KEMENTERIAN PENDIDIKAN

MALAYSIA

Bimbingan Instruksional

Pentaksiran Bilik Darjah (PBD)

Merungkai Standard

Peneraju Pembelajaran Bermakna

Merungkai Standard
 Matlamat
Realiti
b
c Strategi

Semasa a Pengajaran

Kenal
Sepanjang ToT / CoC,
Pasti
peserta menjalankan aktiviti
secara hands-on, dengan
memainkan peranan
P sebagai Pembimbing (P) dan
Guru Dibimbing (GD)
Perancangan
PdP GD
(DSKP)

PBD

P n
Pe
(Pe

Pd diaa
lak P BD
lap
Pd an P
san

rse
or

Pe
aa
n

Belajar
Meningkatkan
)

Kerangka Modul Bimbingan Instruksional

Pelaksanaan PBD Tahap 1
PERINGKAT KENAL
. PASTI

Pembimbing (P):

●Kenal pasti realiti semasa PdP

berdasarkan elemen The Big 4

●Membimbing penetapan
matlamat berdasarkan PEERS

●Menetapkan strategi
pengajaran

Guru dibimbing (GD):

●Merungkai standard untuk

menetapkan matlamat PdP yang
bercirikan PEERS

●Kenal pasti TBI EQ dan BD

berdasarkan DSKP

 Perancangan PdP

Pembimbing (P):

PBD
●Toolkit IC-A1-01 The Big 4

●Toolkit IC-A1-02 SS PEERS

●Toolkit IC-A1-04 SS Video

Guru dibimbing (GD):

●Toolkit PBD-A2-01a Kenal pasti

‘TBI

●Toolkit PBD-A2-01b Bina ‘TBI’

Interdisplinari

●Toolkit PBD-A2-01c SS TBI

●Toolkit PBD-A2-02a Templat Bina

Soalan Penting

●Toolkit PBD-A3-01 (Templat

Perancangan PdP KmR)

●Kompetensi Pembelajaran
Bermakna (6C) (Rujuk Toolkit
PM-01-01, Toolkit PM-01-02)

 E1 : Perancangan PdP Bermakna

Guru dibimbing (GD):

Bagaimana
melaksanakan
perancangan PdP
bermakna?

Merungkai
Standard (DSKP)

BPK Jun 2018 hal. 32

BPK KPM. 2019 Pentaksiran
Bilik Darjah (PBD) Tahap 1
 Peranan Pembimbing

Mengenal pasti realiti semasa PdP

1 berdasarkan elemen yang terdapat dalam The
Big Four

Merungkai standard untuk menetapkan

2 matlamat PdP yang bercirikan PEERS

3 Merangkai standard menggunakan backward

design untuk memilih aktiviti pengajaran yang
sesuai
 Kriteria Kejayaan (Pembimbing)

1 Melengkapkan senarai semak The Big Four

Menyenaraikan The Big Idea dan Essential

2
Questions

Melengkapkan Templat Pengajaran

3 berasaskan Backward Design
 The Big Idea - Interdisciplinary

Semakan DSKP

SN MT

P K P K
TBI
BM BI

P K P K
 Merungkai Standard

Th dea
eB
I
est ial

IG
s
Qu sent
ion
Es

Kurikulum
Standard

Backward
Design
 The Big Idea

“ A BIG idea is a way of usefully

seeing connections, not just
another piece of knowledge. It is
more like a lens for better
looking than something
additionally seen; more like a
theme than the facts of the story.”
Grant Wiggins
Jun 10, 2010

!12
 The Big Idea

A Big Idea answers the question, “So what? Why is this

relevant to me?”

