ALAT PEMIKIRAN

DALAM
PENDIDIKAN MORAL
KU.VELUSAMY
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PELAJARAN MALAYSIA


Apa dia?
Mengapa ia perlu?
Bagaimana cara
menggunakannya?
Apa itu Alat pemikiran?
Alat pemikiran merupakan
instrumen yang boleh
membantu kita menggunakan
minda kita secara sistematik
dan berkesan.

Thinking Tools
Guru perlukan ilmu
pengetahuan tentang alat
pemikiran bagi mengatur
strategi terbaik untuk
menjalakankan p&p yang
berkesan.

Alat Pemikiran
Alat Pemikiran/Thinking Tools
Taxanomy Bloom
Thinking maps
6 thinking hats
Thinkers keys
Mind maps
Multiple intelligences
Venn diagram
SWOT
Cort1
PMI (plus,minus,
interesting chart)
Scamper
Question matrix
KWHL
T-chart
Y-chart
Graphic organisers
Lotus diagram
Flow chart
Bone diagram
Fishbone diagram
I THINK







APA ITU I THINK?
Lapan peta pemikiran (Proses
pemikiran) adalah alat berfikir visual
yang memudahkan murid-murid
dalam memahami konsep,
menganalisis masalah dan mencari
penyelesaian.
PETA MINDA I THINK
Peta minda mengandungi 8 proses
pemikiran, setiap satu diwakili oleh
satu alat pembelajaran visual-verbal
dan kedua-duanya bergabung
sebagai satu set alatan yang
menunjukkan hubungan.
I THINK


8 Peta
pemikiran


8 Proses
minda
circle map
(peta bulatan)
bubble map
(peta buih)
double bubble
map (peta
buih
berganda)
Flow map
(peta alir)
Brace map
(peta dakap)
Tree map
(peta pokok)
Multi flow map
(peta pelbagai
alir)
Bridge map
(peta titi)
8 KUNCI KEMAHIRAN/PROSES
PEMIKIRAN:
Sumbang saran / mendefinisi
Menerangkan
membanding beza
membuat pengelasan
Hubungan seluruh-bahagian
Urutan
Sebab dan akibat
Analogi (hubungan yang sama)

Mendefinisi mengikut konteks
PETA BULATAN

Membantu aktiviti sumbang
saran dan menyenaraikan
semua yang diketahui tentang
perkara atau idea tertentu
supaya perkara tersebut boleh
diteroka.

Peta Bulatan
Circle Map











Adapted from Thinking Maps - Tools for Learning 1995

mendefinisi mengikut konteks
Peta Bulatan

Adapted from Thinking Maps - Tools for Learning 1995
Topik
utama
Konsep yang
anda tahu
Sempadan
Proses sumbang saran
mendefinisi mengikut konteks
Peta Bulatan

Adapted from Thinking Maps - Tools for Learning 1995
14 Nilai
Universa
l
Kepercayaan kepada Tuhan
hormat bertanggungjawab

Hemah tinggi Kasih sayang

Keadilan Kederhanaan


Kerjasama Berterima kasih


Kejujuran Kerajinan Keberanian

Baik hati
Toleransi
Dokumen Standard P Moral
Menerangkan
PETA BUIH:

Membantu menerangkan
sesuatu perkara atau idea
dengan menyenaraikan kata
adjektif supaya boleh
menerang dan memahami
sesuatu dengan lebih baik.

PETA BUIH
BUBBLE MAP
Adapted from Thinking Maps - Tools for Learning 1995





Untuk menerangkan (adjektif)
Peta Buih
Adapted from Thinking Maps - Tools for Learning 1995
Konsep
utama
Adjektif
1
Adjektif
4
Adjektif
2
Adjektif
3
Adjektif
5
Adjektif
6
Peta Buih
Untuk menerangkan, guna adjektif
Adapted from Thinking Maps - Tools for Learning 1995

jujur

rajin

Amanah
baik
hati

ikhlas
budi
bahasa

Krishnan





PETA BUIH BERGANDA:

Membantu menyenaraikan
persamaan dan perbezaan
antara dua perkara atau idea
supaya dapat membezakan
kedua-duanya dengan
membanding & membeza

Membanding beza
PETA BUIH BERGANDA
DOUBLE BUBBLE MAP
Adapted from Thinking Maps - Tools for Learning 1995









Untuk banding beza
PETA BUIH BERGANDA
Adapted from Thinking Maps - Tools for Learning 1995
konsep
1
konsep
2
sama
beza
sama
beza
beza
beza
beza
beza
sama

Untuk banding beza
PETA BUIH BERGANDA
Adapted from Thinking Maps - Tools for Learning 1995

BPK
THAN

VELU
India
UPM
Thn Baru
Cina
Buddha
Cina
Deepavali
Hindu
SAINS
SOSIAL


Membuat Pengelasan
PETA POKOK:

Membantu menyusun
maklumat supaya berada
dalam kumpulan yang berbeza
agar boleh memahami
maklumat tersebut dalam
gambaran besar secara
menyeluruh.

