06 ogos buku umum pismp roadshow

8/11/2019 06 Ogos Buku Umum PISMP Roadshow

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PEMBANGUNAN PROFESIONALISME KEGURUAN

KEMENTERIAN PELAJARAN MALAYSIA

BUKU PANDUAN PROGRAM IJAZAH SARJANA MUDA

PERGURUANDENGAN KEPUJIAN

SESI 2007/2008

INSTITUT PENDIDIKAN GURU MALAYSIA

BAHAGIAN PENDIDIKAN GURU


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Program Ijazah Sarjana Mu a P!rguruan D!ngan K!"uj#an

$ Bahag#an P!n # #%an Guru

K!m!n&!r#an P!'ajaran Ma'a()#a

Hak cipta terpelihara. Kecuali untuk tujuan

pendidikan yang tidak ada kepentingan komersial,

tidak dibenarkan sesiapa mengeluarkan atau

mengulang mana-mana bahagian artikel, ilustrasi

dan kandungan buku ini dalam apa-apa juga

bentuk dan dengan apa-apa cara pun, sama ada

secara elektronik, fotokopi, mekanik, rakaman atau

cara lain sebelum mendapat izin bertulis daripada

Pengarah Bahagian Pendidikan Guru, Kementerian

Pelajaran alaysia.


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BUKU PANDUAN

PROGRAM IJAZAH SARJANA MUDAPERGURUANDENGAN KEPUJIAN

SESI 2007/2008


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KANDUNGAN *************************************************** KANDUNGAN MUKA SURAT

+, Ka&a A'u-A'uan P!ngarah ##

., K!rang%a Kon)!"&ua' Kur#%u'um ###

/, P!ng!na'an0 Ma&'ama& an Ha)#' P!m1!'ajaran Program +

2, S#)&!m A%a !m#%0 S&ru%&ur Program0 an P!r#n3#an Kur)u)(ang D#&a4ar%an a'am Program Ijazah Sarjana Mu aP!rguruan

.

5, Ag#han Kur)u) Major M!ng#%u& S!m!)&!r 6

7, Ag#han Pa%!j Kur)u) E'!% M!ng#%u& S!m!)&!r +7

6, Ag#han K!)!'uruhan Kur)u) M!ng#%u& S!m!)&!r +9

:, S#)&!m P!n(am"a#an0 P!n&a%)#ran an Ma&r#%) Ha)#'P!m1!'ajaran

./

9, S#no")#) Kur)u) ;aj#1 .2

+


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KATA ALU-ALUAN PENGARAH

B#)m#''ah#-r-Rahman#-r-Rah#m0S(u%ur A'ham u'#''ah %!rana In)&u& P!n # #%an Guru Ma'a()#a >IPGM? &!'ah 1!rja(am!'a%)ana%an )!)# "!ngaj#an %!"a a "!'ajar (ang m!ng#%u Program Ijazah SarjanaMu a P!rguruan !ngan K!"uj#an #n# 1!rmu'a "a a Januar# .


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##

KERANGKA KONSEPTUAL KURIKULUM

PROGRAM IJA AH SARJANA MUDA PERGURUANDENGAN KEPUJIAN


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KERANGKA KONSEPTUAL KURIKULUM

P!n"!na#an

Kur#%u'um P!n # #%an Guru a a'ah )ua&u "!'an "!nga'aman "!m1!'ajaran un&u% 1!'ajar an "!nga'aman "!m1!'ajaran un&u% m!ngajar 1ag# m!'ah#r%an #n)an guru (ang

"ro8!)#ona' an 1!r)!"a u,

$iri-%iri K&ri'&m

@#r#-3#r# %ur#%u'um (ang #)! #a%an un&u% Program Ijazah Sarjana Mu a P!rguruan!ngan K!"uj#an #n# a a'ah )!"!r (ang 1!r#%u&=

B!r)#8a& #nam#%0 r!'! an0 8u&ur#)%0 r!)"on)#80 ho'#)%0 an 1!r)!"a u Kon)!" the personhood of teachers C an "!n !%a&an human#)% a%an #1!r#

8o%u) A"'#%a)# &!or# un&u% m!m1#na #n)an guru (ang a"a& m!nangan# 3a1aran )!1aga#

"!n # #% B!r)#8a& %oh!r!n an&ara "!ngajaran 1!r%!)an > effecti!e learning ? an "!nga'aman

%'#n#%a' >clinical e"perience ? M!ngga'a%%an "!m1!'ajaran )!"anjang ha(a&

R!'a (!nt&' K&ri'&m

Kur#%u'um Program Ijazah Sarjana Mu a P!rguruan !ngan K!"uj#an #n# #r!%a 1!n&u%1!r a)ar%an "r#n)#"-"r#n)#" )!"!r (ang 1!r#%u&=

B!ra)a)%anHa)#'

P!m1!'ajaran>Ou&3om!1a)! ?

REKA(ENTUK

KURIKULUM

S"#ra'

D! !'o"m!n&a'

Koh!r!nPra%%a'

Kon&!%)&ua'

Ho'#)%


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###i. B!ra)a)%an Ha)#' P!m1!'ajaran > #utcome-Based ?

M!njuru) %! arah "!n3a"a#an Ha)#' P!m1!'ajaran Program an Ha)#'

P!m1!'ajaran Kur)u) B# ang M!ma&uh# Pan uan S&an ar Program P!r#ng%a& Sarjana Mu a anMa'a()#an ua'#8#3aon) Fram!4or% >M F?

ii. Koh!r!n M!m"un(a# "au&an an&ara %ur)u) an "!ng'aman "ra%%a' %'#n#%a'

iii. $piral and %e!elopmental P!nga'aman "!m1!'ajaran #ran3ang !ngan ra"# m!ng#%u& &uru&an

an %!)!'ara)an 1!r a)ar%an "!'1aga# j!n#) "!nga'aman0 &aha"%!)u%aran an %on&!%) a'am )!a" %ur)u) an an&ara %ur)u)-%ur)u) (ang #&a4ar%an

/ Ara) m!ng#%u& S!m!)&!r0 #a&u= Ara) + = S!m!)&!r + h#ngga S!m!)&!r / Ara) . = S!m!)&!r 2 h#ngga S!m!)&!r 7 Ara) / = S!m!)&!r 6 an S!m!)&!r :

i!. Ho'#)% K!)!#m1angan an #n&!gra)# # an&ara #'mu "!ng!&ahuan0 %!mah#ran0

n#'a# #)"o)#)# hard skills& an soft skills C P!r)!"% g'o1a' >2 Pillars of 'ducation ?, EFA0 EIU0 ESD >UNES@O? Kur#%u'um0 A% # Ko%ur#%u'um0 an B#na In)an Guru

!. Pra%%a' an Kon&!%)&ua' B!r1!n&u% "ra%%a' Chan )-onC B!ra)a)%an %ur#%u'um )!%o'ah >KBSR? P!'a%)anaan m!ng#%u& )!%o'ah >%a'!n ar a%a !m#% )!a" )!m!)&!r? M!ruju% )#&ua)# )!1!nar ama'an 1#'#% arjah # )!%o'ah M!'a%)ana%an ama'an &!r1a#% > best practises ?

Kons!) Str&'t&r K&ri'&m

S&ru%&ur Kur#%u'um #%on)!")#%an )!1aga# K!rang%a (ang m!rang%um# %om"on!n-%om"on!n "!nng (ang m!n!&a"%an 4ajaran0 jum'ah %r! #& an %ur)u)-%ur)u) (ang

#&a4ar%an %!"a a "!'ajar (ang a%an m!ng#%u Program Ijazah Sarjana Mu aP!rguruanC,

S&ru%&ur %ur#%u'um #r!%a 1!n&u% m!ng#%u& / Ara) 1ag# m!n3!rm#n%an %ur#%u'um (ang1!r)#8a& spiral& an e!elopmental C an 1!ra)a)%an %!mah#ran-%!mah#ran (ang h!n a%

#3a"a# # a'am %an ungan )u%a&an "!'ajaran an )#)&!m "!n#'a#an (ang a%an#guna%an )!"anjang &!m"oh "!ngaj#an,


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#Strat!"i P!#a'sanaan K&ri'&m

Kur#%u'um "rogram #n# #'a%)ana%an m!ngguna%an "!'1aga# )&ra&!g# )!"!r (ang 1!r#%u&=

a, M!ngguna%an "!'1aga# mo 0 #a#&u=

Ku'#ah Tu&or#a' S!m#nar "!r1!ng%!'an (ndependent $tudent )earning >ISL?an Ama'# !ngan m!ngam1#' %#ra ;a%&u P!m1!'ajaran P!'ajar > $tudent

)earning *ime+ an B!1an Tuga) P!'ajar )!"!r (ang #%!h!n a%# a'amotional redit.

1, P!n !%a&an P!m1!'ajaran B!ra)a)%an Proj!% > Project-based )earning ? anP!n !%a&an "!m1!'ajaran B!ra)a)%an Ma)a'ah > Problem-based )earning ?,

P!nggunaan Un#& P'an0 Por&8o'#o P!m1!'ajaran0 %aj#an %!)0 "!n(!'# #%ann a%an0 "!n&a%)#ran "r!)&a)# > performance assessments ?0 "!n#'a#an &uga)an&!rarah0 an "!n#'a#an "or&8o'#o #'a%)ana%an 1ag# m!ma)%an "!m1!'ajaran

#a"'#%a)# %!"a a ma)a'ah ama'an a&au "ra%% (ang )!1!nar > real problem of practice ?,

3, P!nga'aman K'#n#%a' >@ linical '"perience ?

P!nga'aman %'#n#%a' (ang m!n3u%u"# a%an #1!r#%an un&u% m!n(o%ong # !aan ama'an (ang 1!r%a#& ra"a& !ngan %!"!r'uan %ur#%u'um0 %!rja %ur)u)0 an

&uga)an,

, S#)&!m P!nguru)an P!m1!'ajaran > )earning anagement $ystem *

S#)&!m "!n(am"a#an ma%'uma& &!n&ang a% # 1ahan0 an 1#m1#ngan an"!nguru)an "!ngajaran an "!m1!'ajaran a%an #ja'an%an m!'a'u# e-learning

an online learning.

!, P!m1!'ajaran K!n #r#

Bag# m!nja #%an "!'ajar )!1aga# independent learner 0 "!n(am"a#an %ur#%u'um'ahan "!rguruan #'a%)ana%an !ngan m!ngguna%an "!'1aga# mo )u"a(a"!m1!'ajaran )!3ara a%)!) %!n #r# > self-accessed learning ? an &!rarah %!n #r#>self-directed learning ? a"a& #1u a(a%an, In# )!&!ru)n(a a%an m!ngga'a%%an"!m1!'ajaran )!"anjang ha(a&,

8, Ama'an Pro8!)#ona'

P!nga'aman (ang m!n!%an%an "!nga'aman %'#n#%a' an 1#m1#ngan m!'a'u#"!nga'aman 1!ra)a)%an )!%o'ah0 "ra%%um0 internship 0 'ahan #n u)&r#0 anser!ice learning a%an #'a%)ana%an )!"anjang "!ngaj#an unu&%m!nga"'#%a)#%an &!or# a'am )#&ua)# )!1!nar,


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#

PENGENALAN/ MATLAMAT/

DAN HASIL PEM(ELAJARAN PROGRAM


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PENGENALAN

Ijazah Sarjana Mu a P!rguruan !ngan K!"uj#an (ang #&a4ar%an o'!h In)&u&P!n # #%an Guru Ma'a()#a >IPGM? m!ru"a%an )a&u "rogram 'ahan "!rguruan"ra"!r%h# ma&an 1ag# m!'ah guru )!%o'ah r!n ah a'am "!'1aga# ma&a"!'ajaran, S!1aga# "ra)(ara&0 "!'ajar #%!h!n a%# m!ng#%u %ur)u) "!r)! #aan)!'ama ga )!m!)&!r # IPGM (ang #&!&a"%an o'!h K!m!n&!r#an P!'ajaranMa'a()#a, P!'ajar (ang 'u'u) %ur)u) "!r)! #aan #&a4ar%an un&u% m!ng#%uProgram Ijazah Sarjana Mu a P!rguruan >PISMP? !ngan K!"uj#an )!'ama!m"a& &ahun,

MATLAMAT PROGRAM

Ma&'ama& Program #n# a a'ah un&u% m!'ah#r%an guru )!%o'ah r!n ah (ang1!r%ua'# ar# )!g# "!ngua)aan #'mu "!ng!&ahuan0 %!mah#ran0 an %!&!ram"#'an"ro8!)#ona'#)m! a'am 1# ang ma)#ng-ma)#ng )!'ara) !ngan Fa')a8ahP!n # #%an K!1ang)aan an Fa')a8ah P!n # #%an Guru,

