KOMPILASI PBL (Versi PKP) JILID 2

KOMPILASI PBL VERSI PKP JILID 2


lacks  Reflection with some to the learning

details. does not details experience.
 Reflection is represent  Reflection
inadequate the is well

and does learning linked to
not touch on experience. the learning

learning experience.
experience.
 Not fluent.  Moderately  Fluent.  Very fluent.

 Very fluent.  Does not  Message is
insecure  Insecure look very clear.

and uneasy. and insecure or  Very confident
Communicative  Message is uneasy. uneasy. and
ability largely  Message  Message is enthusiastic

unclear. is clear.
somewhat

clear.

iv. RUBRIC FOR POL































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KOMPILASI PBL VERSI PKP JILID 2


C. STUDENTS’ OUTCOMES

STUDENT 1 : GIFTELLYA WISHA


Instrument 1
MY CHECKLIST

NAME : GIFTELLYA WISHA WILFRED

CLASS : 3M
SCHOOL : SJK(C) ST JOSEPH PAPAR
DATE OF SELF MY SCORES
NO ASSESMENT 1 2 3 4 5 COMMENTS
th
1 14 May 2020 / I started to decide on how to present the
project (Video Presentation).
th
2 17 May 2020  I suggested some ideas on what daily
task that I did during the MCO to my
/ father and how to present it in a video.
 First video recorded.
th
3 19 May 2020 / Second and third scene of the video
recorded.
4 21th May 2020 /  Third and fourth scene of the video
recorded.
 Doing some research in google about
the meaning of “independent”.
5 23th May 2020 / Giving some ideas on the video edited by
my father. Choosing my favourite
background song for the video.
th
6 24 May 2020 / The video is fully complete and submitted.


Instrument 2

PRESENTATION OF LEARNING (POL)
WHAT WHY HOW EFFECT

What is the activity Why you choose the How to do this What is the
that you did to help activity? activity? advantages of doing
your family? this activity?
The activity that i did I choose the activity I can explain each I can also learn the
to help my family is: because: step to: meaning of some

 Helping my little  I am the only  Explain the words because i am
brother with his one at home meaning of using google
homework. who can help my certain Chinese translate to make

brother with his word to my sure the real
Bahasa Cina brother. meaning of the
homework. words.



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KOMPILASI PBL VERSI PKP JILID 2


Cleaning the yard. I love playing in a Using grass To make me care

clean yard with my sweeper and a and alert about
dogs. wheelbarrow. cleanliness.
Feeding the dogs. I am an animal lover Just put the dog Always love

especially dogs. food in their food animals.
bowl.

Cleaning the dishes I want to help my Washing dishes, I can lighten my
and making sure the parents with a few folding clothes and parents’ burden by
house in clean and house chores sweeping the floor doing so.

tidy






































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KOMPILASI PBL VERSI PKP JILID 2


Instrument 3


PLANNING


































IMPLEMENTATION & ASSESMENT










































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KOMPILASI PBL VERSI PKP JILID 2


FINAL PRODUCT
























View her product at: https://drive.google.com/file/d/1-
1tBiPRrBBHANwl7ne7fKojfAOYJU2xR/view?usp=drivesdk



STUDENT 2: MIA MARSYA JASNI



















































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KOMPILASI PBL VERSI PKP JILID 2
























































































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SELF-REFLECTION
NAME : MIA MARSYA JASNI

CLASS: 3 H





























































View her product at:
https://drive.google.com/open?id=1pmLRemLCozhZekBdNnsUtoUJIXsi0Ljo












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KOMPILASI PBL VERSI PKP JILID 2























2.3




PROJECT BASED LEARNING


SEKOLAH RENDAH TAHAP 2


(PELBAGAI MATA PELAJARAN)





























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KOMPILASI PBL VERSI PKP JILID 2


PERANCANGAN UNIT PROJECT BASED LEARNING

Maklumat Guru

Nama Guru Rohani Awang Ali

Tahun / Tingkatan Tahun 6 Kreatif
Subjek Bahasa Melayu

Sekolah Sekolah Kebangsaan Kawang Papar, Sabah.
PPD PAPAR

Maklumat Projek
Tema Semangat Cinta akan Negara

Topik Menara Berkembar Petronas
Kandungan Kurikulum

Standard
Kandungan Standard Pembelajaran


1.6 Berbicara untuk 1.6.2 Berbicara dengan menerapkan bahasa yang indah untuk
menyampaikan
menyampaikan maklumat dengan tepat secara
maklumat tentang
sesuatu perkara bertatasusila.
daripada pelbagai

sumber dengan
tepat secara

bertatasusila.


