Kuliah 3

2019/LBY/WKT
 Menjelaskan pengetahuan pedagogi
kandungan bagi Sukatan:
1. Konsep asas: Makna proses
menyukat
2. Peringkat perkembangan konsep
sukatan
3. Peranan unit bukan piawai dalam
perkembangan konsep sukatan
4. Peranan anggaran dalam pengukuhan
kemahiran sukatan
5. Salah konsep dan kesilapan umum
dalam sukatan
SUKATAN
DALAM
KEHIDUPAN
SEHARIAN
Senaraikan
sukatan yang
dibuat dalam
kehidupan
seharian anda.

“Whatever exists at all, exists in some amount. Anything

that exists in amount can be measured."
-E.L. Thorndike, (1918)
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Kerangka Konsep Ukuran
Ukuran Panjang

Isi Padu & Kapasiti

Ukuran Timbangan Berat / Jisim

Waktu

Isu-isu Utama
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Contoh Ukuran & Sukatan
 Ukuran Panjang / Jarak (Length / distance)
 Luas (Area / size)
 Isi Padu / kapasiti (Volume / Capacity)
 Timbangan Berat / Jisim (Weight / Mass)
 Waktu (Time)
 Wang (Money)
 Suhu (Temperature)
 Sudut (Angles)

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Konsep asas: Makna proses menyukat
 “Proses mengukur atau mengira banyaknya sesuatu benda
dengan sukat. Proses mengukur besarnya (luasnya,
panjangnya dsb) sesuatu dengan menggunakan alat-alat
tertentu.” - DBP, Kamus Pelajar, Edisi 2

 “The process of finding the size, quantity or degree of

something” - Oxford Advanced Dictionary

 “Ascertain extent or quantity of (thing) by comparison with

fixed unit or with object of known size” - Concise Oxford Dictionary
 “Measurement is a process by which a number is assigned to
an attribute of an object or event. Length, capacity,
weight/mass, area, volume, time and temperature are the
measurable attributes considered in most elementary
mathematics program.” - (Reys ,2015)
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 Bacaan ISL

Maksud Atribut (Sifat)

Let’s say you are asked
to measure an empty
cylindrical container as
shown in Figure 1.
Figure 1. An empty cylinder.

The first thing you need to know is “what” is to be measured. For

example, various lengths of the container such as the height, the diameter
or the circumference could be measured. Besides the above, you can also
measure the surface area of the container. In addition, the container also
has volume and mass. Each of these aspects that can be measured is
an attribute of the container.

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 Bacaan ISL
Measurement involves a comparison
of an object that is being measured
with a unit that has the same attribute.
In other words, measuring the size of
an attribute requires that a
comparison be made to a unit. For
1 metre 1 metre 1 metre 1 metre
instance, if 1 metre is taken as the unit
for comparison and 4 metres are the
same length as the bus, then the Figure 2. Measuring the length of the bus.
length of the bus is said to be 4 metres
as shown in Figure 2.

Therefore, once you have determined the attribute to be measured, you need to decide what
the unit of measurement is. Grams, metres, litres, and hours are some of the measurement
units commonly used in our daily life. These examples of units are all standard units. A
standard unit is officially defined such that its value is the same everywhere through out the
world. For example, one metre in Kuala Lumpur is the same as one metre in Bangkok, Beijing,
Paris, Washington, Sydney, Johannesburg, Mecca or any where else on earth.

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Konsep asas: Makna proses menyukat
Mengukur adalah satu proses di mana satu angka diberikan ke
atas atribut sesuatu objek atau peristiwa. Panjang, kapasiti,
berat/jisim, luas, isi padu, masa dan suhu adalah contoh atribut
yang boleh diukur. Walaupun atribut berbeza tetapi proses
pengajaran ukuran adalah sama seperti berikut:
I. Mengenal pasti atribut melalui perbandingan objek
A. secara perseptual,
B. secara langsung dan
C. secara tidak langsung dengan rujukan
II. Memilih unit dan membandingkannya dengan objek yang diukur
A. Bukan Piawai
B. Piawai
III. Cari dan laporkan bilangan unit dengan
A. Membilang
B. Menggunakan alat
C. Menggunakan formula Kuliah MTES3093 Mdm Lim Boon Yann
Saranan dari Wilson & Osborne (1988) - disokong
oleh Kajian dalam Bilik Darjah (Lehrer, 2003)

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 Peringkat perkembangan konsep
sukatan
Kerangka Konsep Proses Pengajaran Ukuran dan Sukatan
Langkah 1 Langkah 2 Langkah 3 Langkah 4

• Penggunaan • Penggunaan • Penggunaan • Penggunaan

laras bahasa bahan ukuran Bahasa simbol setiap
murid bukan piawai Matematik ukuran dan
menggunakan membuat
alat ukuran anggaran
piawai

