2 Alat Kolaboratif PLC 2019

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DATA ANALYSIS
(DA)

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 Analisis data merupakan salah satu kaedah untuk
membantu guru-guru membuat peningkatan
akademik di dalam sesuatu proses pembelajaran
dan pengajaran.

 Para pendidik perlu memahami dan menguasai
tentang bagaimana membuat analisis data.

 Mengikut Kamus Dewan ―analisis‖ penghuraian
sesuatu (seperti keadaan, masalah, persoalan
dan lain-lain) untuk mengetahui pelbagai
aspeknya (ciri-cirinya dan lain-lain) secara
terperinci dan mendalam, manakala ―data‖ pula
membawa maksud suatu konsep yang abstrak
dari mana maklumat dan pengetahuan diperolehi
dan boleh dibuat pengukuran keputusannya.

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 Di sekolah, kita sentiasa berurusan dengan data. Data
merupakan suatu konsep abstrak dari mana maklumat
diperolehi dan boleh dibuat pengukuran keputusan.

 Terdapat pelbagai jenis data dalam sistem pendidikan
kita. Data tersebut boleh berbentuk kuantitatif
seperti data linus, data peperiksaan (SAPS) emis
data, data apdm, e-operasi dan sebagainya atau
kualitatif yang berbentuk maklumat seperti PEKA,
PLBS, PAFA, SEGAK dan tahap disiplin murid.

 Maklumat yang diperolehi daripada data dan analisis
yang dibuat boleh membantu mencari pola atau
terma agar dapat membuat keputusan tentang
penambahbaikan dalam bidang kurikulum atau
mengkategorikan kembali dalam kumpulan yang
berbeza.

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 Jika data hanya berfungsi sebagai pelaporan,
maka data tersebut tidak akan memberikan
apa-apa makna kepada sekolah.

 Oleh sebab itu semua data yang ada di
sekolah perlu di buat analisis dan sentiasa
dijadikan ukuran untuk peningkatan prestasi
sekolah terutama yang termaktub dalam tiga
fokus utama PLC iaitu pembelajaran murid,
kolaborasi guru dan pencapaian murid.

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 “Various analytic procedures provide a way of
drawing inductive inferences from data and
distinguishing the signal (the phenomenon of
interest) from the noise (statistical fluctuations)
present in the data ...”
Shamoo and Resnik (2003)

 Maka analisis data perlu dijadikan satu agenda
penting dalam membuat perancangan
peningkatan prestasi sekolah dan dilakukan oleh
semua warga pendidik yang berada di sesebuah
institusi.

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 Meningkatkan pembelajaran murid melalui
perbincangan berterusan di kalangan guru.

 Mewujudkan kolaborasi guru dalam mengurus
dan membuat analisis data.

 Meningkatkan pencapaian murid melalui
analisis data yang berkaitan dengan murid
(keputusan peperiksaan).

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 Menentukan apa yang pelajar telah belajar.

 Mengetahui bantuan apa yang diperlukan
untuk membantu mereka belajar.

 Merancang apa yang perlu dilaksanakan
untuk memastikan pembelajaran berlaku.

 Merancang dan membuat amalan intervensi
untuk penambahbaikan dalam pembelajaran
dan pengajaran.

 Melibatkan pentadbir dan guru sekolah dalam
data analisis dan penggubalan intervensi.

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 Apakah indikator standard kandungan yang dianalisis oleh
guru penilai?

 Apakah dapatan maklumat yang boleh diambil daripada
data analisis bagi keperluan kerja murid?

 Apakah implikasi data kepada pengajaran guru?
 Adakah murid menunjukkan penguasaan kemahiran dalam

data analisis yang dikumpul?
 Berdasarkan data yang dikumpul, apakah yang guru boleh

buat untuk menambah baik pengajaran sedia ada?
 Adakah pengajaran semula atau intervensi yang dibuat

selepas data analisis mampu meningkatkan keputusan
murid?
 Selepas refleksi dan penambahbaikan, adakah murid
menunjukkan peningkatan akademik?
 Apakah peratus murid yang menunjukkan kecemerlangan
dan kelemahan?

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PROSEDUR PELAKSANAAN DATA ANALISIS
Mengenal pasti masalah

Memahami punca masalah

Menyenaraikan cadangan intervensi
Membuat prioriti intervensi

Menyediakan pelan tindakan 116

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Mengenal pasti masalah

 Mewujudkan kumpulan penganalisis data di sekolah yang
terdiri daripada penolong kanan pentadbiran, guru data,
setiausaha peperiksaan, ketua bidang/ ketua panitia.
Sekolah juga boleh mewujudkan kumpulan penganalisis
data yang lebih kecil iaitu terdiri dari ahli kumpulan
panitia masing-masing.

 Mengumpul dan memplotkan graf dari pencapaian murid.
 Menganalisis data dan membuat perincian. Data diproses,

diteliti dan dimurnikan.
 Mengenalpasti masalah berdasarkan analisis data menjurus

kepada pembelajaran murid, kolaborasi guru dan
pencapaian murid.
 Membuat perkongsian analisis data sekurang-kurangnya 4
kali setahun atau bergantung kepada keperluan sekolah
dari masa ke semasa terutama apabila selesai ujian.

