meningkatkan kepercayaan kepada Tuhan dalam diri pelajar.

Perkara ini menjadi lebih

penting dan kritikal dalam kehidupan pada era globalisasi kini. Maksudnya, kehidupan
yang terlalu bersifat materialistik, teknologi , kemewahan dan hiburan boleh
menjejaskan keinginan manusia kepada Tuhan dan boleh menjejaskan nilai –nilai
kehidupan sejagat.
Penutup
Di sini dapatlah kita fahami apakah yang dimaksudkan dengan sosialisasi ialah
proses belajar seseorang anggota masyarakat untuk mengenal dan menghayati norma-
norma serta nilai-nilai masyarakat tempat ia menjadi anggota sehingga terjadi
pembentukan sikap untuk berprilaku sesuai dengan tuntunan atau perilaku
masyarakatnya, dimana sosilisasi bukan sahaja memainkan peranan penting kepada
masyarakat tetapi dapat juga dilihat dari segi peranannya kepada bidang pendidikan
yang melibatkan golongan guru (orang yang mengajar) dan pelajar.
Guru seharusnya terlebih dahulu perlu memahami dan menghayati tentang
pengertian setiap pernyataan yang terkandung di dalam wawasan 2020 dan Falsafah
Pendidikan Kebangsaan supaya mereka berkeupayaan untuk mendidik pelajar-pelajar
ke arah merealisasikan aspirasi Negara . Ini kerana kejayaan hasrat murni ini banyak
bergantung kepada sejauh mana guru memahami konsep-konsepnya dan bagaimana
mereka menerapkannya dalam pengajaran dan pembelajaran. Hasrat ini tidak dapat
direalisasikan dan tidak bermakna jika ianya tidak dapat difahami dan dihayati serta
dilaksanakan dengan bersungguh-sungguh oleh semua pihak yang terlibat dalam
bidang pendidikan. Tanggungjawab dalam merealisasikan hasrat ini terletak dibahu
guru dimana mereka merupakan sebahagian daripada agen sosialisasi.
Kesemua jenis ilmu sama ada akademik ataupun kerohanian, emosi dan
jasmani dapat memanfaatkan pelajar-pelajarnya. Guru merupakan agen sosialisasi
yang penting yang perlu memastikan kelangsungan proses sosialisasi pelajar-pelajar di
sekolah adalah mengikut acuan nilai, budaya dan aspirasi masyarakat kita.
11

Selain itu guru perlu lengkapkan diri dengan akhlak dan peribadi mulia yang
akan menjadi role model kepada anak didiknya. Guru seharusnya menjadi teladan
kepada pelajar bukan sahaja dari aspek ketrampilan tetapi juga dari aspek pendidikan
dan profesionalisme dalam pembinaan generasi masa hadapan.
Justeru, peranan guru sebagai agen sosialisasi merupakan peranan yang
penting dalam usaha kearah mewujudkan sebuah masyarakat penyayang dan ikram
gurulah yang akan membentuk anggota-anggota masyarakat yang memiliki sifat-sifat
yang dihasratkan. Para pendidik sentiasa mengorbankan masa dan tenaga untuk
memulihkan pelajar yang tersesat di hujung jalan supaya mereka dapat balik ke
pangkal jalan. Ringkasnya disini , guru pembentuk masyarakat madani dan sakinat

Provide Maximum Physical Activity Time Within the Class Period

Teacher should provides the opportunity for physical activity in class. During the allotted class time it is
recommended that children be moderately or vigorously active for at least half of the class period. Several
factors can contribute to making this happen Effectively teacher should organize space, equipment, and
students. Teacher encourage and provide adequate equipment that allows all children to be active at the
same time (e.g., one ball per child).In that case Limit teacher talk or instruction time,plan practice
opportunities that are structured for maximum participation (e.g., individual, partner, and small-group
activities

