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KPD4033 - Analisa Pelajar - Latar Belakang Sosio Budaya Dan Psikologi
KPD4033 - Analisa Pelajar - Latar Belakang Sosio Budaya Dan Psikologi
1. Menghuraikan konsep-konsep berkaitan analisis pelajar (kebolehan kognitif, tahap kesediaan, kelajuan penerimaan, motivasi dan konsep kendiri, gaya belajar/ gaya kognitif) Menghuraikan bagaimana mengenalpasti perbezaanperbezaan yang ujud dikalangan pelajar Menghuraikan bagaimana perbezaan pelajar boleh mempengaruhi perancangan dan pelaksanaan pengajaran
2.
ANALISIS PELAJAR Perbezaan latar belakang sosio budaya Jantina Etnik Famili Individu/ kumpulan
3.
Perbezaan latar belakang psikologi Kebolehan kognitif (Piaget/ Erikson) Tahap kesediaan (Carrol/ Bloom) Kelajuan penerimaan (Carrol/ Bloom) Motivasi dan konsep kendiri (Bandura/ Rogers) Gaya belajar/ gaya kognitif
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Analisis pelajar
1. Perbezaan latar belakang sosio budaya 1. Jantina 2. Etnik 3. Famili 4. Individu/ kumpulan 2. Perbezaan latar belakang psikologi 1. Kebolehan kognitif (Piaget/ Erikson) 2. Tahap kesediaan (Carrol/ Bloom) 3. Kelajuan penerimaan (Carrol/ Bloom) 4. Motivasi dan konsep kendiri (Bandura/ Rogers) 5. Gaya belajar/ gaya kognitifUPSI KPD 4033 - JPP - FPPM -
Jantina
Murid lelaki lebih menekankan aktiviti, mudah hilang tumpuan, kurang membaca untuk seronok, guna lebih ruang semasa belajar, mudah bosan, guna bahasa jargon dan coded, Apa pentingnya sesuatu itu dipelajari Murid perempuan kurang asertif, lebih mudah mempercayai, lebih lama daya tumpuan, lebih banyak membaca, bahasa yang digunakan bahasa biasa , markah sebagai ganjaran
KPD 4033 - JPP - FPPM - UPSI 3
Memori (senarai perkataan, namawajah) Bahasa kosakata, kefahaman membaca, penulisan yg lebih tersusun
Implikasi jantina kpd Pemilihan kursus: Perempuan lebih ketara memilih biologi, kimia, Lelaki lebih ketara memilih kalkulus, fizik
KPD 4033 - JPP - FPPM - UPSI 5
Self-confident, responsible, cooperative, sociable, rigid, moralistic, humorless, and conforming Impulsive, assertive, insightful, perceptive, creatively playful, able to cope with new situations
Late-maturing boys
Energetic, bouncy, given to attention-getting behavior, not popular, lower aspirations for educational achievement
Early-maturing girls
Self-possessed, selfdirected, able to cope, likely to score high in ratings of psychological health
Late-maturing girls
Likely to experience difficulty adapting to stress, likely to score low in ratings of overall KPD 4033 - JPP - FPPM - UPSI 7 psychological health
Etnik
Di Amerika Syarikat 95% Cina & Jepun vs 63% American Caucasian mempunyai meja untuk belajar Menekankan kerja kuat, bangga, nightly ritual of homework bantu orang kampung/ friends Hmong tribe from Laos Competition vs cooperating Orang tua selalunya betul lebih banyak makan garam? Implikasi percaya: Belajar dari buaian ke liang lahad Malaikat memberkati majlis ilmu
Budaya
Apa kita makan, berapa kali kita makan, bila kita makan, bagaimana cara kita makan apa yg kita belajar - cari sendiri vs tunggu utk disuapkan Ritual makan basuh tangan, minta vs ditawarkan tambah tunggu untuk disoal vs menyoal utk perolehi ilmu bahasa denotasi/ konotasi Orang Asli
KPD 4033 - JPP - FPPM - UPSI 10
SES socioeconomic status kombinasi pendapatan ibubapa, pekerjaan dan aras pendidikan 1. Implikasi kewangan resos buku, internet, astro 2. Implikasi pekerjaan berbincang vs menurut arahan tanpa membantah 3. Implikasi pendidikan menghargai ilmu