HASIL PEM(ELAJARAN PROGRAM

Para 'u'u)an PISMP !ngan K!"uj#an 1!r%!mam"uan m!nja # guru )!%o'ahr!n ah (ang

#, m!m"un(a# "!ng!&ahuan an %!8ahaman (ang m!n a'am &!n&ang %an ungan#'mu0 1ahan %ur#%u'um0 "!n&a%)#ran0 "!nguru)an "!r)!%#&aran "!m1!'ajaran

an )um1!r "!m1!'ajaran (ang 1!r%a#&an a'am 1# ang ma)#ng-ma)#ng

##, m!ngguna%an "ro)!) #n%u#r# an "!n(!'!)a#an ma)a'ah a'am "!m1!'ajaranm!'a'u# %!mah#ran 1!r8#%#r ara) ngg# an %r#%a' a'am 1# ang ma)#ng-ma)#ng

###, m!ngguna%an #'mu "!ng!&ahuan an %!mah#ran un&u% m!'a%)ana%an"!ngajaran an "!m1!'ajaran a'am 1# ang ma)#ng-ma)#ng !nganm!ngam1#' %#ra 8a%&or 8#z#%a'0 )o)#a'0 1u a(a0 ")#%o'og#0 an !%a "ro8!)#ona'

%!guruan

# , 1!r%!u"a(aan m!m#n ah%an an m!nga"'#%a)#%an %!mah#ran (ang #%ua)a#m!'a'u# 1# ang ma)#ng-ma)#ng a'am "!'1aga# )#&ua)# )!1!nar

, m!m#'#%# an m!nam"#'%an n#'a#0 !%a0 an ama'an (ang 1!r&!"a&an !nganPr#n)#" E%a K!rja P!r%h# ma&an A4am an Ko E%a K!guruan Ma'a()#a

an

#, m!ngha(a an m!ngama'%an n#'a# murn# )!1aga# #n)an (ang "!r3a(a an"a&uh %!"a a ajaran agama an %!)!jah&!raan 1!rma)(ara%a&,


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+

SISTEM AKADEMIK/

STRUKTUR PROGRAM/

DAN

PERIN$IAN KURSUS


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SISTEM AKADEMIK

T!m)oh P!n"ajian Pro"ram

PISMP !ngan K!"uj#an #%!n a'#%an )!'ama !m"a& &ahun a'am 'a"an )!m!)&!r,

Tah&n A'a !mi'

Tahun a%a !m#% IPGM #1ahag#%an %!"a a ua )!m!)&!r #a#&u S!m!)&!r P!r&amaan S!m!)&!r K! ua, S!a" )!m!)&!r m!ngan ung# .< m#nggu, P!'a%)anaan

a% # S!m!)&!r P!r&ama an S!m!)&!r K! ua #ja'an%an )!"!r (ang 1!r#%u&=

SEMESTER + MINGGU SEMESTER . MINGGUM#nggu P!n a8&aran + m#nggu M#nggu P!n a8&aran + m#ngguIn&!ra%)# : m#nggu In&!ra%)# : m#nggu@u S!m!)&!r + m#nggu @u S!m!)&!r + m#ngguIn&!ra%)# 6 m#nggu In&!ra%)# 6 m#ngguM#nggu U'ang%aj# + m#nggu M#nggu U'ang%aj# + m#ngguP!"!r#%)aan . m#nggu P!"!r#%)aan . m#ngguJum'ah .< m#nggu Jum'ah .< m#nggu

Prinsi) P!n"iraan Jam Kr! it

P!run&u%an jam 1ag# &ujuan "!ng#raan %r! #& a a'ah 1!r a)ar%an #n&!ra%)#1!r)!mu%a an a% )!mu%a0 (ang m!n3a%u"# &!or# an ama'#0 )!r&a Ama'anPro8!)#ona' (ang #1!r# "!run&u%an 2< jam "!m1!'ajaran "!'ajar 1!r)amaan +%r! #&,

Ama'an Pro8!)#ona' &!r #r# ar#"a a P!nga'aman B!ra)a)%an B!%o'ah >PBS?0"ra%%um0 an #n&!rn)h#" (ang m!m"!run&u%%an + %r! #& 1ag# &!m"oh ua m#nggu"!'a%)anaan,

Ko%ur#%u'um an B#na In)an Guru ma)#ng-ma)#ng #1!r# "!run&u%an 2< jam

"!m1!'ajaran "!'ajar 1!r)amaan + %r! #&,S!)!orang "!'ajar "!r'u m!nama&%an "!ngaj#an )!'ama : )!m!)&!r !ngan

ja(an(a !ngan m!n(!m"urna%an "!m1!'ajaran )!1an(a% +// %r! #& un&u%#anug!rah%an Ijazah Sarjana Mu a P!rguruan !ngan K!"uj#an,


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.STRUKTUR PROGRAM IJA AH SARJANA MUDA PERGURUAN

S&ru%&ur "rogram m!ru"a%an %!rang%a an %om"on!n %ur#%u'um (ang m!n!&a"%an%ur)u)-%ur)u) (ang #&a4ar%an )!r&a jum'ah %r! #& an %!4ajarann(a, R!%a 1!n&u%%ur#%u'um 1ag# PISMP !ngan K!"uj#an a a'ah un&u% m!'ah "!'ajar )!1aga# guru)!%o'ah r!n ah 1ag# m!m!nuh# a)"#ra)# "!n # #%an n!gara, S&ru%&ur "rogram #n#a a'ah )!"!r (ang 1!r#%u&=

(IL0 KURSUS KREDIT+, KURSUS ;AJIB 12 3456*

Kur)u) ;aj#1 IPT Kur)u) ;aj#1 IPGM

., KURSUS TERAS 78 3896*

P!ngaj#an Pro8!)#ona' Major Ama'an Pro8!)#ona'

/, KURSUS ELEKTIF 1: 3476* Pa%!j E'!% + Pa%!j E'!% .

JUMLAH 422 34;;6*

K&rs&s


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/ Ama'an Pro8!)#ona' m!m1o'!h%an "!'ajar m!ngua)a# "!ng!&ahuan an%!mah#ran "!ngajaran an "!m1!'ajaran a'am )#&ua)# )!1!nar # )!%o'ah,S!"anjang m!ng#%u "rogram0 "!'ajar #%!h!n a%# m!nja'an# Ama'an Pro8!)#ona')!'ama /. m#nggu (ang #'a%)ana%an m!'a'u# ga "ro)!)0 #a#&u P!nga'amanB!ra)a)%an S!%o'ah >PBS?0 "ra%%um0 an internship , PBS #ja'an%an )!'ama 2m#nggu0 "ra%%um .2 m#nggu0 mana%a'a internship )!'ama 2 m#nggu, Ama'anPro8!)#ona' #ag#h%an )!jum'ah +2 %r! #& (ang m!ru"a%an )a'ah )a&u )(ara&"!nganug!rahan #jazah,

K&rs&s E#!'ti+

Kur)u) E'!% &!r #r# ar#"a a ua Pa%!j E'!% (ang ##&a4ar%an un&u%m!m1o'!h%an "!'ajar m!ngajar ua ma&a "!'ajaran 'a#n )!'a#n ar#"a a %ur)u)major, S%o" %ur)u) m!rang%um# a)"!% "!ng!&ahuan %an ungan "! agog# an"!n&a%)#ran (ang 1!ra)a)%an )u%a&an "!'ajaran Kur#%u'um B!r)!"a u S!%o'ah

R!n ah >KBSR?, Pa%!j E'!% #ag#h%an )!jum'ah .2 %r! #&, S!a" Pa%!j E'!% #ag#h%an )!jum'ah +. %r! #&,

K&rs&s Tan)a Kr! it 3TK*

Kur)u) Tan"a Kr! #& m!ru"a%an E'!% Tam1ahan (ang &!r #r# ar#"a a Eng'#)hLanguag! Enr#3hm!n& (ang #&a4ar%an un&u% m!nam"ung %!"!r'uan "!'ajar

a'am m!n#ng%a&%an "!n3a"a#an Baha)a Ingg!r#) 1ag# m!m!nuh# %!"!r'uanMa'a()#an Un# !r)#&( Eng'#)h T!)& >MUET?, E'!% #n# a% #ag#h%an %r! #&,


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2

PERIN$IAN KURSUS =ANG DITA


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5Ama#an Pro+!siona#

KOD KURSUS KREDIT SEM0P!nga'aman B!ra)a)%an S!%o'ah I P, Pro8!)#ona' +P!nga'aman B!ra)a)%an S!%o'ah II Kur)u) Major .P!nga'aman B!ra)a)%an S!%o'ah III Kur)u) E'!% + /P!nga'aman B!ra)a)%an S!%o'ah I Kur)u) E'!% . 2

PRK/+2M? 5PRK/+:M? 7PRK/++.M? 6INT/+


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7

AGIHAN KURSUS MAJOR

MENGIKUT SEMESTER


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AGIHAN KURSUS MAJOR MENGIKUT SEMESTER

40 (AHASA MELA=U PENDIDIKAN RENDAH 3Ambi#an Jan&ari 1;;5*

KOD KURSUS KREDIT SEM,

BMM/+


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BMM/++7 G!nr! K!)u)a)&!raan M!'a(u a'am Baha)a M!'a(u />/


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:90 (AHASA TAMIL PENDIDIKAN RENDAH

KOD KURSUS KREDIT SEM,BTM/+


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950 PENDIDIKAN MU IK PENDIDIKAN RENDAH

KOD KURSUS KREDIT SEM,M U/+


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+ISUAL PENDIDIKAN RENDAH

KOD KURSUS KREDIT SEM,PS /+/


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Jum'ah 25 >/2 ?

++? PENDIDIKAN JASMANI PENDIDIKAN RENDAH

KOD KURSUS KREDIT SEM,PJM/+< .? +PJM/+< .? .PJM/+


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+.440 SAINS PENDIDIKAN RENDAH

KOD KURSUS KREDIT SEM,S@E/+. +? +S@E/+


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+/4:0 PENDIDIKAN KHAS MASALAH PEM(ELAJARAN PENDIDIKAN RENDAH

KOD KURSUS KREDIT SEM,PKB/+


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P!n !ngaran P!n # #%an R!n ah >P!'a%)anaan anP!'a"oran?

Jum'ah 25 >/2 ?480 PENDIDIKAN KHAS MASALAH PENGLIHATAN PENDIDIKAN RENDAH

KOD KURSUS KREDIT SEM,PKL/+


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+5

AGIHAN PAKEJ KURSUS ELEKTI.

MENGIKUT SEMESTER


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PAKEJ KURSUS ELEKTI.

Pa'!j E#!'ti+ 4

(i#0 E#!'ti+ 4 K&rs&s Kr! it S!m0+, P!n # #%an

Ja)man#PJM/++ .? .PJM/+. +? 2PJM/++. P!nguru)an an P!n&a 1#ran P!n # #%an Ja)man# an Su%an

/>. +? 5

5, P!n # #%anI)'am

PIE/+/


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+7Pa'!j E#!'ti+ 1

(i#0 E#!'ti+ 1 K&rs&s Kr! it S!m0P!n # #%anS# #% anK!4argan!garaan

PSK/+


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(i#0 E#!'ti+ 1 K&rs&s Kr! it S!m0E'!% M!'a(u S!%o'ah R!n ah

BMM/+. +? 2

BMM/+


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+:

AGIHAN KESELURUHAN KURSUS

MENGIKUT SEMESTER


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AGIHAN KESELURUHAN KURSUS MENGIKUT SEMESTER

Program #n# #'a%)ana%an m!ng#%u& / ara) 1ag# m!n3!rm#n%an %ur#%u'um (ang1!r)#8a& an)ur maju de!elopmental+ an 1!ra)a)%an "!ng!&ahuan )!r&a%!mah#ran (ang h!n a% #3a"a#, K!ga-ga ara) #1ahag#%an m!ng#%u& )!m!)&!r )!"!r (ang 1!r#%u&=

S!m!st!r Aras Hasi# P!mb!#ajaran P!mb!ratan

S!m!)&!r +- /

Ara)+

P!ng!&ahuan an K!8ahaman K!mah#ran In&!'!% 6P!n#'a#an?

+5

S!m!)&!r 2 -7

Ara)+

P!ng!&ahuan an K!8ahaman K!mah#ran In&!'!%

+5

Ara).

K!mah#ran Pra%%a' >A"'#%a)#? K!mah#ran K!1o'!h"#n ahan

>Ana'#)#)?6P!n#'a#an?

+5

S!m!)&!r 6 :

Ara)+

P!ng!&ahuan an K!8ahaman K!mah#ran In&!'!%

+5

Ara).

K!mah#ran Pra%%a' >A"'#%a)#? K!mah#ran K!1o'!h"#n ahan

>Ana'#)#)?

+5

Ara)/

K!mah#ran E%a Pro8!)#ona'>S#n&!)#)?

P!ngha(a&an an N#'a# >P!n#'a#an?