1. Structure the class so that learning occurs while students are being physically active.

With maximum and quality activity time, children become more skilled, knowledgeable, and physically fit.
Teach Skills and Activities That Transfer Into Physical Activity Outside of Physical
Education Class
Physical education programs have the responsibility to teach skills that students will need to participate in
physical activity outside of the physical education class and skills they will need for a lifetime of physical
activity. Skills learned in physical education class transfer to skills used in a child’s play. From the
kindergarten-age child playing tag, to the second grade child jumping rope, to the older child playing a
game of kickball, the skilled child is more likely to participate in physical activity. If a child is confident in
his or her skills, there is typically no hesitation to play; however, the low-skilled child, especially in the
upper grades, is less inclined to take part in group activities for fear of failure and peer ridicule. Students
need skills to be participants in physical activity.
Good physical education programs take the time to teach children activities they may do on their own.
Examples of these are jump rope chants, nonelimination tag games, hopscotch, Four Square, tetherball,
and basketball activities such as Horse and Around the World. Including these activities briefly in a
physical education class and then encouraging children to play them on their own is likely to promote
more physical activity on the playground and in their neighborhoods.
Motivate Children to Be Active
Another role of the physical educator is to encourage and motivate children to be active. There are many
ways to do this, including promoting community activities, assigning physical activity homework or home
fun, showing an interest in the out-of-class physically activity in which children participate, and leading by
example.
Promoting Community Activities
There are typically numerous activities in communities that promote physical activity, such as organized
recreational sports, dance classes, gymnastics programs, and martial arts. A bulletin board in the gym,
the school Web site, and regular announcements are simple ways to promote these opportunities.
Brochures, Web sites, or newspaper announcements are available from most physical activity venues.
Homework and “Home Fun”
While homework is often not a pleasant part of a child’s evening, physical activity homework or home
fun can be. Home fun may be practicing jump rope tricks with or without a jump rope; participating in
simple exercises when commercials come on television; playing outside; walking the dog; talking a walk
with a parent or guardian; participating in electronic games that specifically promote physical activity; or
practicing manipulative skills such as throwing, kicking, and striking. Physical education homework or
home fun can be checked through an honor system by asking for a show of hands with young children
and documenting on a physical activity calendar for older children. Sending a physical activity calendar
home when children go on holiday or summer vacation is another way to encourage physically active
lifestyles. Physical education teachers could ask the classroom teachers to send a physical activity
calendar home with the summer reading list.
Praise for Participation
A word of encouragement is a simple way to promote physical activity. Praising young students for play
may sound somewhat strange to most of us; but for a generation that experiences limited physical
activity, it may be necessary. Simply inquiring about student involvement in physical activity and praising
students for that involvement carry weight with young children. To take this a step further, if a teacher
shows up at a youth league sporting event or a dance recital, the child will be elated.
Leading by Example
One final way to motivate children to be active is for the physical education teacher to lead by example. A
physically active and fit physical education teacher is a positive influence. The physical education teacher
should occasionally share with the students how physical activity fits into his or her life.
By maximizing physical activity time in physical education class, aiding students in transferring skills and
activities to out-of-class play, and making efforts to motivate children to be physically active, the physical
educator can greatly influence the daily physical activity needs of students.
Play a Leadership Role in the Development of the School Physical Activity Program
The increase in the number of overweight children and the decrease in physical activity time in school
make for a national problem. Curtailing this national epidemic can be addressed at a local level, and the
physical education teacher must be the “go-to” person to promote change in the schools. The physical
education teacher is the physical activity expert in the building and should take on the role of physical
activity director for the school. The responsibilities should include the following:

http://www.sk.com.br/sk-piage.html

the role of the teachers is to provide at all levels of intellectual development a

variety of environmental phenomena and experiential activities which are
appropriate to the level and the development stages of the pupils
 Indeed it hasbeen found that such teaching does not enhance the
development of intelligence in children, but that in some instances hinders
such development.Teacher that have attempted to accelerate the
developments of intelligenceby using the experiments as teaching devices
have created very structuredsituations, just the

Design a curriculum that facilitates development:

1.Stress intellectual development, It is not enough to teach just for facts; you
must help students reach their human potential. Piaget’s efforts have made
intellectual development an important face to the curriculum.

Involve students physically and mentally in acting on what is being learned.