Pada akhir penghasilan projek, murid dapat:


1. Menyampaikan maklumat tentang bahan-bahan yang
Objektif digunakan untuk membina model Menara Berkembar
Pembelajaran Petronas.

2. Menyampaikan maklumat tentang langkah-langkah
pembinaan model dengan tepat dan bertatasusila.

3. Menyampaikan maklumat tentang Model Menara
berkembar Petronas dengan tepat.

Subjek lain
(Merentas Sains dan Matematik
kurikulum)

2 minggu (6 Mei 2020 – 20 Mei 2020)


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KOMPILASI PBL VERSI PKP JILID 2


Tempoh
pelaksanaan


Soalan Kurikulum

Essential Question Apakah tempat menarik yang ingin kamu lawati?
(Soalan Asas)


Unit Question Mengapakah setiap bangunan mempunyai keunikan yang
(Soalan Unit) tersendiri?


1. Apakah bahan-bahan yang diperlukan untuk menghasilkan
bangunan ini?

2. Berapa lamakah model bangunan ini dapat disiapkan?
3. Mengapakah kamu memilih mercu tanda Malaysia ini?

4. Apakah langkah-langkah untuk membuat model
Content Questions bangunan ini?

Soalan kandungan 5. Bagaimanakah perasaan kamu ketika membina model
bangunan ini?
6. Apakah sikap yang perlu ada dalam diri kamu ketika

membina model ini?
7. Apakah kesukaran yang kamu hadapi ketika membina
model bangunan ini?


Proses Pembelajaran

 Murid mengumpul maklumat melalui pembacaan pelbagai
sumber (buku, Internet dan lain-lain).

 Murid berbincang dengan guru tentang kesesuaian projek yang
dihasilkan.

Fasa Perancangan  Murid menentukan projek yang akan dihasilkan
 Menyediakan takwim
 Murid menyediakan bahan dan peralatan sebelum

melaksanakan projek
 Penilaian kendiri dengan merujuk rubrik yang diberi oleh guru.










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KOMPILASI PBL VERSI PKP JILID 2



 Murid mencari jawapan kepada soalan kurikulum melalui
pelbagai sumber sama ada buku teks, majalah, temu bual
dengan ibu bapa dan lain-lain.

 Murid mula mencipta projek menggunakan bahan dan peralatan
Fasa Pelaksanaan
yang berkaitan

 Murid membuat pentaksiran kendiri menggunakan instrumen
pentaksiran dengan bantuan ibu bapa / ahli keluarga untuk
menambah baik projek.


 Murid membuat pentaksiran kendiri dengan menilai hasil
mereka menggunakan instrumen pentaksiran.
Fasa Penilaian
 Guru memberi maklum balas kepada hasil murid untuk
ditambah baik.

Kaedah Pentaksiran  Pentaksiran kendiri dengan bantuan ibu bapa / ahli keluarga

 Senarai semak

Instrumen  Lembaran Pentaksiran Kendiri
Pentaksiran yang
digunakan  Gambar Aktiviti
 Video Pembentangan Murid

 Buku teks, majalah, rujukan internet
 Kayu penyucuk sate


Bahan sumber yang  Straw
digunakan  Gam

 Hot glue
 Pita pelekat


Artifak/Produk yang Model Menara Berkembar Petronas / video / naratif
dihasilkan

Presentation of
Learning (POL)
Murid membentang melalui rakaman video dan dihantar kepada
Pembentangan Hasil guru.
Pembelajaran












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KOMPILASI PBL VERSI PKP JILID 2


LAPORAN PROJECT BASED LEARNING MURID

BAHAGIAN A:

