KPD 3016 Pengajaran, Teknologi & Pentaksiran

Dr. Fadzilah Amzah fadzilahamzah@usm.my P. P. Ilmu Pendidikan, USM

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Konsep Pendidikan
Dilihat dari 2 perspektif yang berbeza

iaitu; 1. Proses ? - ON HOW kita mendidik - Berlaku perubahan t/laku (boleh diukur) 2. Produk? - Fokus pada hasilan pendidikan Perspektif ini akan menentukan bagaimana kita value the meaning of

Pendidikan dari perspektif..

1. Sosiologi (sosialisasi) pn

sebagai satu proses sosial 2. Antopologi (enculturation) pn sbg proses pembudayaan 3. Ekonomi (investment ) pn sebagai satu pelaburan
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sambungan

Sains politik (citizenship) pn sebagai satu proses kenegaraan - memahami aspirasi negara 5. Psikologi (sains tingkah laku) pendidikan sbg proses mengembangkan potensi, bakat, sahsiah individu.
4.
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Jenis-jenis Pendidikan
1. Pendidikan Formal

Program terancang ; kurikulum, bahan, keguruan 2. Pendidikan non-formal - Kegiatan ko-k (sukan,berunifrm, persatuan) 3. Pendidikan informal - Melalui pengamatan, pemerhatian & pengalaman dgn media massa & manusia
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Pendidikan di Malayisa
1.

Sebelum Merdeka Sistem pn. Vernakular (dasar pecah perintah British)

2. Selepas Merdeka - Sistem pendidikan kebangsaan - Alat perpaduan & kamajuan negara

Pedagogi
the art n science of teaching = seni pengajaran Pedagogi bergantung kepada; (i) Aliran pemikiran (paradigma) (ii) Teori pembelajaran (iii) Pendekatan (iv) Kaedah (v) teknik
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Aliran / paradigma Pembelajaran

Aliran Behaviouris - pn. Melalui perubahan tingkah laku - Konsep peneguhan + dan 2. Kognitivis - mind as a computer - Drilling.
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sambungan

3. Konstruktivis
- construction of meaning - Proses asimilasi & akomodasi

4. Konstruktivis Sosial - Kepentingan interaksi sosial - Konsep ZPD

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Model Pembelajaran
-Model

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pembelajaran didokongi oleh rekabentuk pengajaran (ID) - ID merujuk kepada proses sistematik dalam merancang sesuatu proses pengajaran - Matlamatnya agar, Input = output - Contoh; Model ADDIE, Model ASSURE

ADDIE MODEL

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ADDIE MODEL
Analysis Problem definition (Mengenalpasti masalah) Design Design, structure, media types,

technological issues (Rekabentuk, struktur, jenis media, isuisu teknologi) Development Based on budget, develop the project (berasaskan bujet, membangunkan projek)
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ADDIE MODEL
Implementation

Testing phase (Fasa percubaan) Evaluation Users feedback on the project (Maklumbalas pengguna terhadap projek)
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ASSURE MODEL 1. Analyze learners 2. State objectives 3. Select instructional methods, media, and materials 4. Utilize media and materials 5. Require learner participation 6. Evaluate and revise
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ASSURE MODEL
By, Heinch, Molenda, Russell, Smaldino (1996))

The ASSURE model is helpful for designing courses

using different kinds of media. This model assumes that instruction will not be delivered using lecture/text book only. It allows for the possibility of incorporating out-ofclass resources and technology into the course materials. This model will be especially helpful for instructors designing online courses.
This model emphasizes:

Teaching to students with different Learning Styles, and 1. Constructivist learning where students are required to interact with their environment and not passively receive information.
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sambungan..

ASSURE MODEL

1. Analyze learners General character Specific entry competencies Learning Style 2. State objectives Learning outcomes Conditions of performance Degree of acceptable
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sambungan..

ASSURE MODEL

3. Select instructional methods, media, and materials Select available materials Modify existing materials Design new materials 4. Utilize media and materials Preview the materials Prepare the materials, environment Provide the learning experience
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sambungan..

ASSURE MODEL

5. Require learner participation - In-class and follow-up activities so learner can process the information 6. Evaluate and revise - Evaluate & revise, Before, during and after instruction - Assess learner, media methods

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Alternatif Model ID

Hanaffin & Peck Dick & Carey Robert Glasea Rapid Prototyping Jerold Kemp Gerlach & Ely Branson Diamond Smith & Ragan Gentry Reiser & Dick Van Patten Leishin, Pollock & Reigeluth

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You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners.

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Sekian

Terima kasih !
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