DR SANITAH BTE MOHD YUSOF

STRATERGI PENGAJARAN
(PERBINCANGAN KUMPULAN dan
PEMBELAJARAN BERASASKAN MASALAH)

KUMPULAN 4 :
KARTHIYANI NAIR A/P SURESH
MUHAMMAD ZIKRI BIN HASAN
NIK ABDUL AZIZ BIN MOHAMED JUHAN
MODEL
Ketagori Model Pengajaran :

PENGAJARAN Model Pemprosesan Maklumat

Model Behavioral

KERANGKA YANG MERANGKUMI Model Sosial

STRUKTUR PENGAJARAN & Model Personal

PEMBELAJARAN
PENDEKATAN Jenis-Jenis Pendekatan:

PENGAJARAN Induktif

Deduktif
LANDASAN PEMIKIRAN DALAM
Eklektik
MENENTUKAN STRATEGI, KAEDAH
DAN TEKNIK PEMBELAJARAN & Masteri
PEMBELAJARAN
SRATERGI Klasifikasi Stratergi Pengajaran:

PENGAJARAN Berpusatkan Murid

Berpusatkan Guru
STRATEGI BERASAL DARI BAHASA
Berpusatkan Bahan
LATIN STRATEGIA, YANG DIARTIKAN
SEBAGAI SENI PENGGUNAAN Berpusatkan Masalah
RENCANA UNTUK MENCAPAI TUJUAN.
 Stratergi Pengajaran:

SRATERGI Perbincangan Kumpulan

PENGAJARAN Pembelajaran Berasaskan Masalah

Ekspositori dan Penemuan / Penyelidikan (expository

LANDASAN PENENTUAN
and discovery teaching)
PENDEKATAN, KAEDAH DAN TEKNIK
PENGAJARAN UNTUK MENCAPAI Penemuan berpandu (guided discovery teaching)
OBJEKTIF PEMBELAJARAN.
PERBINCANGAN KUMPULAN
(GROUP DISCUSSION)
 Develop student language

OBJECTIVE
Develop ideas

Build confidence

GROUP DISCUSSION Expand general knowledge

Develop skills
 Students will be active

BENEFITS
Learn from each other (teach => learn)

Multiple points

GROUP DISCUSSION Makes class interactive

Builds friendly

Teamwork
 Pros

Total involvement – highly collaboration

Generates a lot of ideas quickly.

PRO & CON

Small groups can have quality discussion

Take ownership of their learning.

GROUP DISCUSSION Learn from their peers & can gain more ideas.

Cons

Can be very noisy

Loud discussion
TYPES OF Think-Pair-Share

Round Robin
GROUP DISCUSSION
Jigsaw

Buzz Group
THINK-PAIR-SHARE
GROUP DISCUSSION
VIDEO
 Phase 1: Think

During phase 1, the instructor poses a question

and allows the students time to ponder their
response.
1-3 minutes
 Phase 2: Pair

During this phase, the student discuss their

thoughts with their designated partner of
tablemate.
5-10 minutes
 Phase 3: Share

During this final phase the teacher will call upon the
groups to have them tell the class what they
discussed and think about the topic.
Often times the teacher will write the answers from
each group on the board for further discussions.
10-20 minutes
ROUND ROBIN
GROUP DISCUSSION
 ROUND ROBIN
The Round Robin strategy is a brainstorming strategy

where students are situated around a table in an

academic discussion. Like other brainstorming

sessions, students generate ideas on a specific topic

or question. However, with this strategy, there is

equal participation among students as well as

multiple discussions taking place.

 The best way to implement this
strategy into your classroom is to
first think of the topic that you
want students to discuss.
Next, decide on the amount of
questions or topics you would like
to be discussed so you know how
many tables/groups you will need.
Arrange the desks or tables so
that discussion flows nicely and
students can move about easily.
Also, consider the placement so
that groups won’t be distracted
by other groups.
Give each table one discussion
sheet (preferably a different
color) along with a variety of
different-colored pens (this will
help distinguish groups from one

A SIMPLE another). Assign one person the

leader of the group.
Set a timer for each group. When
5-STEP PROCESS the timer goes off or when the
teachers says, each group moves
to another table where the topic
ROUND ROBIN is different. Once groups have
rotated to all tables, the Round
Robin discussion strategy is over.
JIGSAW
GROUP DISCUSSION
 JIGSAW
The “Jigsaw Method” is a teaching strategy of

organizing student group work that helps students

collaborate and rely on one another. This teaching

strategy is effective for accomplishing multiple tasks

at once and for giving students a greater sense of

individual responsibility.
 Step 1: Organize students into a
group of 4-6 people.