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1.Penggunaan laras bahasa murid membuat ukuran
secara kerap dalam masalah harian berbanding
membuat latihan dari buku sahaja.
2.Penggunaan bahan ukuran bukan piawai bagi
menekankan kepentingan idea ukuran dengan
menggunakan sistem ukuran yang betul.
3.Penggunaan bahasa Matematik menggunakan alat
ukuran piawai aktiviti berasaskan ukuran situasi
dengan cara membuat dan menjalankan
eksperimen melalui pemerhatian aktif yang boleh
merangsang idea dan konsep ukuran.
4.Penggunaan simbol bagi setiap ukuran dan
membangunkan kemahiran membuat anggaran.
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 Langkah 1 dan 2 ialah topik pengenalan ukuran awal
peringkat pembelajaran Tahap 1 dengan memberikan
tumpuan khas kepada penggunaan istilah, glosari
dan laras bahasa yang sesuai dengan tahap pelajar.
 Penumpuan bidang pembelajaran untuk Tahap 2
bermula dalam langkah 3 yang menegaskan
penggunaan alatan ukuran piawai.
 Penegasan dalam pelaksanaan Langkah 4 berfokus
kepada penggunaan simbol ukuran dan membuat
anggaran dalam kehidupan seharian.
 Guru memberi tumpuan khas kepada kemahiran
menukarkan unit ukuran piawai dengan lebih tepat
dan sistematik. Kuliah MTES3093 Mdm Lim Boon Yann
Pengetahuan kandungan pedagogi
 Pengertian ukuran panjang, timbangan
berat, isipadu cecair dan masa & waktu.
 Unit bukan piawai seragam dan unit piawai.
 Penukaran unit-unit.
 Operasi tambah, tolak, darab dan bahagi
berkaitan dengan topik ukuran.
 Urutan bagi pengajaran topik ukuran.

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 Unit bukan piawai
Unit bukan piawai ialah sebarang
ukuran abitrari (rambang) yang
digunakan sebagai unit.
Menggunakan anggota badan atau
objek yang mempunyai ukuran
seragam sebagai penanda aras
ukuran.

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 Bahan ukuran bukan piawai
 Non-standard units are used to
introduce very young children to the
concept of measuring without having
to read any scales.
 Reading scales is a challenging skill in
itself, so the idea of non-standard
measures is to focus the child on the
concept of heavier, lighter, longer,
shorter, etc. before they go move onto
the next step of measuring using
standard units.
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 Perkembangan konsep dengan bahan
ukuran bukan piawai
Example 1:
To measure weight, a child might be given a lever balance, a lump of plasticine and
lots of equal-sized blocks.

 They may be asked to work out how many blocks weigh the same as the lump of
plasticine. They may then be given another object, such as a pencil, and asked to
work out how many blocks weigh the same as the pencil.
 If they use fewer blocks this time, they should be able to understand the concept
of the plasticine weighing more than the pencil and be able to put this into a
sentence verbally,
 For example:
 The plasticine is heavier than the pencil, or
 The pencil is lighter than the plasticine.

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 Perkembangan konsep dengan bahan
ukuran bukan piawai
Example 2:
 To measure length, a child might be asked to measure the length of their
table using their hand span. They would then record how many hand
spans the table was and record this. They might then be asked to
measure the length of a book.
 They would need to express what they had learnt verbally with
statements such as.
 The book is shorter than the table, or
 The table is longer than the book.

Example 3:
 Children might also be asked to measure capacity in various containers
by using small containers to measure amounts of liquid.

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Kemahiran-kemahiran penting
 Pengenalan kepada ciri-ciri ukuran secara kaedah perbandingan secara
persepsi, perbandingan secara langsung dan perbandingan secara tidak
langsung.
 Pengenalpastian unit-unit bukan piawai seragam dan unit-unit piawai.
 Penguasaan kemahiran menukarkan antara unit ukuran piawai dengan tepat
dan sistematik.
 Penguasaan kemahiran operasi asas seperti penambahan, penolakan,
pendaraban dan pembahagian yang melibatkan ukuran dalam unit-unit piawai
 Penguasaan kemahiran menyelesaikan masalah dalam kehidupan seharian
seperti :
 Membentuk dan mengenal pasti pola atau corak masalah ukuran.
 Mencari kaedah alternatif dalam menyelesaikan masalah.
 Menguji pelbagai cara berkomunikasi idea-idea matematik.
 Membentuk hipotesis dengan sendiri.
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On the whole, children learn the concept of
measurement through the following sequence:
 Perceiving and identifying the attributes of length,
mass and volume of liquid through direct and
indirect comparison.
 Building the concept of measuring units through
the use of non-standard units followed by standard
units directly.
 Consolidating the concept of measuring units
through the use of measuring instruments.
 Developing the relationship between standard units
of measurement.
 Performing arithmetic operations involving
standard units for length, mass and volume of
liquid.
 Solving daily problems involving standard units for
length, mass and volume of liquid.
 The teaching of measuring skills should
be done practically with hands-on
experiences related to measurement.
 Specific major mathematical skills that
need to be mastered:
 To compare two quantities directly.
 To recognize non-standard units and standard
units for measuring quantities.
 To estimate and measure quantities in non-
standard and standard units.
 To convert between standard units of
measurement.
 To perform the arithmetic operations involving
measurement in standard units.
 To solve daily problems involving measurement
in standard units.
Peranan anggaran dalam pengukuhan
kemahiran sukatan
 Anggaran adalah satu proses mental mendapatkan
sukatan tanpa menggunakan sebarang alat pengukur.
 Ia membantu memperkukuhkan saiz unit dan
hubungan antara unit.
 Ia adalah satu aplikasi yang praktikal. Sering kali kita
perlu membuat anggaran berapa panjang, berapa
berat atau berapa banyak sesuatu dapat menapung.
 Ia dapat membantu mengembangkan pengukuran
yang lebih tepat.