TBI yang baik adalah …

● suatu topik yang menjadi keprihatinan orang ramai (is a
topic that people can care about),
● merupakan nadi sesuatu disiplin atau disiplin (resides at
the heart of a discipline or discipline),
● dapat menjana lebih banyak pemikiran, penerokaan,
penemuan (can generate a lot of thinking, exploring,
discovering),
● sesuatu yang penting dan bermanfaat menjangkau bilik
darjah pada masa kini (matters and is useful beyond this
classroom right now),
 The Big Idea

● sesuatu yang bermakna, bermanfaat dan kekal penting

untuk 20 tahun akan datang (will matter, be useful and
still be important 20 years from now),
● membuka hubungkait dengan pengalaman murid sama
ada di dalam atau di luar bilik darjah (opens up
connections to each student’s experiences, both in and
out of the classroom),
● menyebabkan seseorang teruja untuk memikirkannya
(gets a teacher/artist excited thinking about it),
● berupaya menarik minat, imaginasi dan penglibatan
murid (has the potential to grab the imagination and
engage the students), dan
● mencabar salah faham dan salah konsep murid
(challenges students’ misconceptions and
misunderstandings).
 MT SN
BI

BM
TBI

SN MT
BI BM
 The Big Idea

“ A BIG idea is a way of usefully seeing

connections, not just another piece of
knowledge. It is more like a lens for better
looking than something additionally seen;
more like a theme than the facts of the
story.”
Grant Wiggins
Jun 10, 2010
 The Big Idea

A Big Idea answers the question, “So what? Why is this relevant to
me?”

TBI yang baik adalah …

● suatu topik yang menjadi keprihatinan orang ramai (is a topic that
people can care about),
● merupakan nadi sesuatu disiplin atau disiplin (resides at the heart
of a discipline or discipline),
● dapat menjana lebih banyak pemikiran, penerokaan, penemuan
(can generate a lot of thinking, exploring, discovering),
● sesuatu yang penting dan bermanfaat menjangkau bilik darjah
pada masa kini (matters and is useful beyond this classroom
right now),
 The Big Idea

● sesuatu yang bermakna, bermanfaat dan kekal penting untuk 20

tahun akan datang (will matter, be useful and still be important 20
years from now),
● membuka hubungkait dengan pengalaman murid sama ada di dalam
atau di luar bilik darjah (opens up connections to each student’s
experiences, both in and out of the classroom),
● menyebabkan seseorang teruja untuk memikirkannya (gets a teacher/
artist excited thinking about it),
● berupaya menarik minat, imaginasi dan penglibatan murid (has the
potential to grab the imagination and engage the students), dan
● mencabar salah faham dan salah konsep murid (challenges students’
misconceptions and misunderstandings).
Aktiviti 2-1 (Mengenal pasti The Big Idea)

Hasil Pembelajaran:

Semasa mengikuti aktiviti ini, peserta dapat

1. Mengenal pasti ‘The Big Idea’ yang terdapat dalam
standard
2. Menyatakan ‘The Big Idea’ dalam ayat penyataan yang jelas

Prosedur:

1. Peserta melengkap ruang K dan W pada Toolkit Carta KWL

2. Fasilitator memberi input ringkas tentang peranan dan
kepentingan The Big Idea.
3. Dalam kumpulan yang terdiri daripada wakil / guru mata
pelajaran BM, BI, Sains dan Matematik, peserta menyemak
DSKP masing-masing.
Aktiviti 2-1 (Mengenal pasti The Big Idea)

4. Setelah meneliti dan berbincang (menggunakan kaedah ‘idea

rush’), kenal pasti ‘The Big Idea’ untuk tajuk yang dipilih
seterusnya melengkapkan Toolkit PBD-A2-01a (Mengenal
pasti ‘The Big Idea’) dan Toolkit PBD-A2-01b (Membina ‘The
Big Idea” Interdisplinari)
5. M e n g g u n a k a n k e r t a s s e b a k , s e t i a p k u m p u l a n
mempamerkan hasil perbincangan masing-masing.
6. Setiap peserta melakukan ‘gallery-walk’ untuk mengenal
pasti persamaan dan perbezaan yang terdapat pada hasil
perbincangan yang dipamerkan, menggunakan Toolkit PBD-
A2-01c (Senarai Semak TBI)
7. Secara rawak peserta berkongsi dapatan masing-masing
8. Fasilitator membuat ulasan dan rumusan
9. Fasilitator memberi input tentang kepentingan ‘The Big Idea’.
DSKP TAHUN 1 SAINS
 TBI