Membuat Pengelasan
PETA POKOK
Adapted from Thinking Maps - Tools for Learning 1995

Membuat Pengelasan
PETA POKOK
Adapted from Thinking Maps - Tools for Learning 1995
Reading Skills: Main Ideas & Details; Taxonomy
Pendidikan Moral
Fokus Tema Nilai
Kognitif Psikomotor
Diri Saya Saya & Jiran Penaakulan Perlakuan

Hubungan Seluruh- bahagian
PETA DAKAP:

Membantu memecahkan
sesuatu kepada ciri-ciri
selanjutnya supaya dapat
memahami cara sesuatu
benda berfungsi.

PETA DAKAP
BRACE MAP
Adapted from Thinking Maps - Tools for Learning 1995
Hubungan seluruh & bahagian
PETA DAKAP
Adapted from Thinking Maps - Tools for Learning 1995
Fokus PM
Sek Ren
Perasaan
Penaakulan
Tindakan
tanggungjawab
akauntabiliti
Perlakuan
mental menaakul
perlakuan baik/jahat
salah/benar


PETA ALIR:

Membantu menyenaraikan
langkah-langkah yang terlibat
dalam sesuatu proses supaya
dapat memahami apa yang
perlu dilakukan untuk
mencapai sesuatu.

Urutan
PETA ALIR
FLOW MAP
Adapted from Thinking Maps - Tools for Learning 1995
URUTAN
PETA ALIR
Adapted from Thinking Maps - Tools for Learning 1995
Langkah 1 Langkah 2 Langkah 3
Langkah 1a
Langkah 1b
Langkah 2a
Langkah 2b Langkah 3a Langkah 3b
Urutan
PETA ALIR

Adapted from Thinking Maps - Tools for Learning 1995
Membersihkan
bilik darjah
Pengajaran &
Pembelajaran
Aktiviti
ko-kurikulum
Sapu
lantai
Buang
sampah
Pendidikan
Moral
Pendidikan
Islam
Kelab &
persatuan
Unit
Ber-
uniform
Sebab dan Akibat
PETA PELBAGAI ALIR:

Membantu melakarkan
sebab dan akibat sesuatu
peristiwa agar boleh
memahami akibat tindakan-
tindakan yang diambil dan
cara untuk mengubahnya.

PETA PELBAGAI ALIR
MULTI FLOW MAP
Adapted from Thinking Maps - Tools for Learning 1995
Sebab dan akibat
PETA PELBAGAI ALIR
Adapted from Thinking Maps - Tools for Learning 1995
Masalah/
isu
Sebab 2
Sebab 1 Akibat 1
Akibat 2
suka bantu
keluarga
Rajin belajar
Suka tolong
kawan
Hock Seng
Disayangi
rakan-rakan
Cemerlang
dalam
pelajaran
Disayangi
keluarga
SEBAB AKIBAT
Analogi (hubungan yang sama,
mencari faktor penghubungan)
PETA TITI:
Membantu menyenaraikan
beberapa pasangan butiran yang
berkaitan antara satu sama lain
supaya dapat memahami
perkara-perkara di dunia yang
mempunyai hubungan yang
serupa (analogi).

PETA TITI
BRIDGE MAP
Adapted from Thinking Maps - Tools for Learning 1995
Sama
seperti
Analogi
PETA TITI
Adapted from Thinking Maps - Tools for Learning 1995
Sama
seperti



