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Modul BSTEM Sains Sekolah Rendah (Edisi Bahasa Inggeris)
Modul BSTEM Sains Sekolah Rendah (Edisi Bahasa Inggeris)
BSTEM
SAINS
(Sekolah Rendah)
BSTEM
SCIENCE
(Primary School)
Published by
Ministry of Education Malaysia
Curriculum Development Division
2018
Copyright April 2018
©Ministry of Education Malaysia
All rights reserved. All articles, illustrations and contents from this book may
not be reproduced or transmitted in any form including electronics,
photocopy, mechanics and recording without written permission from the
Director of Curriculum Development Division, Level 4-8, Block E9,
Government Complex Parcel E, 62604 Putrajaya, MALAYSIA.
CIP/ISBN
Rukun Negara v
National Education Philosophy vii
Foreword ix
Introduction to BSTEM 1
Guide to BSTEM Implementation 3
References 66
Acknowledgements 67
THE NATIONAL PHILOSOPHY
Indeed, our country Malaysia aspires to achieving a greater unity for all
her peoples, maintaining a democratic way of life, creating a just society
in which the wealth of the nation shall be equitably shared, ensuring a
liberal approach to her rich and diverse cultural traditions, and building a
progressive society which shall be oriented to modern science and
technology.
We, the people of Malaysia, pledge our united efforts to attain these
ends, guided by these principles :
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
v
vi
NATIONAL PHILOSOPHY OF EDUCATION
vii
FOREWORD
Thank you.
ix
INTRODUCTION
The Malaysian Ministry of Education (MOE) aims at intensifying the participation and
interest of pupils on STEM through the STEM Education Strengthening Initiative as
stipulated in the Malaysian Educational Development Plan (2013-2025). Through this
initiative, the Ministry of Education strives to ensure sufficient number of potential and
qualified pupils to enrol in the STEM fields at tertiary level. The purpose of implementing
STEM education is to increase the interest of pupils besides developing STEM talents
and generating knowledgeable, skilful and ethical human capital.
In accordance with the aspirations of the Ministry of Education, the Curriculum
Development Division has developed teaching and learning (T&L) resources known as
the Siri Bahan Sumber Sains, Teknologi, Engineering dan Matematik (BSTEM). This
book is an extension of the Panduan Pelaksanaan Sains, Teknologi, Engineering dan
Matematik (STEM) dalam Pengajaran dan Pembelajaran, which was previously
developed to assist teachers carry out STEM T&L in schools. The developed BSTEM
series of books of STEM subjects are shown in Table 1.
Pengajian
Pengajian Kejuruteraan Pengajian Kejuruteraan
Biologi Kejuruteraan Elektrik
Awam Mekanikal
(Sek. Men.) dan Elektronik
(Sek. Men.) (Sek. Men.)
(Sek. Men.)
Grafik Komunikasi Reka Bentuk dan
Fizik Sains Rumah Tangga
Teknikal Teknologi
(Sek. Men.) (Sek. Men.)
(Sek. Men.) (Sek. Men.)
1
These books act as guides to subject teachers on how to carry out activities before, during
and after STEM T&L. STEM T&L in BSTEM comprises of activities focused on inquiry
learning, problem-based learning and project-based learning. The T&L will provide
opportunities for pupils to sharpen their high order thinking skills (HOTS), deepen and
enriched their learning experiences too.
The school administration and teachers, as the main agents of change, act as catalysts
in the school climate of the 21st century learning. The promotions of STEM practices by
the agents of change will assist pupils in preparing them for the 21st century challenges.
The STEM T&L process which integrates multi-disciplines knowledge, 21st century skills
and values will nurture pupils who are thinkers, resilient, inquisitive, communicative,
principled, patriotic, well-informed, good team players as well as a loving and perceptive.
These books are expected to serve as exemplars and would prompt teachers to plan and
implement STEM T&L activities in schools. Teachers are encouraged to develop STEM
T&L resources for other titles in their subject’s curriculum.