PENGETAHUAN : Bahagian tubuh haiwan

KEMAHIRAN : Mengenal pasti /

Menghubungkait /

Menjelaskan /

Mengitlak

TP6 : Berkomunikasi tentang peranan manusia dalam

mencegah haiwan dizalimi hingga mengakibatkan

kecederaan pada bahagian tubuh haiwan

TBI : ??
 TBI - Interdisplinary

MP1 MP2

TBI

MP3 MP4

BPK Pendekatan Modular dalam PdP m/s 6

Aktiviti A2-2 (Mengenal pasti Soalan Penting)

Hasil Pembelajaran:

Semasa mengikuti aktiviti ini, peserta dapat

1. Mengenal pasti peranan soalan penting (essential
questions)
2. Membina soalan penting sebagai soalan pencetus minda
berasaskan standard
Prosedur:
1. Fasilitator memberi input ringkas tentang peranan dan
kepentingan soalan penting.
2. Secara individu, peserta melengkapkan Toolkit PBD-
A2-02a (Templat Membina Soalan Penting).
3. Secara berpasangan, peserta menggunakan Think-Pair-
Share untuk berkongsi hasil berdasarkan Toolkit PBD-
A2-02a. Pembimbing menggunakan senarai semak
Toolkit IC-A (Think-Pair- Share)
4. Secara rawak pasangan berkongsi dapatan masing-
masing dengan peserta lain
5. Fasilitator membuat ulasan dan rumusan
 Essential Questions

“ Questions that probe for deeper

meaning and set the stage for
further questioning foster the
development of critical thinking skills
and higher order capabilities such
as; problem solving, and the
understanding of complex
systems….. the ability to ask great
questions often separates great
teachers from good ones”
( David Jakes, 2002 )

!25
 Aktiviti A2-2 Merungkai Standard : Soalan Penting
(Essential Questions)

We define essential questions as any question that requires one of

the following thought processes:
● a question which requires the student to develop a plan or
course of action.
● a question that requires the student to make a decision. The
essential question directs the course of student research.

As such, essential questions are powerful, directive and commit

students to the process of critical thinking through inquiry. Ultimately,
the answer to the essential question will require that students craft a
response that involves knowledge construction. This new knowledge
building occurs through the integration of discrete pieces of
information obtained during the research process. Answers to
essential questions are a direct measure of student understanding.

( David Jakes, 2002 )

 Soalan Penting (Essential Questions)

“ Questions that probe for deeper meaning and set the

stage for further questioning foster the development of
critical thinking skills and higher order capabilities such
as; problem solving, and the understanding of complex
systems….. the ability to ask great questions often
separates great teachers from good ones.

The effectiveness of your lesson plan design, and

therefore your inquiry-based project, depends on the
quality of your essential question. As all educators
know, effective questioning strategy by teachers is
required to promote thinking by students.
( David Jakes, 2002 )
 1. Is open-ended; that is, it typically will not have a
single, final, and correct answer.
2. Is thought-provoking and intellectually engaging,
often sparking discussion and debate.
3. Calls for higher-order thinking, such as analysis,
inference, evaluation, prediction. It cannot be
effectively answered by recall alone.
4. Points toward important, transferable ideas
within (and sometimes across) disciplines.
5. Raises additional questions and sparks further
inquiry.
6. Requires support and justification, not just an
answer.
7. Recurs over time; that is, the question can and
should be revisited again and again.
McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to
student understanding. Ascd.
 Questions that meet all or most of these criteria qualify
as essential. These are questions that are not
answerable with finality in a single lesson or a brief
sentence—and that's the point. Their aim is to stimulate
thought, to provoke inquiry, and to spark more
questions, including thoughtful student questions, not
just for answers. They are provocative and generative.
By tackling such questions, learners are engaged in
uncovering the depth and richness of a topic that might
otherwise be obscured by simply covering it.

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors

to student understanding. Ascd.
 Using the characteristics we presented and those that you noted, which
of the following questions do you think are essential? Why?

1. In what year was the Battle of Hastings fought?

Is it Essential? Yes/No

2. How do effective writers hook and hold their readers?

Is it Essential? Yes/No

3. Is biology destiny?

Is it Essential? Yes/No

4. Onomatopoeia—what's up with that?

Is it Essential? Yes/No

5. What are examples of animals adapting to their environment?

Is it Essential? Yes/No

6. What are the limits of arithmetic?

Is it Essential? Yes/No

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors

to student understanding. Ascd.
 1. In what year was the Battle of Hastings fought?

