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STATUS

TIMSS & PISA

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

PERBANDINGAN
TIMSS & PISA

Apa itu TIMSS & PISA?

TIMSS - Trends in Mathematics and Science Studies

TIMSS

1995 1999 2003 2007 2011 2015 2019 2023

PISA Programme for International Student Assessment

PISA

2000 2003 2006 2009 2012 2015 2018 2021

Bahagian Pembangunan Kurikulum

2
Peneraju Pendidikan Negara

PERBANDINGAN
TIMSS & PISA
TIMSS

PISA

Dianjurkan oleh International Association for


the Evaluation of Educational Achievement
(IEA).

Dianjurkan oleh Organisation for Economic


Cooperation and Development (OECD).

Objektif TIMSS- Menghasilkan maklumat


tentang input, proses dan output tentang
pendidikan bagi menambah baik dasar dan
P&P Matematik dan Sains.

Objektif PISA - Mengukur pencapaian murid


berumur 15+ dalam literasi matematik, literasi
sains dan literasi bacaan untuk melihat sejauh
mana remaja telah memperoleh
pengetahuan dan kemahiran yang diperlukan
untuk menjadi ahli masyarakat yang berjaya.

Dijalankan 4 tahun sekali bermula pada 1995, Dijalankan 3 tahun sekali bermula pada 2000,
Malaysia sertai semenjak 1999.
Malaysia sertai semenjak 2009.
Melibatkan murid Tahun 4 dan Ting. 2
(Gred 8) - Di Malaysia hanya murid Ting. 2
yang terlibat.

Melibatkan murid berumur 15+ tanpa


mengira tahap tingkatan.
3

TABURAN PENCAPAIAN MATEMATIK TIMSS 2011


Skor
Purata

Bil

Bil

Skor
Purata

Skor
Purata

Bil

1 Korea

613 16 New Zealand

488

31 Chile

416

2 Singapore

611 17 Kazakhstan

487

32 Iran

415

3 Chinese Taipei

609 18 Sweden

484

33 Qatar

410

4 Hong Kong

586 19 Ukraine

479

34 Bahrain

409

5 Japan

570 20 Norway

475

35 Jordan

406
404

6 Russian Federation

539 21 Armenia

467

Palestinian Natl
36 Auth

7 Israel

516 22 Romania

458

37 Botswana

397

8 Finland

United Arab
514 23 Emirates

456

38 Saudi Arabia

394

9 United States

509 24 Turkey

452

39 Indonesia

386
380

10 England

507 25 Lebanon

449

Syrian Arab
40 Republic

11 Australia

505 26 Malaysia

440

41 Morocco

371

12 Hungary

505 27 Georgia

431

42 Oman

366

13 Slovenia

505 28 Thailand

427

43 South Africa

352

14 Lithuania

502 29 Macedonia

426

44 Honderas

338

15 Italy

498 30 Tunisia

425

45 Ghana

331

DOMAIN MATEMATIK

DOMAIN KANDUNGAN

DATA AND
CHANCE 20%

NUMBER
30%

GEOMETRY
20%

DOMAIN KOGNITIF

REASONING
25%

KNOWING
35%

APPLICATION 40%
ALGEBRA
30%

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

CONTENT DOMAINS

NUMBER

ALGEBRA

GEOMETRY

DATA & CHANCE

Whole numbers
Fractions and
decimals
Integers
Ratio, proportion,
and percent

Patterns
Algebraic
expressions
Equations
/formulas and
functions

Geometric shapes
Geometric
measurement
Location and
movement

Data organization
and representation
Data interpretation
Chance

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

KNOWING
1

RECALL

Recall definitions; terminology; number properties; geometric


properties; and notation

RECOGNIZE

Recognize mathematical objects, e.g., shapes, numbers, expressions, and


quantities. Recognize mathematical entities that are mathematically
equivalent (e.g., equivalent familiar fractions, decimals and percents;
different orientations of simple geometric figures).

COMPUTE

Carry out algorithmic procedures for +, , , , or a combination of


these with whole numbers, fractions, decimals and integers. Approximate
numbers to estimate computations. Carry out routine algebraic procedures.

