Pedagogi Pendidikan

UNIVERSITI PENDIDIKAN SULTAN IDRIS
FAKULTI SAINS KOGNITIF

DAN PEMBANGUNAN MANUSIA
KPD 5023 (PEDAGOGI PENDIDIKAN)
ASSIGNMENT 2
By :
ROSIADI BIN TAJUDIN

L20081002254
AT46D (PRODUKSI MULTIMEDIA)
MOHD FARIDZUL AKMAM BIN ZULKIFLI

L20081002251
SITI FATIMAH BINTI NOR DIN

L20081002253
JUANAH BINTI ENTIGANG

L20081002252
NIRMALA A/P SENGODAN

L20081002246
Prepared For:
DR. SHAHEDA BT USOF
GROUP (DPLI) SEMESTER 1, 2008

ACKNOWLEDGEMENT
This assignment were written to give some knowledge and exposure about the
theories and method that can be applied in teaching and learning process, the Bloom’s
Taxonomy, constructing JPU (Jadual Penentuan Ujian), and writing lesson plan.
Through this assignment, writer has gained very precious knowledge that will
be used in his/ her teaching after. The experience such as constructing test and
examination question based on cognitive domains, gives a real experience to the
writer and colleagues about the actual work of a teacher.
In finalizing this assignment, writers would like to express great appreciation
to Dr. Shaheda Usop (Pedagogi Lecturer), for her support, aid and encouragements.
Big thanks also to those who have contribute ideas, help and made comments for this
assignment.
Hopefully, with this little ideas presented in this paper will benefit writer and
colleagues and also others in order to well understand the pedagogy of teaching.
Writer & Colleagues

TABLE OF CONTENTS
Page
AKNOWLEDGEMENT i
CHAPTER 1 INTRODUCTION TO LEARNING THEORY
1.1 Inductive Thinking - Model Taba 2
1.2 Learning Theory - Ausubel 5
CHAPTER 2 LEARNING METHOD
2.1 Concept of Constructivist Learning 9
2.2 Concept of Cooperative Learning 14
CHAPTER 3 JADUAL PENENTUAN UJIAN (JPU)
3.1 Definition 19
3.2 The Aims of JPU 19
3.3 Characteristic of JPU 19
3.4 Constructing A JPU 21
3.5 JPU Example 26
CHAPTER 4 TAXANOMY BLOOM
4.1 Introduction 28
4.2 Cognitive Domain 29
4.3 Affective Domain 30
4.4 Psychomotor Domain 32
CHAPTER 5 DETAILS OF COGNITIVE DOMAIN
5.1 Knowledge 35
5.2 Comprehension 38
5.3 Application 41
5.4 Analysis 43
5.5 Synthesis 45
5.6 Evaluation 47
5.7 Illustrative Verb Table for Cognitive Domain 48
CHAPTER 6 EXAMPLE OF LESSON PLAN
6.1 Introduction 50
6.2 Lesson Plan 50-62
CHAPTER 7 CONCLUSION 63
BIBLIOGRAPHY
APPENDIX
CHAPTER 1
INTRODUCTION TO LEARNING THEORY
1.1 Inductive Thinking – Model Taba
The Inductive Thinking model was developed to enhance students’ acquisition of

concepts, information processing skills as well as their convergent use of information
to solve problems. It is based on information processing theories of human learning.
The Inductive Thinking Model is a teaching strategy developed by Hilda Taba

in the late 1960’s. According to Taba (1967), the best way to deal with increase in
knowledge is push the mastery, comprehension and use of ideas and concepts rather
than facts alone. By using multiple strategies, she believed that teachers can help
students successfully solve problems. These inductive strategies are embedded in
cognitive processes and require the learner to employ precise questioning techniques.
In this model she used three main conditions to construct the Models of
Teaching. First, thinking can teach. Second, thinking is an active transaction between
individual and data. And third, thinking process happen with one consequent namely
follows the rules. By these conditions, she constructs the effective strategies in
inductive model. In which she broke the model into three separate strategies that is
concept formation, interpretation of data and application of principles. Below are the
explanations of the three strategies used by Hilda Taba in her Inductive Thinking
model:
1- Concept Formation: Students gather data, group it and categorize it.

2- Interpretation of Data: Students identify critical relationship and make
inferences based on their exploration of the relationship.
3- Application of Principles: Students predict and form a hypothesis, explain
their hypothesis and used data to verify their position.
1.1.1` The Teaching Strategy According to Hilda Taba Model

Below are the example of overt activities, covert mental operation and question digest
in three separate strategies of Hilda Taba model.
Overt Activities Covert Mental Operation Question Digest

Mention one by one Differential (recognize i. What you see?
item separately) ii. What you hear?
iii. What you know
about it?
Collect Recognize the same i. Do any of these
character items belong
together?
ii. Based on what
criteria?
Label and Category Arrange (super and i. How you named
subordinate) this group?
ii. What character
they have?
Table 1.1: Show the model of Concept Formation by Hilda Taba

Recognize critical Differential i. What you see?
relationship Know? And
Found?
Explore relationship • Relate categories with i. Why it
others. happened?
• State relationship,
cause and effect
Make inference • Skip what have given. i. What’s the
• Find implication and meaning?
exploration. ii. What types of

picture were
creates in your
mind?
iii. What’s the
conclusion?
Table 1.2: Show the model of Interpretation of Data by Hilda Taba

Predict cause • Analysis problem and i. What will happen
• Explain extraordinary situation. if….?
phenomena. • Then, get the relevant
• Create hypothesis. knowledge.
Explain and/ or support State cause that relate to i. Why do you
prediction and hypothesis. prediction/ hypothesis. think that
happen?
Prediction variety Use logic principal/ fact i. What do you
knowledge to determine a think, true or
suitable and complete probability true/
condition.
Table 1.3: Show the model of Application of Principles by Hilda Taba
1.1.2` Conclusion
Based on the three strategies in Hilda Taba Inductive-Thinking model, we have seen
that the strategy was arranged into sequence. Teachers can follow this model to
successfully helping their students overcome the problems being faces, by go through
the sequence in order. This is because, student could made generalization only when
data was arranged. However all of these steps are sequential and dependent upon the
particular situation. All steps may occur in one lesson or may evolve over a series of
lessons.
1.2 Learning Theory - Ausubel

Bowen (2004), stated that Ausubel was influenced by Piaget’s cognitive development
theory. He theorized that what the student already knows is the most important single
factor influencing learning. He called this primary process in learning a sub sumption
in which new material is related to relevant ideas in the student’s existing cognitive
structures. Ausubel proposed the use of advance organizers. Unlike overviews and
summaries, which simply emphasize key ideas and details, advance organizers act as
a “subsuming bridge” between new learning material and existing related ideas.
Ausubel’s theory is concerned with how individuals learn large amounts of

meaningful material from verbal / textual presentations in a school setting (in contrast
o theories developed n the context in the context of laboratory experiments).
According to Ausubel, learning is based upon the kind of super ordinate,
representational and combinatorial processes that occur during the reception of
information. A primary process in learning is sub sumption in which new material is
related to relevant ideas in the existing cognitive structure on a substantive, non-
verbatim basis. Cognitive structures represent the residua of all learning experiences;
forgetting occurs because certain details get integrated and lose their individual
identity.
Ausubel’s theory has at least one thing in common with Gagne’s; that it
concerns itself primarily with intentional or “school” learning. In that way, both
theories differ from behaviorism and cognitive information processing which attempt
to explain aspects of all human learning or memory. Thus, Ausubel’s theory like
Gagne’s suggests how teachers or instructional designers can best arrange the
conditions those facilities for students.
1.2.1` Ausubel’s Theory Applies
Ausubel 1968, 1978 clearly indicates that his theory applies only to reception
(expository) learning in school settings. He distinguishes reception learning from rote
and discovery learning; the former because it doesn’t involve sub sumption such as
meaningful materials and the latter because the learner must discover information
through problem solving. A large number of studies have been conducted on the
effects of advance organizer in learning.
The overarching idea in Ausubel’s theory is that knowledge is hierarchically
organized; that new information is meaningful to the extent that it can be related
(attached, anchored) to what is already known. Ausubel stresses meaningful learning,
as opposed to rote learning or memorization and reception or received knowledge
rather than discovery learning.
Ausubel have two principles which is the first principles, the most general
ideas of a subject should be presented first and then progressively differentiated in
terms of detail and specificity. The second principles is instructional materials should
attempt to integrate new material with previously presented information through
comparisons and cross referencing of new and old ideas.
Derivative
subsumption
Correlative
THE PROCESS subsumption
OF
MEANINGFUL
LEARNING Combinatorial
learning
Super ordinate
learning
Figure 1.1: The process of meaningful learning
Ausubel proposed four processes by which meaningful learning can occur.

First is derivative sub sumption. This describes the situation in which the new
information that learn is an instance or example of a concept that have already
learned. For example, acquiring a basic concept such as “tree”. Knowing that a tree
has a trunk, branches, green leaves and may have some kind of fruit and that when
fully grown is likely to be at least 12 feet tall. Then, learning about a kind of tree that
never seen before, let’s say persimmon tree that conform to the previous
understanding of tree. The new knowledge of persimmon trees is attached to the
concept of tree, without substabtially altering that concept in any way. So an
Ausubelian would said that learned about persimmon trees through the process of
derivative sub sumption.
Second process is correlative sub sumption. Suppose that encounter a new

kind of tree that has red leaves rather than green. In order to accommodate this new
information, alter or extend the concept of tree to include the possibility of red leaves.
Before this, learned about this new kind of tree through the process of correlative sub
sumption. In a sense, this is more “valuable” learning than that of derivative sub
sumption since it enriches the higher level concept.
The next process is super ordinate learning. Imagine that acquainted with
maples, oaks, apple trees and others but did not know until taught, that these were all
examples of deciduous trees. It is already knew a lot of example of the concept but
did not know the concept itself until it was taught to the student. This is super ordinate
learning.
The last process is combinatorial learning. The first three learning processes
all involve new information that “attaches” to a hierarchy at a level that is either
below or above previously acquired knowledge. Combinatorial learning is different; it
describes a process by which the new idea is derived from another idea that is neither
higher nor lower in the hierarchy but at the same.
1.2.2` Conclusion
Ausubel’s theory primarily addresses cognitive learning that is the acquisition and use
of knowledge. The theory also related to affective learning and has implications for
psychomotor learning since physical activity requires some cognitive processing.
Romiszowksi (1999) describes research on the stages of learning physical skills.
The key idea in Ausubel’s theory is the concept of “meaningful learning”.