Rather than having them always listen, have them read or create something
and then share in small groups their view about Project: Important qualities,
creative value and possible further activities. The groups then should decide
what conclusions they wish to report to the class for discussion and
evaluation.

Create more interaction, allow small groups to works on problems. Students

resolving a problem in small groups of three to five facilities more learning
than do class discussions. This is due to greater student involvement and the
advantage of a mix of in dividable at differentcognitive levels.
Do not always use the direct approach. Thedirect way of attacking a problem,
such as language development, may not always be the best way. Use other
approaches to complement the direct approach. Exploration and extension
are suggested as compliments to the traditional direct approach of
explanation.

Begin individual classes or lessons with a demonstrationor activity designed to

engage the students. Discrepant events, puzzles, novelexperiences,
surprising activities, uncertain problems and curious adventuresare all
effective ways to initiate operation by students

Be a model of the reasoning patterns you wish to foster inyour students.

Reason out loud; tell about your hypotheses, justifications, andalternative
explanations.

Give your students time and opportunity to think.

Provide opportunities for students to extend their understanding through

activities based on similar concepts in differentcontexts.

Give the students problems requiring analysis andargument Have them justify
their positions.3.Provide special puzzles, tasks, and activities that willinitiate
the process of equilibrium.
Encourage students to engage in problems requiring hypothetical deductive
reasoning, propositional thinking, theoreticalreasoning, reflexive thinking,
separation and control of variables,combinatorial logic and other forms of
abstract thinking

Engage the student in questions and problems such asthe following: “What
was your hypothesis?” “How could you demonstrate thatidea?” “What other
problems can be investigated?” “How do you solve theproblem?”

Provide time for maturation and activities with physicalexperience. Allow

social interaction, and when you teach concepts, modelformal patterns of
reasoning.

Give students some freedom within limits, so they havetime and opportunity
for creating, inquiring and problem solving

Piaget's approach to learning is a readiness approach. Readiness approaches

in developmental psychology emphasize that children cannot learn something
until maturation gives them certain prerequisites (Brainerd, 1978). The ability
to learn any cognitive content is always related to their stage of intellectual
development. Children who are at a certain stage cannot be taught the
concepts of a higher stage.

Implications for education

A Piagetian-inspired curricula emphasizes a learner-centered educational
philosophy. The teaching methods which most American school children are
familiar with - teacher lectures, demonstrations, audio-visual presentations,
teaching machines, and programmed instruction - do not fit in with Piaget's
ideas on the acquisition of knowledge. Piaget espoused active discovery
learning environments in our schools. Intelligence grows through the twin
processes of assimilation and accomodation; therefore, experiences should
be planned to allow opportunities for assimilation and accomodation. Children
need to explore, to manipulate, to experiment, to question, and to search out
answers for themselves - activity is essential. However, this does not mean
that children should be allowed to do whatever they want.

So what is the role of the teacher? Teachers should be able to assess

the child's present cognitive level; their strengths and weaknesses. Instruction
should be individualized as much as possible and children should have
opportunities to communicate with one another, to argue and debate issues.
He saw teachers as facilitators of knowledge - they are there to guide and
stimulate the students. Allow children to make mistakes and learn from them.
Learning is much more meaningful if the child is allowed to experiment on his
own rather than listening to the teacher lecture. The teacher should present
students with materials and situations and occasions that allow them to
discover new learning. In his book To Understand Is to Invent Piaget said the
basic principle of active methods can be expressed as follows: "to understand
is to discover, or reconstruct by rediscovery, and such conditions must be
complied with if in the future individuals are to be formed who are capable of
production and creativity and not simply repetition" (p.20). In active learning,
the teacher must have confidence in the child's ability to learn on his own.

Laboratories, workshops and technologies that encourage interactivity such

as multimedia, hypermedia and virtual reality fit in with Piagetian thought.
Computer software that is strictly drill and practice does not fit in with an active
discovery environment. Drill and memorization practice, often used in
language schools, do not encourage creativity or discovery.

