Post on 10-Apr-2015
PEDAGOGI PENDIDIKAN JASMANI
OLEH:
RASHIDAH BINTI SUIB
Jabatan Pendidikan Jasmani
Institut Perguruan Temenggong Ibrahim,
Johor Bahru
Apakah Ciri-ciri P&P Yang Baik?
Cotter, 2001
Set induksi Objektif pembelajaran jelas Ringkasan isi kandungan modeling of desired outcomes Periksa kefahaman pelajaran Latihan terbimbing Latihan kendiri Penutup
……..What is a Good Lesson?
Apa Kata Guru? Pernyataan objektif yang jelas Perancangan, pemeringkatan dan organisasi baik Menyatakan dengan jelas hasil pembelajaran Menggunakan strategi dan kaedah yang sesuai Memenuhi kepelbagaian stail pembelajran murid Menggunakan teknologi secara bermakna dan
kompeten Memotivasikan dan mengekalkan minat murid Menilai kefahaman pelajar dari masa ke masa Membimbing dan menilai prestasi pelajar Memberi maklumbalas kepada murid secara
berkala Membuat rumusan pembelajaran
……..What is a Good Lesson?
Apa Kata Murid?
Mengetahui apa yang cuba dilakukan oleh guru dalam pelajran Memahami apa kriteria yang digunakan untuk menilai mereka Tahu tahap pencapaian mereka sepanjang kursus. Guru menyampaikan idea dengan jelas Isi kandungan mudah difahami atau bimbingan bersesuaian
diberikan untuk tugasan yang kompleks Kursus diperingkatkan dengan baik Pelajaran membekalkan maklumat baru yang menyokong isi
kandungan Isi kandungan dapat diintegrasikan dengan konsep
pembelajaran lalu Pengetahuan pembelajaran dapat membantu dalam karier masa
depan Tiada kerja berlebihan dan membazir Menyeronokkan, meransang, mencabar dan memotivasikan
3 DOMAIN PEMBELAJARAN
DOMAIN PSIKOMOTOR DOMAIN KOGNITIF DOMAIN AFEKTIF
DOMAIN PSIKOMOTOR
Level Definition Example
1. Memerhati
Active mental attending of a physical event.
The learner observes a more experienced person in his/her performance of the skill. Asked to observe sequences and relationships and to pay particular attention to the finished product. Direct observation may be supplemented by reading or watching a video. Thus, the learner may read about the topic and then watch a performance.
2. Meniru Attempted copying of a physical behavior.
The learner begins to acquire the rudiments of the skill. The learner follows directions and sequences under close supervision. The total act is not important, nor is timing or coordination emphasized. The learner is conscious of deliberate effort to imitate the model.
3. Mencuba Trying a specific physical activity over and over.
The entire sequence is performed repeatedly. All aspects of the act are performed in sequence. Conscious effort fades as the performance becomes more or less habitual. Timing and coordination are emphasized. Here, the person has acquired the skill but is not an expert.
4. Menyesuai Fine tuning. Making minor adjustments in the physical activity in order to perfect it.
Perfection of the skill. Minor adjustments are made that influence the total performance. Coaching often very valuable here. This is how a good player becomes a better player.
DOMAIN KOGNITIF
ARAS DEFINISI
CONTOH TINGKAHLAKU
PENGETAHUAN
Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.
Recognize; MatchMemorize; Repeat
Selec; Write; List; Label; Name; State; Define
The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.
KEFAHAMAN Student translates, comprehends, or interprets information based on prior learning
Illustrate; GeneralizeExplain; SummarizeParaphrase; Describe
Interpret
The student will explain the purpose of Bloom's taxonomy of the cognitive domain.
APLIKASI
Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.
Practice; Use; Compute; Solve; Demonstrate; Apply;
Construct; Transfer
The student will write an instructional objective for each level of Bloom's taxonomy.
ANALISIS
Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.
Diagram; Debate; Examine; Analyze
Categorize; CompareContrast; Separate
The student will compare and contrast the cognitive and affective domains.
SINTISIS Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.
Plan; Formulate; Create; Design; Hypothesize; Invent;
Develop
The student will formulate a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.
PENILAIAN Student appraises, assesses, or critiques on a basis of specific standards and criteria.
Evaluate; Assess; Use; Judge; Recommend; Critique;
Justify
The student will critique the effectiveness of writing objectives using Bloom's taxonomy.
Caption: Terminology changes "The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version." (Schultz, 2005) (Evaluation moved from the top to Evaluating in the second from the top, Synthesis moved from second on top to the top as Creating.) Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
DOMAIN KOGNITIF
DOMAIN AFEKTIF
ARAS DEFINISI CONTOH
1. MENERIMA
Being aware of or attending to something in the environment
Individual would read a book passage about civil rights.
2. BERTINDAK BALAS
Showing some new behaviors as a result of experience
Individual would answer questions about the book, read another book by the same author, another book about civil rights, etc.
3. MENILAI
Showing some definite involvement or commitment
The individual might demonstrate this by voluntarily attending a lecture on civil rights.
