Minggu 3 - 4

1. menerangkan proses Analisis isi kandungan –

epistemologi pengetahuan dan kemahiran
2. Menghuraikan struktur ilmu Pengetahuan
 Struktur ilmu( konsep, istilah, teori,
(Bloom)
prosedur dsb)
3. Menghuraikan jenis – jenis
Kemahiran
kemahiran dalam sesuatu  Jenis – jenis kemahiran ( proses)
mata pelajaran / topik contoh menulis, bereksperimen,
(Bloom/ Gagne) menganggar
4. Menyusun isi kandungan Urutan isi kandungan
(Tylet/ Bruner) seperti (pengetahuan dan kemahiran
kurikulum spiral dalam JPK )
 Jadual penentu kandungan
What should our curriculum be?
Should the Should he attempt
educated man to improve the
adjust to society? society in which he
or lives?
Should he accept
the social order as
it is?
Pengisian kurikulum bergantung
kepada kehendak masyarakat
Jika kekal seperti sedia ada Jika ingin mengubah
matlamatnya masyarakat
1. Menekankan patuh Matlamatnya :
kepada pihak berkuasa 1. Analisa kritikal
2. Taat kepada tradisi 2. Berdikari
3. Kemahiran meneruskan 3. Arah kendiri
cara hidup semasa 4. Disiplin kendiri

Soalan penting bagi seorang guru adalah bagaimanakah

kurikulum ini boleh dioperasikan dalam rancangan p & p
tahunan, mingguan dan harian dinilai kejayaanya!!!!
 Tujuan persekolahan
 Bukan untuk mencapai kejayaan dalam pepi
eriksaan tetapi untuk menggunakan pengetahuan
yang diperolehi dari alam persekolahan supaya
berkualiti kehidupan insan boleh dipertingkatkan.
Peperiksaan penting setakat mengesan sejauh
mana tujuan persekolah telah dicapai tetapi ia
bukan matlamat akhir.
 Selaraskan tujuan mengajar dengan matlamat
sukatan pelajaran kementerian pelajaran malaysia,
contoh bagi Kimia dan Ekonomi
 MATLAMAT DARI PPK ( Kimia)