Students not only can use multimedia to learn, but they can also use it to
communicate their understanding of the subject to those around them. They
can create what they learn by using an authoring tool such as Hypercard.
Peer teaching is used as the students work together in the making of their
projects. Students become active participants instead of passive sponges and
the teacher truly takes on the role of facilitator as she gives them guidance in
their creations. Hypermedia also allows the students to manipulate their
environment as they follow the path(s) of their choice. Virtual reality has the
potential to move education from its reliance on books to experential learning
in naturalistic settings. For example, rather than reading about an event, the
children can participate in the event with simulated persons and/or objects.
These technologies supply the students with a learning environment that
encourages children to initiate and complete their own activities.

After edit

he role of teachers is to provide at all levels the intellectual development of

various environmental phenomena and experience activities that are
appropriate to the level and stage of development of the students

Indeed, it has been found that the teaching does not increase the
development of intelligence in children, but in some circumstances prevent
such development. The task of teachers who are trying to accelerate the
development of intelligence using various teaching and learning activities as a
teaching tool to educate students' intellectuality. The teacher as a role model
must complete the level

high intelligence to lead the students.

According to Piaget's psychologist, the design of an important curriculum that

facilitates the development of the students' intelligence. In an effort to Improve
intellectual development, it not only focuses on teaching only facts; but you
must help students achieve their intelligence. Piaget's efforts have made
intellectual development an important part of the curriculum.

Teachers' duties as educators guide students physically and mentally to doing

what they are learning. Among the activities that leverage the mind is to listen,
read or do something and then share opinions in small groups. Next, assign a
topic as a group work. discuss in groups .Guru as a role model should
evaluate the quality of work, creative values and possibilities of further
activities. In addition the group members should decide what conclusions they
want to report during the presentation.

Additionally, teachers plan activities involving multiple interaction students,

distributing assignments in groups, allowing students to engage in group work
in problem solving. Students solve the problem in small groups. The learning
outcomes of the way the group employs pupils in terms of learning at different
cognitive levels of the group.

Do not use a direct approach. The way attackers attacked the problem, such
as language development, may not be the best way. Use another approach to
complement a direct approach. Exploration and expansion are recommended
as a compliment to direct direct explanation.
Start individual classes or lessons with demonstration activities designed to
engage students. Different events, puzzles, new experiences, startling
activities, uncertain problems and curious adventures are all effective ways to
start operations by students

Be a model of thought patterns that you want to inculcate your students.

Strong cause; talk about your hypotheses, justifications, explanations and
alternatives.

Give your students time and opportunity to think.

Provides opportunities for students to extend their understanding through

activities based on similar concepts in various contexts.

Provide student issues that require analytical andargument. Ask them to allow
their position. 3. Provide special riddles, tasks, and activities that will minimize
the balance process.

Encourage students to engage in hypothesis deductive thinking, thought

proposition, thinking theory, reflexive thinking, separation and variable control,
combinatorial logic and other forms of abstract thinking

Engage students in the following questions and problems: "What's your

hypothesis?" "How can you show that?" "What other problems can be
investigated?" "How did you solve this problem?"

Set up time for maturation and activity with physical experience. Allow social
interaction, and when you teach a concept, modeling mindset.

Give students some freedom within bounds, so they are havetime and the
opportunity to create, ask and solve problems
Bbbbbbbbbbbbbbb

peranan para guru adalah untuk menyediakan pada semua peringkat

perkembangan intelektual pelbagai fenomena alam sekitar dan kegiatan
pengalaman yang sesuai dengan tahap dan tahap pembangunan para murid

Sesungguhnya ia telah mendapati bahawa pengajaran tersebut tidak

meningkatkan perkembangan kecerdasan pada kanak-kanak, tetapi dalam
sesetengah keadaan menghalang perkembangan sedemikian. Tugas guru
yang cuba mempercepatkan perkembangan kecerdasan menggunakan
pelbagai aktiviti pembelajaran dan pengajaran sebagai alat pengajaran untuk
mencerdaskan keintelektualan murid.Guru sebagai role model harus
melengkapkan diri dengan tahap

keintelektualan yang tinggi bagi menerajui murid-murid.