RETRIEVE

Retrieve information from graphs, tables, or other sources; read simple


scales.

MEASURE

Use measuring instruments; choose appropriate units of measurement.

CLASSIFY/
ORDER

Classify/group objects, shapes, numbers, and expressions according


to common properties; make correct decisions about class membership; and
order numbers and objects by attributes.

4
5
6

TIMSS

APPLYING
1

SELECT

Select an efficient/appropriate operation, method, or strategy for


solving problems where there is a known procedure, algorithm, or
method of solution.

REPRESENT

Display mathematical information and data in diagrams, tables,


charts, or graphs, and generate equivalent representations for a given
mathematical entity or relationship.

MODEL

Generate an appropriate model, such as an equation, geometric figure, or


diagram for solving a routine problem.

IMPLEMENT

Implement a set of mathematical instructions (e.g., draw shapes and


diagrams to given specifications).

SOLVE
ROUTINE
PROBLEMS

Solve standard problems similar to those encountered in class. The


problems can be in familiar contexts or purely mathematical.

TIMSS

REASONING
1

ANALYZE

Determine, describe, or use relationships between variables or


objects in mathematical situations, and make valid inferences from given
information.

GENERALIZE/
SPECIALIZE

Extend the domain to which the result of mathematical thinking and


problem solving is applicable by restating results in more general and more
widely applicable terms.

INTEGRATE/
SYNTHESIZE

Make connections between different elements of knowledge and related


representations, and make linkages between related mathematical ideas.
Combine mathematical facts, concepts, and procedures to establish
results, and combine results to produce a further result.

JUSTIFY

Provide a justification by reference to known mathematical results or


properties.

SOLVE
NONROUTINE
PROBLEMS

Solve problems set in mathematical or real life contexts where students


are unlikely to have encountered closely similar items, and apply
mathematical facts, concepts, and procedures in
unfamiliar or complex contexts.

TIMSS

PENCAPAIAN MATEMATIK DALAM TIMSS

Skor

540
520
500

519
500

508
500

500

500
Skor Malaysia

487
480

474
467

467

460
450
440

440

Skor Purata
Negara Peserta
TIMSS Scale
Centerpoint

420
400

1999

2003

Bahagian Pembangunan Kurikulum

2007

2011

Peneraju Pendidikan Negara

11

COUNTRIES DECLINING

12

PENCAPAIAN DOMAIN KOGNITIF TIMSS 2011

450
445
440
435
430
425

420
415
Knowing

Applying

13
Bahagian
Pembangunan Kurikulum

Reasoning

Peneraju Pendidikan Negara

PENCAPAIAN DOMAIN KANDUNGAN TIMSS 2011

455

451

450
445
440
435

432

430

430

429

Algebra

Data &
Chance

425

420
415
Number

Geometry

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

Peratus Murid Mencapai Penandaarasan Dalam TIMSS


1999

x 625

2003

2007

2011

10

Tahap Tertinggi

550 x 625

26

Tahap Tinggi

475 x 550

24

34

16

36

32

10

24

Tahap Sederhana

400 x 475

23

Tahap Rendah

0 x < 400

Tidak mencapai
Tahap Rendah

27

18

32

29

35

Analisis Item
Prestasi Murid Malaysia dalam Setiap Domain Kandungan Matematik
(TIMSS 2011)
Topik

Bilangan item

Peratus Betul

ALGEBRA
Mengetahui
Ungkapan Algebra
Persamaan/ Rumus dan
Fungsi
Pola

71
32
18

29.48
37.31
38.43

13
1

33.79
62.80

Mengaplikasi
Ungkapan Algebra
Persamaan/ Rumus dan
Fungsi
Pola
Menaakul
Ungkapan Algebra
Persamaan/ Rumus dan
Fungsi
Pola

22
5

24.42
25.74

16
1
17
1

21.55
63.70
21.32
4.10

1
15

36.60
21.45

Peratusan Murid yang telah diajar dengan tajuk-tajuk TIMSS


(meliputi Kurikulum)
Country
Maths
2007
2011
International Average
72
80
Chinese Taipei
68
79
(Tempat ke-3)
England
86
84
Indonesia
64
69
Malaysia
82
84
(Tempat ke 20 474) (Tempat ke 27 440)
Singapore
82
88
(Tempat ke-2)
Thailand
63
77
US
88
90