4. MENGORGANISA
SI
Integrating a new value into one's general set of values, giving it some ranking among one's general priorities
The individual might arrange a civil rights rally.
5. MENGHAYATI
NILAI
Acting consistently with the new value The individual is firmly committed to the value, perhaps becoming a civil rights leader.
Pernyataan Objektif Yang Baik
....menurut pakar Jones, 1997 – “Objektif yang jelas
membantu guru merancang pelajaran yang mempermudahkan murid belajar dan guru menilai".
Lohr, no date – “Penulisan objektif yang baik memberitahu anda pengetahuan, kemahiran atau sikap yang diingini dan kaedah pembelajaran serta kriteria pencapaian pembelajar diperlukan.
Menulis Objektif
Soalan yang perlu difikirkan Siapa murid anda? Baru? Senior?
Berbagai tahap pengetahuan dan pengalaman?
Adakah ia kursus umum atau khusus?
Audience – AudienSiapa?
Behavior – Tingkahlaku Apakah tingkahlaku murid yang anda harapkan?
Condition – SituasiDalam situasi bagaimana anda mahu pembelajaran berlaku?
Degree – Tahap Penguasaan100%? 80%? 5 daripada 8kali? Sekali?
KAEDAH PENULISAN OBJEKTIFKaedah A. B. C. D. (Heinich, et al., 1996).
Contoh Penulisan Objektif yang baik
Psikomotor (A) pelajar (B) dapat melakukan aktiviti
berjalan di atas palang imbangan (C) yang ditinggikan ke aras
standard (D) dari satu hujung ke satu hujung yang lain dengan tetap tanpa jatuh dalam jangka masa enam saat
Objektif Kognitif
Aras Kefahaman(A) murid (B) boleh menerangkan dengan jelas
dalam satu atau dua ayat maksud setiap istilah(C) daripada senarai istilah yang
diberikan
(D) dengan 100% betul.
Objektif Kognitif
Aras Aplikasi (A) murid (B) dapat mencadangkan aktiviti yang sesuai
untuk meningkatkan tahap daya tahan kardiovaskular
(C) berasaskan situasi tempat tinggal masing- masing, (D) sekurang-kurangnya 2 aktiviti
Aras penyelesaian masalah/ sintisis A) murid (B) dapat menulis laporan ramalan cuaca
(C) berasaskan situasi meteorologi yang diambil daripada stesen kaji cuaca
(D) untuk enam jam ke hadapan
Objektif Afektif
(A) pelajar (B) dapat menunjukkan kerjasama
dengan semua ahli kumpulan tanpa mengira kaum
(C) Dalam aktiviti permainan kecil (D) mengikut 3 kriteria seperti
dalam senarai semak.
Peringatan penting dalam penulisan Objektif Pembelajaran
Semakin tinggi tahap kognitif, semakin sukar tugasan.
Objektif afektif sukar dinyatakn dan dinilai secara objektif kerana ia berkaitan dengan perasaan dalaman.
Pemilihan perkataan yang khusus amat penting untuk menerangkan maksud sebenar objektif tingkahlaku yang diharapakan
MASALAH PENULISAN OBJEKTIF
Problems Error Types Solutions
Too vast/ complex
The objective is too broad in scope or is actually more than one objective.
Use the ABCD method to identify each desired behavior or skill in order to break objectives apart.
No behavior to evaluate
No true overt, observable performance listed. Many objectives using verbs like "comprehend" or "understand" may not include behaviors to observe.
Determine what actions a student should demonstrate in order for you to know of the material has been learned.
Only topics are listed
Describes instruction, not conditions. That is, the instructor may list the topic but not how he or she expects the students to use the information.
Determine how students should use the information presented. Should it be memorized? Used as background knowledge? Applied in a later project? What skills will students need?
Vague Assignment Outcomes
The objective does not list the correct behavior, condition, and/or degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics.
Determine parameters for your assignments and specify them for your students.
Mengukur Tingkahlaku Pembelajaran
Apa alat yang digunakan untuk mengukur pembelajaran murid?
Bila perlu anda memeriksa pembelajaran murid? Dan sekerap mana?
Bagaimana anda membimbing murid untuk memastikan tugasan yang hendak dinilai mencapai tahap yang baik?
Bagaimana anda mengenalpasti cara menilai kemajuan murid sepanjang kursus?
Bagaimana anda menilai pembelajran murid jika murid ramai?
Alat Penilaian Asas
Ujian, peperiksaan, kuiz Kertas tugasan, projek Poster dan persenmbahan Penilaian rakan sebaya dan penilaian kendiri Kajian, temuramah dn pemerhatian Senarai semak Hasil perbincangan kumpulan Rekod anekdot
Penilaian Bilik Darjah
Teknik penilaian yang cepat untuk menilai kefahaman pelajar tetapi tidak semestinya untuk menentukan gred secra terperinci
Esei 5 minit – dijalankan pada akhir P&P Rumusan satu ayat - dijalankan pada akhir
P&P Soalan undian cepat – menjawab dengan
mengangkat tangan Meminta murid menulis contoh soalan
ujian mudah
SekianTerima kasih