Maklumat Murid

Nama Murid Hawa Basyirah Binti Salmi
Nama Guru Rohani Binti Awang Ali
Pembimbing
Kelas 6 Kreatif

Maklumat Projek

Mata Pelajaran Bahasa Melayu
Tema Mercu Tanda Malaysia

Topik Menara Berkembar Petronas
Mata Pelajaran lain Sains dan Matematik
(Merentas (Kemahiran Saintifik dan Ukuran Panjang)
kurikulum)
Kandungan Kurikulum

Standard Standard Pembelajaran
Kandungan


1.6 Berbicara untuk 1.6.2 Berbicara dengan menerapkan bahasa yang indah untuk
menyampaikan menyampaikan maklumat dengan tepat secara bertatasusila.

maklumat tentang
sesuatu perkara
daripada pelbagai

sumber dengan
tepat secara

bertatasusila.


Pada akhir penghasilan projek, murid dapat:

1. Menyampaikan maklumat tentang bahan-bahan yang

digunakan untuk membina model Menara Berkembar
Objektif
Pembelajaran Petronas.

2. Menyampaikan maklumat tentang langkah-langkah

pembina model dengan tepat dan bertatasusila.

3. Menyampaikan maklumat tentang Model Menara




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KOMPILASI PBL VERSI PKP JILID 2


berkembar Petronas dengan tepat



Tempoh 2 minggu(6 Mei 2020 - 20 Mei 2020)
pelaksanaan

Soalan Kurikulum

Essential
Question Apakah tempat menarik yang ingin kamu lawati?
(Soalan Utama)


Unit Questions Mengapakah setiap bangunan mempunyai keunikan yang
(Soalan Unit) tersendiri?


1. Apakah bahan –bahan yang diperlukan untuk menghasilkan
bangunan ini?

2. Berapa lamakah model bangunan ini dapat disiapkan?
3. Mengapakah kamu memilih mercu tanda Malaysia ini?
Content 4. Apakah langkah-langkah untuk membuat model bangunan ini?
Questions
5. Bagaimanakah perasaan kamu ketika membina model
Soalan bangunan ini?
kandungan
6. Apakah sikap yang perlu ada dalam diri kamu ketika membina
model ini?
7. Apakah kesukaran yang kamu hadapi ketika membina model

bangunan ini?

Artifak/Produk Model Menara Berkembar Petronas
yang dihasilkan


Tarikh 27 Mei 2020
Pembentangan
Hasil Pautan video pembentangan: https://youtu.be/2pJBuz6eYAU
Pembelajaran
(POL)











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KOMPILASI PBL VERSI PKP JILID 2


Bahagian B:

Gambar aktiviti projek mengikut fasa yang dilaksanakan beserta penerangan ringkas:

1. Fasa Perancangan


































































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KOMPILASI PBL VERSI PKP JILID 2

2. Fasa Pelaksanaan
































































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KOMPILASI PBL VERSI PKP JILID 2

3. Fasa Penilaian









































4. Gambar Artifak / Produk yang telah dihasilkan










































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KOMPILASI PBL VERSI PKP JILID 2

5. Gambar semua jenis instrumen / rubrik yang telah digunakan.




 Senarai Semak































































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KOMPILASI PBL VERSI PKP JILID 2


 Lembaran Pentaksiran Kendiri



















































































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KOMPILASI PBL VERSI PKP JILID 2


Bahagian C:



6. Rumusan: Refleksi pembelajaran murid
 Menara Berkembar Petronas dipilih dalam tema “Mercu tanda Malaysia”

 Proses menyiapkan projek ini mengajar saya untuk sentiasa bersungguh- sungguh
dalam menyiapkan sesuatu yang sukar dan sentiasa mencari jalan penyelesaian yang

terbaik dengan nasihat dan bantuan ibu bapa dan guru.
 Dalam menyiapkan projek ini juga, ia memerlukan kemahiran, kerajinan,

kesabaran, kesungguhan dan semangat yang tinggi untuk menghasilkan sesuatu
projek yang terbaik.