6< +?;AJ/++2 B#na In)an Guru Fa)a I >/5 jam? KTEDU/+Ruju% an Lam"#ran /? > an PBS? / > ?ELS/+


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.+S!m!st!r 9 3Tah&n 2*

KOD KURSUS KREDIT;AJ/++. Ko%ur#%u'um - O'ahraga +>< +?;AJ/++2 B#na In)an Guru Fa)a >+< jam? KTEDU/+


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Jum'ah +2

..

SISTEM PEN=AMPAIAN DAN PENTAKSIRAN

DAN

MATRIKS HASIL PEM(ELAJARAN


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SINOPSIS KURSUS

KURSUS


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*his course focuses on basic concepts of culture and an ethnic relation 7ithspecial attention to the latter;s de!elopment in alaysia. *his course emphasizeson ethnics relations in alaysia, basic concepts in ethnics relations, alay

pluralistic society, economy de!elopment in ethnics relations in alaysia, politics

.5de!elopment in ethnics relations in alaysia, constitution in ethnics relations in

alaysia, religion and ethnics relations, challenge and enhancement ethnicsrelations in alaysia, and the role of go!ernment and society.

;AJ/+< 6 S!n# a'am P!n # #%an> /rts in 'ducation ?

/>. +?

Kur)u) #n# m!n ! ah%an "!'ajar !ngan "!ng!&ahuan an %!mah#ran a)a) un&u%m!nga"'#%a)#%an a% # %r!a (ang m!ng#n&!gra)#%an muz#%0 "!rg!ra%an an)!n# #)ua' a'am "ro)!) "!ngajaran an "!m1!'ajaran "!'1aga# ma&a "!'ajaran

)!%o'ah r!n ah, Kur)u) #n# m!m1!r# &um"uan %!"a a a% # %r!a (angm!n orong %ana%-%ana% m!ngguna%an #mag#na)#0 !%)"r!)#0 #n%u#r# 0 an%!3!r a)an "!'1aga#, Kan ungan %ur)u) m!m1!r# "!rhaan %!"a a P!ng!na'an%!"a a S!n# a'am P!n # #%an P!n ! ahan %!"a a a)a) Muz#%0 P!rg!ra%an

an S!n# #)ua' S!%o'ah R!n ah A"'#%a)# a% # %r!a a'am P!ngajaran anP!m1!'ajaran "!'1aga# ma&a "!'ajaran,

*his course e"poses students to the kno7ledge and basic skills in creati!eacti!ities by integrating music, mo!ement and !isual art 7hich 7ill enhance theteaching - learning process of !arious subjects at the primary le!el. (t emphasizesthe importance of creati!e acti!ities that help stimulate imagination, e"pression,in6uiry and multiple intelligences. (t also focuses on the introduction of /rts in'ducation, e"posure to basic skills in music, mo!ement and !isual art as 7ell asapplication of creati!e acti!ities in the teaching and learning of !arious subjects.

;AJ/+< : Ko%ur#%u'um P!nguru)an Ko%ur#%u'um> ocurriculum anagement+

+>+


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*his course focuses on general kno7ledge< history of games in alaysia and (nternational le!el, introduction on e6uipment, court and rules and regulation of games, kno7ing, training and tactical of games9 games enrichment, management of court = field and team and organizing competition.

.7;AJ/++< Ko%ur#%u'um Un#& B!run#8orm I

>>niform >nits (++>< +?

Kur)u) #n# m!'#"u )!jarah un#& 1!run#8orm )&ru%&ur an organ#)a)# "!r'!m1agaanun#& 1!run#8orm "!nguru)an an "!n&a 1#ran #)#"'#n an %!rohan#an a)a)"!r&o'ongan 3!ma) a)a) %a4a %a%# #)a a& an or#!n&a)# %ur#%u'um Un#&B!run#8orm )!%o'ah r!n ah,

*his course focuses on the history of uniform unit9 structure and organization9constitution of uniform units9 management and administration9 discipline and

spiritual9 principles of first aid9 marching9 ceremonies and orientation to theuniform units curriculum of the primary schools.

;AJ/+++ Ko%ur#%u'um Un#& B!run#8orm II>>niform >nits ((+

+>< +?

Kur)u) #n# m!'#"u "!ng!&ahuan an %!mah#ran a)a) "!r%h!mahan "!ran3anganan "!'a%)anaan ama'# "!r%h!mahan,

*his course focuses on the basic kno7ledge and acti!ities of camping9 planning and camping.

;AJ/++. Ko%ur#%u'um O'ahraga> /theletics ?

+>< +?

Kur)u) #n# m!'#"u "!ng!&ahuan umum0 )!jarah an un ang-un ang %!mah#rana)a) a3ara-a3ara 1a'a"an an "a ang "!nguru)an u%uran 1a'a"an an "a ang"!ng!'o'aan %!johanan "!nguru)an "a)u%an,

*his course focuses on the general kno7ledge, history, rules and regulation9 track e!ents9 field e!ent9 management in measurement of track and field e!ents9

organizing competition9 team management.

;AJ/++/ Ko%ur#%u'um P!r)a&uan>$ocieties ?

+>< +?

Kur)u) #n# m!'#"u "!ng!na'an an %on)!" "!r)a&uan "!nguru)an )!jarah"!r%!m1angan an %!"!nngan "!r)a&uan "!ng%!'a)an "!r)a&uan %!mah#rana)a) "!r)! #aan0 "!'a%)anaan an "!n#'a#an "roj!%,

*his course focuses on the introduction and concept of society9 management9history9 de!elopment and importance9 classification of society9 basic skills9

preparation, implementation and e!aluation of project.


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.6;AJ/++2 B#na In)an Guru

> haracter Building for *eachers ?/>< /?

Kur)u) #n# 1!r&ujuan un&u% m!'ah#r%an guru "!rmu'aan (ang m!m#'#%# 3#r#-3#r# an"!r4a&a%an #n)an "!n # #%an (ang 1!r"!ng!&ahuan0 1!r a(a maju0 1!r a(a&ahan0 an 1!r a(a )a#ng, P!n!%anan %ur)u) #1!r#%an &!rha a" "!m1!n&u%an

#r# guru )!3ara ho'#)% an %on&!%)&u#a',

*his course aims to produce teachers 7ho are kno7ledgeable, proressi!e and resilient. *he course focuses on the de!elopment of the teachers holistically and

conte"tually.

(IG .asa I 3:9 jam*

Kur)u) #n# m!ru"a%an )ua&u "rogram "!r%h!mahan )!'ama !m"a& har# gama'am, Tum"uan a%an #1!r# &!rha a" a% # m!n #r#%an an m!nguru)%an"!r%h!mahan0 Ma'a()#a 3!rga) an "a&r#o%0 'ahan a'am %um"u'an0 %!m1ara

an orienteering 0 a% # # a#r0 &az%#rah a% # mora'0 "!r)!m1ahan %um"u'anan r!8'!%)#,

*his course is a four days camping programme. (t focuses on putting up a camp,managing camps, training in groups, e"ploration and orienteering, 7ater acti!ities,moral acti!ities, group7ork and reflection.

(IG .asa II 34; jam*

Kur)u) #n# 1!r&ujuan m!n ! ah%an "!'ajar !ngan oma#n "!m1angunan #r##n)an guru (ang )!#m1ang, P!n!%anan u&ama %ur)u) #n# 1!r%a#&an !ngan"!m1angunan #n)an guru (ang )!#m1ang0 guru an hu1ungan !ngan %omun#guru an a%aun&a1#'# "ro8!)#ona'#)m!0 a% # %!ma)(ara%a&an0 j!n#) %h# ma&%!ma)(ara%a&an0 %h# ma& "!n # #%an %!"a a %omun# 1!r%aun&a1#'# anamanah an %r!a # an #no a,

*his course aims to e"pose students to the balance of teacher self de!elopment domain as teachers. *he course emphasises on the balanced teacher self de!elopment, teacher relationship 7ith community and honesty, creati!ity and inno!ati!e

(IG .asa III 34; jam*

Kur)u) #n# 1!r&ujuan m!mu"u% %!)! aran &!n&ang %!"!nngan %h# ma&%!ma)(ara%a&an, P!'ajar # ! ah%an %!"a a %!mah#ran m!ran3ang0 m!ng!n a'#

an m!ngha #r# 1!ng%!', A)"!% (ang #1!r# "!n!%anan #a'ah !%!& )o)#a' an"ro&o%o', "!ngu3a"an a4am / %!)an&unan 1!r1aha)a / %!mah#ran m!n !ngar )!3ara !8!%P &!r # m!ja ma%an/ "!ng!n a'#an maj'#) ra)m# an !%a

1!r"a%a#an,


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*his course aims to nurture the a7areness of the importance of public ser!ice.$tudents are e"posed to the skill of planning, organising and attending 7orkshops. *he aspect 7hich is gi!en emphasises are social etti6uette, protocol,

public speaking, speaking skills, effecti!e listening, table etti6uette, managing official ceremonies and dressing code.

.:(IG .asa I> 329 jam*

Kur)u) (ang 1!r1!n&u% "!r%h!mahan )!'ama ga har# ua ma'am #n# 1!r&ujuanm!m1!r# "!'uang %!"a a "!'ajar m!nga"'#%a)#%an %!mah#ran 1!r8#%#r ara) ngg#

a'am m!m1ua& "!ran3angan an "!ng!n a'#an a% #, Tum"uan a%an #1!r#&!rha a" "!n(! #aan m!n #r#%an %h!mah0 #n&!ra%)# !ngan %omun# )!&!m"a&0a% # %!rohan#an mora'0 Ma'a()#a 3!rga) an m!na#%%an 1!n !ra0 'ahan a'am%um"u'an0 %!m1ara )o)#a'0 j!n#) %h# ma& %!ma)(ara%a&an0 %h# ma& "!n # #%an%!"a a %omun# %r!a an #no a,

*his course is a three days camping aims at gi!ing students the application of high order thinking skills in planning and managing acti!ities. *he focus of thecourse is on putting up camps interaction 7ith the community, moral aciti!ities,raising the flag, and group training social

(IG .asa > 34; jam*

Kur)u) #n# 1!r&ujuan m!mu"u% %!)! aran &!n&ang "!r%!m1angan %!mah#ran'ahan an benchmarking. P!'ajar # ! ah%an !ngan guru an "!run angan0man a&0 A%&a 55< >+997 ?0 Sura& P!%!'#'#ng I%h)a)0 P!%!'#'#ng P!r%h# ma&an08ung)# Ja1a&an P!n # #%an N!g!r# >JPN? an )!%&or-)!%&or )!r&a 8ung)# an"!ranan P!ga4a# P!n # #%an Da!rah >PPD? on Bahag#an an PKG0 'a4a&an1!n3hmar%#ng0 3#r#-3#r# %!"#m"#nan0 "!nguru)an )!%o'ah0 #%'#m )!%o'ah0#n8ra)&ru%&ur an #n8o)&ru%&ur %ur#%u'um # )!%o'ah,

*his course aims to nurture the a7areness of training de!elopment skills and benchmarking, students are e"posed to teachers and la7 mandate, /ct ??4

3@@A+, profesional circulars, ser!ice circulars, state education department functions and sectors and functions of the role of education district officers,benchmark leadership characteristics, school organisation, school climate,infrastructure and school curriculum infostructure.

(IG .asa >I 34; jam*

Kur)u) #n# 1!r&ujuan m!n#ng%a&%an "ro8!)#ona'#)m! %!n #r# )!3ara 1!r&!ru)an,Tum"uan %ur)u) a a'ah 1!r%a#&an !ngan "!r1!ng%!'an0 &!ma 1!ng%!'0m!n&a 1#r uj#an "o)& #n !n&or# $elf %irect $earch >SDS?0 #n !n&or# %on8'#%0#n&!r"r!&a)# a"a&an uj#an0 r!8'!%)#0 'a4a&an 1 enchmarking 0 #n&!ra%)# "ro8!)#ona'

!ngan guru 3!m!r'ang0 #no a)# guru 3!m!r'ang0 3#r#-3#r# "ro8!)#ona'#)m! an%om#&m!n guru 3!m!r'ang an 'a"oran an "!n#'a#an r!8'!%,

*his course aims to upgrade continuos self professionalism. *he focus of thecourse is related to 7orkshops, 7orkshops theme, administering post in!entory test of self direct search, conflict in!entory, interpretation of test, finding, reflection,

benchmarking !isits, professional, interaction 7ith e"cellent teachers, inno!ation, professionasme commitment reports and reflecti!e e!aluation.


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.9

SINOPSIS KURSUS TERAS

3KURSUS PENGAJIAN PRO.ESIONAL*


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KURSUS TERAS

3KURSUS PENGAJIAN PRO.ESIONAL*

EDU /+Philosophy and 'ducation in alaysia ?