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

DEFINISI LITERASI MATEMATIK


For the purposes of PISA 2015, mathematical literacy is defined
as follows:
Mathematical literacy is an individuals capacity to formulate,
employ, and interpret mathematics in a variety of contexts. It
includes reasoning mathematically and using mathematical
concepts, procedures, facts and tools to describe, explain and
predict phenomena. It assists individuals to recognise the role
that mathematics plays in the world and to make the wellfounded judgments and decisions needed by constructive,
engaged and reflective citizens.

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

KEDUDUKAN MALAYSIA DALAM PISA 2009

KedudukanDalam
Malaysia
PISA 2012
Kedudukan
PISADalam
2012 Matematik
1. Shanghai-China - 613

23. New Zealand 500

45. Romania 445

2. Singapore - 573

24. Czech Republic 499

46. Cyprus 440

3. Hong Kong-China - 561

25. France - 495

47. Bulgaria 439

4. Chinese Taipei - 560

26. U Kingdom- 494

5. Korea - 554

27. Iceland - 493

6. Macao-China - 538

28. Latvia - 491

50.Thailand 427

7. Japan - 536

29. Luxembourg - 490

51. Chile 423

8. Liechtenstein - 535

30. Norway - 489

9. Switzerland - 531

31. Portugal - 487

52. MALAYSIA - 421

10. Netherlands 523

32. Italy - 485

53. Mexico 413

11. Estonia - 521

33. Spain - 484

54. Montenegro 410

12. Finland - 519

34. Russian Fed. 482

55. Uruguay 409

13. Canada 518

35. Slovak Republic 482

56. Costa Rica 407

14. Poland - 518

36. United States 481

57. Albania 394

15. Belgium - 515

37. Lithuania - 479

58. Brazil 391

16. Germany- 514

38. Sweden - 478

59. Argentina 388

17. Viet Nam 511

39. Hungary - 477

60. Tunisia 388

18. Austria - 506

40. Croatia 471

61. Jordan - 386

19. Australia - 504

41. Israel 466

62. Colombia 376

20. Ireland 501

42. Greece - 453

21. Slovenia 501

43. Serbia 449

22. Denmark 500

44. Turkey - 448

OECD
Ave - 494

International
Ave - 456

48. UAE 434


49. Kazakhstan 432

63. Qatar 376


64. Indonesia 375
65. Peru 368

KEDUDUKAN MALAYSIA

11

52
57

A Model of Mathematical Literacy in Practice

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

PISA FRAMEWORK

CONTENT

PROCESSES

Bahagian Pembangunan Kurikulum

CONTEXT

Peneraju Pendidikan Negara

PISA FRAMEWORK
These four categories characterise the range of mathematical
content that is central to the discipline and illustrate the broad areas
of content used in the test items for PISA 2015:

Change and Relationship


Space and Shape
Quantity

The four content categories


serve as the foundation for
identifying this range of
content, yet there is not a
one-to-one mapping of
content topics to these
categories.

Uncertainty and Data


Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

KEDUDUKAN MALAYSIA

11

52
57

PISA FRAMEWORK

CONTENT

PROCESSES

Bahagian Pembangunan Kurikulum

CONTEXT

Peneraju Pendidikan Negara

PROCESSES
Formulating

Interpreting

Bahagian Pembangunan Kurikulum

Employing

Peneraju Pendidikan Negara

PROCESSES
Formulating

Indicates how effectively students are able to


recognise and identify opportunities to use
mathematics in problem situations and then
provide the necessary mathematical structure
Interpreting
Employing
needed
to formulate that contextualised
problem into a mathematical form.

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

PROCESSES
Formulating
Indicates how
well students are able to perform
computations and manipulations and apply the
concepts and facts that they know to arrive at a
mathematical solution to a problem formulated
mathematically.