 Kurikulum kimia(SPM) bertujuan untuk melahirkan murid

yang mempunyai pengetahuan dan kemahiran dalam
bidang kimia dan mampu mengaplikasikan pengetahuan
dan kemahiran ini berlandaskan sikap saintifik dan nilai
murni untuk membuat keputusan dan menyelesaikan
masalah dalam kehidupan harian. Justeru, murid
mempunyai landasan kimia untuk melanjutkan pelajaran
di samping mengamalkan budaya sains dan teknologi ke
arah pembentukan masyarakat bersifat ikram, dinamik,
progresif, bertanggungjawab terhadap alam sekeliling
dan mengagumi penciptaan alam.
 Matlamat dari PPK
(Ekonomi Asas)
Ekonomi asas (SPM) bertujuan untuk membekalkan
pelajar dengan pengetahuan dan kemahiran asas
ekonomi serta memupuk nilai – nilai murni.
Dengan demikian pelajar dapat menyedari dan
memahami masalah ekonomi, menghargai
sumbangan daripada segala kegiatan
ekonomi serta menyelesaikan masalah
seharian dengan berkesan dan
bertanggungjawab.
 Formal education as used here is, of course, the highly institutionalized,
chronologically graded and hierarchically structured ‘education system’
spanning lower primary school and the upper reaches of the university
(coombs and Ahmed 1974 : 8)
 Non – formal education (bukan formal)…is any organized, systematic,
educational activity carried on outside the framework of the formal
system to provide selected types of learning to particular subgroups in
the population, adults as well as children (coombs and Ahmed 1974 : 8)
 Informal education (informal) as used here is the lifelong process by
which every person acquires and accumulates knowledges, skills,
attitudes and insights from daily experiences and expoosure to the
enviroment – at home, at work, at play, from the example and attitudes
of family and friends; from travel, reading newspaper and books; or by
listening to the radio or viewing films or television. Generally, infoemal
education is unorganized and often unsystematic; yet it accounts for the
great bulk of any person’s total lifetime learning – including that of even
a highly ‘schooled’ person (coombs and Ahmed 1974 : 8)
 Pengetahuan berkaitan :
1. Fakta spesifik ( knowledge of specific facts)
2. Istilah : (knowledges of terminology)
3. Cara atau kaedah membuat sesuatu (knowledge of ways and
means of dealing with specifics)
4. Kelaziman atau adat ( conventions)
5. Trend dan turutan ( knowledge of trends and sequences)
6. Klasifikasi dan kategori ( knowledge of classification and
categories)
7. Kriteria
8. Kaedah penyelidikan ( methodology)
9. Generalisasi dan prinsip dalam sesuatu bidang
10. Teori dan struktur pengetahuan
 Categories of knowledge
 Facts : a specific detail, verifiable information
 Concepts : a general idea or understanding, especially a
generalized idea of a thing or class of things; a category or
classification
 Principles : fundamental truths, laws, doctrines, or rules, thaht
explains the relationnship between two or more concepts
 Generalizations : a generalization is a principle or concept that
can be applied acrosstopics or disciples
 Skills : profiency, ability, or technique, strategy, method or tool
 Attitudes : self – knowledges of appreciations, values, and
actions related to a topic that are affective in nature
 Types of knowledge – Gagne
1. Declarative knowledges – knowledge about
something
2. Procedural knowledge – knowledge about how to do
something
3. Factual knowledge – knowledge about the basic
elements of a topic
4. Conceptual knowledges – knowledge about the
relationships among elements
5. Metacognitive knowledge – knowledge of cognition in
general as awareness of one’s own cognitive process
 Types of knowledges - Arends
1. Factual knowledge – knowledge about the basic
elements of topic
2. Conceptual knowledge – knowledge about the
relationships among elements
3. Procedural knowledge – knowledge about how to
do something
4. Metacognitive knowledge – knowledge of
cognition process – knowledge when to use
particular knowledge
 Types of knowledge - Arends
1. Factual knowledge – peraturan permainan, definisi
segitiga, istilah – istilah supply, demand
2. Conceptual knowledge – gaya belajar/ kognitif,
perhubungan diantara ‘supply and demand’.
3. Procedural knowledge – bermain bola, menulis
surat, merumus semasa membaca
4. Metacognitive knowledge – tahu bila perlu
merumus semasa membaca sesuatu teks, bila perlu
memberi pandangan – bila perlu diam regulasi
kendiri – bila perlu beralih ke kerja/kaedah lain.
 Struktur kemahiran
1. Kemahiran kognitif, yang banyak melibatkan penggunaan
minda seperti kemahiran berfikir (seperti kemahiran berfikir
secara kritis dan kreatif, dan kemahiran berfikir secara
lateral) dan kemahiran proses sains (seperti membuat
hipotesis, membuat inferens, mengawal pemboleh ubah,
menaakul, dan sebagainya)
2. Kemahiran psikomotor, banyak yang melibatkan
penggunaan pergerakan otot (seperti kemahiran manipulatif,
menari, berbasikal, melukis rajah, dan sebagainya.
3. Kemahiran sosial atau insaniah, yang banyak melibatkan
perhubungan dengan pihak lain( seperti kemahiran
berkomunikasi, interpersonal, bekerja dalam pasukan dan
sebagainya)
Critical Thinking Skills
 Attributing  Mencirikan
 Comparing and  Membandingkan dan
membezakan
constasting
 Mengumpulkan dan
 Grouping and classifing mengelaskan
 Sequencing  Membuat urutan
 Prioriting  Menyusun mengikut
 keutamaan
Analysing
 Menganalisi
 Detecting Bias  Mengesan kecondongan
 Evaluating  Menilai
 Making conclusions  Membuat kesimpulan
Creative thinking skills
 Generating ideas  Menjanakan idea
 Relating  Membuat inferens
 Making  Menghubungkaitkan
 Making inferences  Meramal
 Predicting  Membuat hipotesis
 Making generalisations  Mensintesiskan
 Visualising  Mengitlak
 Synthesising
 Menganalogikan
 Making hypotheses
 Membuat gambaran mental
 Making analogies
 Mereka cipta
 Inventing
Pusat perkembangan kurikulum (PPK) telah
memperakui 16 nilai – nilai murni : -