2
BSTEM IMPLEMENTATION GUIDE
STEM Teaching and learning is an approach that involves application of knowledge, skills
and STEM values to solve problems in the context of daily life, society and environment.
Enculturation of STEM practices through this approach encourages pupils to ask
questions and explore the surroundings through inquiry and solves problem relating to
the real world. The MOE’s STEM Education Strengthening Initiative is aimed at
inculcating STEM practices which would lead to a learning culture among its teachers
and pupils.
1. Introduction
2. T&L Plan
3. T&L Components
4. T&L Activities
5. Attachments:
Pre-Test
Post Test
Pupil’s Worksheet
Flow Chart
Evaluation Forms
Rubrics for Prototype Evaluation
Rubrics for Presentation Evaluation
Rubrics for Peer Evaluation
Rubrics for Report Evaluation
Exit Cards
Report Format and Guide
6. References
7. Acknowledgement
Assessment is being conducted throughout the activity by employing the ready prepared
rubrics. Product evaluation, presentation, self-evaluation, peer evaluation, pre-test, post-
test and Exit Card are types of assessment that are being used in the T&L reflections.
3
The pupils’ evaluation scores for the tasks in this STEM approach can also be used for
the purpose of project scoring (PBL) Science subjects with a 20% weighting.
STEM T&L can be conducted in eight basic steps as suggested in the Buku Panduan
Pelaksanaan Sains, Teknologi, Kejuruteraan dan Matematik dalam Pengajaran dan
Pembelajaran1. Diagram 1 shows the basic steps in STEM T&L that pupils have to go
through.
________________________________________________________________
1 Buku Panduan Pelaksanaan Sains, Teknologi, Kejuteruteraan dan Matematik (STEM) dalam
Pengajaran dan Pembelajaran, Curriculum Development Division, 2016.
BSTEM consist of 3 phases as a guideline for teachers to carry put STEM T&L. These 3
phases detail out the steps that teachers need to carry out during the planning and
4
administering in order to achieve an effectively T&L sessions. Diagram 2 illustrates the
general steps in preparing and implementing STEM T&L.
5. Administer Pre-Test.
Teachers have to ensure effective T&L and also provide opportunities for pupils to acquire
knowledge, skills and the aspirated values. Teachers’ planning, preparation, execution
and reflection throughout the teaching process are crucial to an interesting, meaningful
and high impact learning process.
5
6
Example of T&L 1
Project: Producing Organic Fertilizer
7
8
INTRODUCTION
Producing organic fertilizer is a mini project done when pupils completed the topic of
Waste Material in the Year 6 Science Curriculum. The activity is based on Problem- based
learning (PBL). Pupils are exposed to waste management issues to be solved by
producing a product. Pupils apply the knowledge to produce a product that can benefit
others and at the same time can inculcate scientific attitude and noble value in
appreciating the environment. The suggested time to carry out this activity is 6 periods. It
depends on creativity and flexibility of teachers towards situation of the school, pupils and
other factors.
The implementation guide for this activity has already been described in the previous
chapter. It is essential for the teachers to understand this process of teaching and learning
(T&L) to ensure the activity can be carried out smoothly and effectively. Therefore,
teachers need to prepare materials, equipment, work space, duration, stimulus materials,
video display, and cost for this activity. It is more beneficial if teachers could encourage
pupils to produce environmental friendly product at minimal cost. The following are the
proposed steps to carry out this activity.
9
SESSION 1 (2 Periods of T&L)
10
SESSION 2 (2 Periods of T&L)
Pre T&L Provide materials and equipment needed to carry out this activity
based on pupils’ sketches.
. (Teacher can ask pupils to bring materials and equipment
needed)
While T&L Facilitate the activity of separating liquid organic fertilizer and non-
degradable waste as well as packaging product by asking HOTs
questions.