Meaningful learning according to Ausubel is a process controlled by the learner in
which new information is related to an existing relevant aspect of the learner’s
knowledge structure. In other words, the learner connects the new piece of
information already known. Call it assimilation of new information into existing
knowledge frameworks.
The process if assimilation strengthens the learner’s overall knowledge

structure and in particular, the linkages connecting the new knowledge and existing
knowledge. The result is an improved capacity to recall that new information, thus
making the learning process of obtaining the new information, meaningful.
Meaningful learning is comprised of three components; learner’s relevant prior
knowledge, meaningful material and learner choice to use meaningful learning.
Meaningful learning versus rote learning. Rote learning has negative

consequences for acquisition of organize knowledge that facilities new learning and
creative problem solving. Rote learning often leaves out the underlying reasons for
rules, practices and procedures which facilities individual thinking and creative
application of knowledge to novel situations.
CHAPTER 2
LEARNING METHOD
2.1 Concept of Constructivist Learning
Formalization of the theory of constructivism is generally attributed to Jean Piaget,

who articulated mechanisms by which knowledge is internalized by learners. He
suggested that through processes of accommodation and assimilation, individuals
construct new knowledge from their experiences. When individuals assimilate, they
incorporate the new experience into an already existing framework without changing
that framework. This may occur when individuals' experiences are aligned with their
internal representations of the world, but may also occur as a failure to change a faulty
understanding; for example, they may not notice events, may misunderstand input
from others, or may decide that an event is a fluke and is therefore unimportant as
information about the world. In contrast, when individuals' experiences contradict
their internal representations, they may change their perceptions of the experiences to
fit their internal representations.
According to the theory, accommodation is the process of reframing one's

mental representation of the external world to fit new experiences. Accommodation
can be understood as the mechanism by which failure leads to learning: when we act
on the expectation that the world operates in one way and it violates our expectations,
we often fail, but by accommodating this new experience and reframing our model of
the way the world works, we learn from the experience of failure, or others' failure.
It is important to note that constructivism itself does not suggest one particular
pedagogy. In fact, constructivism describes how learning should happen, regardless of
whether learners are using their experiences to understand a lecture or attempting to
design a model airplane. In both cases, the theory of constructivism suggests that
learners construct knowledge. Constructivism as a description of human cognition is
often associated with pedagogic approaches that promote active learning by doing.
2.1.1 Constructivistism Learning Intervention
The Nature of the Learner
The learner as a unique individual

Social constructivism views each learner as a unique individual with unique needs and
backgrounds. The learner is also seen as complex and multidimensional. Social
constructivism not only acknowledges the uniqueness and complexity of the learner,
but actually encourages, utilizes and rewards it as an integral part of the learning
process (Wertsch 1997).
The importance of the background and culture of the learner

Social constructivism encourages the learner to arrive at his or her own version of the
truth, influenced by his or her background, culture or embedded worldview. Historical
developments and symbol systems, such as language, logic, and mathematical
systems, are inherited by the learner as a member of a particular culture and these are
learned throughout the learner's life. This also stresses the Shenshwan importance of
the nature of the learner's social interaction with knowledgeable members of the
society. Without the social interaction with other more knowledgeable people, it is
impossible to acquire social meaning of important symbol systems and learn how to
utilize them. Young children develop their thinking abilities by interacting with other
children, adults and the physical world. From the social constructivist viewpoint, it is
thus important to take into account the background and culture of the learner
throughout the learning process, as this background also helps to shape the knowledge
and truth that the learner creates, discovers and attains in the learning process
(Wertsch 1997).
The responsibility for learning

Furthermore, it is argued that the responsibility of learning should reside increasingly
with the learner (Von Glasersfeld 1989). Social constructivism thus emphasizes the
importance of the learner being actively involved in the learning process, unlike
previous educational viewpoints where the responsibility rested with the instructor to
teach and where the learner played a passive, receptive role. Von Glasersfeld (1989)
emphasizes that learners construct their own understanding and that they do not
simply mirror and reflect what they read. Learners look for meaning and will try to
find regularity and order in the events of the world even in the absence of full or
complete information.
The motivation for learning

Another crucial assumption regarding the nature of the learner, concerns the level and
source of motivation for learning. According to Von Glasersfeld (1989) sustaining
motivation to learn is strongly dependent on the learner’s confidence in his or her
potential for learning. These feelings of competence and belief in potential to solve
new problems are derived from first-hand experience of mastery of problems in the
past and are much more powerful than any external acknowledgement and motivation
(Prawat and Floden 1994). This links up with Vygotsky’s "zone of proximal
development" (Vygotsky 1978) where learners are challenged within close proximity
to, yet slightly above, their current level of development. By experiencing the
successful completion of challenging tasks, learners gain confidence and motivation
to embark on more complex challenges.
The Role of the Instructor
Instructors as facilitators
According to the social constructivist approach, instructors have to adapt to the role of
facilitators and not teachers (Bauersfeld, 1995). Where a teacher gives a didactic
lecture which covers the subject matter, a facilitator helps the learner to get to his or
her own understanding of the content. In the former scenario the learner plays a
passive role and in the latter scenario the learner plays an active role in the learning
process. The emphasis thus turns away from the instructor and the content, and
towards the learner (Gamoran, Secada, & Marrett, 1998). This dramatic change of
role implies that a facilitator needs to display a totally different set of skills than a
teacher (Brownstein 2001). A teacher tells, a facilitator asks; a teacher lectures from
the front, a facilitator supports from the back; a teacher gives answers according to a
set curriculum, a facilitator provides guidelines and creates the environment for the
learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a
facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A
facilitator should also be able to adapt the learning experience ‘in mid-air’ by using
his or her own initiative in order to steer the learning experience to where the learners
want to create value.
The learning environment should also be designed to support and challenge

the learner's thinking (Di Vesta, 1987). While it is advocated to give the learner
ownership of the problem and solution process, it is not the case that any activity or
any solution is adequate. The critical goal is to support the learner in becoming an
effective thinker. This can be achieved by assuming multiple roles, such as consultant
and coach.
2.1.2 The Nature of the Learning Process
Learning Is an Active, Social Process
Social constructivist scholars view learning as an active process where learners should
learn to discover principles, concepts and facts for themselves, hence the importance
of encouraging guesswork and intuitive thinking in learners (Brown et al.1989;
Ackerman 1996). In fact, for the social constructivist, reality is not something that we
can discover because it does not pre-exist prior to our social invention of it. Kukla
(2000) argues that reality is constructed by our own activities and that people,
together as members of a society, invent the properties of the world.
Other constructivist scholars agree with this and emphasize that individuals
make meanings through the interactions with each other and with the environment
they live in. Knowledge is thus a product of humans and is socially and culturally
constructed (Ernest 1991; Prawat and Floden 1994). McMahon (1997) agrees that
learning is a social process. He further states that learning is not a process that only
takes place inside our minds, nor is it a passive development of our behaviours that is
shaped by external forces and that meaningful learning occurs when individuals are
engaged in social activities.
Vygotsky (1978) also highlighted the convergence of the social and practical
elements in learning by saying that the most significant moment in the course of
intellectual development occurs when speech and practical activity, two previously
completely independent lines of development, converge. Through practical activity a
child constructs meaning on an intrapersonal level, while speech connects this
meaning with the interpersonal world shared by the child and her/his culture.
Dynamic Interaction between Task, Instructor and Learner

A further characteristic of the role of the facilitator in the social constructivist
viewpoint, is that the instructor and the learners are equally involved in learning from
each other as well (Holt and Willard-Holt 2000). This means that the learning
experience is both subjective and objective and requires that the instructor’s culture,
values and background become an essential part of the interplay between learners and
tasks in the shaping of meaning. Learners compare their version of the truth with that
of the instructor and fellow learners in order to get to a new, socially tested version of
truth (Kukla 2000). The task or problem is thus the interface between the instructor
and the learner (McMahon 1997). This creates a dynamic interaction between task,
instructor and learner. This entails that learners and instructors should develop an
awareness of each other's viewpoints and then look to own beliefs, standards and
values, thus being both subjective and objective at the same time (Savery 1994).
Some studies argue for the importance of mentoring in the process of learning
(Archee and Duin 1995; Brown et al. 1989). The social constructivist model thus
emphasizes the importance of the relationship between the student and the instructor
in the learning process.
Some learning approaches that could harbour this interactive learning include
reciprocal teaching, peer collaboration, cognitive apprenticeship, problem-based
instruction, web quests, anchored instruction and other approaches that involve
learning with others.
Collaboration among Learners
Learners with different skills and backgrounds should collaborate in tasks and
discussions in order to arrive at a shared understanding of the truth in a specific field
(Duffy and Jonassen 1992).
Most social constructivist models, such as that proposed by Duffy and
Jonassen (1992), also stress the need for collaboration among learners, in direct
contradiction to traditional competitive approaches. One Vygotskian notion that has
significant implications for peer collaboration is that of the zone of proximal
development. Defined as the distance between the actual developmental level as
determined by independent problem-solving and the level of potential development as
determined through problem-solving under adult guidance or in collaboration with
more capable peers, it differs from the fixed biological nature of Piaget's stages of
development. Through a process of 'scaffolding' a learner can be extended beyond the
limitations of physical maturation to the extent that the development process lags
behind the learning process (Vygotsky 1978).
2.2 Concept of Cooperative Learning
Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve
their understanding of a subject. Each member of a team is responsible not only for
learning what is taught but also for helping teammates learn, thus creating an
atmosphere of achievement. Students work through the assignment until all group
members successfully understand and complete it.
Cooperative efforts result in participants striving for mutual benefit so that all group
members:
• Gain from each other's efforts. (Your success benefits me and my success
benefits you.)
• Recognize that all group members share a common fate. (We all sink or swim
together here.)
• Know that one's performance is mutually caused by oneself and one's team
members. (We can not do it without you.)
• Feel proud and jointly celebrate when a group member is recognized for
achievement. (We all congratulate you on your accomplishment).
Research has shown that cooperative learning techniques:

• Promote student learning and academic achievement
• Increase student retention
• Enhance student satisfaction with their learning experience
• Help students develop skills in oral communication
• Develop students' social skills
• Promote student self-esteem
• Help to promote positive race relations
2.2.1 Five Elements of Cooperative Learning
It is only under certain conditions that cooperative efforts may be expected to be more
productive than competitive and individualistic efforts. Those conditions are:
1. Positive Interdependence (sink or swim together)

 Each group member's efforts are required and indispensable for group success
 Each group member has a unique contribution to make to the joint effort
because of his or her resources and/or role and task responsibilities
2. Face-to-Face Interaction (promote each other's success)

 Orally explaining how to solve problems
 Teaching one's knowledge to other
 Checking for understanding
 Discussing concepts being learned
 Connecting present with past learning
3. Individual & Group Accountability ( no hitchhiking! no social loafing)

 Keeping the size of the group small. The smaller the size of the group, the
greater the individual accountability may be.
 Giving an individual test to each student.
 Randomly examining students orally by calling on one student to present his
or her group's work to the teacher (in the presence of the group) or to the
entire class.
 Observing each group and recording the frequency with which each member-
contributes to the group's work.
 Assigning one student in each group the role of checker. The checker asks
other group members to explain the reasoning and rationale underlying group
answers.
 Having students teach what they learned to someone else.
4. Interpersonal & Small-Group Skills

 Social skills must be taught:
 Leadership
 Decision-making
 Trust-building
 Communication
 Conflict-management skills
5. Group Processing
 Group members discuss how well they are achieving their goals and
maintaining effective working relationships
 Describe what member actions are helpful and not helpful
 Make decisions about what behaviors to continue or change
2.2.2 Class Activities that use Cooperative Learning
1. Jigsaw
 Groups with five students are set up. Each group member is assigned some
unique material to learn and then to teach to his group members. To help in the
learning students across the class working on the same sub-section get
together to decide what is important and how to teach it. After practice in these
"expert" groups the original groups reform and students teach each other.
2. Think-Pair-Share
 Involves a three step cooperative structure. During the first step individuals
think silently about a question posed by the instructor. Individuals pair up
during the second step and exchange thoughts. In the third step, the pairs
share their responses with other pairs, other teams, or the entire group.
3. Three-Step Interview
 Each member of a team chooses another member to be a partner. During the
first step individuals interview their partners by asking clarifying questions.
During the second step partners reverse the roles. For the final step, members
share their partner's response with the team.
4. Round Robin Brainstorming

 Class is divided into small groups (4 to 6) with one person appointed as the
recorder. A question is posed with many answers and students are given time
to think about answers. After the "think time," members of the team share
responses with one another round robin style. The recorder writes down the
answers of the group members. The person next to the recorder starts and each
person in the group in order gives an answer until time is called.
5. Three-minute review
 Teachers stop any time during a lecture or discussion and give teams three
minutes to review what has been said, ask clarifying questions or answer
questions.
6. Numbered Heads
 A team of four is established. Each member is given numbers of 1, 2, 3, 4.
Questions are asked of the group. Groups work together to answer the
question so that all can verbally answer the question. Teacher calls out a
number (two) and each two is asked to give the answer.
7. Team Pair Solo

 Students do problems first as a team, then with a partner, and finally on their
own. It is designed to motivate students to tackle and succeed at problems
which initially are beyond their ability. It is based on a simple notion of
mediated learning. Students can do more things with help (mediation) than
they can do alone. By allowing them to work on problems they could not do
alone, first as a team and then with a partner, they progress to a point they can
do alone that which at first they could do only with help
8. Circle the Sage
 First the teacher polls the class to see which students have a special knowledge
to share. For example the teacher may ask who in the class was able to solve a
difficult math homework question, who had visited Mexico, who knows the
chemical reactions involved in how salting the streets help dissipate snow.
Those students (the sages) stand and spread out in the room. The teacher then
has the rest of the classmates each surround a sage, with no two members of
the same team going to the same sage. The sage explains what they know
while the classmates listen, ask questions, and take notes. All students then
return to their teams. Each in turn, explains what they learned. Because each
one has gone to a different sage, they compare notes. If there is disagreement,
they stand up as a team. Finally, the disagreements are aired and resolved.
9. Partners
 The class is divided into teams of four. Partners move to one side of the room.
Half of each team is given an assignment to master to be able to teach the
other half. Partners work to learn and can consult with other partners working
on the same material. Teams go back together with each set of partners
teaching the other set. Partners quiz and tutor teammates. Team reviews how
well they learned and taught and how they might improve the process.
CHAPTER 3
JADUAL PENENTUAN UJIAN (JPU)

3.1 Definitions
Jadual Penentuan Ujian (JPU) is a table which constructed to show number of

questions will be asked in an examination or test. The number of questions is arranged
by the topics or subtopics with its related skills level. The construction of JPU is
based on the learning objectives described in Huraian Sukatan Matapelajaran (HSP),
provided by Pusat Perkembangan Kurikulum (PPK), Ministry of Education.
3.2 The Aims of JPU
Below is some purpose of the JPU:

 To ensure that the entire topic that supposed to be covered regarding to HSP
has been covered in a test.
 To make equilibrium in form of standard and level of difficulties, even it is
constructed by different person.
 To fixed the amount of question, level of difficulties, and percentage for each
question in a test.
3.3 Characteristic of JPU
JPU consists of 5 main elements that is the content of the test or examination, the
skills that will be examine which refers to 6 cognitive domains in Bloom’s Taxonomy,
types and total of question, degree of difficulties, and marks division in percentage for
each topic and skills covered in the test.
Test Content
Refer to the topic that will be covered in a test. If it is for final semester examination,
then the test content will be first chapter to the last chapter of the subject. Usually,
teacher will refer to HSP (Huraian Sukatan Pelajaran) provided by Ministry of
Education to determine the content that he/ she should cover so that it fulfills the
learning objectives stated in HSP. This is important to allocate total of question for
each topics. By revising the HSP, it would help teacher to decide which topics should
be ask more and which is least.
Skills
In constructing a JPU, teacher should determine the level of skills that will examine in
a test. It is based on 6 cognitive domains in Bloom’s Taxonomy. Bloom’s taxonomy is
based on the classification of different skills and objectives teacher set for their
student.
Total of question
The amount of question should be decides earlier before constructing a JPU. Things
that should be consider such as the purpose of the test, level of candidates, types of
question will be ask whether objective or subjective and degree of difficulties for each
question.
Degree of difficulties
Degree of difficulties can be counted by comprising the amount of students who
answers the question correctly with them who’s not. Usually, in setting the
examination question teacher will study the previous achievement of his/ her students
to ensure that the next examination question suite the ability of students. Besides,
degree of difficulties should be could differentiate groups of student.
Marks
JPU should show the percentage of marks for each topic and skills will be covered in
a test. The allocation of percentage depends on the amount of question for each topic.
Refer to sub topic 3.5 to view the example of JPU.
3.4 Constructing a JPU
Steps in constructing Jadual Penentuan Ujian (JPU)

For the illustration of each steps please refer to subtopic 3.5 which preview the final
JPU.
Iitial step:
1) Determining the subject for the test. For this assignment the subject is
Multimedia Production and the topic will be covered is chapter 2, multimedia
elements.
2) Determining types of examination will be conducted. For this assignment the
test is Chapter 2 Test.
3) Studing HSP (Huraian Sukatan Pelajaran) to determine the content will be
tested.
4) Determining types of question dan total of question will be asked. For this
assignment, the type of question is multiple choice questions with 40 objectives
item.
Refer to Appendix to view Huraian Sukatan Matapelajaran for Chapter 2, Multimedia

Elements.
Step 1:
Construct a two dimensional table which show the topic will be tested and skills level
of cognitive domain.
X-axes: Skills level

Y-axes: Topics
Illustration:
X-axes
Y-axes
Skills Level
Topic
Step 2:
Insert sub topic of Multimedia Elements inside topic column. There are 7 sub topics
for this chapter.
Step 3:
Insert 6 skills level of cognitive domain inside skills level row. The 6 skills level is
based on Bloom’s Taxonomy.
Step 4:
Place the total of items will be tested along with percentage for each topics inside the
percentage column. Percentage for each subtopic is determined through the amount of
topic inside the subtopic or secondary subtopic. It can be obtained through HSP.
Formula:
Percentage (%) = Total of one secondary subtopic x 100

Total of all secondary subtopic
Example:
Percentage for one subtopic = 6 x 100 = 17%

35
The table below shows the calculation of percentage for each subtopic in Chapter 2.
Subtopic Total of Percentage

secondary
(%)
subtopic
2.1 Introduction to Multimedia
6 17
Elements
2.2 Text 8 23
2.3 Graphic 6 17
2.4 Animation 5 14
2.5 Audio 4 11
2.6 Video 4 11
2.7 Interactivity 2 7
Total 35 100
Step 5:
Place total of item will be tested for each topic based on percentage calculated in step
4. The total of item should be 40 items.
Formula:
Total of Item = Percentage for one subtopic x Total of item

100
Example:
Total of Item= 17 x 40 = 7
100
The table below show the calculation of total of item will be tested for each subtopic
in Chapter 2.
Subtopic Total of Percentage Total of

secondary
(%) Item
subtopic
Introduction to
2.1 6 17 7
Multimedia Elements
2.2 Text 8 23 9
2.3 Graphic 6 17 7
2.4 Animation 5 14 6
2.5 Audio 4 11 4
2.6 Video 4 11 4
2.7 Interactivity 2 7 3
Total 35 100 40
Step 6:
Determine the percentage and total of item for each skills level. This is done by
referring to the HSP. The cognitive domain will be tested in for this test only four
level that is knowledge, comprehension, application and analysis. Synthesis and
evaluation were not included because it is high level domain and not suitable to
examine this chapters. Referring to the HSP all of the subtopics inside chapter 2 was
elaborate equally and merely discuss around this 4 domain. Thus, decision being
made to make equal percentage and item for each skills domain. However, below is
the formula to look for percentage and total of item for each skill domain.
Formula:
Percentage (%) = Total of one skill domain x 100