1. Baik hati 9. Kebersihan fizikal dan

2. Berdikari mental
3. Hemah tinggi 10. Kejujuran
4. Hormat menghormati 11. Kerajinan
5. Kasih sayang 12. Kerjasama
6. Keadilan 13. Kesedaran
7. Kebebasan 14. Kesyukuran
8. keberanian 15. Rasional
16. Semangat bermasyarakat
 Social skill curriculum
Eg Problems – curriculum needed
1. Teams are
1. Too noisy – inner voices
2. Off – task – task mastering
3. Bogged down – energizing
2. Students
4. don’s listen to other – listening skills
5. Don’s respect opinion – paraphasing
6. One student
7. 1. is hostile – conflict resolution skills
2. is too shy – encouracing / praising
Kemahiran sosial
1. Controling anger 13. Acknowledge worth of others
2. Ignoring distraction 14. Following through
15.Asking directions
3. Negotiating
16. Asking questions
4. Accepting differences 17. Summarizing
5. Being assertive in acceptable 18. Paraphrasing
ways 19. Managing material
6. Listening actively 20. Expressing non – verbal support
7. Being a good sport 21. Celebrating success
8. Resolving conflicts 22. Sitting in the gp
23. Staying with the gp
9. Reaching agreement / consensus
24. Clarifying ideas
10. Brainstorming
25. Contributing ideas
11. Elaborating 26. Describes feelings
12. Using quiet voice 27. Energing the gp
KEMAHIRAN SOSIAL (SAMB)

28. Taking turns 40. Checking for

understanding
29. Sharing materials 41. Asking for justification
30. Asking for help 42. Using names
31. Asking for clarification 43. Encouraging
32. Praising 44. Probing questions
33. Integrating ideas 45. Saying please/thank
you
34. Moving quietly into gps
35. Expressing support
36. Disagreeing without criticizing
people
37. Disagreeing in “non-hurtful
ways
38. Critisizing ideas, not people
39. Saying kind things
 Contoh kemahiran sosial
1. Bila seseorang bercakap, kita dengar
2. Kita jelaskan pandangan kita tanpa memperkecilkan /
memperlekehkan orang lain
3. Kita beri cadangan membina terhadap idea orang lain
4. Kita bertanggungjawab terhadap tingkahlaku kita
5. Kita berkongsi beban tugas dengan adil
6. Kita selesaikan masalah secara demokratik
7. Kita cuba fahami perspektif orang lain berkaitan sesuatu isu
Steps in teaching (acquiring) a cooperative
skill – using quiet / inner voice

1. Help students understand why the skill is impt – play audio of

quiet vs loud voices. Compare and discuss advantages and
disadvantages
2. Ensure that students understand what the skill is by using T-
chart
3. Provide practice
4. Ensure students evaluate their use of the skill
 T-Chart
Skill : Using quiet voice

What students can do What students can say

1. Whisper 1. “Let remember to speak
2. Sit close together softly”
3. Lean into gp 2. “Let’s turn down the
4. Put finger-to-lip to indicate volume”
“quiter please” 3. “We’re doing a good job
discussing quietly”
 3. Provide practice
• Arrange cooperative activities that require the use of
the skill – “using quiet voice”
Eg:
1. Brainstorming ideas for team and logo
2. Reaching consensus on a set of problems or
questions
3. Drilling each other on a set of spelling words or
matchs fact
 4. Ensure students evaluate their use
of the skill by…
• Discussing how effectively they used the skill and ways to
improve using the skill
• Having team mates complete an evaluation sheet

Eg :
1. How well did you use your quiet voices?
Mostly quiet/ medium/ loud
2. What could you do to improve? List one
Kurikulum : Definisi