KPD 4033 - JPP - FPPM - UPSI 11
[1] keperluan asas dan pengalaman [2] penglibatan ibu bapa dalam pendidikan anak [3] sikap dan nilai pegangan
KPD 4033 - JPP - FPPM - UPSI 12
[1] keperluan asas dan pengalaman pemakanan rendah daya tumpuan/ kurang kebolehan mengingat menyebabkan markah rendah Masalah ekonomi berkait dengan konflik keluarga. Hubungan ibu & bapa rumah yang < stabil dan < merangsang Murung dan masalah emosi Famili kerap berpindah randah sukar bagi guru/ rakan menawarkan perhubungan bermakna/ mesra Kurang aktiviti pembelajaran seperti lawatan ke zoo, muzium, melancong, perabot , kemudahan dan bahan belajar
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[3] Sikap dan nilai pegangan Ibubapa menggalakkan autonomi/ beri tanggungjawab - efikasi kendiri Ibu bapa hargai membaca, teladani oleh anak How to play the schooling game choose courses/ change schools vs accept whatever school offers (PPSMI BI vs BM) Ekspetasi yg lebih tinggi terhadap anak vs tak payah belajar tinggi2, akhirnya ke dapur juga, iklan nak jadi pemain bolasepak profesional
KPD 4033 - JPP - FPPM - UPSI 15
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Gaya keibubapaan
Parenting Styles
1. Authoritative
Establish limits and explain reasons for restrictions; encouraging; warm and affectionate
2. Authoritarian
Make demands and wield power; failure to take into account childs view; lack of warmth
3. Permissive
Disorganized and inconsistent; allow children to make own decisions; make few demands of children
4. Rejecting-neglecting
Make no demands; do not respond to emotional needs of children
KPD 4033 - JPP - FPPM - UPSI 18
1. Autoritarian
Gaya interaksi ibubapa dengan anak menekankan kepatuhan/ akur. Tidak menjelaskan sebab perlunya peraturan, tidak menggalakkan rundingan dengan anak Implikasi kpd ciri anak tidak matang, kurang kemampuan mengawal diri, impulsif, kurang bermotivasi
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Autoritatif
Gaya interaksi ibubapa dengan anak tegas tapi prihatin/ caring. Menerangkan sebab adanya peraturan dan tekal. Ekspetasi tinggi pada anak Implikasi kpd ciri anak esteem kendiri tinggi. Yakin and rasa selamat. Sanggup ambil risiko dan sering berjaya di sekolah
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Permisif
Gaya interaksi ibubapa dengan anak Beri anak kebebasan total, tidak meletakkan ekspetasi kepada anak, tidak mengharap apaapa daripada anak Implikasi kpd ciri anak tidak matang, demanding
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Uninvolved
Gaya interaksi ibubapa dengan anak Kurang berminat dengan kehidupan anak, tidak mempunyai ekspetasi kepada anak semasa masa muda & sihatnya Implikasi kpd ciri anak Kurang kawalan kendiri dan matlamat jangka panjang. Mudah kecewa dan disobedient
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SES rendah
Tiada lawatan patuh mutlak tidak berani bertanya terima shj rendah diri fikiran tertutup tidak sedaar ada pelbagai pilihan bersendirian ibubapa authoritarian @ permisif
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Minggu 1 - 2
1. Menghuraikan konsep-konsep berkaitan analisis pelajar (kebolehan kognitif, tahap kesediaan, kelajuan penerimaan, motivasi dan konsep kendiri, gaya belajar/ gaya kognitif) Menghuraikan bagaimana mengenalpasti perbezaanperbezaan yg ujud dikalangan pelajar Menghuraikan bagaimana perbezaan pelajar boleh mempengaruhi perancangan dan pelaksanaan pengajaran
2.
ANALISIS PELAJAR Perbezaan latar belakang sosio budaya Jantina Etnik Famili Individu/ kumpulan
3.