Interpreting

Bahagian Pembangunan Kurikulum

Employing

Peneraju Pendidikan Negara

PROCESSES
Indicates how effectively students are able to
Formulating
reflect upon mathematical
solutions or
conclusions, interpret them in the context of a realworld problem, and determine whether the results
or conclusions are reasonable.

Interpreting

Bahagian Pembangunan Kurikulum

Employing

Peneraju Pendidikan Negara

FORMULATING
1

Identifying the mathematical aspects of a problem situated in a real world context and
identifying the significant variables

Recognising mathematical structure (including regularities, relationships and patterns) in


problems or situations

Simplifying a situation or problem in order to make it amenable to mathematical analysis

Identifying constraints and assumptions behind any mathematical modelling and


simplifications gleaned from the context

Representing a situation mathematically, using appropriate variables, symbols, diagrams and


standard models

Representing a problem in a different way, including organising it according to mathematical


concepts and making appropriate assumptions

Understanding and explaining the relationships between the context specific language of a
problem and the symbolic and formal language needed to represent it mathematically
33

EMPLOYING
1

Devising and implementing strategies for finding mathematical solutions

Using mathematical tools, including technology, to help find exact or approximate solutions

Applying mathematical facts, rules, algorithms, and structures when finding solutions

Manipulating numbers, graphical and statistic data and information, algebraic expressions and
equations, and geometric representations

Making mathematical diagrams, graphs, and constructions and extracting mathematical


information from them

Using and switching between different representations in the process of finding solutions
Making generalisations based on the results of applying mathematical procedures to find
solutions
Reflecting on mathematical arguments and explaining and justifying mathematical results
34

INTERPRETING
1

Interpreting a mathematical result back into the real world context

Evaluating the reasonableness of a mathematical solution in the context of a real-world


problem

Understanding how the real world impacts the outcomes and calculations of a mathematical
procedure or model in order to make contextual judgements about how the results should
be adjusted or applied

Explaining why a mathematical result or conclusion does, or does not, make sense given the
context of a problem

Understanding the extent and limits of mathematical concepts and mathematical solutions

Critiquing and identifying the limits of the model used to solve a problem
35

Approximate distribution of score points by process


category for PISA 2015
PROCESS CATEGORY

Formulating situation
mathematically
Employing mathematical concepts,
facts, procedures
Interpreting, applying and
evaluating mathematical outcomes
Bahagian Pembangunan Kurikulum

PERCENTAGE OF
SCORE POINTS

25%
50%
25%

Peneraju Pendidikan Negara

PISA FRAMEWORK

CONTENT

PROCESSES

Bahagian Pembangunan Kurikulum

CONTEXT

Peneraju Pendidikan Negara

PISA FRAMEWORK

Contexts
An important aspect of mathematical literacy is that
mathematics is engaged in solving a problem set in a
context.

Personal

Societal
Occupational
Scientific

25% Approximate
distribution of
25% score points
by context
category for
25% PISA 2015

25%

Faktor Penyumbang kepada Keputusan Prestasi yang Rendah


dalam TIMSS & PISA (BPKs analysis)

Murid tidak biasa dengan


soalan terbuka

Pendekatan P&P yang


didaktik

Murid kurang yakin dalam


bidang Matematik

Penguasaan bahasa dalam


mempelajari Sains dan
Matematik
Kurang pendedahan dan
perhatian terhadap TIMSS &
PISA

Budaya persekitaran dalam sekolah

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

Contoh Item TIMSS

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

Negara
Hong Kong
Singapore
New Zealand
Malaysia
Thailand
International

Bahagian Pembangunan Kurikulum

41

% Betul
92
94
89
53
68
70

Peneraju Pendidikan Negara

Negara
Hong Kong
Singapore
New Zealand
Malaysia
Thailand
International

Bahagian Pembangunan Kurikulum

42

% Betul
68
73
56
19
44
41

Peneraju Pendidikan Negara

Negara
Hong Kong
Singapore
New Zealand
Malaysia
Thailand
International

Bahagian Pembangunan Kurikulum

43

% Betul
52
58
11
1
10
18

Peneraju Pendidikan Negara

Bahagian Pembangunan Kurikulum

44

Negara
Hong Kong
Singapore

% Betul
16
44

New Zealand
Malaysia
Thailand

2
3
2

International

17

Peneraju Pendidikan Negara

Contoh Item PISA

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

HEIGHT

Stimulus

There are 25 girls in a class. The average height of the


girls is 130 cm
Question 1: HEIGHT

M421Q01 0 1 9

Explain how the average height is calculated.