Semasa Facilitate the final product presentation for each group (Gallery
PdPSemasa walk).
Encourage constructive comments among pupils to ensure that
PdP pupils are clear on the concept and scientific justification for
improvement.
Collect pupils’ products.
Conduct a post test.
Evaluate using prototype rubric form/ presentation while pupils fill
in self and peer’s evaluation form.
Distribute Exit card for self reflection.
Guide pupils to prepare the report to be submitted within a week.
Post T&L Make a reflection on T&L that had been carried out and
improvements for the next lesson.
Check on pupils’ reports.
Semasa Guide pupils to display the reports and products in Science Room.
PdPSemasa Encourage pupils and the school communities to apply the
products on the plants in the school compound.
PdP Guide pupils to advertise and sell the products.
11
Throughout T&L process teacher must apply STEM practices and in-depth learning to ensure
meaningful lesson for pupils. Pupils’ learning experience in producing the products is described
in each T&L session as shown in Chart 1.
SESION 1
2. Gather Information
(2 Period
of T&L)
3. Make Sketches and Label the Products
SESION 3
(2 Period 7. Carry Out Product Packaging
of T&L)
9. Project Documentation
12
T&L COMPONENT
BSTEM organic fertilizer refers to the STEM framework consists of the following components:
Context:
/ Daily Life
/ Environment
/ Curiosity
13
Mathematics: 1. Measure the quantity of sugar.
2. Measure the volume of liquid organic fertilizer
3. Use appropriate standard unit of measurement.
Resource Material:
14
ELICIT IDEA
Guides for teachers that can be shown to pupils to elicit ideas related to organic fertilizer
production processes.
Cover and
Put in raw
leave for a
materials
few days
leftover
15
LESSON PLAN
Year : Year 6
Learning Standard : 9.1.5 Describe proper waste management for a sustainable life.
16
What are the pupils’ new Pupils’ new experiences
experiences from this
activity? Produce organic fertilizer from biodegradable waste.
Describe the concept of decomposition of biodegradable
materials by microorganisms.
Identify sugar as a source of nutrients for microorganisms.
Generate ideas to utilize waste materials.
Elicit creative ideas in marketing products.
Apply entrepreneurship characteristics.
17
T&L ACTIVITIES
2. Make observations Watch and Play video about Increase Pupils’ remark –
and relate prior record the facts waste dumping and pupils’ blank paper to
knowledge, skills / observed waste sensitivity record
and values with problems in the management. towards observations and
current global video. current global expected
problems. Ask pupils problems. problems.
concerning waste
management
problems in their
housing area.
3. Explore and gather List down the Provide a scenario Provide Appendix C1 -
information facts they related to the various Pupils
regarding waste already know problem statement. answers / Worksheets
management and what they solutions with [Part A and B]
problems and ways want to know Instruct each group justification.
to overcome them. about waste to identify facts
management. related to waste Engage
management students in
Identify the problems and give inquiry and
problems based suggestions to wide
on the scenario overcome the exploration
given. problem.
4. Plan strategies and Gather Monitor and guide Productive Appendix C1-
assign tasks to information, pupils to acquire teamwork. PUPILS
acquire information, learning information, WORKSHEET
resources and resources and [Part C]
learning resources
materials materials needed.
and materials
needed to
needed. produce organic
fertilizers.
(Refer to section
B, Appendix C1)
18
Activity T&L Activities Formative
Assesment
Objective Pupils’ Teacher’s Role T&L STEM
Activities Characteristic
Assess pupils in
groups.
19
Activity T&L Activities Formative
Assesment
Objective Pupils’ Teacher’s Role T&L STEM
Activities Characteristic
12. Present final Present the final Instruct pupils to Provide various Appendix C1,
product product to the complete the tasks creative / Pupils
confidently with class for in Appendix C1, innovative worksheet
justification and
evaluation. Section E. answers / (Section E)
concrete evidence.
