kpd4033 analisa struktur pengetahuan

8/2/2019 KPD4033 Analisa struktur pengetahuan

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Minggu 3 - 4

1. Menerangkan prosesepistemologi

2. Menghuraikan struktur ilmu(Bloom)

3. Menghuraikan jenis-jeniskemahiran dalam sesuatumatapelajaran/ topik (Bloom/Gagne)

4. Menyusun isi kandungan (Tyler/Bruner) seperti kurikulum spiraldalam JPK

ANALISIS ISI KANDUNGANpengetahuan dan kemahiran

Pengetahuan

Struktur ilmu (konsep, istilah,

teori, prosedur dsb)

Kemahiran

Jenis-jenis kemahiran (proses)contoh menulis, bereksperimen,menganggar

Urutan isi kandungan (pengetahuandan kemahiran)

Jadual Penentu Kandungan

1KPD4033 JPP - FPPM Feb 2012


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What should our curriculum be?

Should the educated

man adjust to society?

Should he accept the

social order as it is?

Should he attempt to

improve the society

in which he lives?

OR



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Pengisian kurikulum bergantung kpd

kehendak masyarakat

Jika kekal seperti sedia ada

Matlamatnya

1. Menekankan patuh

kepada pihak berkuasa2. Taat kepada tradisi

3. Kemahiran meneruskan

cara hidup semasa

Jika ingin mengubahmasyarakat

Matlamatnya:

1. Analisa kritikal

2. Berdikari

3. Arah kendiri

4. Disiplin kendiri

Soalan penting bagi seorang guru adalah bagaimanakah

kurikulum ini boleh dioperasikan dalam rancangan p&p

tahunan, mingguan dan harian dan dinilai kejayaannya!!!3KPD4033 JPP - FPPM Feb 2012


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Tujuan persekolahan

Bukan untuk mencapai kejayaan dalam peperiksaantetapi untuk menggunakan pengetahuan yangdiperolehi dari alam persekolahan supaya kualitikehidupan insan boleh dipertingkatkan. Peperiksaanpenting setakat mengesan sejauh mana tujuanpersekolahan telah dicapai tetapi ia bukan matlamatakhir.

Selaraskan tujuan mengajar dengan matlamatsukatan pelajaran Kementerian Pelajaran Malaysia,contoh bagi Kimia dan Ekonomi



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Contoh MATLAMAT dari PPK (Kimia)

Kurikulum Kimia [SPM] bertujuan untuk melahirkan murid

yang mempunyai pengetahuan dan kemahiran dalam bidang

kimia dan mampumengaplikasikan pengetahuan dan

kemahiran ini berlandaskan sikap saintifik dan nilai murni

untuk membuat keputusan dan menyelesaikan masalahdalam 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, bertanggungjawabterhadap alam sekeliling dan mengagumi penciptaan alam.



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Contoh Matlamat dari PPK [Ekonomi Asas]

Ekonomi Asas [SPM] bertujuan untuk membekalkan

pelajar dengan pengetahuan dan kemahiran asas

ekonomi serta memupuk nilai-nilai murni. Dengandemikian pelajar dapatmenyedari dan memahamimasalah ekonomi, menghargai sumbangandaripada segala kegiatan ekonomi sertamenyelesaikan masalah sehariandengan berkesandan bertanggungjawab.



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The three types of education

1.Formal educationas 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).

2.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).