Question

Scoring
scheme

HEIGHT
There are 25 girls in a class. The average height of the
girls is 130 cm
M421Q01 0 1 9

Question 1: HEIGHT

Explain how the average height is calculated.

Answer the question

Full Credit
Code 1: Explanations that include: Sum the individual heights
and divide by 25.
You add together every girls height and divide by the
number of girls.
Take all the girls heights, add them up, and divide by the
amount of girls, in this case 25.
The sum of all heights in the same unit divided by the
number of girls.
No Credit
Code 0: Other responses.
Code 9: Missing.

HEIGHT SCORING 2
Full Credit
Code 1: False, False, False, False.
No Credit
Code 0: Other responses.
Code 9: Missing.

Statement

True or False

If there is a girl of height 132 cm in the class, there must


True/False
be a girl of height 128 cm.
The majority of the girls must have height 130 cm.
True/False
If you rank all of the girls from the shortest to the tallest,
then the middle one must have a height equal to 130
True/False
cm.
Half of the girls in the class must be below 130 cm, and
True/False
half of the girls must be above 130 cm.

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

ILLUSTRATIVE EXAMPLE

Pizzas

A pizzeria serves two round pizzas of the same thickness in


different sizes. The smaller one has a diameter of 30 cm
and costs 30 zeds. The larger one has a diameter of 40 cm
and costs 40 zeds.
Which pizza is better value for money? Show your
reasoning.

52

Litter
For a homework assignment on the environment, students collected information on
the decomposition time of several types of litter that people throw away:
Type of litter

Decomposition time

Banana peel

1-3 years

Orange peel

1-3 years

Cardboard boxes

0.5 year

Chewing gum

20-25 years

Newspapers

A few days

Polystyrene cups

Context: Scientific
Content: Uncertainty & Data
Process: interpreting, applying
and evaluating mathematical
outcomes

Over 100 years

A student thinks of displaying the results in a bar graph.


Give one reason why a bar graph is unsuitable for displaying these data.

SAMPLE RESPONSES
Response 1: Because it would be hard to do in a bar graph
because there are 1-3, 1-3, 0.5, etc. so it would be hard to
do it exactly.
Response 2: Because there is a large difference from the
highest sum to the lowest therefore it would be hard to be
accurate with 100 years and a few days.

54

55

56

ILLUSTRATIVE EXAMPLE

57

ILLUSTRATIVE EXAMPLE

58

Question 1: SHAPES

M158Q01- 0 1 8 9

Which of the figures has the largest area?


Explain your reasoning.
Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

SHAPES SCORING 1
QUESTION INTENT: Comparison of areas of irregular shapes

Code 1: Shape B, supported with plausible reasoning.


Its the largest area because the others will fit inside it.
Code 8: Shape B, without plausible support.
Code 0: Other responses.
Code 9: Missing.

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

Example responses
Code 1:
B. It doesnt have indents in it which decreases the area. A and C have gaps.
B, because its a full circle, and the others are like circles with bits taken out.
B, because it has no open areas:

Code 8:
B. because it has the largest surface area
The circle. Its pretty obvious.
B, because it is bigger.

Code 0:
They are all the same.
Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

M158Q02- 0 1 8 9

Question 2: SHAPES Describe a method for estimating the area of figure C.


SHAPES SCORING 2
QUESTION INTENT: To assess students strategies for measuring areas of
irregular shapes.
Code 1: Reasonable method:
Draw a grid of squares over the shape and count the squares that are more
than half filled by the shape.
Cut the arms off the shape and rearrange the pieces so that they fill a square
then measure the side of the square.
Build a 3D model based on the shape and fill it with water. Measure the
amount of water used and the depth of the water in the model. Derive the
area from the information.
Code 8: Partial answers:
The student suggests to find the area of the circle and subtract the area of the
cut out pieces. However, the student does not mention about how to find out
the area of the cut out pieces.
Add up the area of each individual arm of the shape
Code 0: Other responses.
Code 9: Missing.

