Application of the Fuzzy Delphi Method in Evaluating a Malay Language Writing Skills Model for Orang Asli Schools in Malaysia

Addressing low literacy achievement among Indigenous pupils in Malaysia, particularly in Malay language writing, remains a key challenge in achieving inclusive and equitable education. Conventional instructional approaches often fail to align with the cultural, linguistic, and contextual realities of Indigenous learners. In response, this study evaluates the appropriateness and usability of a newly developed instructional framework “Model Kemahiran Menulis Bahasa Melayu Sekolah Orang Asli” (KMBMSOA), or the “Malay Language Writing Skills Model for Indigenous Schools” which aims to enhance writing proficiency in Malay among primary-level Indigenous pupils. A quantitative design was employed using the Fuzzy Delphi Method (FDM) to obtain expert consensus from 30 experienced educators who teach in Indigenous school settings. Seven research questions guided the validation process, addressing the model’s core components: instructional objectives, learning activities, pedagogical strategies, formative assessment and reflection, mastery-level clusters, and overall classroom usability. The results indicate strong expert consensus on the model’s suitability and cultural relevance. Learner-centred, experience-based, and context-responsive strategies were identified as particularly effective. Experts highlighted the importance of clear, developmentally appropriate objectives, hands-on writing activities, and structured, flexible pedagogical approaches. The progressive mastery-level clusters were validated as useful in scaffolding learners’ writing development. In conclusion, the KMBMSOA model demonstrates strong potential for supporting literacy instruction in Indigenous educational contexts. It offers a holistic, culturally adaptive framework for teaching writing. Future research should explore implementation in classroom settings, as well as sustained professional development and culturally aligned teaching materials for Indigenous education.