Total of all skill domain
Total of Item = Percentage for one skill domain x Total of item

100
The table below shows the percentage and total of item that will be tested in each skill
level of cognitive domain.
Skills Level Total
Topic of
Knowledge Comprehension Application Analysis
Item
Introduction to
2.1 Multimedia
Elements
2.2 Text
2.3 Graphic
2.4 Animation
2.5 Audio
2.6 Video
2.7 Interactivity
Total of Item 10 10 10 10 38
Percentage (%) 25 25 25 25 100
Step 8:
Determine total of question that will be tested for each subtopic in chapter 2 based on
each skills level in cognitive domain. Then, the total of question is inserted into the
related cell on the table.
Refer to subtopic 3.5 to view the total of question asked for each subtopic and skills
level.
Step 9:
Insert the sequence of question number for each subtopic and skills level. In this JPU,
the numbers were arranged sequentially starting to subtopic 2.1 to 2.7.
Refer to subtopic 3.5 to view the arrangement of question number and refer to
Appendix to view example of question that being setting using the JPU being created.
3.5 JPU Example
Chapter 2 Test: Multimedia Elements
Subject: Multimedia Production Chapter: 2 Class: Form 4 Vocational 1
Sub Topic Skills Total of Percenta

Items ge
Knowledge Comprehen Application Analysis Synthesis Evaluation (%)
sion
3 2 1 1 7 17
Elements
2.2 Text 2 3 3 1 9 23
2.3 Graphic 1 2 2 2 7 17
2.4 Animation 1 2 3 6 14
2.5 Audio 1 1 1 1 4 11
2.6 Video 1 1 1 1 4 11
2.7 Interactivity 1 1 1 3 7
Total of Items 10 10 10 10 40
Percentage (%) 25 25 25 25 100

JPU 1: Total of question for each topic and skills domain.
Chapter 2 Test: Multimedia Elements
Subject: Multimedia Production Chapter: 2 Class: Form 4 Vocational 1
Sub Topic Skills Total of Percenta

Items ge
Knowledge Comprehen Application Analysis Synthesis Evaluation (%)
sion
1,2,3 4,5 6 7 7 17
Elements
2.2 Text 8,9 10,11,12 13,14,15 16 9 23
2.3 Graphic 17 18,19 20,21 22,23 7 17
2.4 Animation 24 25,26 27,28,29 6 14
2.5 Audio 30 31 32 33 4 11
2.6 Video 34 35 36 37 4 11
2.7 Interactivity 38 39 40 3 7
Total of Items 10 10 10 10 40
Percentage (%) 25 25 25 25 100

JPU 1: Question number and its position on the test paper.
CHAPTER 4
TAXONOMY BLOOM
4.1 Introduction
Taxonomy Bloom was proposed in 1956 by Benjamin Bloom, an educational

psychologist at the University of Chicago. Bloom chaired a committee of educational
psychologists, based in American education, whose aim was to develop a system of
categories of learning behavior to assist in the design and assessment of educational
learning. The result of this study brought the emergence of Bloom Taxonomy. And,
today Bloom’s Taxonomy is used worldwide to assess educational learning.
The idea behind Bloom’s Taxonomy is a classification of the different

objectives and skills that educators set for students. Bloom’s Taxonomy also known as
Bloom’s Taxonomy of Learning Domains, or in strictly speaking, Bloom’s Taxonomy
of Educational Objectives. Bloom Taxonomy is a classification of the different
objectives and skills that educators set for students. Bloom’s Taxonomy divides
educational objectives into three domains. They are cognitive, affective and
psychomotor.
Cognitive domain focuses on intellectual capability, for example knowledge or

‘think’. While, affective domain focuses on emotions, feelings, and behaviors, for
example attitude or ‘feel’. Psychomotor domain focuses on manual and physical skills
for example skills or ‘do’. In each of the three domains in Bloom's Taxonomy is
based on the premise that the categories are ordered in degree of difficulty. An
important premise of Bloom's Taxonomy is that each category (or 'level') must be
mastered before progressing to the next. As such the categories within each domain
are levels of learning development, and these levels increase in difficulty.
4.2 Cognitive Domain

Skills in the cognitive domain revolve around knowledge, comprehension, and
“thinking through” a particular topic. Traditional education tends to emphasize the
skills in this domain, particularly the lower-order objectives.
They are six levels in the taxonomy, moving through the most basic to the
higher order levels of thinking. The levels of taxonomy starting from the simplest
behavior to the most complex. The categories can be thought as a degree of
difficulties. That is, the first level must be mastered before the next level can take
place. They are knowledge, comprehension, application, analysis, synthesis, and
evaluation as illustrated in figure 4.1 below.
Degree of Degree of
difficulties difficulties
decreases Increases
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Figure 4.1: Illustration of Cognitive Domain based on Bloom (1956)
For details explanation of each level and the verbs used, refer to Chapter 5.0.
4.3 Affective Domain

Skills in the affective domain describe the way people react emotionally and their
ability to feel another living thing’s pain or joy. The affective domain has received
less attention and is less intuitive than the cognitive domain. It is concerned with
values, or more precisely perhaps with perception of values issues, and ranges from
mere awareness (receiving), through to being able to distinguish implicit values
through analysis.
The affective domain also based upon behavioral aspects and may be labeled
as beliefs. Affective objectives typically target the awareness and growth in attitudes,
emotion, and feelings. There are five levels in the affective domain moving through
the lowest order processes to the highest. The level of this domain contains receiving,
responding, valuing, organizing, or conceptualizing and characterizing by value as
illustrated in figure 4.2 below.
Order Order
processes Characterizing processes
decreases decreases
Organizing and
Conceptualizing
Valuing
Responding
Receiving
Figure 4.2: Illustration of Affective Domain based on Bloom, Kratwohl and Masia
(1964)
Explanation:
i) Receiving
The lowest level; the student passively pays attention. Without this level no
learning can occur.
ii) Responding
The student actively participates in the learning process, not only attends to a
stimulus, the student also reacts in some way.
iii) Valuing
The student attaches a value to an object, phenomenon, or piece of information.
iv) Organizing
Students can put together different values, information, and ideas and
accommodate them within their own schema; comparing, relating and
elaborating on what has been learned.
v) Characterizing
The student has held a particular value or belief that now exerts influence on
their behavior so that it becomes a characteristic.
Table of verbs:
Receiving Responding Valuing Organizing Characterizing

Ask, Listen, React, Argue, Build, Act, Display,
Focus, Attend, Respond, Challenge, Develop, Influence,
Take Part, Seek Debate, Formulate, Solve,
Discuss,
Clarification, Refute, Defend, Practice,
Acknowledge,
Interpret, Confront, Modify,
Hear, Be Open
Clarify, Justify, Relate,
To, Retain,
Provide Other Persuade, Prioritise,
Follow,
Concentrate,
References Criticise, Reconcile,
Read, Do, Feel And Contrast,

Examples, Arrange,
Contribute, Compare
Question,
Present, Cite,
Become
Animated Or
Excited, Help
Team, Write,
Perform
Table 4.1: Table of verbs which describe the activity to be trained or measured at each
level in affective domain.
4.4 Psychomotor Domain
The Psychomotor Domain was established to address skills development relating to

manual tasks and physical movement, however it also concerns and covers modern
day business and social skills such as communications and operation IT equipment,
for example telephone and keyboard skills, or public speaking.
Thus, 'motor' skills extend beyond the originally traditionally imagined

manual and physical skills, so always consider using this domain, even if you think
your environment is covered adequately by the Cognitive and Affective Domains.
Whatever the training situation, it is likely that the Psychomotor Domain is
significant.
Bloom and his colleagues never created subcategories for skills in the
psychomotor domain, but since then other educators have created their own
psychomotor taxonomies. Psychomotor domain contains imitation, manipulation,
precision, articulation and naturalization as illustrated in figure 4.3 on the next pages.
Naturalization
Articulation
Precision
Manipulation
Imitation
Figure 4.3: Illustration of Psychomotor Domain based on Dave (1975)
Explanation:
i) Imitation
Involving behavior such as copy action of another, observe and replicate for
example watch teacher or trainer and repeat action, process or activity.
ii) Manipulation
Involving behavior such as reproduce activity from instruction or memory for
example carry out task from written or verbal instruction.
iii) Precision
Involving behavior such as execute skill reliably, independent of help for
example perform a task or activity with expertise and to high quality without
assistance or instruction; able to demonstrate an activity to other learners.
iv) Articulation
Involving behavior such as adapting and integrating expertise to satisfy a non-
standard objective for example relate and combine associated activities to
develop methods to meet varying, novel requirements.
v) Naturalization
Involving behavior such as automated, unconscious mastery of activity and
related skills at strategic level for example define aim, approach and strategy for
use of activities to meet strategic need.
Table of verbs:
Receiving Responding Valuing Organizing Characterizing

Copy, Follow, Re-Create, Demonstrate, Construct, Design,
Replicate, Build, Complete, Solve, Specify,
Repeat, Perform, Show, Combine, Manage,
Adhere Execute, Perfect, Coordinate, Invent,
Implement Calibrate, Integrate, Project-
Control Adapt, Manage
Develop,
Formulate,
Modify,
Master
level in psychomotor domain.
CHAPTER 5
COGNITIVE DOMAIN DETAILS
5.1 Knowledge
Knowledge is defined as the remembering of previously learned information. This
may involve the recall of a wide range of material, knowledge of major ideas, or
mastery of subject matter. But in general, the requirement in this category is the recall
of appropriate information. Although memorization is the lowest level of learning
outcomes, it represents an important category in teaching and learning of
mathematics.
Examples of learning objectives at this level know common terms, knowing

specific facts, knowing methods and procedures, knowing basic concepts, and
knowing principles.
Refer to sub chapter 5.7, table 5.1 to view the illustrative verbs commonly use in
knowledge level.
5.1.1 Example of Learning Objectives and Questions
Learning Objectives
Student should be able to:
• Determine and state six element’s of multimedia
• Give definition of multimedia.
Example of Questions
1. State six element’s of multimedia.
i. ____________________ iv. _____________________

ii. ____________________ v. _____________________
iii. ____________________ vi. _____________________
2. Fill in the blank with the correct answer.

