KONSEP PROJECT-BASED LEARNING
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Transcript of KONSEP PROJECT-BASED LEARNING
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Project-Based Learning…
“Satu aktiviti penyiasatan mendalam
tentang suatu topik dunia sebenar yang
berfaedah kepada pelajar”
(Sylvia Chard, Associate Professor of Education, University
of Alberta, Alberta, Canada)
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Project Based Learning..
… satu kaedah pengajaran sistematik yang
melibatkan pelajar dalam pembelajaran
pengetahuan dan kemahiran melalui proses
inkuiri yang kompleks bagi menyelasaikan
persoalan dunia sebenar yang akhirnya akan
menghasilkan suatu output pembelajaran.
Buck Institute of Education (BIE)
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PBL berdasarkan kepada kurikulum
- Berdasarkan keperluan kurikulum
- Pembelajaran berdasarkan pendekatan inkuiri
- Proses inkuiri berdasarkan kepada satu persoalan
- Guru dan pelajar bekerjasama dalam proses menjawab persoalan penyiasatan
Project Based Learning..
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PBL mengemukakan persoalan yang akan
dijawab oleh pelajar
– Guru atau pelajar mengemukakan satu tema
persoalan yang akan memandu pelajar
membuat projek secara berkolaborasi. Projek
ini mengintegrasikan pelbagai subjek dalam
kurikulum.
Project Based Learning..
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PBL memerlukan pelajar menjawab
persoalan dunia sebenar
– Pengetahuan secara holistik
Project Based Learning..
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PBL adalah satu kaedah yang memerlukan
pelajar menghuraikan isu dan persoalan
yang rumit.
– Menggalakkan persefahaman
– students explore, make judgements, interpret
and synthesize information in meaningful ways
Project Based Learning..
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Mengapa PBL diperlukan?Mengikut artikel Futureworks: Trends and Challenges for Works in the 21st. Century,
• “We are living in a new economy – powered by technology, fueled by information, and driven by knowledge”
• Ini bermakna, penggunaan PBL akan membantu murid untuk membina kemahiran dan ketrampilan dalam menghadapi masyarakat masa depan yang lebih berasaskan kepada maklumat dan teknologi. Negara maju menggunakan pendekatan ini dalam bilik darjah. PBL ini mampu melahirkan murid yang boleh menghadapi dunia abad ke-21.
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Melalui PBL, pelajar boleh:
Boleh berfikiran “outside the box”
Boleh bekerja dalam kumpulan dalam kelas, kelas lain
atau di negara lain (collaborative learning)
Memaksimakan 3 tonggak utama Sekolah Bestari – self-
directed, self-access and self-paced
Berpeluang untuk bekerja dalam isu dan amalan dunia
sebenar.
Boleh memperoleh kemahiran pengurusan kendiri seperti
pengurusan masa, perancangan, pengurusan sumber,
pengurusan tekanan, dll.
Memperoleh kemahiran abad ke-21.
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Membantu mempertingkatkan amalan P&P. Pelajar boleh bekerja
dalam kumpulan dalam kelas, di kelas lain atau di negara lain.
(collaborative learning).
Membantu membangun dan menilai kemahiran serta mindset
sebagaimana yang dikehendaki dalam dunia pekerjaan masakini
(Knowledge-Workers). Mereka berpeluang berinteraksi dengan isu
dan amalan dunia sebenar.
Membantu merangka dan melaksanakan matlamat untuk sistem
penilaian berasaskan sekolah (School-Based Assessment).
Membantu dalam melahirkan pekerja yang berpengetahuan.
Faedah penting dalam pelaksanaan PBL:
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• Projek yang telah diberikan kepada murid
telah memberikan banyak faedah kepada
semua ahli pasukan secara
keseluruhannya. Banyak pengalaman
dan kemahiran baru ditempuhi dan
dipelajari. Pelajar mengalami
keseronokan dan kepuasan semasa dan
selepas melaksanakan projek yang
diberikan.
KEBAIKAN PELAKSANAAN PBL
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• Pelajar dapat mempelajari pelbagai
kemahiran ICT semasa melaksanakan
projek. Misalnya, kemahiran membuat
carian di internet, membangunkan
multimedia, powerpoint, menggunakan
Window Movie Maker dan perisian grafik
seperti Adobe Photoshop.
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• Pelajar memperoleh kemahiran
komunikasi terutama sekali semasa sesi
temu bual dan pembentangan dalam sesi
POL. Kemahiran berkomunikasi juga
dapat dipertingkatkan semasa
perbincangan dan refleksi kumpulan.
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• Pelajar juga dapat memupuk semangat
kerjasama dalam kumpulan, semangat
setiakawan dan belajar untuk
memperkukuhkan motivasi individu serta
kumpulan.
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• Mempertingkatkan lagi keyakinan untuk
membuat pengucapan awam dan
memperoleh kemahiran dalam menangani
soalan-soalan yang dikemukakan oleh
awam semasa persembahan oleh pelajar.