7. Senarai rujukan / sumber yang telah digunakan
https://www.archute.com/wp-content/uploads/2016/01/floorplan.jpg

http://profile.nus.edu.sg/fass/geotgb/Bunnell1.pdf
https://www.youtube.com/watch?v=XyE0wExbqaQ
https://en.wikipedia.org/wiki/Petronas_Towers

Guru mata pelajaran
Ibu bapa


























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KOMPILASI PBL VERSI PKP JILID 2


PROJECT BASED LEARNING UNIT PLAN AND STUDENT REPORT


Teacher’s Details

Name Norasurinah Alias


Year / Form Year 6

Subject English Language

School SK Kayau

PPD PPD Papar

Project’s Details


Theme World of Self, Family and Friends

Topic Appreciating Others (Futuristic Playground)

Curriculum Content

Content Standard Learning Standard


Main Skill :
4.3.1 Able to plan, produce and display creative works

4.3 Able to plan, organise based on literary texts using a variety of media with
and produce creative works guidance
for enjoyment.



Complementary Skill:

1.1 Able to pronounce
1.1.3 Able to speak confidently on related topics
words and speak

confidently with the correct

stress, rhythm and
intonation.



By the end of this project, pupils will be able to:
1. Produce a model of a futuristic playground.
Learning Objectives 2. Talk about one’s favourite activities at the playground.

3. Talk about the importance of having a playground in

the community.


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KOMPILASI PBL VERSI PKP JILID 2


Other subjects

(Cross-curricular Pendidikan Seni Visual, Matematik, Pendidikan Moral
Element)


Duration 2 weeks (5th May 2020 – 19th May 2020)

Curriculum-Framing Questions

Essential Question How do you appreciate yourself and others?


Unit Question What are your favourite activities at the playground?


1. How will you design your futuristic playground?
2. What materials do you need to make your mini
playground?

3. What is the size of your mini playground?
4. What would be the theme colour of your mini
Content Questions playground?

5. How many equipments will there be in your mini
playground?

6. How do you feel when you are able to play and spend
time with your friends and siblings at the playground?

7. Why is playground important?

Instructional Procedures

 Teacher brainstorms with pupils on the Essential and
Unit Questions via WhatsApp Chat.
 Teacher and pupils discuss related vocabulary and

content questions.
 Pupils search for information from various resources

such as books, magazines, Internet (Google and
Youtube) and interview their parents or friends
Planning phase
(WhatsApp Communication).

 Pupils plan their work schedule and decide on the
medium of presentation.

 Pupils list down and gather all the materials needed to
make the product.
 Pupils fill in the Checklist and Self-Assessment Tool with

referring to the Rubrics Intrument given by the teacher.



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KOMPILASI PBL VERSI PKP JILID 2


 Parents and family members are advised to help their

child on starting the project.
 Pupils find answers to the Curriculum Questions
through various resources such as textbook, reference

books, magazines, Internet and interviews with parents
or friends.

 Pupils begin to implement their project using the related
Implementation phase
materials.
 Pupils do self-assessment using the Checklist and Self-

Assessment Tool with referring to the rubrics to assess
their own products and make improvement.

 Teacher provides questions clues for reflection writing.
 Pupils do self-assessment to assess their products

using the assessment instruments with reffering to the
rubrics.
Assessment phase  Teacher provides feedback for pupils to make

improvement if necessary.
 Pupils write a short self-reflection on what they have

learnt from this project.
 Self-Assessment with parent/family members’ help

 Self-Reflection
 Rubric Overall Performance Level for Project
Assessment Methods  Rubrics Product

 KSSR DSKP Bahasa Inggeris Tahun 6 Performance

Standards for Language Arts and Speaking Skills.

 Checklist

Assessment Instruments  Self-Assessment Tool
Used  Pictorial Activities

 Pupils Video Presentation
 English Textbook, magazines, Internet resources

 Cardboard, colour papers, scissors, glue, yarn
Resources / Materials  Wood sticks, skewers

 Handphone
 Other materials following pupils’ creativity




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KOMPILASI PBL VERSI PKP JILID 2


Artifact / Product Model / Video

 Pupils present their products through pictures and video

to the teacher.
Presentation of Learning
Link video presentation:
(POL) https://drive.google.com/drive/folders/1wRR9mKeK7CF5o

V5p4EssvlhCJUv6Jt-p?usp=sharing

















































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KOMPILASI PBL VERSI PKP JILID 2


APPENDIX


Assessment Instrument 1

MY CHECKLIST




NAME : ……………………………………………

CLASS : …………………………………………..