Perbezaan latar belakang psikologi Kebolehan kognitif (Piaget/ Erikson) Tahap kesediaan (Carrol/ Bloom) Kelajuan penerimaan (Carrol/ Bloom) Motivasi dan konsep kendiri (Bandura/ Rogers) Gaya belajar/ gaya kognitif
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Developmental Psychology
Jean Piaget (founder) Maturation of cognitive skills, or thinking, follows a sequential progression. An individual childs ability to learn depends on his current maturational status
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Ciri -ciri
Sensorimotor Skema berkembangan melalui aktiviti deria dan motor Lahir 2 thn Out of sight, out of mind Jika objek disembunyikan didepan mata mereka, pada mereka, objek itu dah hilang
Praoperasional
2 7 thn
Mula memperolehi kebolehan untuk conserve and decenter tetapi masih tidak boleh melakukan operasi atau mentally reverse actions > byk air dlm gelas tinggi (conservation) (tidak faham kenapa 4 + 5 = 9 SAMA DGN 9 5 = 4), egocentric melihat sesuatu dpd perspektif orang lain Lembu hasilkan susu untuk saya. Boleh melakukan operasi tetapi selesaikan masalah dgn pengalaman konkrit Tidak boleh memanipulasi dalam minda kecuali alami sendiri Perlu hands on activities Boleh melakukan pemikiran abstrak, memanipulasi dalam minda, hasilkan hipotesis, selesaikan masalah secara sistematik Berdasarkan apa yg KPD 4033 - JPP - FPPM - UPSI 30 dikatakannya , Jika apa yg dikatakannya betul, maka Boleh faham analogi
Perbezaan budaya
Susunan perkembangan merentas semua budaya TETAPI kadar perkembangan berbeza mengikut budaya Cth ciri egocentric Baby sitter Inggeris dikalangan masyakat hanya bermula bila berumur > 10 thn (maka kurang pertimbangkan pandangan orang lain) berbanding kanak2 Mayan di Mexico yg jadi babysitter pada umur 5 thn menjadikan mereka lebih menekankan perkembangan t/laku koperatif
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Fasa Formal Jika semua pemberat tidak mencukupi untuk menyebabkan rod 4 sm tersentuh dengan air, makna rod-rod lain yg lebih pendek dpd 4 sm PUN tidak akan dapat disentuhkan dgn air Keputusan dilakukan dgn mentally experimentation, thru symbols
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Imagine a six year-old who goes to the aquarium for the first time and calls the minnows little fish and the whales big fish. In both cases, the child is assimilating attempting to fit a new experience into an existing scheme (in this case the conception that all creatures that live in the water are fish). When her parents point out that even though whales live in water, they are mammals, not fish, the six-year old begins to accommodate to modify her existing scheme to fit the new experience she has encountered. Gradually (accommodation are made slowly, over repeated experiences), a new scheme forms that contains non-fish creatures that live in the water
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Equilibration, disequilibrium and learning (Piaget) Equilibrium - people are driven to organize their schemes in order to achieve the best possible adaptation to their environment. What motivated peoples drive toward equilibration? It is a state of disequilibrium, or a perceived discrepancy between an existing scheme and something new ie when people encounter something that is inconsistent with or contradicts what they already know or believe, this experience produces a disequilibrium that they are driven to eliminate (assuming of course, they are sufficiently interested in the new experience to begin with)
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A student may wonder why, for eg, tomatoes and cucumbers are referred to fruits in a science text since she has always referred to them as vegetables and has distinguished fruits from vegetables on the basis of sweetness. This discrepancy may cause the student to read the text carefully or to ask the teacher for further explanation. Gradually, the student reorganizes her thinking about the classification of fruits and vegetables in terms of edible plant roots, stems, leaves and ovaries so that it is more consistent with the expert view. These process are two sides of the learning coin: for equilibrium to occur, disequilibrium must already have occurred. Disequilibrium can occur spontaneously within an individual through maturation and experience, or it can be stimulated by someone else (such as the teacher)
KPD 4033 - JPP - FPPM - UPSI 41
Constructing knowledge
Meaningful knowledge, then, occurs when people create new ides, or knowledge (rules and hypotheses that explain things), from existing information (for eg, facts, concepts and procedures). To solve a problem, we have to search our memory for information that can be used to fashion a solution. Using information can mean experimenting, questioning, reflecting, discovering, inventing and discussing. This process of creating knowledge to solve a problem and eliminate a disequilibrium is constructivism
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Identity vs Role confusion (12 -1 8 thn sek men ren ke sek men)