/>/


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//


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Kur)u) #n# m!nghura#%an %an ungan 1# ang %aj#an #'mu )#n&a%)#)0 (angm!rang%um# )u)unan %on)&u!n 8ra)a nama0 8ra)a %!rja0 8ra)a a j!%P 8ra)a)!n # nama a(a& a'am 1aha)a M!'a(u &!rma)u% 8ra)a0 %'au)a0 a(a& a)ar0 a(an a(a& &ungga'0 a(a& majmu%0 an "ro)!) "!n!r1#&an a(a&,

*his course e"plains 7hat synta" is. (t encompasses the noun phrase, !erb phrase, adjecti!al phrase, and prepositional phrase constituent order9 sentencesin alay language including phrase, clause, simple sentences, comple" sentences, compound sentences, and sentence construct processes.

/5BMM/+++ S!man% an P!r#)'ahan Baha)a M!'a(u

>$emantic and *erminology of alay )anguage ?.>.


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BMM/++2 K!1u a(aan M!'a(u> alay ulture ?

/>. +?

Kur)u) #n# m!nj!'a)%an %on)!" 1u a(a ma)(ara%a& %!1u a(aan M!'a(u > ar#

)u u& "o'#%0 )o)#a'0 an !%onom#? "!ngaruh 'uar a'am ma)(ara%a& M!'a(u%!1u a(aan M!'a(u a'am 1ahan )a)&!ra an 1u%an )a)&!ra &a)a4ur 7orld-!ie7+ an %o)mo'og# ma)(ara%a& M!'a(u )!r&a %!1u a(aan %!1ang)aan,

/7*his course elaborates on concept of culture, society, the alay culture from

political, social, and economic aspects+9 e"ternal influence in alay society, alay culture in literary and non literary resources, 7orld !ie7 and alay society cosmology, and national culture.

BMM/++5 P!n(!'# #%an T#n a%an II

> /ction :esearch ((< (mplementation and :eporting ?

/>< /?

Kur)u) #n# m!m1#m1#ng "!'ajar m!'a%)ana%an %aj#an n a%an # )!%o'ah !nganm!ng!na' "a) &aju% %aj#an0 %! "!n!n&uan ran3angan n a%an0 m!ngum"u' a&a0m!ngana'#)#) a&a0 m!n&!rj!mah a&a0 m!nu'#) 'a"oran0 m!nguru) anm!'a%)ana%an )!m#nar %aj#an n a%an0 an m!n!r1#&%an )!r&a m!n(#1ar%an ha)#'%aj#an n a%an,

*his course coaches the students to carry out action research in school fromidentifying research topic to dra7ing action plan9 collecting, analising, and interpreting data, 7riting report = article9 organising action research seminar, and

printing and distributing action research findings.

BMM/++7 G!nr! K!)u)a)&!raan M!'a(u a'am Baha)a M!'a(u> alay )iterature Genre in alay )anguage ?

/>/


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Kur)u) #n# juga m!nga"'#%a)#%an )!3ara "ra%) %!!m"a&-!m"a& %!mah#ran1aha)a &!r)!1u& m!'a'u# 1!1!ra"a 1ahan &!%) &!r"#'#h 1ag# m!n#'a# &aha""!ngua)aan "!'ajar &!rha a" %!mah#ran-%!mah#ran &!r)!1u&,

*his course introduces the basic /rabic language skills such as listening,speaking, reading, and 7riting9 discusses e!ery component of the language skillsincluding concepts, importance, aims, and classification9 and application all thefour language skills through !arious selected te"ts to e!aluate students; languageskills ability.

/6BAM/+ /rabic )anguage $kills *eaching ethodology+/>/


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*his course facilitates an introduction of micro and macro teaching in the 7ay todiffer skills for both. (t also re!eals in detail the 7ay to implement micro and macroteaching and to prepare daily, 7eekly and semester lesson plan focusing on7riting the correct and proper learning outcomes.

2 ethodology of /rabic *eaching ?/>/


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action research, implementing the research, analyzing and interpreting theresearch data, and documenting the action research findings in a report or article.

BAM/++2 P!ngan&ar L#ngu#)% Am an P!r%amu)an Ara1>General )ingusitic and /rabic )e"icography ?

/>/


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)!1u&an (ang )&an ar an %a! ah "!ngajaran 8on!% Baha)a @#na > HanyuPinyin ?,

*his course introduces the kno7ledge of phonetics and morphology of hinese)anguage like morphemes, !ocabulary, and idioms. 'mphasis is gi!en on the

practice of standard pronunciation and the methods of teaching the hinese)anguage phonetics, Hanyu Pinyin.

2.

B@N/+/.


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hinese language e"amines groups of 7ords, phrases, sentence structure, typesof sentences and rhetoric.

B@N/+ hildren )iterature ?

/>. +?

Kur)u) #n# m!'#"u "!ng!&ahuan a)a) %!"a a %!)u)a)&!raan %ana%-%ana%0&!rma)u% %on)!"0 3#r#-3#r#0 an 1!n&u% g!nr! )a)&!ra #n# )!r&a )!jarah"!r%!m1angann(a, Kar(a-%ar(a )a)&!ra %ana%-%ana% ar# "!'1aga# g!nr! #"#'#h)!1aga# &!%) 1a3aan a)a) un&u% "!ngha(a&an an "!ngana'#)aan, P!nu'#)an%ar(a )a)&!ra %ana%-%ana% an "!ngajaran an "!m1!'ajaran juga

#"!r%!na'%an,

*his course encompasses the kno7ledge of basic concepts, characteristics,genre and historical de!elopment of children literature. /rticles from different types of children literature are selected as reading te"ts. *eaching-learning methods are also introduced.

2/B@N /+


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Genre +

Kur)u) #n# m!'#"u "!r%a! ahan "!ngajaran an "!m1!'ajaran %!mah#ranm!m1a3a &!%) "!'1aga# g!nr!0 m!m#'#h an m!nu'#) )um1!r "!ngajaran (ang1!r)!)ua#an !ngan o1j!% Baha)a @#na KBSR, P!ngajaran m#%ro an ma%ro

#1ua& un&u% )!a" j!n#) g!nr! &!r"#'#h,*his course co!ers the teaching-learning methods of reading, selecting and 7riting te"ts of different genres in line 7ith the objecti!es of KB$:. icro and macro teaching 7ill be carried out for e!ery type of genre chosen

B@N/+./ +


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B@N/++< Pu#)#Poems+

/> /


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B@N /++2 No !' an Drama o!el and %rama+

/>/


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BTM/+T? SK($yllabus /nanlysis of $0K *+ and $K+

/>. +?

Kur)u) #n# m!ng%aj# %an ungan )u%a&an "!'ajaran an hura#an )u%a&an "!'ajaran

Baha)a Tam#' SJK>T? SK, P!n ! ahan juga #1!r# &!n&ang &!or#0 %a! ah0 )&ra&!g#"!ngajaran an "!m1!'ajaran Baha)a Tam#' )!1aga# 1aha)a %! ua0 %!mah#ran-%!mah#ran Baha)a Tam#' an a% #-a% # "!ngajaran an "!m1!'ajaran0%!"!r'uan )u%a&an0 r!8'!%)# an "!n#'a#an a% #-a% # "!ngajaran an"!m1!'ajaran,

*his course encompasses the study of the $0K *+ and $K *amil languagesyllabus. (t e"poses students; to the theory, approach and strategies of teaching the *amil language to nati!e speakers and also as a second language. 8ocus 7ill also be on reflection and e!aluation of the teaching and learning acti!ities.

BTM/+*eaching and )earning *amil )anguage ? />. +?

Kur)u) #n# 1!r8o%u)%an %!"a a m!&ho o'og# "!ngajaran 1aha)a (ang m!m1!r#"!n!%anan %!"a a &!or#0 %a! ah0 )&ra&!g# "!ngajaran an "!m1!'ajaran Baha)aTam#' # "!r#ng%a& )!%o'ah r!n ah0 %a! ah "!ngha)#'an ran3angan "!'ajaran

26har#an0 m!'a%)ana%an "!ngajaran m#%ro an ma%ro0 %!"!nngan"!ngga1ungja'#nan %!mah#ran-%!mah#ran 1aha)a0 "!ng#n&!gra)#ann(a a'am"!ngajaran an "!m1!'ajaran #1!r# "!n!%anan0 an "!nggunaan %!mah#ran I@T

a'am "!ngha)#'an 1ahan 1an&u m!ngajar,

*his course e"poses students to !arious theories, approaches and strategies inteaching and learning *amil in primary schools. (t focuses on assisting students in

planning lessons and carrying out micro and macro teaching. (n addition, there7ill also be emphasis on the integration of language skills in the teaching and learning

process and the incorporation of ( * skills in producing teaching aids.

BTM/+Grammar (+

/>/


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Kur)u) #n# 1!r8o%u) %!"a a "!ngana'#)#)an %an ungan a)"!% &a&a1aha)a 1aha)aTam#' (ang &!r%an ung a'am Hura#an Su%a&an P!'ajaran )!%o'ah r!n ah,Tum"uan #1!r#%an %!"a a %a! ah "!ngajaran !'!m!n &a&a1aha)a an %a! ah"!ngga1ungja'#nan &a&a1aha)a a'am "!ngajaran 1aha)a0 an %!mah#ranm!ngha)#'%an ran3angan "!'ajaran (ang 1a#%,

*his course aims to de!elop students; skills in analyzing the grammar component in the Primary schools *amil )anguage syllabus. (t discusses the theory, approachand strategies in!ol!ed in teaching *amil grammar. 'mphasis is gi!en toinducti!e, deducti!e and eclectic methods in teaching grammar and to use theskills in lesson planning.

BTM/+'nrichment and >se of the *amil )anguage+

/>. +?

Kur)u) #n# m!n ! ah%an "!'ajar-"!'ajar %!"a a "!'1aga# 8ung)# 1aha)a an"!nggunaann(a0 juga "!n3!maran Baha)a Tam#' an 3ara-3ara m!nga&a)#n(a0"!'1aga# a% # "!nga(aan 1aha)a0 "!ngua)aan an "!nggunaan 1aha)a0a)"!% 1a3aan 'ua)0 "!'1aga# g!nr! "!nu'#)an0 an m!nj!'ma%an "!ng!&ahuan1aha)a (ang #"!ro'!h a'am "!'1aga# 1!n&u% %ar(a %r!a,

2:*his course focuses on topics related to !arious functions of language and its use.'mphasis is gi!en to causes of language deterioration and 7ays and means of o!ercoming them. $tudents 7ill be e"posed to !arious enrichment acti!ities 7ithemphasis on e"tensi!e reading to impro!e their competence in the *amil language. 1ith the e"posure, they are e"pected to produce !arious creati!e te"tsof their o7n.

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Kur)u) #n# m!m8o%u) "!'1aga# g!nr! %ana%-%ana% (ang &!r a"a& a'am Baha)aTam#'0 3#r#-3#r# an %an ungan g!nr! a'am )a)&!ra ra%(a& an )aja% Baha)aTam#'0 %!"!nngan an "!ranan 1!r#&a0 #%'an %ar&un an )a)&!ra ra%(a& a'amm!m"!r%a(a "!ngajaran an "!m1!'ajaran )a)&!ra0 "!ngana'#)#)an %ar(a %r!a )!"!r )aja%0 "u#)#0 )a)&!ra %ana%-%ana%0 1!r#&a an %om#% an "!'1aga# g!nr!m!ng#%u& %on&!%),

*his course focuses on the !arious genres relating to children. (t discusses theimportance of creati!e *amil literature. *opics include appreciating poetry,children;s literature, cartoons, caricatures, poetry in motion and folklores. Besidesemphasis on appreciating suitable te"ts for children.

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%!mah#ran &a&a1aha)a (ang #"!'ajar# a'am "!nu'#)an0 an m!ngguna%an%!mah#ran &a&a1aha)a un&u% m!ngana'#)#) g!nr! )aja% an "u#)# %'a)#%,

*his course pro!ides students 7ith the opportunity to understand and appreciateEPunariyal;, E/niyiyal;, EFaappiyaal; aspects of *amil grammar. *opics discussedinclude formation of 7ords and analysis of classical poems. (t aims at enablingstudents to e"plore the structure of *amil classical poems.

BTM/++. Pu#)# K'a)#% Baha)a Tam#'>*amil lassical Poems ?

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*his course discusses the importance of *amil short stories and no!els. *opicsdiscussed include history and analysis of alaysian *amil short stories andno!els, the authors and themes. *his course pro!ides students 7ith theopportunity to understand and appreciate alaysian *amil short stories andno!els. (n addition, there is emphasis on the critical appreciation skills to helpstudents distinguish good short stories and no!els.

BTM/++5 P!n(!'# #%an T#n a%an II Baha)a Tam#' P!n # #%anR!n ah >P!'a%)anaan an P!'a"oran?> /ction :esearch (( < (mplementation and :eporting ?

/>< /?