Date of My Performance Level

No. Self- My notes
1 2 3 4 5 6
Assessment




1 5th May 2020




2 6th May 2020




3 8th May 2020



4 11th May 2020




5 12th May 2020




6 13th May 2020




7 14th May 2020








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KOMPILASI PBL VERSI PKP JILID 2


8 15th May 2020




9 18th May 2020




10 19th May 2020






Assessment Instrument 2

SELF-ASSESSMENT TOOL


What ? Why ? How ? Impact/Effect ?



What are the Why are you making How do you make What is the importance

materials needed to this futuristic this futuristic of having a playground
make your futuristic playground? playground? in your community?

playground?





























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KOMPILASI PBL VERSI PKP JILID 2


MY SELF-REFLECTION

2 STARS AND 1 WISH

Write 2 things that you like about this project and 1 thing that you wish you could do
better.






I like















I like
















I wish
















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KOMPILASI PBL VERSI PKP JILID 2


Assessment Instrument 3

PICTORIAL REPORT





Planning Phase Implementation Phase






Evaluation/Assessment Phase Finished Product



Assessment Instrument 4:


Pupils Video Presentation


Rubrics for Product:


Performance Standards Guide for Language Arts (4.3)

PERFORMANCE DESCRIPTION FOR LANGUAGE ARTS SKILL

LEVEL

1 Can demonstrate very limited ability to plan, produce and display

creative works using a variety of media.

2 Can demonstrate limited ability to plan, produce and display
creative works using a variety of media


3 Can demonstrate satisfactory ability to plan, produce and display
creative works using a variety of media.


4 Can demonstrate good ability to plan, produce and display creative
works using a variety of media.

5 Can demonstrate very good ability to plan, produce and display

creative works using a variety of media.

6 Can demonstrate excellent ability to plan, produce and display

creative works using a variety of media.





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KOMPILASI PBL VERSI PKP JILID 2


Performance Standards Guide for Speaking (1.1)



PERFORMANCE DESCRIPTION FOR SPEAKING SKILL
LEVEL

1 Can talk about related topics with a very limited level of fluency,

accuracy and use of correct pronunciation, stress and intonation.

2 Can talk about related topics with a limited level of fluency,

accuracy and use of correct pronunciation, stress and intonation.

3 Can talk about related topics with a satisfactory level of fluency,
accuracy and use of correct pronunciation, stress and intonation.


4 Can talk about related topics with a good level of fluency, accuracy
and use of correct pronunciation, stress and intonation.


5 Can talk about related topics with a very good level of fluency,
accuracy and use of correct pronunciation, stress and intonation.


6 Can talk about related topics with an excellent level of fluency,
accuracy and use of correct pronunciation, stress and intonation.
































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RUBRIC OVERALL PERFORMANCE LEVEL FOR PROJECT

 Teacher uses this rubric to determine pupil’s level of performance.

 Teacher uses the checklist form and the self-assessment tool to determine the pupil’s level
of performance.



PERFORMANCE
CRITERIA DESCRIPTION
LEVEL



 I am able to gather information or material from very limited

sources that are not related to the project.

 The project that I produce is the same as the school work that
teacher always provides.

 The project I produce does not meet the given time frame.
 I am unable to resolve any issues related to this project.
1
 This project has nothing to do with my real life.
(Very limited)  I have no clear goals and no plan for producing this project.
 The project I created is incomplete.

 I rarely think of improving the project quality.
 I rarely improve the way I learn.
 I rarely ask teachers, friends or family members when completing

this project.
 I rarely practice good manners when completing this project.


 I am able to collect information or materials from limited sources.
 Information or materials are less suitable with the subject matter of

the lesson plan.
 This project is less related to my real life.


2  I have ambiguous goals with incomplete plan of action to produce
this project.
(Limited)
 The project I produce is incomplete and less tidy.

 The project I produce uses less time to complete from the given
time frame.
 The project I produce uses less steps from the prescribed steps.
 I am only able to solve less problems while completing this project.