tokong kuil gereja vihara

Taoist as Hindu as Kristian as Buddhist




Faktor Penghubungan: tempat ibadat dengan penganutnya

THINKING TOOL
PMI
(Plus, Minus,
Interesting/
Tambah, Tolak,
Menarik)
LATIHAN
MENGHADIRI
KURSUS JU DI
PARK AVENUE
HOTEL, SG.PETANI
31/8/2014 53
TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU
PLUS (+ve) MINUS (-ve) Interesting
Tambah ilmu
Makan percuma
Ramai kawan baru
Tingggal di hotel
Membeli belah
Tekanan/pening
Berat badan
bertambah
Kerja di sekolah
tertangguh
Jauh dari keluarga
Duit habis
Terdahulu
mendapat maklumat
tentang KSSR
Menikmati pelbagai
jenis makanan
Berkongsi idea dari
pelbagai negeri
Kepuasan
Dapat berjumpa dgn
Penulis buku
Menambah ilmu
Berkongsi ilmu
Penceramah yang
peramah
Makanan tak sedap
Tak ada wi-fi
Mabuk lift
Lift jammed
Letih Jadual padat
Tak dapat mandi di
kolam
Ramai kawan
Ada kolam renang
Berdekatan dgn
pusat membeli
belah
Pemandangan yg
cantik
31/8/2014 54
TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU
PLUS (+ve) MINUS (-ve) Interesting
Dapat tambah
pengetahuan baru
Tambah kenalan
Pengalaman baru
sbg JU
Kongsi idea dan
pngalaman
Pertambahan
tugasan
Gangguan pdp
Matlamat MMI
terjejas
Tugasan sekolah
tertunggak
Wifi berbayar
Peluang melancong
Seronok bersama
kawan
Penceramah yg
hebat
Makanan yang
sedap
Banyak pengalamn
Kawan baru
Kongsi idea
Dapat maklumat
awal
Jauh dari keluarga
Keluar kos
Pdp tertangguh
Tambah
tanggungjawab
Dapat rasai tempat
baru
Dapat beli belah
Dapat duduk hotel
Makanan percuma
31/8/2014 55
TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU
PLUS (+ve) MINUS (-ve) Interesting
Dapat memahami
bidaya pelbagai bangsa
Mendapat motivasi dan
latihan sebagai JU
Bilik hotel kurang selesa
bilik perbincangan tidak
kondusif
Tekanan
Kursus sampai malam
Hujan tak henti-henti,
tak boleh shopping
Masa terlalu suntuk
Di tengah pusat Bandar
Eratkan perpaduan
Bercukup rehat
Benda baru kenalan dgn
pakar bidang
Ketahui pedagogi terkini
HOTS
OverTime Merapatkan hubungan
sesama peserta tanpa
mengira kaum
Interaksi yang berkesan
antara kawan-kawan
Budaya 1 malaysia
diwujudkan
Penceramah yang
berkaliber dan peramah
THINKING TOOL

6 THINKING HATS
six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
Six hats
Six colors
Six types of thinking
The hats are directions,
not descriptions of
thinkers
Each thinker should be
able to
use all of the hats
The Six Thinking Hats Tool Kit

Blue Hat Thinking- Process
Thinking about thinking
What thinking is needed?
Organizing the thinking
Planning for action


White Hat Thinking- Facts
Information and data
Neutral and objective
What do I know?
What do I need to find out?
How will I get the information I need?


Green Hat Thinking - Creativity
Ideas, alternative, possibilities
Provocation - "PO"
Solutions to black hat problems


Yellow Hat Thinking- Benefits
Positives, plus points
Logical reasons are given.
Why an idea is useful


Black Hat Thinking - Cautions
Difficulties, weaknesses, dangers
Logical reasons are given.
Spotting the risks


Red Hat Thinking - Feelings
Intuition, hunches, gut
instinct
My feelings right now.
Feelings can change.
No reasons are given.

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
Ways to Use the Hats
Individually (i.e., thinking alone)
In conversation
In meetings
Reports and presentations
six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
white hat
What information is available?
What information do we need?
How are we going to get the missing
information?
six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
red hat
What are my feelings right now?
What does my intuition tell me?
What is my gut reaction?
six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
black hat
What are some possible problems?
What difficulties could we encounter?
What are points for caution?
What are the risks?
six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
yellow hat
What are the benefits?
What are the positives?
What are the values?
Can this be made to work?
six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
green hat
What creative ideas do we have?
What are the alternatives?
How can we overcome the black hat
difficulties?
six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Group
blue hat
Where should we start?
What is the agenda?
What are the objectives?
Which hats should we use?
How can we summarize?
What should we do next?