Is the question essential? No.

This is a factual question with a single correct answer.

2. How do effective writers hook and hold their readers?

Is the question essential? Yes.

This is a rich question for exploring the many facets of effective writing,
including different genres, audience/purpose connections, writer’s voice, and
organizational structures.

3. Is biology destiny?

Is the question essential? Yes.

This is intended to be a thought-provoking, open question with many nuances

(so don’t be fooled by the phrasing).

4. Onomatopoeia—what’s up with that?

Is the question essential? No.

Although the format of the question may wake up a sleepy student, it doesn’t
really open up worthy inquiry. At best, it can lead to a definition of a new term

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors

to student understanding. Ascd.
 5. What are examples of animals adapting to their environment?

Is the question essential? No.

This is a useful question for helping students understand the concept of

adaptation in various manifestations; however there are specific
answers that could be found in a book.

6. What are the limits of arithmetic?

Is the question essential? Yes.

This is an open question, widely applicable across mathematical topics

across the grades; the question helps students come to understand an
abstract yet important idea: mathematics involves tools and methods
that have both strengths and limitations.

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors

to student understanding. Ascd.
A3: Merungkai Standard - Backward Design

Tradisional Backward Design

Menentukan hasil Mengenal pasti hasil

pembelajaran pembelajaran

Merancang aktiviti P&P Menetapkan bukti hasilan

dan tugasan untuk dinilai

Menentukan penilaian Merancang aktiviti P&P

!33
Aktiviti A3 : Merungkai Standard - Backward Design

Hasil Pembelajaran:

Semasa mengikuti aktiviti ini, peserta dapat

1. Mengenal pasti amalan PdP yang bermakna dan mendalam

melalui hubungkait ‘interdisciplinary’.
2. Pendedahan terhadap kaedah penerapan Kompetensi
Pembelajaran Bermakna (6C) Rujuk Toolkit PM-01-01,
Toolkit PM-01-02 dan pelaksanaan Pentaksiran Bilik Darjah
(PBD) dalam PdP.
3. Membina rancangan mengajar ringkas bagi setiap peringkat
KmR iaitu Hasil Pembelajaran, Bukti Pencapaian dan
Rancangan Pembelajaran
 Aktiviti A3 (Merancang Pengajaran Templat KmR)

Prosedur:

1. Fasilitator memberi input pelaksanaan aktiviti ini dan menerangkan tentang penggunaan Toolkit
PBD-A3-1 (Templat Perancangan PdP KmR) dengan menggunakan beberapa tools yang sesuai
(Thinking Maps)
2. Peserta dalam kumpulan (mewakili mata pelajaran BM, BI, Matematik dan Sains) melakukan
pemetaan dokumen standard untuk mengenal pasti topik/tajuk yang sesuai untuk
melaksanakan strategi PdP dan aktiviti yang sesuai (SPBI, Kuiz, Main Peranan, Permainan, Story
Telling). disamping menerapkan Kompetensi Pembelajaran Bermakna 6C. Rujuk Toolkit
PM-01-01, Toolkit PM-01-02) untuk setiap aktiviti mengikut Strategi yang dipilih.
3. Berdasarkan topik yang telah dikenal pasti pada Langkah 2, peserta melengkapkan Templat
Perancangan PdP Toolkit PBD-A3-01 yang terdiri daripada tiga peringkat iaitu:
a. Peringkat 1 - Hasil Pembelajaran
b. Peringkat 2 - Bukti Pencapaian
c. Peringkat 3 - Rancangan Aktiviti Pembelajaran
4. Setiap pasangan membuat pembentangan hasil mereka di dalam kumpulan kecil yang terdiri
daripada sepuluh orang.
5. Wakil kumpulan besar akan melaporkan hasil pembentangan kumpulan masing-masing.
Maklum balas daripada kumpulan lain digalakkan.
6. Fasilitator memberi maklum balas terhadap hasil pembentangan.

# Cadangan Strategi : SPBI, Kuiz, Main Peranan, Permainan, Story Telling

# Satu kumpulan besar 10 orang dibahagikan kepada 2 kumpulan kecil untuk
menghasilkan 2 aktiviti bagi setiap strategi yang sama.
 .

TERIMA

KASIH...