Tujuan perkembangan di peringkat ini adalah memperkembangkan peranan dan kemahiran para remaja utk mengambil tempat mereka dlm masyarakat Ujud ROLE CONFUSION iaitu tidak jelas apakah t/laku yg sesuai supaya orang lain terima/ suka Jika remaja berjaya berkelakuan baik berpanjangan (ditunjukkan dgn respon orang lain) dlm pelbagai situasi, identiti kendiri akan timbul iaitu mereka tahu siapa diri mereka Jika tidak, remaja akan alami role confusion
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Kanak2 prasekolah
Bagi kanak2 prasekolah, beri peluang untuk free to plan and experimentibing untuk menggalakkan perkembangan autonomi tetapi sediakan bimbingan untuk mengurangkan kemungkinan kanak2 mengalami doubt Elakkan memalukan kanak2 untuk tingkahlaku nya yang tidak baik Galakkan aktiviti yg menggalakkan inisiatif dan yg memberikan rasa kejayaan (doable zone of proximal development Vygostsky) Elakkan menjadikan kanak2 rasa bersalah kerana mengemukakan soalan yg baik tetapi mungkin menyusahkan anda
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Sekolah menengah
Sedar murid sedang mencari identiti mereka Menerima keadaan/ rupa sendiri, hanya perlu pengiktirafan orang yg penting sahaja dan mempunyai pengetahuan hala tuju Apa cita2 bila dewasa nanti! Galakkan kemahiran sosial Bagi yg kurang jelas halatuju, bantu untuk short term goals sementara meneroka untuk long term goals
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School Learning
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School Learning
Aptitude The ability to learn academic material (IQ)
Perseverance - The extent to which students take advantage of the opportunity to learn Time on task Engagement Rate (Percentage of Allocated Time students were Time Spent paying attention)
Time Needed
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Abiltiy to understand instruction - The preparedness of the student for understanding the specific material to beJPP - FPPM - UPSI learned KPD 4033 (prerequisite knowledge)
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Time Needed
If Time to Learn is held CONSTANT (all students receive the same amount of timeto-learn regardless of aptitude), then Academic Aptitude is the most important variable related to Time Needed. If Time to Learn is allowed to VARY (students receive as much time as they need to learn important content), then Prerequisite Knowledge and Quality of Instruction become more important.
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Time Needed
If Time to Learn is held CONSTANT (all students receive the same amount of timeto-learn regardless of aptitude), then Academic Aptitude is the most important variable related to Time Needed. If Time to Learn is allowed to VARY (students receive as much time as they need to learn important content), then Prerequisite Knowledge and Quality of Instruction become more important.
Pelajar berprestasi tinggi kerana guru itu bagus
Pelajarberprestasi tinggi KPD 4033 kerana pelajar itu bagus - JPP - FPPM - UPSI
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Self Concept
How one views or feels about the self. This concept is learned as you experience the world through your senses and perception.
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Academic skills
Social skills
Cognitive
Physical
Self-Esteem is the affective or emotional reaction to ones self-concept (reflects a persons overall confidence and satisfaction with oneself ).
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You have enough self-confidence to You often find life difficult and do not cope with new challenges and to view enjoy new challenges, as you are them positively afraid of failure
KPD 4033 - JPP - FPPM - UPSI 66
Education
Our ideas are strongly influenced by our experiences at school. Young people spend more than half their time they are awake at school, doing homework or meeting friends from school. Later experiences at college or university can also confirm our change what we think about ourselves.
The expectations of teachers influence your chances of future success or failure. Students who are expected to do well often perform better than those who are expected to fail. This is called a selffulfilling prophecy. Lasting friendships made at school boosts self-esteem because it shows that people continue to want to be your friend
You learn theories and ideas that help you to understand your life and that of others
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Self-Efficacy
High self-efficacy Believe can deal effectively with life events Confident in abilities Expect to overcome obstacles effectively Low self-efficacy Feel unable to exercise control over life Low confidence, believe all efforts are futile
KPD 4033 - JPP - FPPM - UPSI 68
Recap
SelfEsteem
Our SelfConcept
SelfImage
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Definitions
1. SELF-CONCEPT - The sum total of the ways in which we think about ourselves 2. SELF ESTEEM - How highly we think about our abilities and our self. 3. SELF IMAGE - How we view our self based on others reactions to us.