WHITE
HAT

RED
HAT

YELLOW
HAT

BLUE
HAT

BLACK
HAT

GREEN
HAT
Identify the fact
and details of a
topic
Looks at a topic
from the point of
view of
emotions and
feelings
Focuses on the
positive
aspects of a
topic
Focuses on
reflection,
metacognition
(thinking about
thinking that is
required) and
the need to
understand the
big picture
Examines the
problems
associated with
a topic
Requires
creativeness,
imagination
and lateral
thinking about
a topic













THINKING HATS

THINKING TOOL

BLOOM-REVISED
VERSION
F
O
U
N
D
A
T
I
O
N
H
I
G
H
E
R

O
R
D
E
R
T
H
I
N
K
I
N
G
T
H
I
N
K
I
N
G
Blooms
Taxonomy
Blooms
Taxonomy
Taxonomy = Klasifikasi

mengkelaskan aras pemikiran


6 aras pemikiran kognitif
Mengapa Taksonomi Bloom
perlu?
Merangka dan mengkaji objektif
pembelajaran
Membina kurikulum
Mengenali kemahiran mudah dan kemahiran
sukar
Menyepadukan objektif pembelajaran dengan
teknik penilaian secara efektif


Mencipta
Menilai
Menganalisis
mengaplikasi
Memahami
Mengetahui
Mencipta Murid dapat mencipta produk baru
@ idea baru
Thomas
A.Edison
Menilai Murid dapat mencari rasional @
justifikasi ke atas sesuatu
pandangan/pegangan atau
keputusan.

Hakim
Menganalisis Murid dapat membanding bezakan
bahagian-bahagian yang berlainan
Bahagian kereta
Mengaplikasi Murid dapat menggunakan
pengetahuannya.
Menggunakan
manual
pengguna
Memahami Murid dapat menerangkan
idea@konsep

Kamus
Mengetahui Murid dapat mengingati sesuatu
informasi
Ensaiklopedia
Questioning . . .
Higher level questions require complex
application, analysis, evaluation or creation
skills
Higher level questions
Encourage students to think more deeply and
critically
Facilitate problem solving
Encourage discussions
Stimulate students to seek information on their
own

University of Illinois (2006) Handout #

Mengetahui
Murid dapat mengingati &
menyatakan apa yang telah
dipelajari


Describing
Finding
Identifying
Listing


Retrieving
Naming
Locating
Recognizing

Can students recall information?
Remembering stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of
Describe what happened after
Who spoke to...?
Which is true or false...?

(Pohl, 2000)
Memahami
Murid dapat menginterpretasi maksud /apa
yang telah dipelajari
Classifying
Comparing
Exemplifying
Explaining
Inferring
Interpreting
Paraphrasing
Summarizing
Can students explain ideas or concepts?
Understanding stems
Explain why
Write in your own words
How would you explain?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify
Illustrate
(Pohl, 2000)
Mengaplikasi
Murid dapat menggunakan informasi yang
dipelajari dalam satu konteks yang berlainan
daripada yang dipelajari.
Implementing
Carrying out

Using
Executing
Can students use the information in
another familiar situation?
c
=
Applying stems
Explain another instance where
Group by characteristics such as
Which factors would you change if?
What questions would you ask of?
From the information given, develop a set of
instructions about

(Pohl, 2000)
Menganalisis
Murid dapat menghuraikan/
menganalisis maklumat yang dipelajari
untuk memahaminya dengan lebih
detail.
Attributing
Comparing
Deconstructing
Finding

Integrating
Organizing
Outlining
Structuring

Can students break information into parts to
explore understandings and relationships?
Analyzing stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?

(Pohl, 2000)
Analyzing
Verbs
Distinguish
Question
Appraise
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Sift
Research
Calculate
Criticize
Discriminate

Compare
Contrast
Survey
Detect
Group
Order
Sequence
Test
Debate
Analyze
Diagram
Relate
Dissect
Categorize

Products
Questionnaire
Database
Abstract
Report
Graph
Spreadsheet
Checklist
Chart
Outline
Comparison
Graphic organizer


(Tarlinton, 2003)
Analyzing
Project Ideas

Use a Venn Diagram to show how two topics are the same and
different
Design a questionnaire to gather information and analyze the
results
Make a flow chart to show the critical stages of an event or
story plot
Classify the actions of the characters in the book
Construct a graph to illustrate selected information
Make a family tree showing relationships
Conduct an investigation to produce information to support a
point of view
Review a work of art in terms of form, color and texture
Create a Decision Making Matrix to help you decide which
breakfast cereal to purchase
(Tarlinton, 2003)

86
Menilai
Murid dapat membuat keputusan
berdasarkan kritikan/
penilaian/rekfleksi yang mendalam
Checking
Critiquing
Detecting
Experimenting
Hypothesising
Judging
Monitoring
Testing

Can students justify a decision or
a course of action?
Evaluating stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?