3.Informal education (informal) as used here is the lifelong process by

which every person acquires and accumulates knowledge, skills, attitudes

and insights from daily experiences and exposure to the environment - at

home, at work, at play; from the example and attitudes of family and

friends; from travel, reading newspapers and books; or by listening to the

radio or viewing films or television. Generally, informal education is

unorganized and often unsystematic; yet it accounts for the great bulk of

any persons total lifetime learning - including that of even a highly

schooled person (Coombs and Ahmed 1974:8) 7KPD4033 JPP - FPPM Feb 2012


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Pengetahuan berkaitan:

1. Fakta spesifik (knowledge of specific facts)

2. Istilah: (knowledge of terminology)

3. Cara atau kaedah membuat sesuatu(knowledge of ways andmeans of dealing with specifics)

4. Kelaziman atau adat (conventions).

5. Trend dan turutan (knowledge of trends and sequences)

6. Klasifikasi dan kategori (knowledge of classifications andcategories)

7. Kriteria

8. Kaedah penyelidikan (methodology).

9. Generalisasi dan prinsip dalam sesuatu bidang.

10. Teori dan struktur pengetahuan



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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, that explains the

relationship between two or more concepts

Generalizations: A generalization is a principle or concept that can be applied

across topics or disciples

Skills: Proficiency, ability, or technique, strategy, method or tool

Attitudes Self-knowledge of appreciations, values,and actions related to a

topic that are affective in nature



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Types of knowledge - Gagne

1. Declarative knowledge knowledge aboutsomething

2. Procedural knowledge knowledge about how todo something

3. Factual knowledge knowledge about the basicelements of a topic

4. Conceptual knowledge knowledge about therelationships among elements

5. Metacognitive knowledge knowledge of cognitionin general as awareness of ones own cognitiveprocess



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Types of knowledge - Arends

1. Factual knowledge knowledge about the basicelements of a topic

2. Conceptual knowledge knowledge about the

relationships among elements3. Procedural knowledge knowledge about how to

do something

4. Metacognitive knowledge knowledge of cognition

in general as awareness of ones own cognitiveprocess knowledge when to use particularknowledge



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Types of knowledge - Arends

1. Factual knowledge peraturan permainan, definisisegitiga, istilah-istilah supply, demand

2. Conceptual knowledge gaya belajar/ gaya kognitif,

perhubungan diantara supply and demand dlmlaw of supply and demand,

3. Procedural knowledge bermain bola, menulissurat, merumus semasa membaca

4. Metacognitive knowledge tahu bila perlumerumus semasa membaca sesuatu teks, bila perlumemberi pandangan-bila perlu diam regulasikendiri bila perlu beralih ke kerja/kaedah lain



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Struktur kemahiran

1. Kemahiran kognitif, yang banyak melibatkan penggunaanminda seperti kemahiran berfikir (seperti kemahiranberfikir secara kritis dan kreatif, dan kemahiran berfikirsecara lateral) dan kemahiran proses sains (sepertimembuat hipotesis, membuat inferens, mengawal

pemboleh ubah, menaakul, dan sebagainya)2. Kemahiran psikomotor, yang banyak melibatkan

penggunaan pergerakan otot (seperti kemahiranmanipulatif, menari, berbasikal, melukis rajah, dansebagainya)

3. Kemahiran sosial atau insaniah, yang banyak melibatkanperhubungan dengan pihak lain (seperti kemahiranberkomunikasi, interpersonal, bekerja dalam pasukan, dansebagainya)



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Critical Thinking Skills

Attributing

Comparing andContrasting

Grouping andClassifying

Sequencing.

Prioritising

Analysing.

Detecting Bias.

Evaluating

Making Conclusions

Mencirikan

Membandingkan danmembezakan

Mengumpulkan danmengelaskan

Membuat urutan

Menyusun mengikutkeutamaan

Menganalisis Mengesan

kecondongan

Menilai

Membuat kesimpulan 14KPD4033 JPP - FPPM Feb 2012


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Creative Thinking Skills

Generating Ideas

Relating

Making Inferences

Predicting Making Generalisations

Visualising

Synthesising

Making Hypotheses.

Making Analogies

Inventing.