 I think less of improving the quality of this project.



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KOMPILASI PBL VERSI PKP JILID 2


 I improve a little of the way I learn.

 I do not always ask my teacher, friend or family members when
completing this project.
 I have a less of a good attitude when completing this project.


 I am able to collect information or materials from limited sources.

 The information or materials I gather fit the subject line to help me
plan the project at a satisfactory level.
3

 This project has little to do with my real life.
(Satisfactory)
 I have a clear goal, comprehensive planning plan to produce this

project.


 The project I created is complete and neat.

 I am able to carry out this project activity within a specified time

period.

 I do not follow all the steps and solve problems while creating this
project.


 Sometimes I think about improving the quality of the project.

 Sometimes I improve the way I learn.


 I always ask teachers, friends or family members when completing
this project.

 I have a good attitude when completing this project.


 I can collect information and materials from various sources.

 The information or materials I collect fit into the subject line to help
plan the project well.


 This project has something to do with my real life.
4
 I have a clear goal, a clear and comprehensive planning plan to
(Good)
produce this project.

 My project is complete and creative.

 I am able to carry out the project activity within a specified time

period.



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KOMPILASI PBL VERSI PKP JILID 2


 I follow the steps correctly and solve problems well when creating

the project.

 I will consider improving the quality of the project I produce.

 I try to improve the way I learn.


 I often ask teachers, friends or family members to better
understand how to complete this project.

 I always have a good attitude when completing this project.


 I am able to collect information or materials from a variety of
reliable sources.

 The information or materials I have collected are relevant to the
subject matter to help me plan this project effectively and

5 efficiently.
 This project has something to do with my real life.
( Very good )
 I have a very clear goal, a clear, complete and achievable planning
plan to produce this project.

 The project I create is original, creative and impactful and
appropriate to others.
 I am able to carry out the project activity within a specified time

period.
 I follow the steps exactly and correctly and solve problems well

and properly.
 I am always thinking of improving the quality of the project I
produce.


 I am constantly improving the way I learn.

 I regularly ask teachers, friends or family members in the correct

and civilized language when completing this project.

 I have a good attitude all the time while completing this project.

 I am able to collect information or materials from a variety of

reliable and true sources.

 The information or materials I gather fit the subject matter to help

me plan the project effectively and efficiently.
6




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KOMPILASI PBL VERSI PKP JILID 2


( Excellent )  This project has something to do with my real life.

 I have very clear goals, a clear, complete, achievable, well-

organized and exemplary plan of action.

 The project I create is original, creative and has a high impact on

others and can be exemplary.

 I am able to carry out the project activity within a specified time
period.


 I follow the steps accurately, correctly and systematically and
solve problems efficiently and effectively.


 I can think deeply about improving the quality of the project I
produce.

 I am constantly improving the way I learn.


 I always ask teachers, friends or family members in the right and
effective language, with confidence and civilization when
completing this project.


 I practice excellent manners consistently and can be an
exemplary.



























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KOMPILASI PBL VERSI PKP JILID 2


PBL REPORT


Assessment Instrument 1












































































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KOMPILASI PBL VERSI PKP JILID 2


Assessment Instrument 1

MY CHECKLIST

NAME : DYAN VIVIAN ROBERTUS

CLASS : YEAR 6 PERDANA







Date of My Performance Level

No. Self- My notes
1 2 3 4 5 6
Assessment

1 5th May 2020 / no idea to do.


2 6th May 2020 / choose the project mini
playground.

3 8th May 2020 / ask teacher about the idea.


4 11th May 2020 / prepare the materials to make
the mini playground.


5 12th May 2020 / start to do my mini playground.

6 13th May 2020 / take photo and video.


7 14th May 2020 / complete and finish make mini
playground.

8 15th May 2020 / add little creative to make

beautiful.

9 18th May 2020 / send to teacher photo and

video.

10 19th May 2020 / I complete my mini playground.










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KOMPILASI PBL VERSI PKP JILID 2


Assessment Instrument 2
















































































Assessment Instrument 2


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KOMPILASI PBL VERSI PKP JILID 2


SELF-ASSESSMENT TOOL



What ? Why ? How ? Impact/Effect ?