There are the elements of multimedia which is text, graphic, interactivity,
video, audio and ________________.
3. Usually format of video is .AVI
a) True
b) False
4 Give 2 examples of text types.

i.______________
ii.______________
5. State two examples file format for audio?

i.________________
ii.________________
6. Give three types of graphic:-

i. ______________
ii.______________
iii.______________
(Question 7 – 10)
Match the picture with the correct answer.
7.
2D
3D
6D
3D
2D
4D
8.
9.
10.
5.2 Comprehension
Comprehension is defined as the ability to understand information and grasp the

meaning of material. This may be shown by translating knowledge into new context,
interpreting facts, and comparing, contrasting, or predicting consequences. These
learning outcomes go one step beyond simple remembering of material and represent
the lowest level of understanding.
The examples of learning objectives at this level is to understand facts and

principles, interpreting verbal material, interpreting charts and graphs, translating
verbal material to mathematical formulae, estimating the future consequences implied
in data, and justifying methods and procedures.
comprehension level.
Learning Objectives :
Student should be able to explain and difference every elements multimedia.
1. All of these are element of multimedia except? Circle the answer.
TEXT GRAPHIC
MEDIA ANIMATION
AUDIO VIDEO
2. Find the six elements multimedia in the crossword puzzle.
A E T U N M C V E U N F W
I A Q S X V E O I R W B N
M T Y E S E B Y G D H T D
T K F S D Y I O P Q E V I
H L E T E X T I H U V O E
W G O F I G I E U K L E V
P R D O I L O N J U O N R
Y W V U N S N O D E T R U
O Y A O E H U I E H C C E
I N T E R A C T I V I T Y
D E R O N E N A M E H A G
U F A V U Q C M Y C P J E
A W Y B E N E I A R A N K
E H S U N O K N T N R E U
A L P I D U S A H W G O I
C W Q E A H Y I P R E T R
i. ____________________
ii. ____________________
iii. ____________________
iv. ____________________
v. ____________________
vi. ____________________
3. What type of graphic for the pictures below?
TEXT Visual based

information
presentation
AUDIO Basic information

distribution
(Question 4-8 based on the questions below)

Match elements with right definition.
VIDEO For more effective

4.
information
ANIMATION Interesting and

5. alive
GRAPHIC A series of
graphic images
that are
6
7.
8.
9. State the type of the text given.
10. Instruction: Decide whether the statements are TRUE or FALSE.
STATEMENT TRUE FALSE

a) There are five elements of multimedia.
b) Music, speech, or any other sounds are examples
of audio information.
c) Two types of animation are 2D and 3D.
5.3 Application
Application refers to the ability to use learned material in new situations. This may
include solving problems that require recognizing and applying appropriate ideas,
concepts, methods, principles, laws, and theories without being told and without any
specific or immediate cues. Learning outcomes in this area require a higher level of
understanding than those under comprehension.
The examples of learning objectives at this level are applying concepts and
principles to new situations, solving mathematical problems, constructing graphs and
charts, and demonstrating correct usage of a method or procedure.
application level.
Learning Objectives
Students will use a concept in a new situation or unprompted use of an abstraction.
They will apply what was learned in the classroom into novel situations in the work
place.
1. A 16-bit image is capable of representing how many different colors?

2. 32-bit = ____________Byte
3. Convert 4-bit depth color to Binary code combination.
4. List down four vector-drawn objects that being used in multimedia projects.
5. Discuss the problems encountered using text across computer platforms.
6. Discuss the origins of cel animation and the concepts that go into creating these
animations.
7. What is the standard font size that we can use when developing a web page?
8. ____________ is the best image format that can be used in web page.
A A
9. Discuss what the difference between the two fonts above is.
10. Explain in what kind of situation interactive multimedia is being used whether in
linear or non-linear situation? Give reason for your answer.
5.4 Analysis
Analysis refers to the breaking down of informational materials into their component
parts, examining and trying to understand the organizational structure of such
information to develop divergent conclusions by identifying motives or causes,
making inferences, and finding evidence to support generalizations.
The examples of learning objectives at this level are to separates material or

concepts into component parts so that its organizational structure may be understood.
For example distinguishes between facts and inferences, troubleshoot a piece of
equipment by using logical deduction, recognize logical fallacies in reasoning and
gathers information from a department and selects the required tasks for training.
analysis level.
Example of Learning Objectives and Questions
Learning Objectives
Separates material or concepts into component parts so that its organizational
structure may be understood and distinguishes between facts and inferences.
( Question 1-5 based on the questions below)
1. The pictures shown on the next pages are the

multimedia computer peripheral devices. Based
on your own experienced, can you describe
how these devices could help you in developing
your multimedia presentation?
2.
3.
4.
5.
1. State the difference between 2D and 3D animation.
2. Describe the difference of MPEG and AVI.
3. The file size of a 5-second recording sampled at 22 kHz, 16-bit stereo (two tracks)
would be about ___________ bytes.
4. What happens when an audio signal exceeds the recording devices maximum
recording level?
5. Describe what MIDI is, what its benefit are, and how it is best used in a
multimedia project.
5.5 Synthesis
Synthesis is defined as builds a structure or pattern from diverse elements. Put parts
together to form a whole, with emphasis on creating a new meaning or structure.
The examples of learning objectives at this level are writing a company

operations and process manual. Design a machine to perform a specific task and
integrates training from several sources to solve the problem.
synthesis level.

Learning Objectives
Builds a structure or pattern from diverse elements. Put parts together to form a
whole, with emphasis on creating a new meaning or structure.
1. Base on the original wave form above draw clipped wave form in the box below:
JPEG MOV GIF WMA

MPEG BIT MAP MIDI MP3
AVI DOC PAL MP4
Categorize the formats above accordingly in the table below:
2. Audio 3. Video 4. Image

5. List down the steps how to record sound.
6. 24 KB, 300 B, 5 GB, 100 MB, 1TB

Arrange the size of the files above in ascending order.
Removing “dead air” or blank space

7. Fade in and Fade out
Advanced programs let you alter the

8. Equalization length (in time) of a sound file without
changing its pitch
9.
Time Stretching Helps to smooth out the very beginning
and the very end of a sound file
10.
Trimming Allow you to modify a recording’s
frequency content so that it sounds
brighter or darker
5.6 Evaluation
Evaluation can be defined as making judgements about the value of ideas or materials.
Judging the value of the material based on personal values, resulting in an end
product.
The examples of learning objectives at this level are to select the most
effective solution. Hire the most qualified candidate. Explain and justify a new
budget.
evaluation level.

Learning Objectives
Make judgments about the value of ideas or materials.
1. Discuss the implication of using audio in a production, focusing on the purpose of

the audio and how to manage audio files.
Based on the web page on the previous pages:
2. List down the multimedia elements in the web page above.

3. Explain the lack of the web page above.
4. Give your suggestion how to improve the page.
5. You are assigned to create an interface that will look good across platforms. What
the difference is between imaged as shown on a Macintosh and PC? How would
you deal with this problem?
6. Discuss the origins of cel animation and define the words that originate from this
technique.
7. Define animation and describe how it can be used in multimedia.
8. List important consideration in converting from digital video to television.
9. Describe the capabilities and the limitations of bitmap images.
10. Describe the difference between a typeface and a font.
5.7 Table of Illustrative Verb in Cognitive Domain
Knowledge Comprehension Application Analysis Synthesis Evaluation

Define Restate Translate Classify Synthesize Judge
Record Tell Employ Differentiate Compose Appraise
Name Locate Dramatize Experiment Plan Evaluate
Memorize Discuss Interpret Distinguish Propose Rate
List Review Use Appraise Design Compare
Relate Identify Practice Test Formulate Score
Repeat Describe Apply Analyze Design Revise
Recall Report Demonstrate Calculate Construct Value
State Express Illustrate Compare Create Select
Write Recognize Operate Contrast Set Up Measure
Explain Schedule Criticize Organize Estimate
Sketch Diagram Manage Assess
Question Prepare Choose
Relate Integrate
Examine Predict
Translate Summarize
Interpret Assemble
Inventory Collect
Inspect Arrange
Debate
level in cognitive domain.
CHAPTER 6
EXAMPLE OF LESSON PLAN
6.1 Introduction
Lesson plan is an important tool that help teacher to well organize his/ her classroom.
It functions as a guideline for teacher in his/ her teaching process. Usually, teacher
will prepare a daily lesson plan one day earlier before teaching the related topics.
Besides it also to ensures that the topics being teaches achieve the learning objectives
stated in HSP (Huraian Sukatan Matapelajaran) In this chapter, three examples of
lesson plan for three unit’s of topic were presented. It is based on Chapter 2
Multimedia Element, in Multimedia Production for Form 4.
6.2 Lesson Plan
6.2.1 Example of Lesson Plan 1

Date : 4 March 2008
Time : 8.30 am – 9.00 am
Number of student : 30
Class : 4 Vocational 1
Subject : Multimedia Production
Topic : 2.1 Multimedia Elements
: 2.2 Text
Learning outcome:
2.1.1 Identify multimedia elements.
• Text
• Graphic
• Animation
• Video
• Audio
• Interactivity
2.2.1 Identify text in multimedia from aspect.
• Function
• Text Types
• Typeface
• Font Typeface
• Text Style
• Alignment
• Color
Objective
At the end of the lesson students should be able to:
(a) List the elements multimedia correctly.
(b) Identify text in multimedia such as from function, text types, typeface,
text style, alignment and color correctly.
Pre-requisite knowledge:
• Students already know about multimedia
Teaching aid:
• Slide presentation power point
• Computer
• Induction .mpeg file
Teaching Technique:
• Explanation
• Questions and answer
• Homework
IMPLEMENTATION
Strategies/
Time/Step Content/ Skill Teaching And Learning Activities
Methodology/Aids
Induction Set Introduction to the topic 1. Students see the graphic carefully. Strategy :
(5 min) 2. Students try to answer teacher’s question and gives their Student centered
opinions about the graphic. Teaching Aids :
3. Teacher explains the relation between the question and the Picture of graphic
topic that they will learn. Technique :
4. Teacher tells the objective about the lesson and guideline Explanation, discussion, and
to students. questioning
Values :
Confidence
Step 1 Aspect graphic in 1. Teacher gives definition about graphic. Strategy :
(10 min) multimedia 2. Teacher explains three the aspects graphic in multimedia Student centered and teacher
• function presentation centered
• graphic source 3. Students will listen to teacher’s explanation and write short Teaching Aids :
notes in book. Slide power point and picture
• graphic types
4. Teacher shows the example of picture 2D graphic types. 2D graphic
(2D, 3D)
5. Teacher asks students different graphic types between 2D Technique :
and 3D. Explanation and questioning
Values :
Confidence , responsibility
and precision
Step 2 • file graphic 1. Teacher explains the three more graphic aspects in Strategy :
(10 min) format multimedia presentation. Student centered and teacher
• layout 2. Students listen teacher’s explanation and write short notes centered
• combination color in book. Teaching Aids :