KPD 4033 - JPP - FPPM - UPSI 70
Self-Efficacy
High self-efficacy Believe can deal effectively with life events Confident in abilities Expect to overcome obstacles effectively Low self-efficacy Feel unable to exercise control over life Low confidence, believe all efforts are futile
KPD 4033 - JPP - FPPM - UPSI 71
Life Experiences
Age
Sexual Orientation
Appearance
Self-Concept
Relationships
Gender
Influenced by
Education
Competence in areas students find important Improvement of academic skills through the use of professional tutors, parent volunteers, and peer tutors Emotional support and social approval by parents, teachers, friends, and peers
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Meneroka Motivasi
Motivasi melibatkan proses yang mengekalkan tenaga untuk tingkahlaku berterusan menumpu ke satu hajat tertentu - 4 perspektif .
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1. Perspektif Tingkahlaku menekankan ganjaran dan dendaan Luaran sebagai kunci menentukan motivasi pelajar .
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2. Perspektif Kognitif fokus kpd Motivasi dalaman, Untuk berjaya, pelajar percaya yg mereka boleh mengawal persekitaran mereka.
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3. Perspektif sosial need for affiliation membina dan mengekalkan perhubungan yang rapat, mesra.
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4. Perspektif Humanistik
Menekankan kemampuan pelajar untuk berkembang dan kebebasan pelajar memilih halatujunya sendiri.
KPD 4033 - JPP - FPPM - UPSI 78
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Jangkaan guru
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Flow terjadi:
Bila mempunyai masteri dan terpaut kepada aktiviti. Bila pelajar dicabar dan merasakan mereka mempunyai kemahiran yang mencukupi.
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Pastikan pelajar jangan terlalu risau (penting pelajar ada kerisauan yang mencukupi)
Sediakan sokongan orang dewasa yang positif dan model rakan sebaya
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Motivation to Achieve
Attribution Theory
Attribution Theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes. [1] Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem. [2] Stability: If a student attributes positive outcome to a stable cause, there is an expectation of future success. [3] Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt.
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Motivation to Achieve
Mastery Motivation
Mastery Orientation Students focus is on the task rather than their ability Generate solution-oriented strategies. >criteria ref based Students focus on their personal inadequacies Being concerned with the outcome rather than the process. >norm ref based
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Social Motives
Sociocultural Contexts
Social Relationships
KPD 4033 - JPP - FPPM - UPSI 87
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Parents
should provide the right amount of challenge in a positive environment and model achievement behavior.
Teachers
optimize achievement when they provide challenging tasks in a supportive environment.
Peers
with high achievement standards will support student achievement in others.
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There is DIVERSITY in achievement motivation within ethnic minority groups. When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement.
KPD 4033 - JPP - FPPM - UPSI 90
Socioeconomic Status
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Have higher competence beliefs in math and sports Are more rambunctious Receive more teacher attention List more career options
Have higher competence beliefs in English, reading, and social activities Often experience conflicts between gender roles and achievement Are more compliant, get less teacher attention, by middle school have lower self-esteem
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Discouraged Students
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Guilford (1950) Witkin (1962) Group Convergent/divergent Embedded Figure Test thinking (GEFT) Prettigrew (1958) Scale Myers Briggs (1962) of Cognitive Style Myers-Briggs Type Gardner et al. (1959) Indicator (MBTI) Tolerant/ intolerant Apter (1998) Motivation Broverman (1960) Style Profile (MSP) Kagen (1967) Matching Epstein-Meier (1989) Familiar Figures Test Constructive Thinking Messick (1976) Analytic Inventory (CTI) / non-analytic Miller (1991) conceptualizing Personality typology: Hunt (1978) Paragraph cognitive, affective, Completion Method conative Cooper (1997) Learning Harrison- Branson Styles ID (1998) revised Inquiry Weinstein, Zimmerman, Mode Questionnaire Palmer (1988) Learning Jackson (2002) Learning and Study Strategies Style Profiles (LSP) KPD 4033 - JPP - FPPM - UPSI Inventory
Sowhats the difference? A learning style or modality describes how information enters the brain: visually, aurally, or tactically, whereas cognitive style refers to how the information is processed once the information gets to the brain.