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• Pelajar juga memperoleh kemahiran
dalam menganjurkan suatu projek
seperti lawatan, temu bual dan
mengusahakan sesi pembentangan hasil
projek di sekolah sebagai latihan sebelum
POL sebenar. Ini memberikan peluang
kepada pelajar untuk membuat suatu
keputusan dan bukan sahaja berfikiran
kritikal dan kreatif tetapi juga terbuka.
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• Mengaplikasikan pengetahuan dan pemikiran, mengimplementasikan konsep “tahu” dan “buat”.
• Membantu pelajar dalam pembelajaran penyelesaian masalah, komunikasi dan pengurusan kendiri.
• Life-long learning, kejayaan kendiri dan kerjaya.
• Mengintegrasikan kurikulum, arahan dan isu masyarakat.
Faedah PBL kepada pelajar
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• Penilaian berdasarkan suasana kerja sebenar meningkatkan akauntebiliti, matlamat dan usaha.
• Mewujudkan komunikasi positif dan kerjasama kumpulan di kalangan pelbagai kerenah pelajar.
• Memenuhi cara dan keperluan pembelajaran yang pelbagai di kalangan pelajar.
Faedah PBL kepada pelajar
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Peningkatan ketrampilan pelajar
Dari hanya mengikut arahan
. .Melaksanakan aktiviti pembelajaran terarah
kendiri
Dari hanya mengingat dan mengulangi
. . Penemuan, integrasi dan mempersembahkan
Dari hanya mendengar dan bertindakbalas
. . Berkomunikasi dan mengambil tanggungjawab
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Dari hanya pengetahuan tentang fakta, terma
dan kandungan
. .Pemahaman proses
Dari hanya teori
. . Aplikasi teori
Dari hanya bergantung kepada guru
. . Berkuasa menentukan aktiviti pembelajaran
Peningkatan ketrampilan pelajar
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8 hasil pembelajaran
• Kandungan berasaskan sukatan
• Kolaborasi
• Pemikiran kritikal
• Komunikasi Oral
• Komunikasi bertulis
• Persediaan kerjaya
• Budaya bangsa dan etika
• Literasi maklumat
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PBL sebagai metodologi P&P
Satu proses P&P berpusatkan pelajar
Proses Inkuiri & penemuan oleh pelajar
Pelajar terlibat secara aktif dalam pembelajaran
Guru sebagai pembimbing
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Communication: Speaking, Presenting, Publishing
Group Processes: Leadership, Team Work, Collaboration
Self Management: Time and Task Management, Self Monitoring
SKILLS
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• Penyiasatan sistematik:
– Pembinaan pengetahuan secara inkuiri.
– Perkongsian maklumat.
– Proses menjawab persoalan projek.
• Proses pembelajaran sama penting dengan projek
pembelajaran.
• Memperoleh pengetahuan dan kemahiran baru dalam
proses.
Bagaimana?
PBL sebagai satu proses pembelajaran
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Teacher’s role
• Facilitator
Provide access to resource materials. Give students opportunity to make their own decision.
• Advisor
Help to solve problems and suggest options.
• Supporter
Gives support and encouragement, show interest and discuss students’ ideas.
• Manager
Check students’ accomplishment, provide feedback systematically and help students to plan their work.
• Evaluator
Evaluate and assess students’ products and show them how they can be improved.
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• Access information efficiently and effectively.
• Evaluate information critically and competently.
• Contribute positively to the learning community.
• Participate effectively in groups to pursue and
generate information
• Synthesize information in many different manner.
Student’s role
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Perbandingan PBL dengan
kaedah tradisional
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Criteria Traditional
Instruction
Project-Based Learning
Content • Knowledge of facts • Comprehension of
concepts and principles
Scope and
Sequence
• Follows fixed
curriculum
• Move from unit to
unit
• Narrow, content
area focus
• Follows students
interest
• Large units composed
of complex problems or
issues
• Broad, interdisciplinary
focus
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Criteria Traditional
Instruction
Project-Based
Learning
Teacher’s role • Lecturer and director
of instruction
• Expert
• Resource provider
• Advisory/mentor/
facilitator
Assessment • Products
• Test scores
• Reproduction of
information
• Process and
product
• Tangible
accomplishments
• Demonstration of
understanding
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Criteria Traditional Instruction Project-Based
Learning
• Classroom
materials
• Texts, lectures and
presentations
• Teacher/book
company developed
worksheets and
activities
• Direct or original
sources, printed
materials, interviews
and documents
• Data and materials
developed by
students
• Use of
technology
• Ancillary, peripheral
• Administered by
teachers
• Central, integral
• Directed by
students
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Criteria Traditional
Instruction
Project-Based
Learning
• Type of
student
involvement
• Students working
alone
• Students competing
with one another
• Students receiving
information
• Students working in
groups
• Students
collaborating
• Students
constructing,
contributing and
synthesizing
information
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Criteria Traditional
Instruction
Project-Based Learning
• Student
role
• Carry out
instructions
• Memorize and
repeat facts
• Listen, behave,
speak only when
spoken to
• Carry out self directed
experiences
• Discover, integrate, and
present ideas
• Communicate, show
affect, produce, take
responsibility
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Criteria Traditional
Instruction
Project-Based
Learning
•Goals • Knowledge of facts,
terms and content
• Mastery of isolated
skills
• Breadth of
knowledge one
another
• Graduates who
have knowledge to
perform on
standardized
achievement tests
• Understanding and
application of complex
ideas and processes
• Mastery of integrated
skills
• Depth of knowledge
• Graduates who have
the disposition of and
skills to engage in
sustained, autonomous,
life-long learning
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Perbandingan dengan Projek PBL
PROJECTS PBL
•Loose set of activity
•No management
structure
•May be thematic
•Broad assessment
•Uses driving questions to drive
the inquiry process
•Integral part of the curriculum
•Focused and inspiring
•Aligns specific outcome with
assessment
•Uses project management tools
to structure learning
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TATACARA PELAKSANAAN PBL
• Bentuk kumpulan pelajar: 3-5 orang
• Ikuti enam langkah PBL.– Perkenalkan soalan yg boleh membina minat.