(Gallery Walk) solutions with
13. Accept criticism Enquire to evaluate justification.
with an open mind. Discussion of the products based Appendix D1
pupils and on the rubric. Give Rubric
14. Practise to develop teacher regarding opportunity to assessment for
good and relevant presentation improvise the presentation
questions. feedbacks for product. (teacher)
product
improvements.
15. Evaluate pupils Sit for a post test Conduct a post test.
learning by comparing Appendix B1
pre and post T&L Post test.
session.
Reflection
20
Appendix A-1
PRE TEST
_________________________________________________________
a) ___________________________________________________________
b) ___________________________________________________________
________________________________________________________________
_______________________________________________________________
21
5. There are three types of recycle bin in your school. List down the examples of waste for
each recycle bin. (TP3)
______________________________________________________________
______________________________________________________________
________________________________________________________________
________________________________________________________________
22
8. Sketch a method or an equipment which can help human to manage waste based on
your imagination.(TP6)
PRE TEST
23
Appendix B-1
POST TEST
PLACE WASTE
Canteen
Classroom
School compound
24
3. Vegetables and fruits waste are biodegradable. Define biodegradable waste.
_____________________________________________________________
_____________________________________________________________
a) __________________________________________________________
b) __________________________________________________________
___________________________________________________________
__________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
25
7. Sketch a method or an equipment which can help human to manage waste based on your
imagination. Elaborate on how the method or equipment sketched will function.
26
Appendix C-1
PUPILS WORKSHEET
TOPIC : WASTE MATERIALS – PRODUCING ORGANIC FERTILIZER
Group members:
1) 3) 5)
2) 4) 6)
Learning Objectives:
27
B. Need to know/ Learning Issue
Using the facts listed in A, what are the issues and knowledge that you need to know
to complete your tasks?
C. Action Plan
Draft the action plan to overcome the identified learning issues including resources and
materials needed.
28
D Suggested solution
1. Through brainstorming activity, sketch and label the mixture to produce organic fertilizer.
29
2. State the packaging method chosen and list the suitable marketing techniques by using
graphic organizer.
1. Produce the organic fertilizer based on your own suggested mixture of materials.
2. Prepare your presentation (using ICT) to describe chosen materials in producing organic
fertilizer.
30
Appendix D1
Category 4 3 2 1 Score
Chosen Combination of The materials are The materials are The materials are
materials materials is most suitable and there less suitable but not suitable and
suitable and the is an effort to can be modified organic waste is
organic waste is modify creatively creatively to make not decomposed.
decomposed. to make the the organic waste
organic waste decomposed.
decomposed.
Usage of ICT Group members Group members Group members Group members
are able to apply are able to apply are able to apply are not able to
optimum ICT skills moderate ICT minimum ICT skills apply ICT skills
during research skills during during research during research
and project research and and project and project
presentation. project presentation. presentation.
presentation.
Teamwork All group members Most group Some group Least group
listen, share members listen, members listen, members listen,
knowledge and share knowledge share knowledge share knowledge
support other and support other and support other and support other
group member’s group member’s group member’s group member’s
effort. effort. effort. effort.
Total score
31
Appendix E1
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
Very active Active Seldom Less
participation participation participation participation
and able to and able to and generate and seldom
generate useful generate ideas in group generate ideas
Contribution
Very active and Active and able Active and Inactive and
Problem
Solving
always carry out often carry out and often always depend
task task depend on on other group
independently. independently other group members.
members.
32
Score SCORE( fill in the
names of group
members)
4 3 2 1
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
Always give full Often give Less Least
Cooperation among
Total score
33
Appendix F1
EXIT CARD
NAME :
QUESTION 1 QUESTION 2
Two things that I learnt today. One thing that I do not understand
clearly.
NAME :
QUESTION 1 QUESTION 2
Two things that I learnt today. One thing that I do not understand
clearly.