Kur)u) #n# m!'#1a&%an %!mah#ran m!'a%)ana%an "!n(!'# #%an n a%an # )!%o'ah,Ia juga a%an m!m1!r# "!'uang %!"a a "!'ajar m!ngorgan#)a)# )a&u )!m#nar "!n(!'# #%an n a%an an m!m1!n&ang %!r&a) "!n(!'# #%an n a%an a'am)!m#nar #&u, P!'ajar juga a%an m!ngguna%an %!mah#ran m!r!%a un&u%m!n o%um!n&a)# an m!n!r1#& %!r&a) "!n(!'# #%an a'am jurna',

*his course in!ol!es skills of carrying out an action research in a school. (t 7ill also pro!ide opportunities for students to organise an action research seminar and to present their action research findings during the seminar. *he students 7ill alsoapply their skills on ho7 to document and publish their research papers in a

journal.

5+90 PENGAJIAN SOSIAL PENDIDIKAN RENDAH

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#j!'a)%an un&u% m!maham# "ro)!) )o)#a'#)a)#0 %a4a'an )o)#a'0 an "!n(a&uanma)(ara%a&,

*his course gi!es an e"posure about $ociology as a discipline in $ocial $tudies.Basic theories and concepts in $ociology are discussed to clarify the role and responsibility of indi!iduals as members of the society. ulti cultures, ethnics, and races in the society are elaborated to understand the socialization process, social control, and the concept of unification in the society.

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positi!e attitudes, teacher;s role in enhancing !alues, moral and ethics, and integration of !alues in go!ernment policies.

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for $ocial $tudies9 and procedure in producing and organizing ( * materials for $ocial $tudies.

PSS/++< P!n&a%)#ran a'am P!m1!'ajaran P!ngaj#an So)#a'/ssessment and '!aluation in )earning $ocial

$tudies+

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sectors, social aspects in de!elopment in alaysia, in!estment in human capital to7ards education economic, problems of po!erty and e"termination strategies in

alaysia, alaysia transformation and economic de!elopment, and globalizationand alaysian economy.

PSS/++/ P!n(!'# #%an T#n a%an I - P!ngaj#an So)#a' >Ka! ah ?/ction :esearch ( in $osial $tudies D ethodology+

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n a%an a'am )!m#nar #&u, P!'ajar juga a%an m!ngguna%an %!mah#ran m!r!%aun&u% m!n o%um!n&a)# an m!n!r1#& %!r&a) "!n(!'# #%an a'am jurna',

*his course in!ol!es skills of doing an action research and 7riting an actionresearch report based on their research findings in school. (t 7ill also pro!ideopportunities for students to organise an action research seminar and to present their action research findings during the seminar. *he students 7ill also apply their skills on ho7 to document and publish their research papers in a journal.

80 PENDIDIKAN MU IK PENDIDIKAN RENDAH

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>Keyboard ompetency ( ?

Kur)u) #n# m!n(! #a%an "!'ajar !ngan &!%n#% an %!mah#ran (ang #"!r'u%anun&u% m!ng!n a'#%an %#1o )!1aga# a'a& #r#ngan a% # muz#%a' a'am 1#'#% arjah0"!ngu%uhan a'am &!%n#% "!rma#nan %#1o m!'a'u# 'ahan a'am "!rma#nan )%!'0

ar"!g#o an %or 0 a"'#%a)# &!or# an harmon# a'am "!rma#nan repertoire %#1oan "!rma#nan )!m!r&a "a a %#1o ,

(n this course, students 7ill be prepared 7ith good technical skills that are needed in order to play a keyboard as an accompaniment instrument in a musical classroom, technical skills through drill e"ercises such as in the playing of scales,arpeggios and chords apply kno7ledge of theory and harmony to playing repertoire in !arious accompaniment rhythms and sight playing skills.

M U/+8oundation of usic 'ducation ?

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Kur)u) #n# m!n(! #a%an "!'ajar !ngan &!%n#% an %!mah#ran (ang 1!r'anju&anar#"a a Kur)u) K!3!%a"an K#1o I, P!'ajar #1!r# "!ngu%uhan a'am &!%n#%

"!rma#nan %#1o m!'a'u# 'ahan a'am "!rma#nan )%!'0 ar"!g#o0 %or"!nga"'#%a)#an &!or#0 harmon# a'am "!rma#nan r!"!r&o#r! %#1o j!n#) r!n&a%#r#ngan0 %!mah#ran m!m1a3a )%or %#1o )!3ara )!m!r&a an m!ng#m"ro #)a)#m!'o # an m!nam1ah r!"!r&o#r! !ngan m!ma#n%an )%or !n)!m1!' %#1o ua)uara,

*his course continues to prepare students 7ith technical keyboard skills from the pre!ious keyboard ( course. Keyboard technical skills are reinforced throughe"ercises in scale, arpeggio and chord playing. (n this course keyboard repertoireincludes applying theory and harmony kno7ledge 7ith using a !ariety of rhythmaccompaniment, de!elop keyboard sight reading and melody impro!isation and keyboard repertoire includes playing ensemble keyboard score in t7o !oices.

M U/+ usic in the lassroom ? .>+ +?

Kur)u) #n# m!m1!r# "!n ! ahan %!"a a "!'ajar &!n&ang j!n#) an 3#r#-3#r# )uara%ana%-%ana% an r!maja, A)"!% (ang #8o%u)%an # a'am 1#'#% arjah a a'ah'ang%ah-'ang%ah a'am "!ngajaran n(an(#an0 m!ng!na'"a) ma)a'ah (ang

#ha a"# a'am n(an(#an %ana%-%ana% an 3ara-3ara m!nga&a)#n(a0 "!m#'#han"!'1aga# repertoire (ang m!rang%um# 'agu )!)uara0 'agu 'a"#)an0 &!%n#%"!ng!n a'#an a'a& #r#ngan0 &!%n#% 1!rma#n r!%o !r )o"rano0 a'&o #ga1ung%an

!ngan #r#ngan a'a& "!r%u)#0 "!n(! #aan an "!ngha)#'an )%or "!r%u)#,

59*his course e"poses students to the types and characteristics of children and adult !oices. 8ocus is on the teaching and learning of singing in the music classroom, identify problems faced in children;s singing and to o!ercome these

problems,a !ariety of singing repertoire including t7o part singing, singing,students are trained to select accompanying instruments such as the playing of soprano and alto recorder 7ith percussion instruments, preparation and arrangement of percussion scores.

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a'1!r jumping chord, an chomping # %#1o an 'ahan a'am m!ngharmon#%anm!'o # # %#1o an n(an(#an,

*his course prepares students 7ith techni6ues and skills re6uired to use thekeyboard as an accompanying instrument in the classroom, students are trained to play melodies in !arious keys 7ith the right and left hands, sing melodies inkeys changes from major to minor, melody impro!isation, play block chords,broken chords, alberti bass, jumping chords and chomping chords at thekeyboard

M U/+++ P!n !%a&an P!ngajaran Muz#%> usic *eaching /pproaches ?

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1!r%a#&an !ngan 1!rma#n g#&ar0 &um"uan a%an #1!r# %!"a a "o)&ur 1!rma#n(ang 1!&u'0 1a3aan no&0 'ahan aura'0 "!%an an 3ara )&rumm#ng 0 n(an(#an'agu0 "!'1aga# r!n&a% an %o 0 %on)!" muz#%a' an "!nga'aman "!r)!m1ahan #"!r#ng%a& a)a),

*his course is designed for students 7ho ha!e completed foundation courseguitar at le!el (. )e!el (( guitar course pro!ides training and ad!anced skills for a

professional guitar player. 'mphasis is on style de!elopment, articulation, rhythm,dynamics and performance preparation,students are guided throughout the guitar course 7ith the correct posture in playing and the reading of music notation. (naddidtion, aural, plucking, strumming style 7ith different rhythm and chords,musical concepts and performance e"perience are gi!en due attention in thisfoundation course.

M P/++. A'a& Muz#% U&ama - o%a' II> ajor (nstrument D ocal ((+

+>< +?

Kur)u) #n# a a'ah 'anju&an %!"a a o%a' I !ngan m!m1!r# 8o%u) %!"a a &!%n#%o%a' 8ona)#0 m!m"ra%%%an %!mah#ran an &!%n#% &!r)!1u& a'am "!'1aga#

r!"!r&o#r! 'agu an m!m1!r# 'ahan n(an(#an a'am "!'1aga# r!n&a%,

*his course is a continuity from course !ocal 3. 'mphasis is on the phonation of !ocal techni6ues. $tudents practise technical !ocal skills from !arious repertoireand learn to sing 7ith !arious rhythm.

M U/++/ @#"&aan an En)!m1!' I> omposition and 'nsemble ( ?

/>. +?

Kur)u) #n# m!m1!r# "!n ! ahan %!"a a "!'ajar m!ng!na# 3#r#-3#r# 3#"&aan a'amP!n # #%an Muz#%0 'ahan m!n3#"&a m!'o # )!)uara ar# 'a"an h#ngga !nam 1!'a)1ar0 "!ngajaran an "!m1!'ajaran m!n3#"&a m!'o #0 3#"&aan !n)!m1!' r!%o !r0

7.m!ngu1ah 'agu-'agu (ang )!)ua# un&u% %o#r0 n(an(#an ar# ua h#ngga !m"a&'a"#)an )uara (ang '!1#h man&a" an a% # m!m"!r)!m1ah%an ha)#' 3#"&aanm!r!%a )!n #r#,

*his course e"poses students to the compositional de!ices in music education.elodi composition are in single !oice=part melody from eight to si"teen bars and

students ha!e an opportunity to perform their respecti!e composition. elody composition is put into practise in ensembel recorder composition and 7ell arranged choir scores from t7o to four !oices. $tudents; present their respecti!emusic composition present during this course.

M U/++2 Kur#%u'um an P!ngajaran Muz#% I urriculum and usic *eaching (+

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M U/++7 Kur#%u'um an P!ngajaran Muz#% II urriculum and usic *eaching ((+

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mah#r, A"'#%a)# %!mah#ran-%!mah#ran (ang &!'ah #"!'ajar# a'am "!r)!m1ahan(ang )! #a a a a%an m!nam"a%%an "!ma#n g#&ar (ang '!1#h "ro8#)#!n,

*his course is designed for students 7ho ha!e successfully completed foundationguitar course at le!el (((. Guitar course ( pro!ides skill training and enrichment for a competent guitar player. *he application of guitar skills in performance playing isgeared to7ards a professional guitar player. $tudents are introduced to self access and group learning approach.

M P/++: A'a& Muz#% U&ama - o%a' I> ajor (nstrument D ocal ( ?

+>< +?

Kur)u) #n# m!m1!r# 8o%u) %!"a a &!%n#% o%a' )!1u&an0 &!%n#% "!r)!m1ahan0'ahan n(an(#an a'am "!'1aga# r!n&a%0 m!m"ra%%%an %!mah#ran an &!%n#%

a'am "!'1aga# r!"!r&o#r! 'agu,

*his course focuses on !ocal diction techni6ues. $tudents are e"posed to performance techni6ues and singing in !arious rhythm and practise !ocal skillsand techni6ues from different repertoire.

M U/++9 @#"&aan an En)!m1!' II omposition and 'nsemble ((+

/>. +?

Da'am %ur)u) #n# "!'ajar juga # ! ah%an !ngan "!ng!&ahuan an 3ara-3aram!ngha)#'%an muz#% 3#"&aan (ang 1!ra)a)%an %!"a a "!'1aga# )um1!r0"!n(!r&aan "!'ajar a'am ga 1# ang #a#&u !n)!m1!' #n)&rum!n&a'0 m!m#m"#n0'a4a&an %! "rogram %on)!r& "!r)!m1ahan0 !n)!m1!' #n)&rum!n&a' m!'#"u"!rma#nan !n)!m1!' r!%or !r an "!r%u)#,

75(n this course also, students are kno7ledgeable in 7ays to produce music composition deri!ed from !arious resources.*his course focuses on students;

participation in three components i.e. instrumental ensemble, conducting and attending program concerts=performance. (nstrumental ensemble includesrecorder and percussion instruments

M U/+.< Muz#% Dun#a>1orld usic ?

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of music genre, styles and composers music scores from :enaissance, Baro6ue,lassical, :omantic, 54th century and 0azz eras, $cores from different eras are

analysed on a deeper le!el 7ith reference to the composers, genre and compositional styles.

M P/+.+P A'a& Muz#% U&ama P#ano > ajor (nstrument D Piano ?

+>< +?

Kur)u) #n# m!m1!r# 8o%u) %!"a a "!rma#nan "#ano a'am "!'1aga# r!"!r&o#r! ang!nr! muz#% &!rma)u%'ah r!"!r&o#r! ar# !ra 1aro u!0 %'a)#%0 roman%0 a1a %! .$ 0 >$( / ', dan />:/)(/ dan "!nga'aman hands on a'am"!n(unngan0 "!nga unan an mastering 1ahan muz#% !ngan m!ngguna%an"!r#)#an /K'1/)K $# /:

*his course is an introduction in the application of music technology in theclassroom, the role of technology and music soft7are in the production of music composition, use music notation soft7are and computer assisted instructionsoft7are such as FINALE SIBELIUS , MUSI@ A@E an AURALIA and hands one"perience in editing, mi"ing and mastering music materials 7ith music soft7aresuch as ake7alk $# /: and notation soft7are 8( /)' = $(B')(>$.