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hands-on benefiting from doing projects, working with objects and moving around.
Optima belajar dengan memanipulasi maklumat dengan cara fizikal dengan sentuhan badan/ anggota badan 2. Mendapat manafaat dengan membuka alatan dan memasang semula, berfungsi mekanisma, menggunakan tangan dan menggunakan rangsangan pergerakan 3. Menggunakan model 3-D, replika, sesi dimakmal, main peranan dan simulasi senario
KPD 4033 - JPP - FPPM - UPSI 100
Gaya belajar adalah cara seseorang GAYA BELAJAR menghadapi sesuatu maklumat, cara memproses, caara menyerapa dan cara menyimpan maklumat yang baru dan sukar. Dunn & Dunn mencadangkan learning preferences 1. Unsur persepsi 2. Unsur persekitaran 3. Unsur psikologi 4. Unsur emosi 5. Unsur fisiologi 6. Unsur sosiologi
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Unsur Persepsi
Pelajar Auditori Pelajar Visual Gambar Pelajar Visual Teks Pelajar taktil dan kinestetik Pelajar lisan
kuliah,
pembentangan
Lebih ingat bila mereka LIHAT (bina) imej mental yang mereka dengar atau baca
Lebih ingat bila mereka BACA perkataan yang tertulis (buku teks, memo, email).
Lebih ingat bila mereka BUAT/ LAKUKAN berbanding jika mereka hanya duduk dan dengar, baca, fikir berkaitan sesuatu maklumat.
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Unsur persekitaran
Bunyi Cahaya Suhu Tempat duduk
Lebih suka belajar dalam bilik terang benderang atau yang cahayanya secara tidak terus (lampu meja)?
Lebih mudah fokus dan belajar lebih lama dalam suasana suhu tinggi atau rendah?
Lebih beri tumpuan bila duduk di kerusi bersandar lurus atau yang lebih santai/ informal?
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Unsur fisiologi
Masa seharian Makanan Bergerak
Pada waktu manakah anda lebih berkesan belajar: Subuh? Pagi / tengahari? Petang? Malam?
Lebih fokus jika anda sedang makan snek semasa belajar atau snek selepas tamat belajar?
Bila anda terlalu lama di suatu tempat/ kedudukan, anda rasa kurang selesa?
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Unsur emosi
Motivasi Persistence Akur Struktur
Adakah anda lebih suka menyiapkan sesuatu tugasan sebelum mula tugasan lain? @
Anda lebih suka melakukan lebih dari sesuatu tugasan serentak?
Adakah anda lebih suka melakukan sesuatu seperti yang anda rasa orang lain lakukan? @
Anda lakukan ikut apa yang anda rasakan betul?
Adakah anda lebih suka orang lain menyediakan prosedur untuk anda ikuti atau anda yang menghasilkan prosedur anda sendiri?
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Unsur sosiologi
Interaksi dlm pasukan
Autoriti
Kepelbagaian
Adakah anda lebih produktif bila anda bekerja bersendirian atau dalam kumpulan kecil 3 orang
Adakah anda lebih baik bekerja bila bersama pakar dalam sesuatu bidang? @ Adakah anda lebih berkesan bila ada orang yang memantau anda?
Adakah anda suka rutin kerja yang memang telah terbukti baiknya? @
atau
pasukan yang lebih besar?
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Executive
Judicial
Cenderung untuk membuat perbandingan dan membuat penilaian berkaitan kualiti, nilai keberkesanan
KPD 4033 - JPP - FPPM - UPSI
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Hierarchic
Cenderung untuk membuat bbp tugasan serentak, menentukan tugasan yg mana akan didahulukan dan yg akan dikemudiankan dan untuk berapa lama
Ditugaskan bbp tugasan yg berbeza panjang, kesukaran dan bebanan markah. Masa untuk menyiapkan tugasan adalah berbeza-beza
Oligarchic
Cenderung untuk membuat Ditugaskan bbp tugasn yg SAMA bbp tugasan serentak, panjang, kesukaran dan bebanan semuanya dianggap -SAMA - UPSI markah KPD 4033 JPP - FPPM 110
Global
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Internal
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External
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Konservatif
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