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 Bacaan ISL

Strategi dalam membuat anggaran

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 Bacaan ISL
Strategi dalam membuat anggaran:
Menggunakan rerujuk (referent)

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 Bacaan ISL

Strategi dalam membuat anggaran

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 Bacaan ISL

Strategi dalam membuat anggaran

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Strategi dalam membuat anggaran

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Salah konsep dan kesilapan umum
dalam Sukatan
 Jisim dan berat:
 Jisim bermaksud jumlah bahan dalam
sesuatu objek dan tidak tertakluk pada daya
tarikan graviti manakala berat adalah
disebabkan daya tarikan graviti ke atas objek
 Kekeliruan dengan unit, formula dan
penukaran unit
 Alat ukur –masa (tangan jam & minit), suhu,
pembaris
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Fundamental Components of Measurement
Partitioning

Conservation

Transitivity

Unit iteration

Accumulation of distance

Relation between number and measurement

Misconception will arise if students do not have

fundamental of measurement Kuliah MTES3093 Mdm Lim Boon Yann
 Partitioning
 Dividing an object into same-size units. That this is
not obvious to children becomes apparent when they
are asked what the hash marks on a ruler mean. A
child who does not understand partitioning of length
sees the 3 on a standard ruler as a hash mark rather
than as the end of a space that is divided into 3 equal-
size units.

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 Conservation
The principle that an object maintains the same
size and shape even if it is repositioned or divided
in certain ways. The understanding that as an
object moves, its length does not change.

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 Transitivity
When you can't compare two objects directly, you must compare
them by means of a third object.

The understanding that if the length of one object is equal to the

length of a second object, which is equal to the length of a third
object that cannot be directly compared with the first, the first and
third objects are also the same length.

Example:
For example, to compare the length of a bookshelf in one room with
the length of a desk in another room, you might cut a string that is
the same length as the bookshelf. You can then compare the piece of
string with the desk. If the string is the same length as the desk, then
you know that the desk is the same length as the bookshelf.

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 Unit Iteration
Unit iteration is the repetition of a single unit along the
length of an object. Children with little understanding
of this concept often leave gaps between subsequent
units or even overlap the units.
Example:
If you are measuring the length of a desk with straws, it
is easy enough to lay out straws across the desk and
then count them. But if only one straw is available, then
you must iterate (repeat) the unit (straw). You first have
to visualize the total length in terms of the single unit
and then reposition the unit repeatedly.

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 Accumulation of distance
 When you iterate a unit along an object’s length and
count the iterations, the number words convey the
space covered by all units counted up to that point.

five inches

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 Relation between number and
measurement
 Many children fall back on their earlier counting
experiences to interpret measuring tasks (for example,
beginning with 1 rather than 0). Students who simply
read a ruler procedurally have not related the meaning
of the number to its measurement.

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 Units Versus Numbers
 “When measuring with a ruler of this type,
children must deal directly with the fact that
the length of an object is the number of
units (spaces, not marks, on the ruler)
between the beginning point and the end
point”

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Bacaan ISL

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Bacaan ISL

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Bacaan ISL

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Bacaan ISL

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Bacaan ISL

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 Bacaan ISL
• Conservation: Length and other dimensions
not altered by position

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 Bacaan ISL

• Transitivity: Compare length of two objects, using a

third

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Bacaan ISL

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Bacaan ISL

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Kaji DSKP Matematik KSSR Tahun 1 –
Tahun 6 untuk tajuk panjang.
Bandingbezakan standard pembelajaran.
Buat satu carta untuk menunjukkan
perkembangan dalam pengajaran tajuk
panjang. (the Flow of Learning)
Bentukkan 3 kumpulan. Setiap kumpulan
pilih satu atribut: panjang, jisim atau isi
padu. Bincangkan perkara-perkara berikut:

1. Konsep / definisi atribut yang dipilih

2. Unit Bukan Piawai yang digunakan
3. Unit Piawai yang digunakan
4. Penukaran antara unit-unit yang digunakan
5. Kesilapan / miskonsepsi yang sering berlaku