What are the Why are you How do you make this What is the
materials needed to making this futuristic playground? importance of

make your futuristic futuristic having a
playground? playground? playground in your

community?




1. Ice cream sticks It is my hobby to 1. Prepare the Having a

make the beautiful materials. playground in my
2. Glue gun playground. community is
2. Cut the ice-cream important because

sticks to make the this is one way to
3. Cardboard playground appreciate myself

equipments. by playing and
spending time with
4. Colour paper
3. Paste all the my friends, siblings
sticks to make the and family during
mini playground. my free time. I can
5. Scissors
also develop my

4. Decorate it to social well-being.
make it into a
6. Pen Marker
beautiful and
colourful


playground.













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MY SELF-REFLECTION




















































































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MY SELF-REFLECTION




o STARS AND 1 WISH

Write 2 things that you like about this project and 1 thing that you wish you could

do better.





I like my mini playground because it has my favourite colour red.
















I like my mini playground because there are many play equipments
and they are colourful.










I wish my futuristic playground can be set up in my community.

















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Planning Phase Implementation Phase

































Evaluation/Assessment Phase Finished Product 1














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Assessment Instrument PICTORIAL REPORT







































Finished Product 2

















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Assessment Instrument 4:

Video Presentation
https://drive.google.com/drive/folders/1wRR9mKeK7CF5oV5p4EssvlhCJUv6Jt-p?usp=sharing












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POL (PRESENTATION OF LEARNING)

















































































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PROJECT BASED LEARNING UNIT PLAN AND REPORT


Teacher’s Details

Name Lim Lai Poh
Year 5

Subject English
School SK St. Francis Convent (M)

PPD Kota Kinabalu
Project’s Details

Theme World of Knowledge

Topic Fascinating Sabah and Sarawak
Curriculum Content

Content Standard Learning Standard
Main skill
Main skill: 1.1.4 Able to talk about related topics with guidance.

1.4 Able to talk about 2.2.2 Able to read and understand phrases and sentences
from:
related topics with
(a) linear texts (b) non-linear texts
guidance.

2.2 Able to
demonstrate

understanding of a

variety of linear and

non-linear texts in the

form of print and non-
print materials using a
range of strategies to
construct meaning.

Complimentary skill:
Complimentary skill:
3.3 Able to write and 3.3.1 Able to create texts using a variety of media:(a) non-
present ideas through linear (b) linear

a variety of media

using appropriate

language, form and

style.





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By the end of the project, students will be able to:

1. Read a variety of suitable print and digital texts to

investigate and analyse the best places for a tourist
destination

2. Conduct a simple survey on what a tourist want from their
Learning Objectives
holiday

3. Design a promotional brochures/flyers for the destination

4. Present the tourist destination to their friends, parents and
teacher in a video why it is chosen, the benefits to the
local people and ways to promote it.

Other subjects

(Cross-curricular Arts, ICT, Entrepreneurship
Element)


Duration 2 weeks (18 May 2020 – 30 May 2020)
th
th



Curriculum-Framing Questions



Essential Question How is Malaysia known for its beautiful places of interest able
to attract more tourists?


How are you going to help to promote the place(s) near you in
Unit Question
Sabah as a tourist destination ?

Step 1: Planning & Research

 Where would they like to go?

Content Questions  Will it benefit the local people?
 Will it be difficult to do?
 How the place chosen as a tour destination will be a
success?






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KOMPILASI PBL VERSI PKP JILID 2


 How to make this activity more workable?


Step 2: Carry out research

 Who are the people coming here? Age, gender, married,
single, etc
 What type of activities they are interested in?

 How much money they are likely to spend?

Step 3: Create a custom product

 How you are going to make your tourist destination stand
out from others?

 How to ensure your idea is unique?
 Is it the services provided?

 Is it the special environment?
 Is it the values for money?



Step 4: Promote your business

 Do you use a slogan to promote the destination?

 Do you create your own logo?
 Do you need to keep everything (map, brochure, etc) in a

portfolio?

