A Contextualised Problem-Based Learning Model for Penal Code Learning at the Royal Malaysia Police Training Centre

Abstract

Penal Code learning in police training requires more than the memorisation of statutory provisions; it demands the ability to interpret facts, analyse offence elements, apply legal reasoning and make defensible decisions in authentic policing situations. However, Penal Code instruction within police training remains challenged by conventional teaching practices, limited instructional time, varying trainee maturity and differences in instructors’ pedagogical readiness. Although Problem-Based Learning (PBL) is widely recognised for promoting active, collaborative and problem-oriented learning, limited empirical attention has been given to how PBL can be contextually designed for Penal Code learning within Malaysian police training. Addressing this gap, this study aims to develop a contextualised PBL model for Penal Code learning at the Royal Malaysia Police Training Centre. A qualitative case study design was employed involving 12 instructors from three Royal Malaysia Police Training Centres. Data were collected through semi-structured interviews, classroom observations, video recordings and field notes. The classroom-based PBL implementation involved a structured two-hour Penal Code learning session adapted from Barrows and Wee’s five-step PBL process, followed by semi-structured interviews using an instrument adapted from Herndon. Data were analysed using hybrid thematic analysis, combining deductive constructs from PBL principles with inductive patterns emerging from participants’ narratives and classroom observations. The findings reveal four interrelated design components: authentic and challenging legal problems, small-group discussion, trainee-centred learning and andragogical principles. These components support collaborative inquiry, contextual reasoning, guided facilitation and practical application of legal provisions to realistic policing scenarios. This study contributes an empirically grounded and context-sensitive pedagogical framework for transforming Penal Code instruction into an authentic, reflective and professionally relevant form of police legal education.