PEDAGOGI PENDIDIKAN JASMANI

OLEH:

RASHIDAH BINTI SUIB

Jabatan Pendidikan Jasmani

Institut Perguruan Temenggong Ibrahim,

Johor Bahru

Apakah Ciri-ciri P&P Yang Baik?

Cotter, 2001

Set induksi Objektif pembelajaran jelas Ringkasan isi kandungan modeling of desired outcomes Periksa kefahaman pelajaran Latihan terbimbing Latihan kendiri Penutup

……..What is a Good Lesson?

Apa Kata Guru? Pernyataan objektif yang jelas Perancangan, pemeringkatan dan organisasi baik Menyatakan dengan jelas hasil pembelajaran Menggunakan strategi dan kaedah yang sesuai Memenuhi kepelbagaian stail pembelajran murid Menggunakan teknologi secara bermakna dan

kompeten Memotivasikan dan mengekalkan minat murid Menilai kefahaman pelajar dari masa ke masa Membimbing dan menilai prestasi pelajar Memberi maklumbalas kepada murid secara

berkala Membuat rumusan pembelajaran

……..What is a Good Lesson?

Apa Kata Murid?

Mengetahui apa yang cuba dilakukan oleh guru dalam pelajran Memahami apa kriteria yang digunakan untuk menilai mereka Tahu tahap pencapaian mereka sepanjang kursus. Guru menyampaikan idea dengan jelas Isi kandungan mudah difahami atau bimbingan bersesuaian

diberikan untuk tugasan yang kompleks Kursus diperingkatkan dengan baik Pelajaran membekalkan maklumat baru yang menyokong isi

kandungan Isi kandungan dapat diintegrasikan dengan konsep

pembelajaran lalu Pengetahuan pembelajaran dapat membantu dalam karier masa

depan Tiada kerja berlebihan dan membazir Menyeronokkan, meransang, mencabar dan memotivasikan

3 DOMAIN PEMBELAJARAN

DOMAIN PSIKOMOTOR DOMAIN KOGNITIF DOMAIN AFEKTIF

DOMAIN PSIKOMOTOR

Level Definition Example

1. Memerhati

Active mental attending of a physical event.

The learner observes a more experienced person in his/her performance of the skill. Asked to observe sequences and relationships and to pay particular attention to the finished product. Direct observation may be supplemented by reading or watching a video. Thus, the learner may read about the topic and then watch a performance.

2. Meniru Attempted copying of a physical behavior.

The learner begins to acquire the rudiments of the skill. The learner follows directions and sequences under close supervision. The total act is not important, nor is timing or coordination emphasized. The learner is conscious of deliberate effort to imitate the model.

3. Mencuba Trying a specific physical activity over and over.

The entire sequence is performed repeatedly. All aspects of the act are performed in sequence. Conscious effort fades as the performance becomes more or less habitual. Timing and coordination are emphasized. Here, the person has acquired the skill but is not an expert.

4. Menyesuai Fine tuning. Making minor adjustments in the physical activity in order to perfect it.

Perfection of the skill. Minor adjustments are made that influence the total performance. Coaching often very valuable here. This is how a good player becomes a better player.

DOMAIN KOGNITIF

ARAS  DEFINISI 

CONTOH TINGKAHLAKU

 PENGETAHUAN

 Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.

Recognize; MatchMemorize; Repeat

Selec; Write; List; Label; Name; State; Define

 The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.

 KEFAHAMAN Student translates, comprehends, or interprets information based on prior learning

Illustrate; GeneralizeExplain; SummarizeParaphrase; Describe

Interpret

 The student will explain the purpose of Bloom's taxonomy of the cognitive domain.

 APLIKASI

 Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.

Practice; Use; Compute; Solve; Demonstrate; Apply;

Construct; Transfer

 The student will write an instructional objective for each level of Bloom's taxonomy.

ANALISIS

 Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.

Diagram; Debate; Examine; Analyze

Categorize; CompareContrast; Separate

 The student will compare and contrast the cognitive and affective domains.

 SINTISIS Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.

Plan; Formulate; Create; Design; Hypothesize; Invent;

Develop

 The student will formulate a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.

 PENILAIAN Student appraises, assesses, or critiques on a basis of specific standards and criteria.

 Evaluate; Assess; Use; Judge; Recommend; Critique;

Justify

 The student will critique the effectiveness of writing objectives using Bloom's taxonomy.

Caption: Terminology changes "The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version." (Schultz, 2005) (Evaluation moved from the top to Evaluating in the second from the top, Synthesis moved from second on top to the top as Creating.) Source: http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

DOMAIN KOGNITIF

DOMAIN AFEKTIF

ARAS DEFINISI CONTOH

1. MENERIMA

Being aware of or attending to something in the environment

Individual would read a book passage about civil rights.

2. BERTINDAK BALAS

Showing some new behaviors as a result of experience

Individual would answer questions about the book, read another book by the same author, another book about civil rights, etc.

3. MENILAI

Showing some definite involvement or commitment

The individual might demonstrate this by voluntarily attending a lecture on civil rights.