NAMA :
QUESTION 1 QUESTION 2
Two things that I learnt today. One thing that I do not understand
clearly.
34
Lampiran G1
Identifying problem
35
36
Example of T&L 2
Project : Mango Preservation
37
INTRODUCTION
Mango preservation project is an activity conducted by Year 6 pupils after completing Food
Spoilage topic in Year 6 Science curriculum. Problem-based Learning (PBL) approach is applied
in this activity. Pupils are exposed to an issue on piles of mangoes to be solved by producing a
marketable product, such as pickled mango, mango juice, mango ice cream and mango jam. Pupils
apply their knowledge about food preservation methods towards the environmental sustainability
as well as to instill entrepreneurship values. The suggested duration for the implementation of this
activity is six periods of face-to-face interaction depends on the teachers’ creativity to adapt with
the situation of the school, pupils and other factors.
The guideline for the implementation of this activity must be understood by the teachers to ensure
the teaching and learning (T&L) activities are conducted smoothly and effectively. Teachers need
to plan the preparation of the materials and equipment, work space, duration, stimulus material,
video clips and cost needed to ensure the success of this activity. Pupils are encouraged to
produce quality products at minimal cost. Steps to be taken by teachers throughout the activity
involves three learning sessions as follow:
38
Session 1 (2 T&L Periods)
While T&L
Conduct Pre-Test for pupils.
Elicit pupils’ ideas through induction set. (Video presentation /
Semasa give stimulus material).
PdPSemasaP Provide scenario or problem statement.
Distribute worksheet (Appendix C2) to pupils as a guide to carry
dP out this project.
Give stimulus to pupils to identify the problem through
brainstorming process. Generate ideas to solve problem and
guide pupils to produce product.
Provide pupils with A4 papers for sketches.
Sketch product packaging and identify the selected preservation
procedures.
39
• Guide pupils to carry out the selected food preservation method.
While T&L • Monitor the pupils during the activities.
• Guide pupils to collect data and prepare presentation reports using
Semasa power point or any other forms of presentation based on their own
creativity.
PdPSemasaP
dP
Post T&L
Collect presentation reports and final products.
Pre T&L Sesi Provide tools and requirements for pupil’s product presentation
3 including notebooks, laptops and LCD projectors if there is a
multimedia slide presentation.
Post T&L Make a reflection on T&L that had been carried out and
improvements for the next lesson.
Semasa Check on pupils’ report. Keep a few good product samples /
exhibits for Science and Mathematics Week / Co-Curriculum Day /
PdPSemasaP Science Workshop.
dP Pupils promote their products via various media.
Pupils sell their products in school.
40
Throughout the T&L process, the teacher should instill STEM practice and in-depth learning for a
meaningful T&L. Pupil’s learning experience in producing the product in each face-to-face T&L
session is illustrated in Chart 1.
2. Gather Information
YES
SESSION 3
(2 T&L Periods)
9. Project Documentation
41
T&L Component
BSTEM food preservation refers to the STEM framework consists of the following components:
Context:
/ Daily Life
/ Environment
/ Entrepreneurship
/ Curiosity
42
Resource Materials:
Mango
Knife
Tools, materials Container for product preparation
and apparatus Container for product packaging
required: Preservation agents (sugar, salt and vinegar)
Scale
(Suggestion) Sieve
Blender
Mineral water
Portable stove
Kitchen tissue
Spoons
Other tools, apparatus and materials as needed
43
ELICIT IDEA
The guidance for teachers to elicit pupil’s ideas regarding mango preservation process.
1. Peel off the mango skin and cut the mango into small pieces.
2. After cleaning, immerse the mango slices in salt solution for several hours.
3. Once drained, mango slices are kept into jars. Mix with sugar, finely chopped bird’s eye chillies
and sour plum. Keep the jars in the refrigerator.
MANGO
PICKLES
44
Aim : Produce mango juice by cooling method.