Kurikulum sebagai pelan tindakan atau rancangan:-

 Kurikulum adalah segala rancangan pendidikan yang

dikendalikan sekolah atau institusi pelajaran untuk
mencapai matlamat pendidikan (Laporan JK Kabinet
Mengkaji Pelaksanaan Dasar pelajaran, 1980)

 Kurikulum ialah pelan atau rancangan untuk sesuatu

tindakan, atau dokumen bertulis yang mengandungi
strategi bagi mencapai matlamat yang dihajati (Ornstein &
Hunkins, 1993)
Model Tyler

1. Apakah tujuan dari aspek pendidikan yang ingin dicapai?

2. Apakah pengalaman pendidikan yang boleh membantu

mencapai tujuan tersebut?

3. Bagaimanakah pengalaman pendidikan ini boleh

disusunatur dengan berkesan?

4. Bagaimanakah boleh kita tentukan samada tujuan itu

telah tercapai?
 Konsep-konsep dalam Model Tayler
Untuk mengurus pengalaman pembelajaran

1. KONTINUITI
Kurikulum mengandungi pengulangan vertikal (mengufuk) iaitu peluang berterusan
untuk praktis kemahiran

2. TURUTAN
Kurikulum mengandungi perkembangan progresif sesuatu pemahaman iaitu sesuatu
pengalaman yang baru terbina diatas pengalaman yang sebelumnya (lebih luas dan
lebih mendalam)

3. INTEGRASI
Kurikulum mengandungi perkaitan antara subjek / tajuk setiap isi pelajaran. Subjek
tidak diajar secara terasing – not compartmentalised
8 Komponen utama dalam merekabentuk pengajaran UPSI
2009 (adaptasi Tyler)
2. Guru kuasai ‘content’
1. Kenal pelajar anda, 3. Objektif (hasil topik: buat analisis
kesediaan mereka, dan pembelajaran yang (i) Pengetahuan
konteks pembelajaran sesuai (ii) Kemahiran

8. Penilaian ( alat dan 4. Buat susunan unit-unit

kaedah penilaian yang p& p secara ‘sequential’-
sah dan boleh guna Jadual Penentuan
dipercayai Kandungan (JPK)

7. Pilih alat bantu p & p

: buku, modul, VCD, 5. Pilih kaedah &
CD dan sebagainya yg teknik pengajaran &
sesuai 6. Latihan murid
1. Membuat analisis keperluan dan kesediaan murid dalam konteks
pembelajaran yang akan dilaksanakan
2. Membuat analisis kandungan kurikulum : kandungan topik yang hendak di
ajar, dari segi ‘pengetahuan’ di dalamnya: fakta, prosedur, klasifikasi,
prinsip dan teori, dan ‘kemahiran’ seperti membuat eksperimen, mencari
maklumat dalam internet, menulis laporan dan sebagainya.
3. Berdasarkan (1) dan (2) diatas guru menentukan objektif pengajaran iaitu
tahap hasil pembelajaran yang realistik yang perlu dicapai oleh murid.
4. Menyusun turutan (sequence) unit-unit pengajaran supaya beransur maju,
bersambungan dan berkembang
5. Memilih dan mengguna kombinasi pendekatan, kaedah, dan teknik
pengajaran yang sesuai dengan kesediaan murid dan sifat isi kandungan
topik berkenaan
6. Membina, memilih dan mengguna alat dan media bantu pengajaran dan
pembelajaran yang sesuai untuk memudahkan proses pengajaran
pembelajaran
7. Menyedia latihan yang sesuai dan mencukupi untuk semua murid supaya
pembelajaran mereka berkesan dan mencapai Masteri
Jadual Penentu Kandungan

Rancangan Aras taksonomi Bloom

Pengajaran
Harian Pengetahuan Kefahaman Aplikasi Analisi Sintesis Penilaian
s

Topik 1 RPH 1 X X

Topik 1 RPH 2 X

Topik 6 RPH 7 X X
Topik 7
Topik 7 RPH 8 X X
Rancangan Aras taksonomi Bloom
Pengajaran
Harian
Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