Instructional Procedures

1. Teacher plans the whole structure for the PBL and sends
it the students via WhatsApp and Telegram.

2. Pupils need to plan for this project by referring to topic 8:
Planning phase Fascinating Sabah and Sarawak.

3. Students will think of a place or places they can promote
as a tourist destination.

3. Pupils keep a journal of their work every day.

1. Pupils will watch a short YouTube video.

Implementation The link (https://youtu.be/PPT475GkFSs)
phase

2. Pupils will conduct their research on workable ways to
carry out their activities.





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3. Pupils will find out what the tourist/costumer wants from a

holiday? (For example, are they after relaxation,
adventure, etc.) Pupils can conduct a survey on this.

4. Pupils will design their product by creating a sample that

can include a brochure, a map, etc

5. Pupils will think of ways to demonstrate their ideas in a
practical way.


6. Pupils may sketch their plan on paper or using IT tools.

7. Pupils will create an advertising campaign to market their
product.


8. Pupils may promote their tour destination by having the
following items:


 A map showing the location.
 Examples of local products/souvenirs.

 Brochures/flyers.

1. Pupils will arrange what they have done so far to get
ready for the presentation.


2. Pupils can get feedback from classmates, parents and
teacher.


3. Pupils will finalise their presentation in a 5-minute video.

4. Pupils will check their journal and make sure they have
done their best.


Assessment phase 5. Pupils will present their final product/tourist destination to
their parents and teacher.


6. Pupils need to record their presentation in a video
showing all their products.


7. It can be done informally as well as formally. Rubrics is
used to help in the assessment rather than based on
intuition.







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1. Self-journal


Each student is given a sample journal that they will need


















to fill up as they do their PBL. (Appendix 2).


2. Self- assessment in Google form


The teacher gives the students a link to answer the self-
assessment. Q and A (chat with students in the
WhatsApp, Telegram and Google Meet).


Assessment Methods

From the self-assessment of 13 students, it could be

determined that 1 student was very confident that she
could carry out a research while 9 students were confident
of doing it. Only 3 students were unsure of themselves.














From the graph above, 8 students agreed that PBL is
related to real life experiences that they can use in their
future while 5 students fully agreed that statement.








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3. Observation and reflection

From my observation, the students were very enthusiastic

in doing their PBL. I like conducting PBL because it
catered mixed ability learning, allowed for different

learning styles, had cross-curricular links and self-
assessment.

My students also enjoyed doing the project because they

got to practise learner autonomy which I fully encouraged
while they did their projects. This not only gave them a
voice and a choice but for them to take responsibilities for

their own work as they planned their research and
projects.


I strongly believe that my students have improved their
written and spoken English by doing PBL because
language needs to be practised in context, internalised

and personalised. I also believe that PBL helped weaker
students to improve their self-esteem because they were
able to create beautiful posters and indirectly help them to

improve on their English proficiency and fluency during
their presentation.



























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This includes their parents that keep giving them support.



This is a parent’s reflection on the PBL that her daughter
currently did. She was really happy with the PBL and
stressed that by doing PBL her daughter could now use

word document and PowerPoint for presentation as well
as doing research. She also believed that her daughter

got a chance to move to the next level.

 Journal
Assessment  Self-assessment https://forms.gle/3vkGtiKAvL9q2asr5
Instruments Used
 Assessment Rubrics


 https://performingineducation.com/rubrics-self-
assessment-project-based-learning/
Resources / Materials  YouTube (https://youtu.be/PPT475GkFSs)

 Projects – how and why to use them with students
(www.olhamadylusblog.com)

Any one or more of the following:


 A map showing the location
Artifact / Product
 Brochures/flyers
 Audio visual display










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Below are the photos evidence of my students doing their
Presentation of project. I kept in touch with them every day to know their
Learning (POL)
progress and facilitate whenever and wherever needed.

Step 1: Planning & Research

Students doing their drafting, planning and research for the project using a variety of
medium such as textbook, surfing the internet and getting feedback from their parents



















Step 2: Carrying out research




























Students carried out their research further by
doing surveys. Some of them used the Google form and some just used Telegram and
WhatsApp as the samples below.



Step 3: Creating a custom product

Students started completing their work as seen in the pictures below.







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