Menjanakan idea

Membuat inferens

Menghubungkaitkan

Meramal Membuat hipotesis

Mensintesiskan

Mengitlak

Menganalogikan

Membuat gambaranmental

Mereka Cipta 15KPD4033 JPP - FPPM Feb 2012

P t P k b K ik l (PPK)


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Pusat Perkembangan Kurikulum (PPK)

telah memperakui 16 nilai-nilai murni:-

1.Baik Hati

2.Berdikari

3.Hemah Tinggi

4.Hormat Menghormati

5.Kasih sayang

6.Keadilan

7.Kebebasan8.Keberanian

9.Kebersihan fizikal dan

mental

10. Kejujuran

11.Kerajinan12.Kerjasama

13.Kesedaran

14.Kesyukuran

15.Rasional

16.Semangat Bermasyarakat



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Social skill curriculum

Eg Problems curriculum needed

1. Teams are1. Too noisy inner voices

2. Off-task task mastering

3. Bogged down energizing

2. Students1. Dont listen to others listening skills

2. Don t respect opinion paraphrasing

3. One student1. Is hostile conflict resolution skills

2. Is too shy encouraging/ praising



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Kemahiran sosial

1. Controlling anger

2. Ignoring distraction

3. Negotiating

4. Being responsible

5. Accepting differences

6. Being assertive in acceptable ways

7. Listening actively

8. Being a good sport

9. Resolving conflicts

10. Reaching agreement/ consensus

11. Brainstorming

12. Elaborating13. Using quiet voice

13. Acknowledge worth of others

14. Following through

15. Following directions

16. Asking questions

17. Summarizing

18. Paraphrasing

19. Managing material

20. Expressing non-verbal support

21. Celebrating success

22. Sitting in the group

23. Staying with the group

24. Clarifying ideas25. Contributing ideas

26. Describing feelings

27. Energizing the group



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Kemahiran sosial (samb)

28. Taking turns

29. Sharing materials

30. Asking for help

31. Asking for clarification

32. Praising

33. Integrating ideas

34. Moving quietly into gps

35. Expressing support

36. Disagreeing without criticizing

people37. Disagreeing in non-hurtfulways

38. Criticizing ideas, not people

39. Saying kind things

40. Checking for understanding

41. Asking for justification

42. Using names

43. Encouraging

44. Probing questions

45. Saying please/ thank you



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Cth kemahiran sosial

1. Bila seseorang bercakap, kita dengar.

2. Kita jelaskan pandangan kita tanpamemperkecilkan/ perlekehkan orang lain.

3. Kita beri cadangan membina terhadap idea oranglain.

4. Kita bertanggungjawab terhadap tingkahlaku kita.

5. Kita berkongsi beban tugas dgn adil.

6. Kita selesaikan masalah secara demokratik

7. Kita cuba fahami perspektif orang lain berkaitansesuatu isu.


St i t hi ( i i )


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Steps in teaching (acquiring) a

cooperative skillusing quiet/ inner

voice1. 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.



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T-ChartSkill: Using quiet voice

What students can do

1. Whisper2. Sit close together3. Lean into gp4. Put finger-to-lip toindicate quieter please

What students can say1. Let remember to speak softly2. Lets turn down the volume3. Were doing a good job

discussing quietly



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3. Provide practice

Arrange cooperative activities that requirethe use of the skillusing quiet voices

Eg

1. Brainstorming ideas for team and logo.

2. Reaching consensus on a set of problems orquestions.

3. Drilling each other on a set of spelling wordsor mathematics fact.



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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

How well did you use your quiet voices?

Mostly quiet/ medium/ loud

What could you do to improve? List one



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Kurikulum: Definisi

Kurikulum sebagai pelan tindakan atau rancangan:-

Kurikulum adalah segala rancangan pendidikan yangdikendalikan sekolah atau institusi pelajaran untuk

mencapai matlamat pendidikan (Laporan JK KabinetMengkaji Pelaksanaan Dasar Pelajaran, 1980)

Kurikulum ialah pelan atau rancangan untuk sesuatu

tindakan; atau dokumen bertulis yang mengandungistrategi bagi mencapai matlamat yang dihajati(Ornstein & Hunkins, 1993)



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Model Tyler

1. Apakah tujuan dari aspek pendidikan yang

ingin dicapai?