RPH 1 Fotosintesis Mekanisme

Fotosintesis

RPH 2 Meningkatkan
kadar fotosintesi

RPH 7 Punca
Fotosintesi
tidak cekap

RPH 8 Peningkatan kadar

fotosintesis. Pengkomersilan
sistem fotosintesis
Contoh konsep fotosintesis dalam
pelbagai aras
Sebelum tamat pengajaran, murid dapat:

1. Menyatkan fotosintesis? – Apakah yg dimaksudkan

dengan fotosintesis
2. Menerangkan mekanisma fotosintesis.- Terangkan
mekanisma fotosintesis
3. Mengaplikasikan faktor-faktor yang boleh meningkatkan
kadar fotosintesis – (diberi situasi) untuk menangani
pelbagai masalah persekitaran, bagaimanakah
meningkatkan kadar fotosintesis? Prinsip ‘faktor2 yang
mempengaruhi kadar fotosintesis’
Contoh konsep fotosintesis dalam
pelbagai aras
Sebelum tamat pengajaran, murid dapat:

4. Mengenalpasti punca tumbuhan tidak berfotosintesis – ( Diberi

situasi) kenalpasti punca tumbuhan tidak berfotosintesis
dengan cekap.
5. Mencadangkan satu sistem untuk mengatasi masalah cuaca
untuk meningkatkan fotosintesis – cadangkan satu sistem untuk
mengatasi masalah cuaca untuk meningkatkan fotosintesi
6. Menjustifikasi bagaimana sistem cadangan mereka patut
dikomersialkan – Bagi sistem yang anda cadangkan,
justifikasi / terangkan bagaimana kenapa ia patut
dikomersialkan
• Bagi satu isi pelajaran tertentu, kenalpasti profil akhir pelajar
(hasil akhir boleh pamerkan) yang menunjukkan mereka:

1. Kognitif – Berpengetahuan dalam…..

2. Psikomotor – Berkemahiran dalam….
3. Afektif – Mempunyai sikap…..

Susun atur pelan perancangan hingga ke hasil akhir dalam JPK

dan boleh diuji dengan JPU
 Jadual Penentu Ujian
Topik Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

1. Topik 1

2. Topik 2

3. Topik 3

4. Topik 4

5.Topik 5

6.Topik 6

7. Topik 7
Instructional events

Pengalaman pembelajaran
Aktiviti Pembelajaran
 Hunter’s Lesson Cycle Design
Model (1976)
1. Set induksi
2. Maklumkan objektif pembelajaran
3. Input pengajaran
4. Permodelan
5. Semak kefahaman murid
6. Pantau dan ubah suai
7. Praktis terbimbing
8. Praktis bertempoh
9. Penutup
 Hunter’s Lesson Cycle Design
Model (1976)
1. Set induksi Sometimes called a ‘hook’to grab the student’s attention
action and statements by the teacher to relate the
experience of the students to the objectives of the lesson.
To put students into a receptive frame of mind, to focus
student attention on the lesson, to create an organizing
framework for the ideas, principles, or information that is
to follow (c.f, the teaching strategy called ‘advance
organizers’)
To extend the understanding and the application of abstract
ideas through the use of example or analogy.. Used any
time a different activity or new concept is to be introduced.

2. Maklumkan Objektif Before the lesson is prepared, the teacher should have a
Pembelajaran clear idea of what the lesson outcomes are. What ,
specifically, should the students be able to do, understand,
care about as a result of the teaching. Bloom’s Taxonomy
of Mager’s Educational Objectives.
 Hunter’s Lesson Cycle Design
Model (1976)
3. Input pengajaran The teacher provides the information needed for
students to gain the knowledge or skill through
lecture, film, tape, video, pictures, etc

4. Permodelan The teacher provides the information needed for

students to gain the knowledge or skill through
lecture, film, tape, video, pictures, etc

5. Semak kefahaman Determination of whether students have ‘got it’

murid before proceeding it is essential that students
practice doing it right so the teacher must know that
students understand before proceeding to practice . If
there is any doubt that the class has not understood,
the concept/skill should be retaught before practice
begins. Usually through questionning.
6. Pantau dan ubah suai If required, reteach