Materials/ Tools : Ripe mango, sugar, ice, evaporated milk, blender and knife
Procedures :
1. Peel off the ripe mango skin and cut the mango into small pieces.
2. Blend the mango with sugar, plain water, evaporated milk and ice in the blender.
MANGO
JUICE
45
Aim : Produce mango ice cream by freezing method.
Materials / Tools : Ripe mango, whipped cream, condensed milk, knife, cutting
board, blender, mixer and container.
Ingredients A (Fresh milk, whipped cream and condensed milk)
Procedures:
1. Put ingredients A into a mixer and whisk until it becomes fluffy (mixture A).
2. Blend the mango until it turns puree.
3. Pour mango puree into mixture A. Then, slowly stir until it is well mixed.
4. Put the final mixture inside a container and freeze it.
MANGO
ICE CREAM
46
Aim : Producing mango jam by boiling method
Material / Tools : Riped mango, sugar, cutting board, blender, pot, ladle, water,
gas stove and knife.
Procedures:
1. Peel off the mango skin and clean it. Cut into small pieces and blend finely.
3. Fill the cooled mango jam into a clean and dry jar.
MANGO
JAM
47
Lesson Plan: Mango Preservation
Year: 6
48
T& L ACTIVITIES
6. Plan strategies and Gather information, Monitor and guide Productive Appendix C2-
assign tasks to learning resources pupils to acquire teamwork. Pupils’
acquire and materials information, Worksheet
information, needed (Appendix resources and (Section C)
C, Section B) to materials needed.
learning resources
design the best
and materials preservation so that
needed. the product can be
marketed.
49
Activity T&L Activities
Formative
Pupils’ Activities Teacher’s role T&L STEM Assessment
Objective Characteristic
7. Determine suitable Ask questions and Ask questions to Involve Pupil sketch
preservation generate creative elicit pupils’ ideas teamwork form
procedure/ method and innovative in selecting with the use each pupil is
ideas based on preservation of given a blank
8. Determine information method, packaging technology paper to write
obtained in the and marketing wisely. procedures of
attractive,
process of strategies. preservation
reasonable and designing and sketches
user-friendly procedures / packaging
packaging design. method of design.
preservation,
9. Determine effective packaging design
product marketing. and marketing
strategies.
50
Activity T&L Activities
Formative
Pupils’ Activities Teacher’s role T&L STEM Assessment
Objective Characteristic
Involve
teamwork
with the
usage of
technology
wisely.
51
Activity T&L Activities
Formative
Pupils’ Activities Teacher’s role T&L STEM Assessment
Objective Characteristic
Appendix C2,
15. Present final Present the final Instruct pupils to Provide Pupils’
product confidently product to the class complete tasks in various Worksheet
with justification for evaluation. Appendix C2, creative / (Part E)
and concrete Section E. innovative
evidence. Discussion of answers /
Appendix D2
pupils and teacher Enquire to evaluate solutions
16. Accept criticism regarding the products based with Rubric
with an open mind. presentation on the rubric. justification. Assessment for
feedbacks for Presentation
17. Practise to develop product Give (teacher)
good and relevant improvements. opportunity
questions. to improvise
the product.
18. Evaluate pupils Sit for a post test Conduct a post Appendix B2
learning by test. Post-test
comparing pre and
post T&L session
Reflection
52
Appendix A2
PRE TEST
________________________________________________________________
________________________________________________________________
2. Explain the preservation methods that can be used to preserve mango. (TP 2)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
53
6. State three characteristics of spoiled fruits. (TP 1)
a) ______________________________________________________________
b) ______________________________________________________________
c) ______________________________________________________________
7. In your opinion, what is the most suitable method in preserving mango? Explain. (TP 5)
________________________________________________________________
________________________________________________________________
54
Appendix B2
POST TEST
________________________________________________________________
________________________________________________________________
2. Explain the preservation methods that can be used to preserve mango. (TP 2)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
55
6. State three characteristics of spoiled fruits. (TP 1)
a) ______________________________________________________________
b) ______________________________________________________________
c) ______________________________________________________________
7. In your opinion, what is the most suitable method in preserving mango? Explain. (TP 5)
________________________________________________________________
________________________________________________________________
56
Appendix C-2
WORKSHEET
TOPIC: FOOD PRESERVATION METHOD
1) 3) 5)
2) 4) 6)
Learning Objectives:
A. Fact-Finding
Based on problem scenario in the PowerPoint, identify facts about the method of food
preservation, packaging and marketing strategies.