2. Apakah pengalaman pendidikan yang boleh

membantu mencapai tujuan tersebut?

3. Bagaimanakah pengalaman2 pendidikan ini

boleh disusunatur dengan berkesan?

4. Bagaimanakah boleh kita tentukan samada

tujuan itu telah tercapai?



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Konsep-konsep

dlm Model Tyler

Untuk mengurus pengalaman pembelajaran

1. KONTINUITI

Kurikulum mengandungi pengulangan vertikal [mengufuk]iaitu peluang berterusan untuk praktis kemahiran

2. TURUTANKurikulum mengandungi perkembangan progresif sesuatu

pemahaman iaitu sesuatu pengalaman yang baru terbinadiatas pengalaman yang sebelumnya [lebih luas dan lebihmendalam]

3. INTEGRASIKurikulum mengandungi perkaitan antara subjek/ tajuk

Setiap isipelajaran. subjek tidak diajar secara terasingnotcompartmentalised



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Jadual Penentu Kandungan

Rancangan

Pengajaran

Harian

Aras taksonomi Bloom

Pengetahuan Kefahaman Aplikasi Analisis SintesisPenilaian

Topik 1 RPH 1 x x

Topik 1 RPH 2 x

Topik 6

Topik 7

RPH 7 x x

Topik 7 RPH 8 x x



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Rancangan

Pengajaran

Harian

Aras taksonomi Bloom

PengetahuanKefahaman Aplikasi Analisis Sintesis Penilaian

RPH 1 Fotosintesis Mekanisme

fotosintesis

RPH 2 Meningkatkan

Kadarfotosintesis

RPH 7 Punca

fotosisntesis

tidak cekap

RPH 8 Peningkatan kadar

fotosintesis

Pengkomersilan sistem

fotosintesis



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Contoh konsep fotosintesis dalam pelbagai aras

Sebelum tamat pengajaran, murid dapat:1. menyatakan fotosintesis? - Apakah yg dimaksudkan

dgn fotosintesis?

2. menerangkan mekanisma fotosintesis. - Terangkan

mekanisma fotosintesis?

3. mengaplikasikan faktor-faktor yg boleh

meningkatkan kadar fotosintesis(Diberi situasi)

Untuk menangani pelbagai masalah persekitaran,bagaimanakah meningkatkan kadar fotosintesis?

Prinsip faktor2 yg mempengaruhi kadar

fotosintesis32KPD4033 JPP - FPPM Feb 2012


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contoh Konsep fotosintesis

Sebelum tamat pengajaran, murid dapat:

4. mengenalpasti punca tumbuhan tidak berfotosintesis(Diberi situasi) Kenalpasti punca tumbuhan tidak

berfotosintesis dgn cekap?5. mencadangkan satu sistem untuk mengatasi masalah

cuaca untuk meningkatkan fotosintesis - Cadangkansatu sistem untuk mengatasi masalah cuaca untuk

meningkatkan fotosintesis6. menjustifikasi bagaimana sistem cadangan mereka

patut dikomersilkan. - Bagi sistem yg andacadangkan, justifikasi/ terangkan bagaimana kenapaia patut dikomersilkan



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Bagi satu isipelajaran 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



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Jadual Penentu Ujian

:

Topik Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

1. Topik 1 3

2. Topik 2

3 (Q1-Q3)6 9

3. Topik 3 3 (Q4-Q6) 5 8

4. Topik 4 6 4 4 14

5. Topik 55(Q7-Q11)

5 6 9 25

6. Topik 6 3 6 4 9 22

7. Topik 7 4 4 5 6 19

0

0

0

0

17 16 10 13 16 28 100

10043% 57%

ISIKANDUNGAN



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Instructional eventsPengalaman pembelajaran