7. Praktis terbimbing An opportunity for each student to demonstrate

grasp of new learning by working through an
activity or exercise under the teacher’s direct
supervision. The teacher moves around the room
to determine the level of mastery and to provide
individual remediation as needeed. Guided practice
( in class “ seat work”). With the teacher circulating
(e.g, “ praise, prompt and leave”). Monitor students
work, providing corrective feedback as necessary
and assess performance of the group in
determining whether the class is ready for the next
instruction. Additional time for those whose
aptitude calls for adorgen learning period can be
provided by giving “extra credit” assigment
supplementary.
 Hunter’s Lesson Cycle Design
Model (1976)
8. Praktis Once pupils have mastered the content or skill, it is time to
provide for reinforcement practice. It is provided on a repeating
bertempoh schedule so that the learning is not forgotten. It may be class
formative testing, homework or individual work in class. It can be
utilized as an element in a subsequent project. It should provide
for decontextualization : enough different contexts so that the skill
/ concept may be applied to any relevant situation .. Not only the
context in which it was originally learned. The failure to do this is
responsible for most student failure to be able to apply something
learned. Independent practice ( additional class time or
homework) begins when students have achieved an 85 to 90%
accuracy level. To insure retention and develop fluency, students
practice on their own without assistance and with delayed fluency,
students practice on their without assistance and with delayed
feedback (eg, comments on graded paper). Five or more brief
practice activities distributed over a month or more may be
required to “ fix” the new concept / skill.
 Hunter’s Lesson Cycle Design Model (1976)

9. Penutup Penutup – Those actions or statements by a teacher that are

designed to bring a lesson to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things
together in their own minds, to make sense out of what has just
been taught. “ Any questions? No. OK, let’s move on” is not
closure. Closure is used : to cue students to the fact that they have
arrived at an important point in the lesson or the end of a lesson, to
help organize students learning, to help form a coherent picture, to
consolidate, eliminate confusion and frustration, etc,
To reinforce the major points to be learned.. To help establish the
network of thought relationships that provide a number of
possiblities for cues for retrieval. Closure is the act of reviewing
and clarifiying the key points of a lesson, tying them together into
a coherent whole and ensuring their utility in application by
securing them in the student’s conceptual network
 Gagne’s Instructional Events Model (1988)

1. Tarik perhatian murid

2. Maklumkan objektif pembelajaran
3. Imbas kembali apa yang telah dipelajari
4. Penyampaian yang jelas
5. Bimbing pembelajaran
6. Dapatkan / galakan respon
7. Beri maklumbalas
8. Tafsir prestasi
9. Susun atur praktis untuk tingkatkan ingat kembali dan
pemindahan ke situasi lain.
 Rosenshine & Stevens Intructional Functions Model
(1986)
1. Semak pemahaman murid (semak kerja yang diberi sebelum ini.
Ajar semula jika perlu)
2. Ajar konten baru (beri kerangka, hurai dengan terperinci, kaitkan
konten baru dengan konten yang murid telah pelajari)
3. Praktis murid (murid diberi tugasan untuk praktis, bersoal jawab,
beri maklum balas, pantau praktis, semak pemahaman murid)
4. Maklumbalas / pembetulan ( maklum balas berterusan, perhatikan
ralat-ralat yang kerap dilakukan oleh murid, terangkan semula jika
perlu)
5. Praktis bebas (pantau)
6. Semak semula pemahaman (semak secara berkala-ajar semula jika
perlu)
Fleksibiliti pengelompokan

Saling berubah-ubah mengikut kesesuaian

 Pengelompokan/grouping

 Keseluruhan kelas
 Pasukan
 Kumpulan kecil
 Berdua/bertiga
 Individu
 Satu mentor satu mentee
 Sistem stesyen dengan kumpulan kecil
 Pelajar praktis, proses, mengaplikasikan dalam
Kumpulan kecil mengikut keperluan, gaya
Belajar,

The football metaphor comes from the way we think about the
Lesson’s sequence : a narrrow. Whole class experience in the
beginning, then narrowing it back as we re-gather tp process what
we’ve learned