76M P/+.2 P!n(!'# #%an T#n a%an II P!n # #%an Muz#%

P!n # #%an R!n ah >P!'a%)anaan an P!'a"oran?> /ction :esearch ((< (mplementation and :eporting+

/>< /?


*his course in!ol!es skills of carrying out an action research in a school. (t 7ill also pro!ide opportunities for students to organise an action research seminar and to present their action research findings during the seminar. *he students 7ill also apply their skills on ho7 to document and publish their research papers in a

journal.

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PS /+(ntroduction to isual /rt 'ducation+

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PS /+ urriculum $tudies and anagement in isual /rt'ducation, (ntegrated urriculum for Primary$chools ?

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Pattern- aking and %esigning+

Kur)u) #n# m!rang%um# %on)!" %ar(a m!nggam1ar an m!m1ua& 3ora% anr!%aan, Tum"uan #1!r#%an %!"a a a)"!% m!ran3ang a% # "!ngajaran an"!m1!'ajaran 1# ang m!nggam1ar0 m!m1ua& 3ora% an r!%aan )!r&a a% #& ama'#

(ang m!rang%um# "ro)!) m!ngha)#'%an %ar(a m!ng#%u& j!n#) a'am 1# ang&!r)!1u&,

*his course co!ers the concept of dra7ing and picture making as 7ell as pattern-making and designing. 'mphasis is gi!en to the teaching and learning acti!itiesin the area of dra7ing and picture making, pattern-making and designing as 7ell as practical acti!ities that co!er the process of producing !arious types of art 7orks in the abo!e areas.

PS /+. +?

Kur)u) #n# m!rang%um# "!n !%a&an0 )&ra&!g#0 %a! ah an &!%n#% "!ngajaran an"!m1!'ajaran S!n# #)ua' 1!r a)ar%an %ur#%u'um PS KBSR0 )um1!r "!ngajaran

an "!m1!'ajaran0 &!or#-&!or# an mo !' "!ngajaran an "!m1!'ajaran )!r&a"!ngajaran m#%ro an ma%ro,

*his course co!ers the approach, strategy, methodology and techni6ue of teaching and learning isual /rt in accordance to the P$ KB$: curriculum,teaching and learning resources, teaching and learning theories and models as7ell as micro and macro teaching.

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PJM/++ .?

Kur)u) #n# 1!r&ujuan m!m1!r# "!ng!&ahuan an %!mah#ran a)a) &!n&ang

P!n # #%an Ja)man# un&u% m!m1an&u "!'ajar m!nga"'#%a)#%ann(a a'am%ur#%u'um PJ% # )!%o'ah, I)# %an ungan m!'#"u %on)!" "!rg!ra%an a)a)0"!ngajaran an "!m1!'ajaran "!rg!ra%an a)a)0 "!rma#nan %ana%-%ana%0 mo !'Bun%!r an Thor"! +9:.0 "!nguru)an0 "!ng!'o'aan "!rma#nan an &!%n#%"!rma#nan, P!n!%anan juga #1!r#%an %!"a a "!nguru)an an "!ng!'o'aan"!rma#nan an &!%n#% "!rma#nan,

*his course aims to pro!ide kno7ledge and basic skills of Physical 'ducations tohelp students to apply the curriculum in schools. *he topics are basic mo!ement concept, teaching and learning of bacis mo!ement, children;s games and techni6ues. *he emphasisi is also gi!en on the organising and management of games and techni6ues.

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Mo&orGro7th and otor %e!elopment+

Kur)u) #n# m!n3a%u"# %on)!" an !8#n#)# "!r&um1uhan0 %!ma&angan an"!m1!'ajaran mo&or0 "!r&um1uhan an "!r%!m1angan "rana&a'0 "!r&um1uhan

)oma%0 )u a #"o) an %om"o)#)# 1a an0 "!r%!m1angan 8ung)# ana&om# an8#)#o'og#0 %!ma&angan0 8a%&or (ang m!m"!ngaruh# "!r&um1uhan0 %!ma&angan an"r!)&a)# 8#z#%a'0 %ana%-%ana%0 a% # 8#z#%a' an )u%an, Ia juga m!m1!r#"!ng!&ahuan &!n&ang "!r%!m1angan an j!n#)-j!n#) %!mah#ran mo&or an%a#&ann(a !ngan "r!)&a)#0 "!m"ro)!)an ma%'uma&0 attention an "r!)&a)#0%a4a'an mo&or0 %oor #na)#0 "!r1!zaan #n # # u0 "!m1!'ajaran mo&or0ma%'um1a'a)0 "!ng!%a'an an "!m#n ahan "!m1!'ajaran,

*his course includes the definition and concept of gro7th, maturation and motor learning. (t co!ers prenatal and postnatal gro7th and functional de!elopment,somatic gro7th, adipose tissue and body composition, functional de!elopment,maturation and factors that influence gro7th, maturation and physical

performance. *his course pro!ides kno7ledge on motor skills learning and performance, human information processing, attention and performance, motor control, coordination, indi!idual differences and capabilities, motor learning,feedback, retention and transfer of learning.

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*his course co!ers the basic skills in gymnastic 7hich emphasize on the aspectsof skill ac6uisition and analyzing performance, the biomechanic and motor learning concepts and the coaching and officiaiting. *his course also stress about the importance of gymnastic skill amongst the children related to other sports, theaspects of managing, administrating and organizing, the safety of children and facilities also introduce to enhance a conduci!e teaching and learning acti!ities.

PJM/+#utdoor 'ducation ?

/>+ .?

Kur)u) #n# m!n3a%u"# 8a')a8ah0 %on)!"0 ma&'ama& an o1j!% )!r&a )!jarah"!r%!m1angan an "!ng!&ahuan "!n # #%an 'uar0 r!%r!a)# an %!)!nggangan,P!'a%)anaan a% # m!rang%um# "!ng#n&!gra)#an0 "!nga1ungja'#nan )!r&a%!)!"a uan ma&a "!'ajaran 'a#n %! a'am "!n # #%an 'uar an )!1a'#%n(a0"!ran3angan0 "!nguru)an0 "!ng!'o'aan0 %!)!'ama&an an "!'1aga# %!mah#rana% # #1!r# "!n!%anan, P!n#'a#an #ja'an%an 1ag# m!ma)%an &aha"

"!n3a"a#an,

*his course co!ers the philosophies, concepts, aims, objecti!es, history and literatures of outdoor education, recreation and leisure. (t also discusses theintergration and incorporation of other subjects into outdoor education and !ice-!ersa, planning, managing, administrating and safety aspect of !arious acti!tiesare emphasize. /ssessments 7ill be conducted to ensure its achie!ement

PJM/+Games 8ootball and etball ?

.>< .?

Kur)u) #n# m!'#"u )!jarah an %!mah#ran a)a) a'am "!rma#nan 1o'a )!"a% an1o'a jar#ng !ngan m!n!%an%an a)"!% "!m!ro'!han %!mah#ran0 "!ngana'#)#)an"!r'a%uan0 %on)!" 1#om!%an#% an "!m1!'ajaran mo&or )!r&a )&ra&!g# "!ngajaran

an "!m1!'ajaran0 "!ng!'o'aan0 "!nguru)an0 "!n&a 1#ran )!r&a %!)!'ama&an"!ra'a&an an %!mu ahan juga #"!r%!na'%an un&u% m!nguru)%an a% #"!ngajaran an "!m1!'ajaran (ang %on u)#8,

:. +?

Kur)u) #n# m!n3a%u"# )!jarah an "!r%!m1angan %ur#%u'um P!n # #%an Ja)man## Ma'a()#a (ang m!nj!'a)%an hu1ung%a#& 8a')a8ah an &!or# "!m1!'ajaran !ngan

ha'a &uju "!n # #%an %!1ang)aan0%!"!nngan0 %on)!" %ur#%u'um P!n # #%anJa)man#0 )u%a&an an &a8)#rann(a0 %r#&!r#a "!m#'#han a% # a'am P!n # #%anJa)man#0 a)"!%-a)"!% "! agog# )!r&a "!'a%)anaan an "!n#'a#an "!ngajaran

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*his course includes the history and de!elopment of physical education inalaysia9 the relationship of theories and philosophies to7ards national education

policy, the importance of physical education, the interpretation of curriculum,criteria in choosing physical education aciti!ities, the pedagogical aspects and also carrying out and e!aluating micro teaching.

PJM/+++ P!rma#nan Bo'a Tam"ar an Bo'a Ba'#ng>Games olleyball and Handball+

.>< .?

Kur)u) #n# m!'#"u )!jarah an %!mah#ran a)a) a'am "!rma#nan 1o'a &am"ar an 1o'a 1a'#ng !ngan m!n!%an%an a)"!% "!m!ro'!han %!mah#ran0

"!ngana'#)#)an "!r'a%uan0 %on)!" 1#om!%an#% an "!m1!'ajaran mo&or )!r&a)&ra&!g# "!ngajaran an "!m1!'ajaran0 a)"!% "!ng!'o'aan0 "!nguru)an0"!n&a 1#ran )!r&a %!)!'ama&an "!ra'a&an an %!mu ahan juga #"!r%!na'%anun&u% m!nguru)%an a% # "!ngajaran an "!m1!'ajaran (ang %on u)#8,

*his course co!ers the history and basic skills in !olleyball and handball 7hichemphasize on the aspects of skill ac6uisition. analyzing performance, thebiomechanic and motor learning concepts and the teaching and learning strategies, the aspects of managing, administrating and organizing, the safety of children and facilities also introduce to enhance a conduci!e teaching and learning acti!ities.

PJM/++. P!nguru)an an P!n&a 1#ran P!n # #%an Ja)man#an Su%an

> anagement and /dministration of Physical'ducation and $ports ?

/>. +?

Kur)u) #n# m!'#"u "!nguru)an an "!n&a 1#ran "!n # #%an ja)man# an )u%an"!n&a 1#ran ag!n)#-ag!n)# )u%an %!1ang)aan an an&ara1ang)a "!nguru)an"!n # #%an ja)man# an )u%an "!nguru)an "!rma#nan &ra #)#ona' "rogram"!m1angunan )u%an un ang-un ang an "!n&a 1#ran )u%an #)u-#)u a'am)u%an n#'a# an !%a a'am )u%an,

:+*his course discusses the management and administration of physical educationand sport9 administration of national and international sport agency9 managing

physical education and sport9 managing tradisional games9 sports de!elopment programme9 la7s and administration of sport9 issues in sport9 !alues and ethics insport ,

PJM/++/ P!rma#nan= Ba m#n&on an Ho%#>Games< Badminton and Hockey ?

.>< .?

Kur)u) #n# m!'#"u )!jarah an %!mah#ran a)a) a'am "!rma#nan 1a m#n&on anho%# !ngan m!n!%an%an a)"!% "!m!ro'!han %!mah#ran0 "!ngana'#)#)an"!r'a%uan0 %on)!" 1#om!%an#% an "!m1!'ajaran mo&or )!r&a )&ra&!g# "!ngajaran

an "!m1!'ajaran0 a)"!% "!ng!'o'aan0 "!nguru)an0 "!n&a 1#ran )!r&a%!)!'ama&an "!ra'a&an an %!mu ahan juga #"!r%!na'%an un&u% m!nguru)%an

a% # "!ngajaran an "!m1!'ajaran (ang %on u)#8,


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Ja)man#0 m!ngana'#)#) an m!ng#n&!r"r!&a)# a&a "!n(!'# #%an0 an %a! ahm!n o%um!n&a)# ha)#' "!n(!'# #%an n a%an a'am 1!n&u% 'a"oran a&au %!r&a)%!rja %aj#an,

*his course pro!ides kno7ledge about the !arious research methods in educationand the basics of educational research. (t 7ill also e"plore 7ays of ac6uiring theskills of planning an action research in Physical 'ducation, implementing theresearch, analysing and interpreting the research data, and documenting theaction research findings in a report or article.

PJM/++6 P)#%o)o)#a' Su%anPsychosocial in $ports+

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injury9 injury to the hand, body, legs, head and eyes9 facilities and e6uipment of first aid and treatment room for sports injury.

PJM/++9 P!n(!'# #%an T#n a%an II= P!'a%)anaan anP!'a"oran> /ction :esearch ((< (mplementation and :eporting+

/>< /?


*his course in!ol!es skills of carrying out an action research in a school. (t 7ill also pro!ide opportunities for students to organise an action research seminar and

to present their action research findings during the seminar. *he students 7ill alsoapply their skills on ho7 to document and publish their research papers in a journal.

