silahudin, Mohd Effindi Bin Samsuddin
ABSTRACT
This research investigates how the Malaysian primary school music curriculum integrates traditional music elements to promote cultural identity. With Malaysia’s multicultural composition and the Ministry of Education’s emphasis on nurturing unity through heritage, this study explores the representation of traditional music in curriculum standards, the pedagogical approaches recommended, and the extent to which these align with fostering cultural identity. Employing a qualitative systematic literature review (SLR) guided by the PRISMA framework, relevant studies published between 2019 and 2025 were sourced from Scopus, Web of Science, ERIC, JSTOR, and Google Scholar. After applying inclusion and exclusion criteria, eight studies focusing on Malaysian music education and cultural identity were selected for thematic analysis using Clarke and Braun’s six-step method. Three main themes emerged: (1) traditional music as a vehicle for multicultural awareness, (2) curriculum-driven pedagogies for heritage transmission, and (3) challenges in implementation due to resource gaps and teacher preparedness. The analysis reveals that while the curriculum strongly endorses traditional music, implementation varies across regions and schools. Findings underscore the need for targeted teacher training, integration of community musicians in schools, and the development of culturally relevant teaching materials. The study offers practical recommendations for policymakers and educators aiming to strengthen cultural identity through music education in Malaysia.