Step 2: Divide the day’s reading

or lesson into 4-6 parts, and
assign one student in each group
to be responsible for a different
segment.

Step 3: Give students time to

learn and process their assigned
segment independently.

Step 4: Put students who

completed the same segment
together into an “Expert group” to
talk about and process the details
of their segment.

Step 5: Have students return to

A SIMPLE their original “Jigsaw” groups and
take turns sharing the segments
6-STEP PROCESS they’ve become experts on.

Step 6: Have students complete a

JIGSAW task or a quiz that’s reliant on
them having understood the
material from the contributions
of all their group members.
BUZZ GROUP
GROUP DISCUSSION
 BUZZ GROUP
When a group is given a short time in which to

derive an answer to a simple question/problem by

recording ideas, this is called a buzz group.

The output of buzz groups, like brainstorming

sessions, needs to be followed up with further

evaluation and analysis of ideas.

 Step 1: Form groups of 2-3
participants to write down
their views
Step 2: Allocate 5-10
minutes, time for discussion.
Step 3: Have them share and
discuss on their points
within the group
Step 4: Stop discussion after
the allocated time has
expired
Step 5: Ask each group to
share their points preferably
one points from each group
A SIMPLE at a time.
Step 6: Record them on the
7-STEP PROCESS board or chart sheet
Step 7: Discuss on the points
BUZZ GROUP and conclude
AKTIVITI

DRAW - DRAW
PENGAJARAN BERASASKAN
MASALAH
(PROBLEM BASE LEARNING | PBL)
 OBJEKTIF

Menurut Barrow & Tamblyn (1980), antara objekif pendidikan kaedah ini

diperkenalkan ialah:

a) Mengukuhkan kemahiran pelajar untuk mempelajari sesuatu prinsip,

konsep dan belajar menggunakan maklumat dalam pelbagai situasi.

b) Memperkembangkan kemahiran pelajar memberi hujah dan

pendapat, berfikiran kritis, serta kemahiran membuat keputusan.

c) Memperkembangkan kemahiran pelajar mengintegrasikan

pengetahuan dalam pelbagai disiplin ilmu dan kefahaman yang baik

tentang peranan sikap kemanusian terhadap kemajuan

profesionalisme.

d) Menyediakan pelajar kepada konsep pembelajaran sepanjang

hayat.

e) Menggalakkan pembelajaran kumpulan kecil, keperluan kepada

keberkesanan kerja berpasukan dan pembelajaran secara kolaboratif PROBLEM BASE LEARNING
DEFINISI
PROBLEM BASE LEARNING

SATU AKTIVITI PENYIASATAN MENDALAM TENTANG SUATU TOPIK DUNIA

SEBENAR YANG BERFAEDAH KEPADA PELAJAR
(SYLVIA CHARD, ASSO PROF OF EDU, UNIVERSITY OF ALBERTA)

SATU KAEDAH PENGAJARAN SISTEMATIK YANG MELIBATKAN PELAJAR

DALAM PEMBELAJARAN PENGETAHUAN DAN KEMAHIRAN MELALUI PROSES
INKUIRI YANG KOMPLEKS BAGI MENYELESAIKAN PERSOALAN DUNIA
SEBENAR YANG AKHIRNYA AKAN MENGHASILKAN SUATU OUTPUT
PEMBELAJARAN
BERDASARKAN KEPADA KURIKULUM
PROBLEM BASE LEARNING

BERDASARKAN KEPERLUAN KURIKULUM

PEMBELAJARAN BERDASARKAN PENDEKATAN INKUIRI
PROSES INKUIRI BERDASARKAN KEPADA SATU
PERSOALAN
GURU DAN PELAJAR BEKERJASAMA DALAM PROSES
MENJAWAB PERSOALAN PENYIASATAN
 MENGAPA DIPERLUKAN?
PROBLEM BASE LEARNING