Menurut ahli psikalogi Piaget Reka bentuk kurikulum penting yang

memudahkan pembangunan keintelektualan murid.Dalam usaha
Meningkatkan pembangunan intelektual, Ia tidak hanya berfokus kepada
pengajaran hanya fakta; malah anda mesti membantu pelajar mencapai
kecerdasan mereka. Usaha Piaget telah menjadikan pembangunan intelektual
sebagai aspek penting dalam kurikulum.

Tugas guru sebagai pendidik membimbing murid pelajar secara fizikal dan
mental untuk melakukan apa yang sedang dipelajari.Antara aktiviti yang
mencungkil daya pemikiran ialah seperti mendengar, membaca atau
membuat sesuatu dan kemudian berkongsi pendapat dalam kumpulan kecil
.Seterusnya memberikan sesuatu topik sebagai kerja kumpulan.Murid akan
berbincang dalam kumpulan .Guru sebagai role model harus menilai kualiti
hasil kerja, nilai kreatif dan kemungkinan aktiviti selanjutnya. Selain itu ahli
kumpulan harus memutuskan apa kesimpulan yang mereka ingin laporkan
semasa pembentangan.

Selain itu guru merancang aktiviti yang melibatkan murid banyak interaksi,
mengagihkan tugasan dalam kumpulan,membolehkan murid terlibat dalam
kerja kumpulan dalam penyesaian masalah. Pelajar menyelesaikan masalah
dalam kumpulan kecil .Kemudahan pembelajaran cara kumpulan
memaanfatkan murid dari segi mempelajari pada tahap kognitif yang berbeza
daripada kumpulan.

Guru sebagai role model Jangan gunakan pendekatan langsung. Cara

penyerang menyerang masalah, seperti perkembangan bahasa, mungkin tidak
boleh menjadi cara terbaik. Gunakan pendekatan lain untuk When teachers
meningkatkan kepercayaan kepada Tuhan dalam diri pelajar. Perkara ini menjadi lebih
penting dan kritikal dalam kehidupan pada era globalisasi kini. Maksudnya, kehidupan
yang terlalu bersifat materialistik, teknologi , kemewahan dan hiburan boleh
menjejaskan keinginan manusia kepada Tuhan dan boleh menjejaskan nilai –nilai
kehidupan sejagat.
Penutup
Di sini dapatlah kita fahami apakah yang dimaksudkan dengan sosialisasi ialah
proses belajar seseorang anggota masyarakat untuk mengenal dan menghayati norma-
norma serta nilai-nilai masyarakat tempat ia menjadi anggota sehingga terjadi
pembentukan sikap untuk berprilaku sesuai dengan tuntunan atau perilaku
masyarakatnya, dimana sosilisasi bukan sahaja memainkan peranan penting kepada
masyarakat tetapi dapat juga dilihat dari segi peranannya kepada bidang pendidikan
yang melibatkan golongan guru (orang yang mengajar) dan pelajar.
Guru seharusnya terlebih dahulu perlu memahami dan menghayati tentang
pengertian setiap pernyataan yang terkandung di dalam wawasan 2020 dan Falsafah
Pendidikan Kebangsaan supaya mereka berkeupayaan untuk mendidik pelajar-pelajar
ke arah merealisasikan aspirasi Negara . Ini kerana kejayaan hasrat murni ini banyak
bergantung kepada sejauh mana guru memahami konsep-konsepnya dan bagaimana
mereka menerapkannya dalam pengajaran dan pembelajaran. Hasrat ini tidak dapat
direalisasikan dan tidak bermakna jika ianya tidak dapat difahami dan dihayati serta
dilaksanakan dengan bersungguh-sungguh oleh semua pihak yang terlibat dalam
bidang pendidikan. Tanggungjawab dalam merealisasikan hasrat ini terletak dibahu
guru dimana mereka merupakan sebahagian daripada agen sosialisasi.
Kesemua jenis ilmu sama ada akademik ataupun kerohanian, emosi dan
jasmani dapat memanfaatkan pelajar-pelajarnya. Guru merupakan agen sosialisasi
yang penting yang perlu memastikan kelangsungan proses sosialisasi pelajar-pelajar di
sekolah adalah mengikut acuan nilai, budaya dan aspirasi masyarakat kita.
11