Aktiviti pembelajaran



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Hunters 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 (guided practice)8. Praktis bertempoh (independent practice)

9. Penutup



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Model [1976]Fasa Huraian peristiwa (yg berlaku dalam fasa (Description of events)

1. Set induksi sometimes called a "hook" to grab the student's attention: actions

and statements by the teacher to relate the experiences 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

pembelajaran

Before the lesson is prepared, the teacher should have a clear idea

of what the lesson outcomes are. What, specifically, should the

student be able to do, understand, care about as a result of the

teaching - Bloom'sTaxonomy ofMagers Educational Objectives.



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Model [1976]Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)

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 Once the material has been presented, the teacher uses it to show

students examples of what is expected as an end product of theirwork. The critical aspects are explained through labeling,

categorizing, comparing, etc. As much as possible, students are

taken to the application level (problem-solving, comparison,

summarizing, etc.)

5. Semakkefahaman

murid

Determination of whether students have "got it" before proceeding.It is essential that students practice doing it rightso 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 re-taught before practice begins. Usually

through questioning



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Fasa Huraian peristiwa yg berlaku dalam fasa (Description of

events)

6. Pantau dan ubah suai if required, reteach

7. Praktis terbimbing - An opportunity for each student to demonstrate graspof 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

needed.. 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 a longer learning period can be provided by

giving "extra credit" assignments, supplementaryactivities, etc.


l i


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8. Praktis

bertempoh

Once pupils have mastered the content or skill, it is time to provide

for reinforcement practice. It is provided on a repeating schedule so

that the learning is not forgotten. It may be in class formative

testing, home work or individual work in class. It can be utilized as

an element in a subsequent project. It should provide fordecontextualization: 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 moststudent 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. Toinsure retention and develop fluency, students practice on their own

without assistance and with delayed feedback [e.g., comments on

graded papers]. Five or more brief practice activities distributed

over a month or more may be required to "fix" the new

concept/skill


C l i


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

designed 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 student 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

possibilities for cues for retrieval. Closure is the act of reviewing and

clarifying 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 42KPD4033 JPP - FPPM Feb 2012


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Gagnes 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/ galakkan respon

7. Beri maklumbalas8. Taksir prestasi

9. Susun atur praktis untuk tingkatkan ingatkembali dan pemindahan ke situasi lain


Rosenshine & Stevens Instructional Functions


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Rosenshine & Stevens Instructional Functions

Model [1986]

1. Semak pemahaman murid [semak kerja yang diberisebelum ini. Ajar semula jika perlu]2. Ajar konten baru [beri kerangka, hurai dgn terperinci,

kaitkan konten baru dgn konten yang murid telahpelajari]

3. Praktis murid [murid diberi tugasan untuk praktis,bersoal jawab, beri maklum balas, pantau praktis, semakpemahaman 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]



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Fleksibiliti pengelompokan

Individu Individu

Kumpulan kecilkumpulan kecil

Keseluruhan kelas

Saling berubah-ubah mengikut kesesuaian



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Pengelompokan/ groupings

Keseluruhan kelas

pasukan

Kumpulan kecil Berdua/ bertiga

Individu

Satu mentor satu mentee Sistem stesyen dengan kumpulan kecil



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Pengajaransecara am semua pelajarbuat perkarayang sama

Pelajar praktis, proses,mengaplikasikan dalam kumpulan

kecil mengikut keperluan, gayabelajar, kecerdasan, kelajuandsbnya

Pelajarkembalisemulabersama danmerumuskan

apa yangdipelajari

The football metaphor comes from the way we think about the lessons

sequence: a narrow, whole class experience in the beginning, a wider expansion

of the topic as multiple groups learn at the own pace or in their own ways, then

narrowing it back as we re-gather to process what weve learned

kpd4033 analisa struktur pengetahuan

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