3. Teacher shows the example of picture. Slide power point and
4. Teacher asks students about the picture from aspect color picture of graphic
combination and layout graphic in multimedia Technique :
presentation. Explanation and questioning
Values :
Confidence, responsibility
and carefully
Conclusion Summarizes the subtopic 1. Teacher asks randomly selected student to explain what Strategy :
(5 min) that has learned. they have learnt today. Student centered and teacher
2. Teacher recalls a topic that they have learnt orally. centered
3. A summary of the content will be displayed on screen by Teaching Aids :
teacher. Slide power point
4. Teacher gives some homework to students. Technique :
5. Teacher gives some motivation to their students. Explanation and questioning
Values :
Confidence, responsibility and
carefully
Date : 18 March 2008

Time : 8.30 am – 9.00 am
Topic : 2.3 Graphic
Learning outcome:
2.3.1 Identify graphic in multimedia from aspect:
• Function
• Graphic Source
• Graphic Types (2d, 3d)
• File Graphic Format
• Layout
• Color Combination
Objective:
a) Identify graphic in multimedia such as from function, graphic source,
graphic types, and files graphic format, layout and color combination
correctly.
• Students already know about the elements of multimedia.
Teaching aid:
• Example pictures of graphic
Teaching Technique:
• Explanation, questions and answer

• Homework
IMPLEMENTATION
Strategies/
Methodology/Aids
Induction Set Introduction to the topic 1. Students see the graphic carefully. Strategy :
(5 min) 2. Students try to answer teacher’s question and gives their Student centered
opinions about the graphic. Teaching Aids :
3. Teacher explains the relation between the question and the Picture of graphic
4. Teacher tells the objective about the lesson and guideline Explanation, discussion, and
to students. questioning
Values :
Confidence
Step 1 Aspect graphic in 1. Teacher gives definition about graphic. Strategy :
(10 min) multimedia 2. Teacher explains three the aspects graphic in multimedia Student centered and teacher
• function presentation centered
• graphic source 3. Students listen teacher’s explanation and write short notes Teaching Aids :
in book. Slide power point and picture
• graphic types
4. Teacher shows the example of picture 2D graphic types. 2D graphic
(2D, 3D)
5. Teacher asks students different graphic types between 2D Technique :
and 3D. Explanation and questioning
Values :
and precision
Step 2 • file graphic 1. Teacher explains the three more graphic aspects in Strategy :
• combination color in book. Teaching Aids :

3. Teacher shows the example of picture. Slide power point and
4. Teacher asks students about the picture from aspect color picture of graphic
combination and layout graphic in multimedia Technique :
presentation. Explanation and questioning
Values :
and carefully
Values :
carefully
Date : 11 March 2008

Time : 8.30 am – 9.00 am
Topic : 2.1.4 Animation
Learning outcome:
2.1.4 Identify animation in multimedia from aspect:
• Function
• Source
• Animation Types
• File Animation Format
• Layout
Objective:
b) Identify animation in multimedia such as from function, source, animation
types, file animation format and layout correctly.
• Students already know about the elements of multimedia.
Teaching aid:
• Shrek .avi file
Teaching Technique:
• Explanation
• Questions and answer

• Homework
IMPLEMENTATION
Strategies/
Methodology/Aids
Induction Set Introduction to the topic 1. Students see the video about animation carefully. Strategy :
(5 min) 2. Students try to answer teacher’s question and gives their Student Centered
opinions about the video. Teaching Aids :
3. Teacher explains the relation between the question and the Shrek.avi (video)
4. Teacher tells the objective about the lesson and guideline Explanation, Discussion, and
to students. Questioning
Values :
Confidence
Step 1 Aspect animation in 1. Teacher gives definition about animation. Strategy :
(10 min) multimedia 2. Teacher explains three the aspects animation in multimedia Teacher centered
• function presentation Teaching Aids :
• source 3. Students listen teacher’s explanation and write short notes Slide power point and example
in book. animation types
• animation types
4. Teacher shows the example of animation types. Technique :
Explanation
Values :
and precision
Step 2 • file animation 1. Teacher explains two more animation aspects in Strategy :
in book. Teaching Aids :
3. Teacher asks students about the file animation format. Slide power point
Technique :
Explanation and questioning
Values :
carefully
Values :
and carefully
CHAPTER 7
CONCLUSION
BIBLIOGRAPHY
Aidanismah Yahya 2006, Senilukis Dan Grafik,Universiti Kebangsaan

Malaysia,Bangi.
Asmah Hj. ahmad. 1990. Pedagogi 1. Kuala Lumpur: Longman Malaysia.
Author. Bloom’s Taxonomy of Learning Domain.

http://www.businessballs.com/consciouscompetencelearningmodel.htm (akses 04
Mac 2008)
Bhasah Abu Bakar. 2003. Asas Pengukuran Bilik Darjah. Tanjong Malim : Quantum
Books.
Bhasah Abu Bakar. 2007. Pengujian, Pengukuran Dan Penilaian Pendidikan. Kuala
Lumpur : Pustaka Salam.
E.S, James. 1998. Multimedia in Action. USA: Wadsworth Publishing Company.
Edaris Abbu Bakri. 2004. Pengurusan Strategik: Konsep dan Aplikasi untuk
Pendidikan. Utusan Publications & Distributors Sdn. Bhd.
Gisele Glosser. Techniques for Employing Cooperative Learning in the Classroom.

http://www.mathgodies.com/articles/coop_learning.html (akses 12 Jan 2008)
Kamarudin Husin, Siti Hajar Abdul Aziz. 2004. Pedagogi Asas Pendidikan. Kuala
Lumpur: Kayazano Enterprise.
Lembaga Peperiksaan Malaysia. 2007. Sijil Pelajaran Malaysia – Information And

Communication Technology Paper 1. Kementerian Pendidikan Malaysia.
Lowe, R.K. 2003. “Animation and learning: selective processing of information in

dynamic graphics”. Faculty of Education, Curtin University Perth, WA,
Australia.
Mimi Haryani Hassim, Mohd. Kamarruddin Abd. Hamid, Mohd. Abu Hassan (et.al).
2004. “Enhancing Learning Through Cooperative Learning: UTM Experience”.
Conference on Engineering Education, Kuala Lumpur.
Office of Research Education. Techniques Cooperative Learning.

http://www.ed.gov/pubs/OR/Consumer Guides/cooplear.html (akses 12 Jan 2008)
Pusat Perkembangan Kurikulum. 2002. Huraian Sukatan Matapelajaran Produksi

Multimedia. Kementerian Pendidikan Malaysia.
Pusat Perkembangan Kurikulum. 2003. Modul Pembelajaran Multimedia.

Kementerian Pendidikan Malaysia.
Vaughan, T. 2001. “Multimedia Making It Works”. California: Osborne McGraw Hill.

APPENDIX
APPENDIX A
HURAIAN SUKATAN MATAPELAJARAN (HSP) FOR CHAPTER 2 -

MULTIMEDIA ELEMENTS, FORM 4, MULTIMEDIA PRODUCTION
Source : Pusat Perkembangan Kurikulum. 2002. Huraian Sukatan Matapelajaran
Produksi Multimedia. Kementerian Pendidikan Malaysia.
APPENDIX B
ANSWER SCHEMA FOR EXAMPLE OF QUESTION IN CHAPTER 5
5.1 Knowledge
1) 1. Text 2. Graphic 3. Audio 4. Video 5. Animation 6. interactivity

2) animation
3) True
4) 1. Serif 2. San Serif
5) 1. MP3 2. MIDI
6) a) analog b) digital
7) 3D 8) 2D 9) 3D 10) 2D
5.2 Comprehension
1. MEDIA
2. 1)Text 2) Video 3) Audio 4) Animation 5) Graphic 6) Interactivity
A E T U N M C V E U N F W
I A Q S X V E O I R W B N
M T Y E S E B Y G D H T D
T K F S D Y I O P Q E V I
H L E T E X T I H U V O E
W G O F I G I E U K L E V
P R D O I L O N J U O N R
Y W V U N S N O D E T R U
O Y A O E H U I E H C C E
I N T E R A C T I V I T Y
D E R O N E N A M E H A G
U F A V U Q C M Y C P J E
A W Y B E N E I A R A N K
E H S U N O K N T N R E U
A L P I D U S A H W G O I
C W Q E A H Y I P R E T R
3. Logical
4.
TEXT Visual based
information
presentation
5.
AUDIO Basic information
distribution
6.
VIDEO For more effective
information
7.
ANIMATION Interesting and
alive
8.
GRAPHIC A series of graphic

images that are
sequenced
9. Typeface
10. a) False b) True c) True
5.3 Application
1. 65,536 colors
2. 32768
3. 0000 or 0001 or 0011 or 0111 or 1111 or 0010 or 0100 or 1000 or 0110 or 1100 or
1010 or 1101 or 1001 or 1011
4.
i) Lines ii) Boxes iii) Circles iv) Polygons v) Rectangle
.5
i) Fonts are the greatest cross-platform concern because they must be mapped to
the other machine.
ii) If a specified font doesn’t exist on the target machine, a substitute must be
provided that does exist on the target. This is called font substitution.
iii) Character mapping allows bullets, accented characters, and other curious
characters that are part if the extended character set on one platform to appear
correctly when text is moved to the other platform.
6.
i) Cel animation is an animation technique made famous by Disney, uses a series

of progressively different graphics on each frame of movie film.
ii) Cel animation artwork begins with keyframes; these are the first and last frame
of an action.
iii) Tweening an action involves creating the frames to depict the action that
happens between keyframes.
iv) Computer animation programs typically employ the same logic and procedural
concepts as cel animation.
7. Arial
8. GIF (Graphics Interchange Format)
9.
First Font Second Font
i) Serif Sans serif
ii) The serif is the little decoration at Without decoration at the

the end of a letter stroke end of a letter stroke
iii) Example: Times, Bookman, New Example: Arial, Vernada,
Century Schoolbook Optima
iv) Used for body text because to

