A.

Strategi Pengajaran Dan Pembelajaran Pedagogi Bestari

1. Direktif (Directive)

2. Pemerhatian (Observation)

3. Mediatif (Mediative)

4. Generatif (Generative)

5. Konteks Luar (Outside-Context)

6. Koperatif dan Kolaboratif (Co-operative and Collaborative)

7. Metakognitif (Metacognitive)

8. Konteksual (Contextual)

9. Kajian Masa Depan (Futuristic Studies)

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B. RPH Yang Mengandungi Strategi Bestari

Date : 10 May 2010 ( Monday)

Time : 9.00 – 10.00am ( 1 hour)
Class : 5 Ungu
Number of pupils : 35/35
Subject : Science
Learning Theme : Investigating Force and Energy
Learning Area : 1. Energy
Learning Objectives : At the end of this lesson, pupils will be able to:

1.3 State the meaning of Renewable And Non

Renewable Energy.
Learning Outcome : 1. List at least three renewable and non- renewable
energy resources.

2. List one reason why renewable energy is better than

non- renewable energy.

3. Give at least two examples of energy transformation.

4. List at least one way to create renewable energy.

Pre- requisite : Pupils are able to name various resources of energy.
knowledge They are familiar with everyday life appliances and
events that involve the use of energy.
Science process : Classifying energy resources into renewable and non-
skills renewable energy.

Observing the changing phenomenon of hydroelectric

model.
Manipulative skills : Use and handle science apparatus and substances

Scientific attitudes & : Cooperation in group work.

values
Thinking Skills : Generating ideas on ways to create renewable energy.

Visualizing Pupils form images of a hydroelectric turbine

in building a model.

2
Assessment : Making a model of a hydroelectric turbine using paper
plates.
Teaching & learning : Power Point (Pictures of Solar, Wind, Biomass, Water,
resources Natural gas, Nuclear reactive, Petroleum, Charcoal, and
Coal) , paper plate, pen

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 Teaching and Learning
Phases Content Remarks
Activities

Orientation Energy is 1. Teacher starts the lesson by Resources:

come from present a video on Power
(10 minutes) many Point. Power Point
resources.

2. Teacher showing some

pictures of various energy
resources.
a) Solar
b) Wind
c) Biomass
d) Water (Hydroelectric)
e) Natural gas
f) Nuclear reactive
g) Petroleum
h) Charcoal
i) Coal

3. Teacher asks pupils to name Sps:

those pictures and lists pupils’ Communicating
answer on the ppt (pupils
discuss in group).

4. Teacher:
Do you know the energy we
use everyday are come from
various resources?

Energy resources can be

divided into renewable and
non-renewable energy.
Today, we are going to learn
on these resources.

Elicitation of Energy can be 1. Teacher introduces the topic Resources:

ideas divided into by asking questions:
renewable Power Point
(10 minutes) and non-
renewable Teacher asks:
energy. What is renewable?

Pupils answer:

 Can be replaced
 unlimited
4
Teacher asks:

What is non-renewable?
C. Nota Grafik Yang Menjelaskan Setiap Strategi P& P Bestari

1. Direktif (Directive)

5
• Contoh: kaedah demonstrasi, kuliah atau penerangan dan latih tubi

Proses P&P dengan Strategi Direktif

2. Pemerhatian (Observation)

6
• Contoh : Eksperimen, simulasi (main peranan, permainan, model), lakonan,
demonstrasi

3. Mediatif (Mediative)

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• Contoh : ‘dialectical reasoning’, ‘concept attainment’, ‘concept formation’,
‘inquiry training’, ‘open-ended discussion’

4. Generatif (Generative)

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• Contoh: Sumbangsaran, pemetaan minda, ‘synectics’, pemikiran lateral dan
kreatif, metafora

5. Konteks Luar (Outside-Context)

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• Contoh: Seminar, bengkel, kajian luar, lawatan sambil belajar dan projek

6. Koperatif dan Kolaboratif (Co-operative and Collaborative)

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 Pembelajaran Koperatif
Satu strategi pembelajaran berteraskan
pasukan kecil, Setiap murid
bertanggungjawab tentang pencapaian
diri sendiri dan membantu ahli kumpulan.
Pergantungan positif setiap ahli dalam
menentukan kejayaan pasukan.
Peranan guru sebagai fasilitator,
menstrukturkan dan memantau aktiviti
pasukan mencapai objektif.
Hasil secara kumpulan
Pembelajaran Kolaboratif
Berasaskan kepada idea bahawa
pembelajaran adalah satu tingkah laku
sosial. Pembelajaran berlaku melalui
perbincangan atau komunikasi fizikal
atau virtual.
Tiada ‘kontrak’/ pergantungan dalam
kolaborasi bersama.
Tidak memerlukan pemantauan guru dan
tidak berstruktur.
Hasil secara individu

Prosedur pengajaran dan pembelajaran dalam kaedah koperatif

Strategi Kolaboratif

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7. Metakognitif (Metacognitive)

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8. Konteksual (Contextual)

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9. Kajian Masa Depan (Futuristic Studies)

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