Selain itu guru perlu lengkapkan diri dengan akhlak dan peribadi mulia yang
akan menjadi role model kepada anak didiknya. Guru seharusnya menjadi teladan
kepada pelajar bukan sahaja dari aspek ketrampilan tetapi juga dari aspek pendidikan
dan profesionalisme dalam pembinaan generasi masa hadapan.
Justeru, peranan guru sebagai agen sosialisasi merupakan peranan yang
penting dalam usaha kearah mewujudkan sebuah masyarakat penyayang dan ikram
gurulah yang akan membentuk anggota-anggota masyarakat yang memiliki sifat-sifat
yang dihasratkan. Para pendidik sentiasa mengorbankan masa dan tenaga untuk
memulihkan pelajar yang tersesat di hujung jalan supaya mereka dapat balik ke
pangkal jalan. Ringkasnya disini , guru pembentuk masyarakat madani dan sakinat

prioritize activating the students, or their wellbeing, the class shows poor learning outcomes
(Marshall, 1988 (Arevik & Hartzell, 2007; Björklund, 2008; Hattie, 2012; Jensen, 2005).
However, it is important that students experience the same specific learning object from a variety
of angles (Marton, 2006) and that the teacher goes beyond the practical experimenting to
analysis and higher level generalization, to force the students to think explicitly about their
experiences using advanced concepts (Arevik & Hartzell, 2007; Dewey, 1997). This means
engaging the students in challenging and hard cognitive work, and in thinking meta-cognitively
(Hattie, 2012; McGregor, 2007). Students are often unable to transfer knowledge from one area
to another (Willingham, 2009), but meta-cognition will help them (Hattie, 2012). Students
develop and improve their thinking process by being made conscious of how they think (Hattie
& Timperley, 2007; McGregor, 2007). melengkapkan pendekatan langsung.
Penerokaan dan peluasan disarankan sebagai pujian kepada penjelasan
langsung yang bersifat langsung.

Mulakan kelas individu atau pelajaran dengan aktiviti demonstrasi yang direka
untuk melibatkan pelajar. Acara berlainan, teka-teki, pengalaman baru, aktiviti
mengejutkan, masalah yang tidak pasti dan pengembaraan yang ingin tahu
adalah semua cara yang berkesan untuk memulakan operasi oleh pelajar

Jadilah model corak pemikiran yang anda ingin memupuk pelajar anda.
Sebab kuat; bercerita mengenai hipotesis, justifikasi, penjelasan dan alternatif
anda.

Berikan masa dan peluang pelajar anda untuk berfikir.

Memberi peluang kepada pelajar untuk memanjangkan pemahaman mereka

melalui aktiviti berdasarkan konsep yang serupa dalam pelbagai konteks.

Berikan masalah pelajar yang memerlukan analisa andargument Minta

mereka membenarkan kedudukan mereka.3.Memberikan teka-teki, tugas,
dan aktiviti khas yang akan meminimumkan proses keseimbangan.

Galakkan pelajar untuk melibatkan diri dalam masalah pemikiran deduktif

hipotesis, pemikiran proposisi, teori pemikiran, pemikiran refleksif, pemisahan
dan kawalan pembolehubah, logik kombinatorial dan lain-lain bentuk
pemikiran abstrak

Melibatkan pelajar dalam soalan dan masalah seperti berikut: "Apa hipotesis
anda?" "Bagaimana anda dapat menunjukkan thatidea?" "Apakah masalah
lain yang boleh disiasat?" "Bagaimana anda menyelesaikan masalah ini?"
Sediakan masa untuk pematangan dan aktiviti dengan pengalaman fisik.
Benarkan interaksi sosial, dan apabila anda mengajar konsep, corak
pemikiran model.

Berikan pelajar beberapa kebebasan dalam batas-batas, jadi mereka

havetime dan peluang untuk membuat, bertanya dan menyelesaikan masalah