Used for headlines and
help guide the reader’s eye along
bold statements
the line of text
10. Interactive multimedia is being used in non-linear situation. Reasons for the
answer is interactive multimedia means user can control the flows of the
multimedia project.
5.4 Analysis
6.
2D Animation 3D Animation
In 2-D space, the visual changes that Creates a virtual realm in three
bring an image alive occur on the flat dimensions, and changes are calculated
Cartesian x and y axes of the screen along all three axes ( x,y and z )
Example: a blinking word, a button, a Example: Toy Story, Jurassic Park,
cel animation, etc Pinggu , etc
Path animation in 2-D space Allowing an image or object that itself
increases the complexity of an is created with a front, back, sides, top,
animation and provides motion, and bottom to move towards or away
changing the location of an image from the viewer
along a predetermined path during a
specified amount of time.
Software: Flash, PowerPoint Software: Alias, Lightwave, Maya
7.
MPEG AVI
Moving Picture Experts Group Audio /Video Interleave
MPEG standards have been Introduced by Microsoft in
developed by the Moving Picture November 1992
Experts Group, a working group
convened by the ISO and IEC
Create standards for digital Can contain both audio and video
representation of moving pictures data in a standard container that
and associated audio and other data allows synchronous audio-with-video
playback.
Support multiple streaming audio and
video, although these features are
seldom used
8.
= Sampling rate * duration of recording in seconds * (bit resolution/8) * 2
= ( 22 * 1000 ) * 5 * ( 16/8 ) * 2
= 22000 * 5 * 2 * 2
= 440000
9. The audio clip is extended to accommodate the extra data.
10.
i) MIDI stand for Musical Instrument Digital Interface
ii) MIDI data is a shorthand representation of music stored in numeric form.
iii) Smaller than equivalent digitized waveform files.
iv) Device dependent mean its playback depends on the capabilities of the end
user’s system.
v) Load and play more quickly when embedded in web pages
vi) Can change the length of a MIDI file by varying its tempo without changing
the pitch or degrading the audio quality.
5.5 Synthesis
1.
2. Audi 3. Video 4. Image
WMA MPEG JPEG

MIDI AVI BITMAP
MP3 MOV GIF
MP4
5.
i) Open audio recording software
ii) Press record button to record your voice
iii) Use microphone as a tool to capture your voice. v) Save your voice recorded
in appropriate audio format.
6. 300 B, 24 KB, 100 MB, 5 GB, 1TB

Removing “dead air” or blank space
7. Fade ins and Fade out
8. Advanced programs let you alter the
Equalization length (in time) of a sound file
without changing its pitch
9.
10. Time Stretching

Helps to smooth out the very
beginning and the very end of a
Trimming sound file
Allow you to modify a recording’s

frequency content so that it sounds
brighter or darker
5.6 Evaluation
1.
The implications of using audio in production are audio makes a production more
attractive, more entertaining and live.
Because sounds are time based, its need to consider what happens to sounds that are
playing in your production when the user goes to a different location.
Appropriate use of sound requires technical considerations of disk space or bandwidth
as well as the abilities of the authoring system to use various file formats and
compression.
Keep track of your audio files, and be sure to back them up.
Regularly test the sound and image synchronization of your project.
2. The multimedia elements in the web page above are

a.Text b.Image c.Interactive
3. The lacks of the web page are

i) No sounds elements ii ) Lack of Images iii) Lack of animation
4. The suggestions to improve this web page are

i) Put more images to make it more attractive
ii) Put some animation to make it more alive
iii) Put sound
iv) Make the arrangement of the button more tidy
5.
Macintosh PC
The extension files supported are JPEG GIF
6.
- Cel animation is an animation technique made famous by Disney, uses a series of
progressively different graphics on each frame of movie film.
- Cel animation artwork begins with keyframes; these are the first and last frame of an
action.
- Tweening an action involves creating the frames to depict the action that happens
between keyframes.
- Computer animation programs typically employ the same logic and procedural
concepts as cel animation.
7
- Animation is the act of making something come alive.
- Depending on the size of the project, you can animate the whole thing or just
animate parts of it.
-Visual effects such as wipes, fades, zooms, and dissolves, available in most authoring
packages, are simple form of animation
- Animation is an object actually moving across or into or out of the screen.
- Animation is possible because of the biological phenomenon known as persistence
of vision and a psychological phenomenon called phi.
- With animation, a series of images are changed very slightly and very rapidly, one
after the other, seemingly blending together into a visual illusion of movement.
- Television video builds 30 entire frames or pictures every second. Movies on film
are typically shot at a shutter rate of 24 frames per second.
8.
- Don’t place critical information such as text in the outer 15 percent of the screen.
Keep it within the safe title area.
- Colors on computer monitors are purer and more accurate than those seen on a
television monitor, so select colors carefully and review them on a TV monitor.
- Avoid fine lines and harsh color contrasts.
9.
- Bitmaps are an image type most appropriate for photo-realistic images and complex
drawings requiring fine detail.
- Limitations of bitmapped images include large files sizes and the inability to scale or
resize the image easily while maintaining quality.
- A bitmap is a simple information matrix describing the individual dots of an image
called pixels.
- The image’s bit-depth determine the number of colors that can be displayed by an
individual pixel.
- You can grab a bitmap image from a screen, scan it with a scanner, download it from
a web site or capture it from a video capture device.
10.
- A typeface is a family of graphic characters that usually includes many type sizes
and styles.
- A font is a collection of characters of a single size and style belonging to a particular
typeface family.
APPENDIX C
EXAMPLE OF QUESTION FOR MULTMEDIA ELEMENTS TEST.

REFER TO JPU IN CHAPTER 3.
1. All of these are element of multimedia except?

Semua yang berikut merupakan elemen multimedia kecuali
A. Animation
B. Audio
C. Interactivity
D. Media
2. The definition of animation?

Maksud animasi ialah
A. Visual based information presentation

B. Basic information distribution
C. A series of graphic images that are sequenced
D. Interesting and alive
Picture A Picture B
3. Picture A and picture B above are two different types of animation. Choose the
right types of these two pictures.
Gambar A dan B menunjukkan jenis animasi yang berbeza. Pilih jenis animasi
yang tepat untuk kedua-dua gambar tersebut.
A. 2D and 3D
B. 3D and 2D
C. 3D and 4D
D. 2D and 4D
4. Choose the right materials that will be used to develop multimedia application:
Pemilihan bahan dalam membangunkan aplikasi multimedia boleh diperolehi
melalui.
I Using your own material

II Create a new material and used it
III Hire graphic designer to produce material that you need
IV Using material from public domain
A. I, II, III
B. II, III, IV
C. I, III, IV
D. I, II, III, IV
• angled
H •
•
bracketed serifs
biased stress
• less thick
• thin contrast
5. Text that have a style as above is:

Stail huruf yang mempunyai ciri di atas ialah:
A. Roman
B. Old style
C. Transitional
D. Modern
6. Text used in a design for

Penggunaan teks dalam sesuatu rekaan digunakan untuk :
I To give information of a message

II To attract the audience
III As a function and format style
IV As a graphical design
A. I and II
B. I and IV
C. I, II and III
D. I, III and IV
7. The use of text as shown on figure above is.
Apakah yang ingin disampaikan oleh teks di atas?
A. Text and visual

B. Text and expression
C. Text positive
D. Text negative
8. What is the function of text?

.Fungsi teks ialah
A. Pictures or illustration
B. Sound that can be heard but cannot be seen with human eyes
C. Give an information
D. A series of frames containing pictures and sound played back at a fast rate
9. There are three main text types except

Terdapat tiga jenis teks utama kecuali
A. Serif
B. Sans serif
C. Decorative
D. Innovative
10. How many types of graphics?
?Grafik boleh dikelaskan kepada berapa jenis
A. 1
B. 2
C. 3
D. 4
11. The most basic and important element in multimedia application is __________?
,Elemen yang paling asas dalam aplikasi multimedia ialah
A. Text
B. Graphic
C. Animation
D. Video
12. Choose the correct file format for graphics?