If we want students to develop the capacity to think, reason,


and problem solve then we need to start with high-level,
cognitively complex tasks.
Stein & Lane 1996

HEBAT MATEMATIK

Hayati
Eksplorasi
Berfikir
Aras
Tinggi

Latar Belakang Pembangunan

HEBAT MATEMATIK
Makmal PEMANDU yang
melibatkan pegawai-pegawai:
PEMANDU
PADU
Bahagian KPM
NGO
Pihak Berkepentingan
(PAGE, PIBG, dll)

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

OBJEKTIF PEMBANGUNAN HEBAT MATEMATIK


Membangunkan bahan yang:
Boleh digunakan dalam pengajaran
dan pembelajaran Matematik
peringkat sekolah menengah dengan
memberi fokus kepada KBAT .
Membantu guru melaksanakan
pengajaran dan pembelajaran yang
menarik dan berkesan.
Membantu meningkatkan
pencapaian negara dalam
pentaksiran antarabangsa TIMSS &
PISA.

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

PEMBANGUNAN BAHAN SUMBER BERDASARKAN

Pendidikan di Malaysia adalah satu usaha berterusan ke


arah memperkembangkan lagi potensi individu secara
menyeluruh dan bersepadu untuk mewujudkan insan
yang seimbang dan harmonis dari segi intelek, rohani,
emosi dan jasmani. Usaha ini adalah bagi melahirkan
rakyat Malaysia yang berilmu pengetahuan, berakhlak
mulia, bertanggungjawab, berketerampilan dan
berkeupayaan mencapai kesejahteraan diri serta
memberi sumbangan terhadap keharmonian dan
kemakmuran keluarga, masyarakat dan negara.

Six key attributes needed by every student to be globally


competitive

PERBANDINGAN HEBAT MATEMATIK BERDASARKAN...

TIMSS
Number
Geometry
Algebra
Data and
Chance

PISA
Quantity
Space and
Shape
Change and
Relationships
Uncertainty
and Data

KBSM
Nombor
Bentuk &
Ruang
Perkaitan

Bahagian Pembangunan Kurikulum

70

KSSM
Nombor dan
Operasi
Sukatan dan
Geometri
Perkaitan dan
Algebra
Statistik dan
Kebarangkalian
Matematik
Diskret

Peneraju Pendidikan Negara

MATLAMAT KURIKULUM
KSSM Matematik bermatlamat membentuk
individu yang berfikrah matematik iaitu individu
yang berpemikiran matematik, kreatif dan
inovatif serta berketerampilan mengaplikasikan
pengetahuan dan kemahiran matematik secara
berkesan dan bertanggungjawab dalam
menyelesaikan masalah dan membuat
keputusan, berlandaskan sikap dan nilai agar
berupaya menangani cabaran dalam kehidupan
harian, selaras dengan perkembangan sains dan
teknologi dan cabaran abad 21.
Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

Mathematical Processes to be emphasized


and integrated across the lessons:
Problem Solving
Reasoning
Communication
Representation
Connection

Must Include Rich Task Activities


A variety of solution approaches can be
applied
Mathematical Investigation
Engaging
Higher Order Thinking (HOT)
Sophisticated strategies may be used.

Skills, Personal Attributes & Abilities to be


developed through the teaching and
learning of Mathematics:
Use appropriate tools strategically
especially ICT.
Attend to precision
Perseverance
Collecting, analysing and organising
information
Planning and organising activities
Working with others and in teams
Using mathematical ideas and
techniques
Awareness of the important role of
Mathematics.
Appreciation of Mathematics.
.

HIGHER ORDER THINKING SKILLS (HOTs)

Higher order thinking


skills are normally those
skills in the top four
levels of the revised
Blooms taxonomy:
applying, analysing,
evaluating, and creating.