4;0 MATEMATIK PENDIDIKAN RENDAH

MTE/+ engenal ombor ?

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Kursus ini memberikan pendedahan kepada pelajar untuk menghayati sejarahdan peranan ahli matematik. Pelajar juga didedahkan kepada makna, peranandan nilai dalam matematik serta peranan guru atematik. Pelajar akan meneliti

perkembangan Kurikulum atematik di alaysia dan juga mengkaji Kurikulumatematik KB$: dan KB$ .

MTE/+Geometri ?

/>. +?

Th#) 3our)! "ro # !) an o""or&un#&( 8or &h! )&u !n&) &o ! "'or! &h! a""'#3aon) o8 g!om!&r(, I& #)3u))!) 3on3!"&) #n "'an! g!om!&r(- &!))!''aon)0 )(mm!&r#!) an&ran)8ormaon), S&u !n&) 4#'' a')o #)3o !r "a&&!rn) #n ar& an !)#gn, In a #on0! "o)ur! &o #m!n)#ona' g!om!&r( o8 &h! P'a&on#3 )o'# ) #) a')o h#gh'#gh&! , Th!u)! o8 I@T !,g, GSP #) a""'#! a) a &oo' &o #n !)ga&! an 3on)&ru3& "roj!3&) #ng!om!&r(,

Kursus ini memberi peluang kepada pelajar untuk menerokai aplikasi geometri.Kursus ini juga membincangkan konsep dalam satah geometri, teselasi, simetri dan transformasi. Pelajar akan mempelajari corak dalam seni dan reka bentuk.$elain itu, pelajar juga akan didedahkan kepada geometri dimensi bagi pepejal Platonic. *eknologi aklumat dan Komunikasi seperti Geometer $ketchpad akandigunakan sebagai alat untuk menyiasat dan membangunkan projek geometri.

MTE/+ atematik Keputusan ?

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%alam kursus ini, pelajar akan mengimbas kembali konsep yang berkaitandengan kebarangkalian dan menerokai statistik inferens seperti ujian-t, ujian hi-$6uare, analisis !arians / # /+ dalam pengujian hipotesis dan regresi linear dalam menganalisis perhubungan linear dalam pembolehubah Ebi!ariate;.Kepentingan menggunakan kaedah statistik yang sesuai dalam penyelesaianmasalah harian adalah dititikberatkan.

MTE/+:esos dalam atematik ?

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MTE /++. A))!))m!n& Pra3!) #n Ma&h!ma) E u3aon> /malan Pentaksiran dalam atematik ?

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Penyelidikan *indakan (( < Pelaksanaan danPelaporan

Th#) 3our)! #n o' !) )%#'') o8 3arr(#ng ou& an a3on r!)!ar3h #n a )3hoo', I& 4#''a')o "ro # ! o""or&un#!) 8or )&u !n&) &o organ#)! an a3on r!)!ar3h )!m#nar an

&o "r!)!n& &h!#r a3on r!)!ar3h 8#n #ng) ur#ng &h! )!m#nar, Th! )&u !n&) 4#'' a')oa""'( &h!#r )%#'') on ho4 &o o3um!n& an "u1'#)h &h!#r r!)!ar3h "a"!r) #n a

journa',

Kursus ini melibatkan kemahiran melaksanakan penyelidikan tindakan di sekolah.(a juga akan memberi peluang kepada pelajar mengorganisasi satu seminar

penyelidikan tindakan dan membentang kertas penyelidikan tindakan dalamseminar itu. Pelajar juga akan menggunakan kemahiran mereka untuk mendokumentasi dan menerbit kertas penyelidikan dalam jurnal.

440 SAINS PENDIDIKAN RENDAH

S@E /+Proses Hidup dan Kehidupan ?

/>. +?

Th#) 3our)! "ro # !) %no4'! g! a1ou& '#8! an '# #ng "ro3!))!), I& ! "'or!) &h!na&ur! o8 '#8!0 8oo an 4!''1!#ng0 3!'' )&ru3&ur! an 8un3on0 an#ma' r!)"#raon0"'an& r!)"#raon0 3!''u'ar r!)"#raon #n "'an&) an an#ma')0 gro4&h0 an#ma'nu&r#on0 "'an& nu&r#on0 an#ma' ! 3r!on0 "'an& ! 3r!on0 an#ma' r!"ro u3on0"'an& r!"ro u3on0 mo !m!n& an )u""or& #n an#ma') an "'an& r!)"on)!) &o)mu'u),

Kursus ini memberi pengetahuan tentang hidupan dan proses-proses yang berlaku dalam hidupan. (a menerokai sifat-sifat semulajadi hidupan, makanan dankesihatan, struktur sel dan fungsi, respirasi hai7an, respirasi tumbuhan, respirasi sel dalam tumbuhan dan hai7an, tumbesaran, nutrisi hai7an, nutrisi tumbuhan,

perkumuhan hai7an, perkumuhan tumbuhan, pembiakan hai7an, pembiakantumbuhan, pergerakan dan sokongan hai7an serta tindakbalas tumbuhanterhadap rangsangan.

:9S@E /+


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tentang ciri-ciri sains, cara kanak-kanak mempelajari sains, perkembangankanak-kanak, teori pembelajaran Bruner, teori pembelajaran tingkah laku, teori

pembelajaran /usubel, teori pembelajaran Gagne, teori pemprosesan maklumat- /tkin, $hiffrin dan Baddeley, konstrukti!isme sebagai perspektif kontemporari dominan pembelajaran sains, pendekatan konstrukti!isme, beberapa perkarayang dapat membantu kanak-kanak belajar menerusi konstrukti!isme, memahami idea kanak-kanak dalam sains, menilai idea dan miskonsepsi kanak-kanak dalamsains , memahami miskonsepsi dan perubahan konseptual kanak-kanak.

S@E /+


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&h! hou)!0 !'!3&r#3#&( an magn!)m a& 4or%0 g!n!raon an &ran)m#))#on o8 !'!3&r#3#&(0 u)! o8 !'!3&ron#3) an )!m#-3on u3&or),

Kursus ini memberi pengetahuan tentang fizik dalam kehidupan harian. (a akanmembincangkan tentang fizik dan ukuran dalam kehidupan harian, gerakan,aplikasi Hukum e7ton dalam kehidupan harian, kerja dan mesin, daya dalamcecair, gerakan planet dan satelit, fizik muzik, termometeri dan termometer,menggunakan cahaya, litar elektrik dalam rumah, keelektrikan dan kemagnetan di tempat kerja, penjanaan dan transmisi elektrik, kegunaan elektronik dan semi konduktor.

S@E /+Pemikiran dan Kerja Bersaintifik+

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pentadbiran ujian, penyemakan dan moderasi skrip-skrip ujian, analisis skor ujian,interpretasi skor ujian dan bentuk-bentuk peperiksaan.

S@E/++. Manag!m!n& o8 &h! S3#!n3! La1ora&or( an R!)our3!)>Pengurusan akmal $ains dan Bahan+

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berasaskan projek untuk tenaga dalam biosfera, pembelajaran berasaskan projek untuk sumber-sumber berterusan, pembelajaran berasaskan projek untuk bahan

perasa dalam makanan, pembelajaran berasaskan projek untuk pencemaran dankesannya terhadap kesihatan manusia.

S@E/++5 A3on R!)!ar3h II Pr#mar( S3#!n3!>(mplementation and :eporting ?>Penyelidikan *indakan ((< Pelaksanaan danPelaporan+

/>< /?

Th#) 3our)! #n o' !) )%#'') o8 3arr(#ng ou& an a3on r!)!ar3h #n a )3hoo', I& 4#''a')o "ro # ! o""or&un#!) 8or )&u !n&) &o organ#)! an a3on r!)!ar3h )!m#nar an&o "r!)!n& &h!#r a3on r!)!ar3h 8#n #ng) ur#ng &h! )!m#nar, Th! )&u !n&) 4#'' a')oa""'( &h!#r )%#'') on ho4 &o o3um!n& an "u1'#)h &h!#r r!)!ar3h "a"!r) #n a

journa',

Kursus ini melibatkan kemahiran melaksanakan penyelidikan tindakan di sekolah.(a juga akan memberi peluang kepada pelajar mengorganisasi satu seminar

penyelidikan tindakan dan membentang kertas penyelidikan tindakan dalamseminar itu. Pelajar juga akan menggunakan kemahiran mereka untuk mendokumentasi dan menerbit kertas penyelidikan dalam jurnal.

410 REKA (ENTUK DAN TEKNOLOGI PENDIDIKAN RENDAH

RBT/+(ntroduction to *echnical and ocational 'ducation +

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"!n!%anan0 "!r%!m1angan #n u)&r# "!m1ua&an &!m"a&an an "!nggunaan 1ahan%#&ar )!mu'a0 %!mah#ran "!m1#naan "roj!% 1!ra)a)%an %a(u an 'ogam0"!n!ra"an un)ur "! agog# an "!n&a%)#ran 1!ra)a)%an "roj!% an %om"!&!n)#&uru& #8o%u)%an,

*his course 7ill e"pose the student to the de!elopment of technology and material production. Kno7ledge of materials9 finishing9 meta9 accessories, interior and e"terior decoration 7ill also be emphasized, the de!elopment of local manufacturing industries and the usage of recycle materials, skills onconstructions of 7ood and metal based project, the integration of pedagogical element and assesment 7ill also be focused.

RBT/+/


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Primary $chool )i!ing $kill *eaching ethod+

Kur)u) #n# 1!r&ujuan m!m"!r%!na'%an %a! ah m!ngajar 1ag# ma&a "!'ajaranK!mah#ran H# u" S!%o'ah R!n ah, Tum"uan #1!r#%an %!"a a "!n !%a&an"!ngajaran an "!m1!'ajaran )&ra&!g#0 %a! ah0 &!%n#% "!ngajaran0 %!mah#ran

an &!%n#% m!n(oa'0 a)"!% %!mah#ran m!ran3ang "!ngajaran 1!ra)a)%an)u%a&an "!'ajaran # )!%o'ah r!n ah0 %!mah#ran "!n(! #aan0 "!nggunaan 1ahan1an&u m!ngajar 1!ra)a)%an I@T an "!ngajaran ma%ro an m#%ro,

*his course 7ill introduce the teaching methods for Primary $chool )i!ing $kill subject. 8ocusses 7ill be on teaching and learning approaches, strategies,teaching method and techni6ues, skills of 6uestioning techni6ues, the skills of

planning a lesson based on primary school syllabus, skills in preparing and using the materials for teaching aids 7ith ( , and macro and micro teaching.

RBT/+Garment %esign ?

/>. +?

Kur)u) #n# m!'#"u &aju% %aj#an 8a1r#% an )!n# r!%a "a%a#an, To"#% (ang#1#n3ang%an m!'#"u "ro)!) jah#&an )!"!r %!'#m0 %an3#ng0 1!'ah0 "!ngh#'angan

g!'!m1ung0 '!ngan0 "!n(u ah &!"# an gar#) '!h!r0 m!r!%a 3#"&a )&a#' "a%a#an0"!n(! #aan r!%o %!rja an m!m1ua& "a%a#an0 an "!n!ra"an un)ur "! agog#

an "!n&a%)#ran,

*his course co!ers topics related to fabric studies and cloth design. *opics 7ill bediscussed co!ers the se7ing processes include fasterners, openings, gathersand, pleats, slee!es, hemlines and, necklines,design of garment styles, the

preparation of 7ork records and dress making, and the integration of suitable pedagogical element and assessment.

97RBT/+


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RBT/+


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Kur)u) #n# m!n ! ah%an %!"a a "!'ajar &!n&ang "!rn#agaan an %!u)aha4anan#a#&u "!ma)aran0 %!4angan0 "!rn#agaan !'!%&ron#% >!- agang?0 un ang-un ang"!rn#agaan0 %!u)aha4anan an "!rn#agaan %!3#' )!r&a %!mah#ran "! agog#,

*his course e"poses students to business and entrepreneurship 7hich includes/


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interpreting the research data, and documenting the action research findings in areport or article.

PKU/++2 P!nguru)an an P!n&a 1#ran P!n # #%an Kha)> anagement and /dministration of $pecial'ducation+

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Kur)u) #n# m!'#"u 3#r#-3#r# an "!r%!m1angan %ana%-%ana% 1!rma)a'ah"!n !ngaran a'am "!'1aga# a)"!%0 %!)an %!h#'angan "!n !ngaran &!rha a"ama'an "!n # #%an a'am 1#'#% arjah0 %!"!nngan "!ranan %!'uarga0 ra%an)!1a(a an %a! ah %omun#%a)# (ang 1!r%!)an &!rha a" "!r%!m1angan %ana%-%ana% 1!rma)a'ah "!n !ngaran, *his course co!ers the charateristics and the de!elopment of hearing-impaired children from !arious aspects.*he effects of hearing loss and its implication onclassroom practice,roles of the family, peer group and effecti!e modes of communication on the de!elopment of hearing-impared children.