Pilih format fail yang tepat untuk grafik
A. .avi
B. .mpeg
C. .wma
D. .jpeg
13. Which of the graphics file format listed below is use widely in presenting graphics
on web pages?
Jenis fail format grafik yang digunakan secara meluas untuk paparan grafik di
halaman-halaman web ialah
A. .psd
B. .gif
C. .png
D. Bitmap
14. Which of the software listed below matches with the function stated?
Yang mana antara perisian dibawah padan dengan fungsi yang diberikan
Drawing Graphic editing

A. Paint Adobe Photoshop
B. Macromedia Fireworks Adobe Illustrator
C. Adobe Photoshop Macromedia Flash
D. Corel Draw GIMP
15. The device below is used in working with graphics. Find the incorrect answer.
Peralatan yang disenaraikan dibawah diguna untuk bekerja dengan grafik. Cari
.jawapan yang tidak tepat
A. Digital camera
B. Scanner
C. Photocopy machine
D. Printer
16. Which of the answer below best listing the types of graphics?
Yang mana antara senarai dibawah menerangkan jenis grafik
A. 2D and 3D
B. 1D and 2D
C. 2D and 4D
D. 3D and 4D
17. Animation is possible due to biological phenomenon occurred in human eyes. The
phenomenon called as….
Animasi menjadi mungkin disebabkan oleh fenomena biologi yang berlaku dalam
..mata manusia. Fenomena ini dipanggil
A. Sight attraction
B. Visibility of light
C. Lighting effect
D. Persistence of vision
18. In 3D animation development, developer will go through few phases. Below is the
list of 3D development phases. Arrange them into sequence…
Dalam pembangunana Animasi 3D, pembangun akan melalui beberapa fasa.
Dibawah ialah senarai fasa-fasa pembangunan tersebut. Susun fasa-fasa tersebut
..mengikut turutan yang betul
Animating I
Modeling II
Storyboarding III
Rigging IV
A. II, III, I, IV
B. I, III, IV, II
C. III, II, IV, I
D. III, II, I, IV
19. 3D model can perform movement due to the bones and joint function which is
inserted inside the model during the 3D development phases. This activity known
as…
Model 3D boleh melakukan pergerakkan kerana terdapat fungsi tulang dan otot
yang dimasukkan kedalam model tersebut semasa fasa pembangunan 3D. Aktiviti
..memasukkan tulang dan otot ini di kenali sebagai
A. Boning
B. Rigging
C. Joining bones
D. Movement function
20. Choose the famous software that being used in 2D animation development today
Pilih perisian popular yang digunakan dalam pembangunan animasi 2D pada
hari ini
A. Toon Boom
B. Lightwave
C. Swift 2D
D. Audio best Studio Max
21. Animation is used in many industries today, EXCEPT:

Pada masa kini, animasi banyak digunakan dalam industri, KECUALI
A. Advertising industries
B. Film industries
C. Education
D. Banking and finance
22. ________________ is a process of creating 3D object and scenes.

adalah satu proses menghasilkan objek 3D dan
pemandangan
A. Rendering
B. Modeling
C. Texturing
D. Mapping
23. Which of the following 3D animation software is correct.

Manakah yang berikut adalah perisian animasi 3D yang betul
A. 3D studio max
B. Adobe Photoshop
C. Macromedia Flash
D. Microsoft Word
24. After rendering all of the scene in 3D animation software, developer then
performs video editing process to arrange all of the scenes into sequences. The
example final video file format is.
Setelah “rendering”keseluruhan babak dalam perisian animasi 3D, pembangun
akan melakukan proses pengolahan video untuk menyusun keseluruhan babak
mengikut susunan. Contoh format akhir bagi video ialah.
A. *.max
B. *.swi
C. *.avi
D. *.wav
25. Sound pressure levels ( loudness or volume ) are measured in ________________

Ukuran yang digunakan untuk mengukur kekuatan bunyi ialah
A. Desibel
B. Ausebel
C. Hertz
D. Quartz
26. The process of adjusting the level of a number of tracks to bring them all up to
about the same level is called __________________
Proses mengubah aras nombor trak sesuatu bunyi kepada aras yang sama
dikenali sebangai.
A. Volume modification
B. Volume changing
C. Volume arrangement
D. Volume adjustment
27. The audio file format introduced by Microsoft and IBM with the introduction of
Windows is the ___________________
Fail format yang diperkenalkan oleh Microsoft dan IBM yang didatangkan sekali
dengan pakej windows ialah.
A. .mp3
B. .wav
C. .aiff
D. MIDI
28. The process of playing a sound file while part of the file is still downloading is
called _______________________
Proses memainkan fail bunyi semasa sebahagian daripada fail tersebut masih
dimuat turun dipanggil.
A. Streaming
B. Performing
C. Waiting while listening
D. Staggering
29. The file format that uses a shorthand representation of musical notes and durations
stored in numeric form is:
Fail format yang menggunakan perwakilan nota muzik dan tempo yang distorkan
dalam bentuk bernombor ialah.
A. AIFF
B. CD-ROM/XA
C. SDP
D. MIDI
30. Removing blank space or “dead air” at the beginning or end of a recording is
sometimes called:
Mengeluarkan ruangan kosong atau ‘dead air’ pada permulaan atau akhir suatu
rakaman dipanggil.
A. quieting
B. pre-rolling
C. trimming
D. quantizing
31. The television signal format used in the United States, Japan, and many other
countries is known as__________________
Format signal televisyen yang digunakan di United States, Jepun dan
kebanyakan Negara di kenali sebagai
A. PAL
B. DTS
C. NTSC
D. NTFS
32. The technique in which playback of a video starts as soon as enough data has
transferred to the user’s computer to sustain this playback is
called______________
Teknik di mana video di mainbalik setelah data sepenuhnya dipindah ke
computer pengguna untuk meneruskan mainbalik adalah dipanggil
A. Reflecting
B. Streaming
C. Compressing
D. Digitazing
33. The length of time it takes the CD-ROM player to locate specific data on the CD-
ROM disc is called ___________________
Masa yang diambil oleh pemacu CD-ROM untuk meletakkan data pada
Cakera CD ROM di panggil
A. Laps time
B. Real time
C. Past time
D. Seek time
34. Removing a residual magnetic field that distorts the colors on a television screen
is called:
Pembuangan saki medan magnetik yang mengganggu warna pada skrin
televisyen di panggil
A. tracking
B. dubbing
C. flattening
D. degaussing
35. Computer monitors draw the lines of an entire frame in a single pass; this
technique is called:
Monitar komputer menghasilkan garisan pada keseluruhan bingkai dalam satu
laluan, teknik ini di panggil
A. streaming
B. progressive-scan
C. flattening
D. overscan
36. Which of the following is a videotape format?

Yang manakah berikut format pita video?
A. DVD-RW
B. Component Y
C. Hi-8
D. S-VHS
37. Process to design multimedia application can be divide into three, except?
Process mereka suatu aplikasi multimedia boleh dibahagikan kepada tiga, kecuali
A. Information design
B. Graphic design
C. Interaction design
D. Interface design
38. Normal mistake when design the interface of multimedia application:

Kesalahan yang biasa dalam mereka suatu aplikasi multimedia ialah
I Complex interface
II Information is not relevant
III Too much text
IV No control in audio and video
A. I, II
B. I. III, IV
C. I, II, III, IV
D. I, II, III
39. Three types of interactivity that was proposed by Sims except?

Berikut ialah tiga jenis interaktiviti yang dicadangkan oleh Sims, kecuali
A. Construct interactivity
B. Non – immersive contextual interactivity
C. Normal interactivity
D. Immersive virtual interactivity
40. Significance of slaid presentation compared with the other software?

Kelebihan persembahan slaid dibandingkan dengan perisian lain ialah.
I Propose many kind of interactivity non linear and multimedia

representative
II Allow animation, audio, video and special effect element to be used
III There are variety color of background, design and template
IV Can be used in Windows and Macintosh
A. I, II, IV
B. I, III, IV
C. I, II, III
D. I, II, III, IV
.Question End
Answer Suggestion
1 D 21 D
2 C 22 B
3 A 23 A
4 D 24 A
5 B 25 A
6 C 26 D
7 B 27 B
8 C 28 A
9 D 29 D
10 B 30 C
11 A 31 C
12 D 32 B
13 C 33 D
14 C 34 D
15 A 35 B
16 A 36 D
17 D 37 B
18 C 38 C
19 B 39 C
20 A 40 D

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UNIVERSITI PENDIDIKAN SULTAN IDRIS

FAKULTI SAINS KOGNITIF

KPD 5023 (PEDAGOGI PENDIDIKAN)

ROSIADI BIN TAJUDIN

MOHD FARIDZUL AKMAM BIN ZULKIFLI

SITI FATIMAH BINTI NOR DIN

JUANAH BINTI ENTIGANG

NIRMALA A/P SENGODAN

DR. SHAHEDA BT USOF

GROUP (DPLI) SEMESTER 1, 2008

Writer & Colleagues

INTRODUCTION TO LEARNING THEORY

1.1 Inductive Thinking – Model Taba

The Inductive Thinking model was developed to enhance students’ acquisition of

The Inductive Thinking Model is a teaching strategy developed by Hilda Taba

1- Concept Formation: Students gather data, group it and categorize it.

1.1.1` The Teaching Strategy According to Hilda Taba Model

Overt Activities Covert Mental Operation Question Digest

Table 1.1: Show the model of Concept Formation by Hilda Taba

Overt Activities Covert Mental Operation Question Digest

• Find implication and meaning?

exploration. ii. What types of

Table 1.2: Show the model of Interpretation of Data by Hilda Taba

Overt Activities Covert Mental Operation Question Digest

Table 1.3: Show the model of Application of Principles by Hilda Taba

1.2 Learning Theory - Ausubel

Ausubel’s theory is concerned with how individuals learn large amounts of

1.2.1` Ausubel’s Theory Applies

Figure 1.1: The process of meaningful learning

Ausubel proposed four processes by which meaningful learning can occur.

Second process is correlative sub sumption. Suppose that encounter a new

The key idea in Ausubel’s theory is the concept of “meaningful learning”.

The process if assimilation strengthens the learner’s overall knowledge

Meaningful learning versus rote learning. Rote learning has negative

Formalization of the theory of constructivism is generally attributed to Jean Piaget,

According to the theory, accommodation is the process of reframing one's

The Nature of the Learner

The learner as a unique individual

The importance of the background and culture of the learner

The responsibility for learning

The motivation for learning

The Role of the Instructor

The learning environment should also be designed to support and challenge

2.1.2 The Nature of the Learning Process

Learning Is an Active, Social Process

Dynamic Interaction between Task, Instructor and Learner

Collaboration among Learners

2.2 Concept of Cooperative Learning

Research has shown that cooperative learning techniques:

2.2.1 Five Elements of Cooperative Learning

1. Positive Interdependence (sink or swim together)

2. Face-to-Face Interaction (promote each other's success)

3. Individual & Group Accountability ( no hitchhiking! no social loafing)

4. Interpersonal & Small-Group Skills

2.2.2 Class Activities that use Cooperative Learning

4. Round Robin Brainstorming

7. Team Pair Solo

JADUAL PENENTUAN UJIAN (JPU)

Jadual Penentuan Ujian (JPU) is a table which constructed to show number of

3.2 The Aims of JPU

Below is some purpose of the JPU:

3.3 Characteristic of JPU

Refer to sub topic 3.5 to view the example of JPU.

3.4 Constructing a JPU

i. iv. _