– Senaraikan aktiviti
– Buat jadual aktiviti:
– Buat pemantauan projek
– Nilai output projek
• Buat persembahan projek
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ARTIFACT: PBL PRODUCTS (WRITTEN)
Research report
Poster
Poem
Report
Book Review
Brochure
Pamphlet
Survey/Questionnaire
Autobiography
Essay
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– Essential Question/Soalan Penting
– Unit Questions/Soalan Unit
– Content Questions/Soalan Kandungan
Curriculum-Framing Questions/
Soalan kurikulum:
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Essential
Unit
Content Basic
Bigger
Biggest
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ESSENTIAL QUESTION (EQ)
– Soalan yang memandu kepada persoalan yang
lebih mendalam.
– Berkisar dengan isu utama,permasalahan,
keprihatinan, kepentingan dan minat atau tema
yang sesuai dengan kehidupan pelajar dan
komuniti.
– Open-ended, tidak memihak kepada mana-mana
pihak, bererti dan mempunyai tujuan.
– Menggalakkan budaya kolaborasi di kalangan
pelajar, guru, komuniti dan mengintegrasikan ICT
bagi menyokong proses pembelajaran.
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ESSENTIAL QUESTION (EQ)
EQ yang baik adalah:
• ♦ Dapat memandu projek.
• ♦ Refleksi tema projek.
• ♦ Membantu pelajar ke arah mendalami
kandungan dan kemahiran yang membolehkan
mereka menjawab soalan projek.
• ♦ Tidak mudah dijawab atau diselasaikan.
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Senarai semak bagi membina soalan
yang berkesan
♦ Adakah ia merangsang pemikiran?
♦ Adakan jenis “open ended”?
♦ Adakah ia berkait langsung dengan topik?
♦ Adakah ia mencabar?
♦ Adakah ia delima dunia sebenar?
♦ Adalah outputnya nanti selaras dengan
matlamat HSP?
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Contoh EQ: Sains
♦ What is the earth made of?
♦ Can we predict the weather?
♦ How good is our water?
♦ How should a bridge be designed for this
site?
♦ How can we stop the spread of infectious
disease?
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UNIT QUESTION (UQ)
– Berkenaan topik spesifik atau unit
pembelajaran
– Menyokong dan meneruskan
pembelajaran EQ
– Mengemukakan soalan-soalan
penting bagi projek
– Tiada jawapan yang “betul”
– Merangsang minat pelajar
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UNIT QUESTION (UQ)
• Why do we need food?
• How can I remain healthy always?
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CONTENT QUESTION (CQ)
– Menjawab soalan-soalan projek dan
objektif pembelajaran secara jelas
– Berkisar dengan fakta, bukan sahaja
interpretasi fakta
– Menjawab soalan-soalan projek
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CONTENT QUESTION (CQ)
• What is food?
• How does food keep us healthy and fit?
• What are the different food types and
their nutritive value?
• What is a balanced diet and its role in
good health?
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Speech
Debate
Panel discussion
Discussion
Exhibition of products
PBL PRODUCTS: Presentation
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Essential Question
Plan
Schedule
Monitor
Assess
Evaluate
Kaedah
Project
Based
Learning
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• Multimedia
• Video
• CD-ROM
• Website
PBL PRODUCTS :Technological
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Audiotape
Slide show
Videotape
Painting
Map
Photo album
PBL PRODUCTS : Media
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Pembentangan projek menggunakan brosur dan CD
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Pembentangan projek menggunakan bahan carta
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Ibu bapa sedang mengikuti persembahan pelajar
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A rubric is the guide used to score
performance assessments in a reliable,
fair, and valid manner and is generally
composed of dimensions for judging
student performance, a scale for rating
performances on each dimension, and
standards of excellence for specified
performance levels.
http://rubistar.4teachers.org/index.php
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