(Pohl, 2000)
Evaluating
Verbs
Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritize
Tell why
Compare
Evaluate
Defend
Select
Measure
Choose
Conclude
Deduce
Debate
Justify
Recommend
Discriminate
Appraise
Value
Probe
Argue
Decide
Criticize
Rank
Reject

Products

Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech


(Tarlinton, 2003)
Evaluating
Project Ideas

Persuasive presentation for a new school
rule/suggesting changes needed
Prepare and conduct a debate
Prepare a list of criteria to judge
Presentation about five rules you see as important
and convinces others of their importance
Write a half-yearly report evaluating personal
progress
Evaluate the characters actions in the story
(Tarlinton, 2003)
Evaluating
Questions

Is there a better solution to...?
Judge the value of... What do you think about...?
Can you defend your position about...?
Do you think...is a good or bad thing?
How would you have handled...?
What changes to.. would you recommend?
Do you believe...? How would you feel if. ..?
How effective are. ..?
What are the consequences..?
What influence will....have on our lives?
What are the pros and cons of....?
Why is ....of value?
What are the alternatives?
Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Mencipta
Murid mencipta idea baru atau
maklumat dengan menggunakan apa
yang telah dipelajari
Constructing
Designing
Devising
Inventing

-Making
Planning
Producing

Can students generate new products,
ideas, or ways of viewing things?

Creating stems
Design a...to...
Devise a possible solution to
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...

(Pohl, 2000)
Creating
Questions

Can you design a...to...?
Can you see a possible solution to...?
If you had access to all resources, how would you
deal with...?
Why don't you devise your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)
Creating
Verbs
Compose
Assemble
Organize
Invent
Compile
Forecast
Devise
Propose
Construct
Plan
Prepare
Develop
Originate

Formulate
Improve
Act
Predict
Produce
Blend
Set up
Devise
Concoct
Compile
Imagine
Generate
Products
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech


(Tarlinton, 2003)
Creating
Project Ideas

Invent a machine to do a specific task
Design a robot to do your homework
Create a new product. Give it a name and plan a marketing
campaign.
Write about your feelings in relation to...
Write a TV show play, puppet show, role play, song or
pantomime about..
Design a new monetary system
Develop a menu for a new restaurant using a variety of healthy
foods
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Make up a new language and use it in an example
Write a jingle to advertise a new product
(Tarlinton, 2003)
The New Blooms
LATIHAN
DILEMA HEIZ- GUBAH
SOALAN BERDASARKAN
VERSI BARU BLOOM
"Di Eropah, seorang wanita sedang menghadapi maut kerana
sakit tenat. Para doktor mengesahkan bahawa hanya terdapat
satu ubat sahaja yang dapat menyembuhkan penyakitnya itu.
Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandar
yang sama. Kos untuk membuat ubat tersebut ialah $200 tetapi
lelaki tersebut menjual hanya sedikit sahaja ubat itu dengan
harga $2 000 Heinz, suami wanita yang sakit itu cuba meminjam
wang yang secukupnya untuk membeli ubat berkenaan. Beliau
berjumpa dengan semua orang yang dikenalinya untuk
meminjam wang. Tetapi, beliau hanya dapat setengah daripada
jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelaki
yang membuat ubat itu dan mengatakan bahawa isterinya
sedang sakit tenat lalu meminta supaya ubat itu dijual dengan
harga murah sedikit ataupun membenarkannya membayar harga
ubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya
telah membuat ubat ini dan saya akan mendapatkan wang
daripadanya. Oleh itu, Heinz memecah masuk ke dalam kedai
lelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al.,
1983, hlm 81)


HEINZ
Isteri sakit tenat
Ubat mahal
10 kali ganda kos
asal
Heinz tak mampu
Pinjam duit tapi
xcukup duit
Rayu pada
sipenjual
Sipenjual tidak
berganjak
Heinz terdesak
Pecah masuk
kedai
Curi ubat untuk
mengubati
isterinya
THINKING TOOL

SWOT ANALYSIS
31/8/2014 104
31/8/2014 105
LATIHAN
MENJADI
JURULATIH UTAMA
PENDIDIKAN MORAL
BAHAGIAN /
DAERAH
THINKING TOOL

FISH BONE
31/8/2014 112
31/8/2014 113
31/8/2014 114
31/8/2014 115
31/8/2014 116
Sekian

TERIMA KASIH
XIE XIE
NANDRI