57
B. Need to Know / Learning issues
Using the facts given, what are the issues that you need to know and how it enables you
to complete the tasks?
C. Action Plan
Draft the action plan to overcome the identified learning issues, including the resources
and materials needed.
Materials/
Steps Action
Resource
58
D. Suggested solution
Advantages Explanation
59
b) Explain the advantages of the selected product packaging.
Advantages Explanation
E. Presentation
60
Appendix D-2
Category 4 3 2 1 Score
Final Product High quality of Good quality of Moderate quality Low quality of
products (taste, products (taste, of products (taste, products (taste,
texture and life texture and life texture and life texture and life
span) span) span) span)
61
Category 4 3 2 1 Score
Team Work Group members Group members Group members Group members
show very active show active show less active show no
participation. All participation. participation. A few participation. None
group members Some of the group of the group of the group
listen, share members listen, members listen, members give
knowledge and share knowledge share knowledge cooperation.
support efforts of and support efforts and support efforts
other members. of other members. of other members.
Total Score
62
Appendix E2
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
Very active Active Seldom Less
participation participation participation participation
and able to and able to and generate and seldom
generate useful generate ideas in group generate ideas
Contribution
Very active and Active and able Active and Inactive and
Problem
Solving
always carry out often carry out and often always depend
task task depend on on other group
independently. independently other group members.
members.
63
Score SCORE( fill in the
names of group
members)
4 3 2 1
………
………
………
Peer 1
……2
……3
……
Self
Peer
Peer
Category
Always give full Often give Less Least
Cooperation among
Total score
64
Appendix F2
EXIT CARD
NAME :
QUESTION 1 QUESTION 2
Two things that I learnt today. One thing that I do not understand
clearly.
NAME :
QUESTION 1 QUESTION 2
Two things that I learnt today. One thing that I do not understand
clearly.
NAMA :
QUESTION 1 QUESTION 2
Two things that I learnt today. One thing that I do not understand
clearly.
65
REFERENCE
66
ACKNOWLEDGEMENT
PENASIHAT
En. Shazali bin Ahmad Pengarah
Bahagian Pembangunan Kurikulum
Datin Dr. Ng Soo Boon Timbalan Pengarah (STEM)
Bahagian Pembangunan Kurikulum
Dr. Mohamed bin Abu Bakar Timbalan Pengarah (Kemanusiaan)
Bahagian Pembangunan Kurikulum
EDITORIAL ADVISOR
Hj. Naza Idris bin Saadon Ketua Sektor Dasar & Penyelidikan
Dr. Rusilawati binti Othman Ketua Sektor Sains dan Matematik
Mahyudin bin Ahmad Ketua Sektor Pendidikan Teknik & Vokasional
Hj. Sofian Azmi bin Tajul Arus Ketua Sektor Inovasi & Teknologi
Mohamed Zaki bin Abd Ghani Ketua Sektor Pendidikan Islam
Mohd Faudzan bin Hamzah Ketua Sektor Sains Sosial
Paizah binti Zakaria Ketua Sektor Pendidikan Khas
Mohd Salim bin Taufix Rashidi Ketua Sektor Kesenian & Kesihatan
Hjh. Norashikin binti Hashim Ketua Sektor Prasekolah
WRITER
Zainon binti Abdul Majid Bahagian Pembangunan Kurikulum
67