4. MENGORGANISA

SI

Integrating a new value into one's general set of values, giving it some ranking among one's general priorities

The individual might arrange a civil rights rally.

5. MENGHAYATI

NILAI

Acting consistently with the new value   The individual is firmly committed to the value, perhaps becoming a civil rights leader.

Pernyataan Objektif Yang Baik

....menurut pakar Jones, 1997 – “Objektif yang jelas

membantu guru merancang pelajaran yang mempermudahkan murid belajar dan guru menilai".

Lohr, no date – “Penulisan objektif yang baik memberitahu anda pengetahuan, kemahiran atau sikap yang diingini dan kaedah pembelajaran serta kriteria pencapaian pembelajar diperlukan.

Menulis Objektif

Soalan yang perlu difikirkan Siapa murid anda? Baru? Senior?

Berbagai tahap pengetahuan dan pengalaman?

Adakah ia kursus umum atau khusus?

Audience – AudienSiapa?

Behavior – Tingkahlaku Apakah tingkahlaku murid yang anda harapkan?

Condition – SituasiDalam situasi bagaimana anda mahu pembelajaran berlaku?

Degree – Tahap Penguasaan100%? 80%? 5 daripada 8kali? Sekali?

KAEDAH PENULISAN OBJEKTIFKaedah A. B. C. D. (Heinich, et al., 1996).

Contoh Penulisan Objektif yang baik

Psikomotor (A) pelajar (B) dapat melakukan aktiviti

berjalan di atas palang imbangan (C) yang ditinggikan ke aras

standard (D) dari satu hujung ke satu hujung yang lain dengan tetap tanpa jatuh dalam jangka masa enam saat

Objektif Kognitif

Aras Kefahaman(A) murid (B) boleh menerangkan dengan jelas

dalam satu atau dua ayat maksud setiap istilah(C) daripada senarai istilah yang

diberikan

(D) dengan 100% betul.

Objektif Kognitif

Aras Aplikasi (A) murid (B) dapat mencadangkan aktiviti yang sesuai

untuk meningkatkan tahap daya tahan kardiovaskular

(C) berasaskan situasi tempat tinggal masing- masing, (D) sekurang-kurangnya 2 aktiviti

Aras penyelesaian masalah/ sintisis A) murid (B) dapat menulis laporan ramalan cuaca

(C) berasaskan situasi meteorologi yang diambil daripada stesen kaji cuaca

(D) untuk enam jam ke hadapan

Objektif Afektif

(A) pelajar (B) dapat menunjukkan kerjasama

dengan semua ahli kumpulan tanpa mengira kaum

(C) Dalam aktiviti permainan kecil (D) mengikut 3 kriteria seperti

dalam senarai semak.

Peringatan penting dalam penulisan Objektif Pembelajaran

Semakin tinggi tahap kognitif, semakin sukar tugasan.

Objektif afektif sukar dinyatakn dan dinilai secara objektif kerana ia berkaitan dengan perasaan dalaman.

Pemilihan perkataan yang khusus amat penting untuk menerangkan maksud sebenar objektif tingkahlaku yang diharapakan

MASALAH PENULISAN OBJEKTIF

Problems Error Types Solutions

Too vast/ complex

The objective is too broad in scope or is actually more than one objective.

Use the ABCD method to identify each desired behavior or skill in order to break objectives apart.

No behavior to evaluate

No true overt, observable performance listed. Many objectives using verbs like "comprehend" or "understand" may not include behaviors to observe.

Determine what actions a student should demonstrate in order for you to know of the material has been learned.

Only topics are listed

Describes instruction, not conditions. That is, the instructor may list the topic but not how he or she expects the students to use the information.

Determine how students should use the information presented. Should it be memorized? Used as background knowledge? Applied in a later project? What skills will students need?

Vague Assignment Outcomes

The objective does not list the correct behavior, condition, and/or degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics.

Determine parameters for your assignments and specify them for your students.

Mengukur Tingkahlaku Pembelajaran

Apa alat yang digunakan untuk mengukur pembelajaran murid?

Bila perlu anda memeriksa pembelajaran murid? Dan sekerap mana?

Bagaimana anda membimbing murid untuk memastikan tugasan yang hendak dinilai mencapai tahap yang baik?

Bagaimana anda mengenalpasti cara menilai kemajuan murid sepanjang kursus?

Bagaimana anda menilai pembelajran murid jika murid ramai?

Alat Penilaian Asas

Ujian, peperiksaan, kuiz Kertas tugasan, projek Poster dan persenmbahan Penilaian rakan sebaya dan penilaian kendiri Kajian, temuramah dn pemerhatian Senarai semak Hasil perbincangan kumpulan Rekod anekdot

Penilaian Bilik Darjah

Teknik penilaian yang cepat untuk menilai kefahaman pelajar tetapi tidak semestinya untuk menentukan gred secra terperinci

Esei 5 minit – dijalankan pada akhir P&P Rumusan satu ayat - dijalankan pada akhir

P&P Soalan undian cepat – menjawab dengan

mengangkat tangan Meminta murid menulis contoh soalan

ujian mudah

SekianTerima kasih