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

Strategi PdP

INKUIRI

Memupuk
Kemahiran berfikir aras tinggi (KBAT)
Kemahiran proses matematik
Kemahiran menyelesaikan masalah
Kemahiran manipulatif

Impak
Pembinaan konsep yang mendalam
Pembelajaran lebih aktif
Pembelajaran bermakna dan menyeronokkan

Kbatsm.my

Senarai Modul
TAJUK MODUL
Pola & Urutan Nombor
Kebarangkalian Mudah
Motivasi & Kemahiran Belajar
Statistik - Min, Mode & Median
Perwakilan Data
Penyelesaian Masalah
Persamaan/ Formula & Fungsi
Graf Fungsi
Penaakulan
Graf Fungsi Linear
Ketaksamaan Linear
Pentafsiran Data
Nisbah, Perkadaran dan Peratus
Perimeter dan Luas
Simetri Garis & Simetri Putaran
Ungkapan Algebra Operasi terhadap Ungkapan Algebra
Sudut & Garis
Penjelmaan Isometrik & Gabungan
Keserupaan

TAJUK MODUL
Nombor Bulat
Pecahan dan Perpuluhan
Koordinat
Poligon
Integer
Teorem Pithagoras
Pepejal dan Isipadu
Bentangan, Pelan & Dongakan
Bulatan
Trigonometri
Indeks, Punca Kuasa Dua, Kuasa Dua
Sempurna
Gandaan dan Faktor

32 Modul Bahasa Melayu


20 Modul Bahasa Inggeris

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

Bahagian Pembangunan Kurikulum

Peneraju Pendidikan Negara

4 Bahan Utama Dalam Setiap Modul


i.

Panduan Guru (Terdapat modul yang ada Info


Ekstra)

ii. Persembahan Powerpoint


iii. Persembahan Prezi

iv. Pentaksiran

1. Panduan Guru

Subjek dan Tajuk

Objektif Pembelajaran
Waktu Pembelajaran
Istilah Baharu
Penekanan Pembelajaran

Panduan Guru
Penerangan bahan
Powerpoint atau Prezi.

Cadangan melaksanakan PdP.


Melalui soalan beraras tinggi
dan kaedah inkuiri, KBAT
dapat dipupuk.

2. Powerpoint/Prezi
Dapat digunakan secara terus oleh guru.
Menarik, komprehensif, dan berteraskan KBAT.

Pendekatan inkuiri dan penyiasatan matematik bagi


menggalakkan murid berfikir dan bertanya soalan.

Powerpoint/Prezi
Pendekatan konstruktivisme bagi membina
kefahaman konsep yang lebih mendalam.

Contoh harian bagi menyemai kepercayaan


bahawa matematik amat berguna dalam
menangani masalah seharian.

Membentuk murid yang menghargai


kepentingan dan keindahan Matematik.

3. Pentaksiran
Dibahagikan kepada 3 bahagian berasaskan tiga
tahap pencapaian:
Lembaran Kerja (Gangsa)

Soalan KBAT (Perak)


Lembaran Intensif (Emas)

Pentaksiran
Membiasakan murid dan guru

kepada bentuk soalan TIMSS dan PISA.


Membentuk kemahiran menyelesaikan masalah
melalui soalan KBAT yang autentik dan

tidak rutin.
Murid digalakkan berinteraksi,

berkomunikasi dan berkolaboratif


dalam gerak kerja kumpulan.

Mengandungi ilustrasi yang cantik, menarik


dan berkualiti tinggi.

Cadangan Penggunaan Bahan Sumber PdP

1. Guru boleh memilih sama ada menggunakan Persembahan


Powerpoint atau Prezi.
2. Guru perlu merancang dengan teliti sesi PdP yang akan
dijalankan. Dicadangkan guru berbincang dengan rakan guru yang
lain sebelum menggunakan bahan sumber ini.

3. Guru MESTI baca panduan guru sebelum menggunakan bahan


sumber supaya dapat menggunakannya dengan lebih berkesan.
4. Guru boleh pilih slaid yang sesuai untuk digunakan dalam PdP.
5. Guru boleh menambah bahan pengajaran untuk meningkatkan
keberkesanan PdP.

TERIMA KASIH