MENGIKUT ARTIKEL FUTUREWORKS: TRENDS AND

CHALLENGES FOR WORKS IN THE 21ST. CENTURY

“WE ARE LIVING IN NEW ECONOMY- POWERED BY

TECHNOLOGY, FUELED BY INFORMATION, AND DRIVEN BY
KNOWLEDGE”
 Situasi masalah sebenar yang kompleks iaitu tidak

mempunyai jawapan yang betul atau salah,

Pelajar bekerja dalam kumpulan untuk menangani

CIRI-CIRI
masalah, mengenalpasti jurang pembelajaran dan

mengembangkan pelbagai penyelesaian,

PROBLEM BASE LEARNING Pelajar memperolehi informasi baru melalui pembelajaran

kendiri,

Pensyarah sebagai pembimbing,

Masalah akan memandu ke arah perkembangan

keupayaan penyelesaian masalah ilmu perubatan.

 Pembahagian kumpulan

Mengenalpasti masalah
PERLAKSANAAN Menjana idea
(PBL)
Isu pelajaranP
BY LYNDA WEE(2004)
Pembelajaran kendiri
PROBLEM BASE LEARNING
Sintesis dan aplikasi

Refleksi dan tindak balas

VIDEO
KERATAN AKHBAR
 PROSES PENYELESAIAN MASALAH
PROBLEM BASE LEARNING

MENURUT GEORGE POLYA (1957), SESUATU MASALAH BOLEH DISELESAIKAN

MELALUI EMPAT LANGKAH PENYELESAIAN IAITU:
MEMAHAMI MASALAH IAITU MENENTUKAN APA YANG HENDAK
DISELESAIKAN DAN MAKLUMAT YANG BERKAITAN DENGANNYA;
MENYEDIAKAN RANCANGAN PENYELESAIAN IAITU MENCARI PERKAITAN
ANTARA MAKLUMAT YANG DIBERI DENGAN PENYELESAIAN;
MELAKSANAKAN RANCANGAN IAITU MELAKSANAKAN APA YANG DIRANCANG
DENGAN TELITI, LANGKAH DEMI LANGKAH; DAN
MENYEMAK JAWAPAN IAITU MENYEMAK KETEPATAN DAN KESESUIAN HASIL
PENYELESAIAN DENGAN APA YANG HENDAK DISELESAIKAN.
(WIDAD OTHMAN, ET AL, 2003)
 Mengenalpasti masalah

Menganalisis masalah dan

KAEDAH PENYELESAIAN
MASALAH mengumpulkan data

BY SMITH, EDWARD DAN MONIKA Membuat keputusan

PROBLEM BASE LEARNING Mengenalpasti penyelesaian yang

terbaik

Melaksanakan keputusan
 Fasilitator

Penasihat
PERANAN GURU Pemberi semangat
PROBLEM BASE LEARNING
Manager

Evaluator
 Mengakses infomasi secara efektif

dan efisyen

Menilai informasi secara kritikal dan

dengan cekap

PERANAN MURID Menyumbangkan sesuatu secara

PROBLEM BASE LEARNING
positif dalm komuniti pembelajaran

Mengambil bahagian secara efektif

dalam kumpulan untuk meneruskan

penjanaan informasi

Sintesis informasi dalam konteks yang

berbeza
PERBEZAAN
 Dapat membentuk kognitif pelajar agar lebih

bersifat ingin tahu.

Dapat meningkatkan minat dan motivasi pelajar

untuk terus belajar

Pelajar dapat mencuba pelbagai kaedah jalan

KELEBIHAN pennyelesaian dalam persekitaran pembelajaran

yang selamat
PROBLEM BASE LEARNING
Dapat mendorong pelajar melaksanakan

pembelajaran kendiri dan pengajaran antara rakan

sebaya

pelajar dapat meningkatkan kebolehupayaan

untuk kerjasama dalam kumpulan

Mampu melahirkan pemimpin yang mempunyai

kemahiran menyelesaikan masalah.

Melahirkan pelajar berfikiran kritis dan kreatif.

 Memakan masa

Anggapan tradisional oleh pelajar

KEKURANGAN Peranan pengajar
PROBLEM BASE LEARNING
Penilaian murid

Bebanan kognitif
Pro and Cons
VIDEO
KESIMPULAN STRATERGI PENGAJARAN

GROUP DISCUSSION
PROBLEM BASE LEARNING

Fun Hacks | Marceline Anderson

AKTIVITI

KARHOOT!