PKU/+(ntroduction to )anguage and ommunication%isorders ?

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Kur)u) #n# m!n#njau )!jarah "!r%!m1angan "!n # #%an orang "!%a% # a'am an# 'uar n!gara )!r&a 1!1!ra"a %a! ah %omun#%a)# (ang #guna%an a'am

"!n # #%an %ana%-%ana% 1!rma)a'ah "!n !ngaran0 1an #ng-1!za an&ara %a! ah-%a! ah &!r)!1u& ar# )!g# ma&'ama&0 )a)aran0 3#r#-3#r#0 %!'!1#han an%!%urangann(a0 an #)u an &r!n a a'am "!n # #%an ma)a'ah "!n !ngaran,

*his course gi!es an o!er!ie7 of the de!elopment of deaf education in alaysiaas 7ell as abroad. *he !arious communication methods used in the education of the hearing-impaired, comparisons among the !arious communication methodsare made in terms of goals or objecti!es, characteristic features as 7ell as their respecti!e ad!antages and disad!antages, and the issues and current trends inthe education of the hearing-impaired.

PKD/+'arly (nter!ention and $upport $er!ices for Hearing-

impaired hildren+

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Kur)u) #n# m!'#"u "!ng!&ahuan &!n&ang Baha)a I)(ara& Ko Tangan Baha)aM!'a(u >KTBM? an Ko Tangan Baha)a Ingg!r#) >KTBI?, A)"!% (ang #%1!ra&%an #a'ah %!mah#ran m!ngguna%ann(a KTBM an KTBI )!3ara !%)"r!)#8

an r!)!"P an a"'#%a)# KTBM0 KTBI a'am %on&!%) "!ngajaran an"!m1!'ajaran Baha)a M!'a(u an Baha)a Ingg!r#) %!"a a mur# -mur#1!rma)a'ah "!n !ngaran,

*his course gi!es students a kno7ledge of the hand codes used in the alay and 'nglish )anguage. 8ocus is gi!en to the ac6uisition of e"pressi!e and recepti!esskills in using the hand codes, practice using the hand codes in the conte"t of teaching the alay and 'nglish language to hearing-impaired children.

PKD/+$peech for Hearing-impaired hildren+

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Kur)u) #n# m!'#"u &o"#%-&o"#% )!"!r ana&om# &!'#nga0 "ro)!) "!n !ngaran0!o'og# %!h#'angan "!n !ngaran an %!)ann(a &!rha a" "!m1!'ajaran0"!ng!&ahuan )!r&a "!nguru)an "!'1aga# uj#an "!n !ngaran0 )#)&!m am"'#8#%a)#"!n !ngaran0 %!"!nngan m!n(! #a%an "!r)!%#&aran a%u)%0 an"!nggunaanam"'#8#%a)# a'am 1#'#% arjah,

*his course co!ers topics like the anatomy of the ear, the process of normalhearing, the etiology of hearing loss and its impact on learning, !arious methodsof assessing hearing loss, amplification systems currently in use for the hearing-impaired, the importance of ha!ing a good acoustic en!ironment, the use ofamplification in the classroom.

PKD/+++ Bahan Sum1!r P!m1!'ajaran un&u% Kana%-%ana%B!rma)a'ah P!n !ngaran>)earning :esources for Hearing-impaired hildren ?

/>. +?

Kur)u) #n# 1!r8o%u) %!"a a 1aga#mana m!m#'#h0 m!ran3ang an m!ngguna%an1ahan )um1!r "!m1!'ajaran m!ng#%u& %!"!r'uan mur# 1!rma)a'ah "!n !ngaran

a'am 1#'#% arjah0 %!"!r'uan a'am m!ngu1ah)ua# 1ahan )um1!r "!m1!'ajaran1!r a)ar%an j!n#) ma)a'ah (ang #ha a"# %ana%-%ana%0 %!mah#ran a'amm!m#'#h0 m!m1#na0 m!ng%'a)#8#%a)# an m!nguru)%an 1ahan )um1!r "!m1!'ajaran a'am "ro)!) "!ngajaran an "!m1!'ajaran,

*his course focuses on ho7 to choose, plan and use learning resourcesaccording to the needs of hearing-impaired pupils in the classroom, the necessityof adapting resource materials according to the specific needs of the pupils, skillsof planning, de!eloping, classifying and using learning resources to cater for theneeds of hearing-impaired pupils in the teaching and learning process.

PKU/++. P!mu'#han a'am Komun#> ommunity-based :ehabilitation+

/>. +?

Kur)u) #n# m!m"!r%!na'%an &!n&ang "!mu'#han #n # # u %urang u"a(a )!3ara1!r"u)a&0 %!rja)ama "!'1aga# #)#"'#n an ag!n)# %!rajaan an 1u%an %!rajaan

a'am "!m1angunan "u)a& "!mu'#han a'am %omun# "!'a%)anaan "roj!%

++/%!ma)(ara%a&an # Pu)a& P!mu'#han Da'am Komun# an "!ng!&ahuan an"!nga'aman hands-on m!ng!na# "!nguru)an )!r&a "!n&a 1#ran Pu)a&P!mu'#han Da'am Komun#,

*his course introduces students to the pro!ision of community-basedrehabilitation B:+ as an important support ser!ice for the disabled, collaborationamong people from !arious disciplines, go!ernment agencies and non-go!ernment organisations in the de!elopment of B: is discussed, Ehands-on;kno7ledge and e"perience in the management and organisation of a B:

programme

PKU/++/ P!n(!'# #%an T#n a%an I= P!n # #%an Kha) Ma)a'ah />/


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P!n !ngaran P!n # #%an R!n ah >Ka! ah?> /ction :esearch (< ethodology+

Kur)u) #n# m!m1!r# "!ng!&ahuan &!n&ang "!'1aga# %a! ah "!n(!'# #%an a'am"!n # #%an an a)a) "!n(!'# #%an "!n # #%an0 3ara-3ara m!ran3ang an

m!'a%)ana )a&u %aj#an n a%an a'am 1# ang P!n # #%an Kha) Ma)a'ah"!n !ngaran0 m!ngana'#)#) an m!ng#n&!r"r!&a)# a&a "!n(!'# #%an0 an %a! ahm!n o%um!n&a)# ha)#' "!n(!'# #%an n a%an a'am 1!n&u% 'a"oran a&au %!r&a)%!rja %aj#an,

*his course pro!ides kno7ledge about the !arious research methods in educationand the basics of educational research. (t 7ill also e"plore 7ays of ac6uiring theskills of planning an action research, implementing the research, analysing and interpreting the research data, and documenting the action research findings in areport or article.

PKU/++2 P!nguru)an an P!n&a 1#ran P!n # #%an Kha)> anagement and /dministration in $pecial'ducation+

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*his course is dealing 7ith conducting action research in school, organizing actionresearch seminar, presenting research findings in seminar, documenting and

publishing research papers.

480 PENDIDIKAN KHAS MASALAH PENGLIHATAN PENDIDIKAN RENDAH

PK'/+


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PKL/+. +?

Kur)u) #n# m!'#"u %!mah#ran m!m1ra#''!0 m!m1a3a an m!nu'#) "#n ah KoBra#''! Baha)a Ingg!r#) 1!r a)ar%an $tandard 'nglish Braille ode (ang

#ha)#'%an o'!h :oyal ational (nstitute for the Blind >nited Kingdom+ , P!'ajar juga # ! ah%an %!"a a "!nggunaan "!r#)#an %om"u&!r un&u% m!ngha)#'%an %oBra#''! Baha)a Ingg!r#),

*his course co!ers skills to produce, read and transcribe the 'nglish Braille ode,based on the $tandard 'nglish Braille ode from :oyal ational (nstitute for theBlind >nted Kingdom, and produce 'nglish Braille using the computer.

PKL/+. +?

Kur)u) #n# m!'#"u %!mah#ran m!m1ra#''!0 m!m1a3a an m!nu'#)"#n ahm!ngguna%an Ko Bra#''! Ma&!ma% (ang #ha)#'%an o'!h Braille /uthority of the>nited Kingdom athematics ommittee >+9:6?0 &aha" Ma&!ma%0m!nga"'#%a)#%an "!ra&uran-"!ra&uran Ko Bra#''! Ma&!ma% anm!ngguna%an(a a'am "!n # #%an mur# -mur# 1!rma)a'ah "!ng'#ha&an,

*his course co!ers skills to produce, read and transcribe the athematics Brailleode, based on the athematics Braille ode produced by the Braille /uthority

of the >nted Kingdom athematics ommittee 3@LM+, the le!el of athematics,apply the athematics Braille ode rules correctly and to use these skills in theeducation of children 7ith !isual impairment.

++6PKL/++< S&ra&!g# P!ngajaran Dan P!m1!'ajaran Bag# Kana%-

Kana% B!rma)a'ah P!ng'#ha&an*eaching and )earning $trategies for hildren 7ithisual (mpairment+

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1!rma)a'ah "!ng'#ha&an !ngan %!3a3a&an &am1ahan0 "!ngajaran m#%ro anma%ro0 "!nga'aman hands-on an "!ngu%uhan "!m1!'ajaran .

*his course co!ers the planning, preparation and teaching of children 7ho areblind and 7ho ha!e lo7 !ision, adaptation of curriculum, prepare teaching aids,use ( * and other appropriate special aids, educational needs of children 7ithmultiple handicaps, micro and macro teaching, and hands-on e"perience and toreinforce learning.

PKL/+++ P!r%!m1angan P!n # #%an Ma)a'ah P!ng'#ha&an>%e!elopment of 'ducation for the isually (mpaired+

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m!n o%um!n&a)# ha)#' "!n(!'# #%an n a%an a'am 1!n&u% 'a"oran a&au %!r&a)%!rja %aj#an,

*his course pro!ides kno7ledge about the !arious research methods in educationand the basics of educational research. (t 7ill also e"plore 7ays of ac6uiring theskills of planning an action research, implementing the research, analysing and interpreting the research data, and documenting the action research findings in areport or article.

PKU/++2 P!nguru)an an P!n&a 1#ran P!n # #%an Kha)anagement and /dministration of $pecial

'ducation+

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SINOPSIS KURSUS TERAS3AMALAN PRO.ESIONAL*

KURSUS TERAS

3AMALAN PRO.ESIONAL*

P!nga'aman B!ra)a)%an S!%o'ah I$chool Based '"perience (+

n3"

P!nga'aman B!ra)a)%an S!%o'ah I a a'ah )a&u 1!n&u% 'ahan un&u% m!m1!r#"!n ! ahan a4a' %!"a a "!'ajar &!n&ang a'am "!r)!%o'ahan an "!ranan guru,


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M!'a'u# "!m!rhaan0 "!n!'#an o%um!n0 r!8'!%)# an #n&!ra%)# !ngan %omun#)!%o'ah0 "!'ajar a"a& m!maham# ng%ah 'a%u mur# 0 "!nguru)an )!%o'ah0"!nguru)an 1#'#% arjah0 "ra)arana an "!'a%)anaan %ur#%u'um # )!%o'ah,

$chool-based '"perience ( aims to gi!e students initial e"posure of the school en!ironment and teacher;s role. (t also gi!es students the kno7ledge and e"perience through obser!ations, analysis of documents, reflections, interaction7ith the school community, about pupil;s beha!iour, school and classroommanagement, school facilities and the implementation of the school curriculum.

P!nga'aman B!ra)a)%an S!%o'ah II$chool Based '"perience ((+

P!nga'aman B!ra)a)%an S!%o'ah II 1!r&ujuan m!m1!r# %!8ahaman %!"a a"!'ajar &!n&ang ama'an 1#'#% arjah (ang 1!r%!)an0 "o'a ng%ah 'a%u mur# 0 an"!ranan guru ar# a)"!% 1#m1#ngan an %!1aj#%an m!'a'u# "!m!rhaan0 "!n!'#an

o%um!n0 r!8'!%)# an #n&!ra%)# !ngan %omun# )!%o'ah,

$chool-based '"perience (( aims to gi!e students the e"perience of effecti!eclassroom practices, patterns of pupils beha!iour during teaching and learning

process as 7ell as teachers role in pupils 7elfare and guidance. (t also gi!es themthe opportunity to obser!e teaching and learning in real conte"ts throughinteraction 7ith the school community.

P!nga'aman B!ra)a)%an S!%o'ah III$chool Based '"perience (((+

P!nga'aman B!ra)a)%an S!%o'ah III 1!r&ujuan m!m1!r# "!nga'aman %!"a a"!'ajar &!n&ang "!r%a#&an an&ara %an ungan %ur#%u'um !ngan 8a%&or-8a%&or "!m1!'ajaran0 1ahan )um1!r "!ngajaran "

06 ogos buku umum pismp roadshow

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