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Memahami punca masalah

 Melihat pola dalam data dan membuat
kesimpulan tentang masalah pembelajaran
murid.

 Mengenal pasti punca-punca masalah
pembelajaran murid.

 Mengkaji faktor-faktor yang dikenal pasti
mempengaruhi pembelajaran murid.

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Menyenaraikan cadangan

intervensi

 Menyenaraikan cadangan-cadangan untuk
menangani punca masalah.

 Memilih strategi intruksional bagaimana
hendak menyelesaikan masalah yang
diperolehi daripada analisis data.

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Membuat prioriti intervensi

 Membuat prioriti terhadap intervensi yang
disenaraikan dan fikirkan kemudahan
pelaksanaan dan adakah intervensi yang
disenaraikan itu berimpak tinggi dalam
membantu pembelajaran dan pengajaran.

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Menyediakan Pelan Tindakan

 Menyediakan pelan tindakan secara
terperinci.

 Merancang kaedah pengajaran dan
pembelajaran menggunakan proses matlamat
SMART.

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 Specific – Matlamat perlu jelas dan spesifik bagi menentukan apa yang guru
akan lakukan.

 Measurable – Matlamat seharusnya boleh diukur supaya guru mempunyai
bukti nyata/ sumber-sumber data bahawa guru telah mencapai matlamat.
Biasanya, pernyataan matlamat keseluruhan adalah ukuran bagi projek itu,
tetapi biasanya ada beberapa jangka pendek atau ukuran yang lebih kecil
dibina ke dalam matlamat.

 Attainable – Matlamat boleh dicapai dalam masa yang ditentukan dengan
peningkatan keberkesanan guru. Guru mesti mempunyai pengetahuan,
kemahiran dan kebolehan yang sesuai untuk mencapai matlamat.

 Relevan – Matlamat berfokus kepada pembelajaran murid dalam sesuatu
bidang, kolaborasi antara guru-guru dan peningkatan pencapaian murid.

 Time bound - Matlamat harus berdasarkan jangka masa yang ditetapkan
untuk mencapai hasil yang berkaitan.
Merekod prestasi murid bagi memantau dan melihat perkembangan murid.

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SARANA DA 01

Mengumpul data dan membuat carta

Perlu merujuk kepada markah ujian

Tingkatan/Tahun : .......................................... Ujian :
...........................................

Haribulan : ........................................... Mata pelajaran :
........................................

J
Jauh, tetapi boleh di

pulihkan
MBilangan murid H PLP
Mahiryang Hampir mahir Perlu lebih pemerhatian

Nama guru Nama muridmengambil Nama murid
ujian

Bil
pelajar
Bil
pelajar
Bil
Bil
Nama murid Nama murid

Jumlah
%

* RUANG UNTUK BILANGAN PELAJAR 123
BOLEH DI TAMBAH ATAU DI KURANGKAN
BERDASARKAN PENCAPAIAN PELAJAR

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SARANA DA 02

Membuat langkah penambahbaikan

Kekuatan Kesilapan dan Keperluan
keutamaan
Senarai salah faham
Menjana
Kumpulan konsep-konsep Senarai penjelasan Cadangan
pelajar berdasarkan Intervensi
dan kemahiran kesalahan kekuatan,
Mahir (M) kesilapan dan
yang pelajar pelajar dan salah faham

telah kuasai salah faham

dalam ujian konsep

Hampir mahir
(H)

Jauh, tetapi

boleh dipulihkan

(J)

Perlu lebih

pemerhatian

(PLP)

NOTA :
Mahir (M) : Penguasaan melebihi markah 80
Hampir Mahir (H) : Penguasaan di antara markah 50 – 79
Jauh, tetapi boleh di pulihkan (J): Penguasaan di antara markah 20 – 49
Perlu lebih pemerhatian (PLP): Penguasaan di antara markah 0 - 19

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CURRICULUM
MAPPING
(CM)

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Membangunkan peta kurikulum
mengikut topik, standard dan
aktiviti untuk setiap mata pelajaran
untuk dijadikan panduan oleh guru
mengikut panitia.

Peta kurikulum ini boleh dikongsi
dengan murid dan ibu bapa.

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Curriculum Mapping
 According to “Education World,‖ a curriculum map is ―A

process for collecting and recording curriculum-related
data that identifies core skills and content taught,
processes employed, and assessments used for each
subject area and grade level. -- Education World: Virtual
Workshop: Curriculum Mapping‖
 A curriculum map first and foremost is a planning tool, a
procedure for examining and organizing curriculum that
allows educators to determine how content, skills and
assessments will unfold over the course of the year. It is an
in-depth view of topics teachers will instruct over the
school year, their pacing, and how they blend with other
subjects. In an IB school, that includes the learner profiles
that are satisfied. In a Common Core school, that covers
the math and literacy standards addressed. In other states,
it'll be how lesson plans meet their unique state standards.

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 In general terms, a Curriculum Map includes:
 Specific skills
 Assessments
 Essential questions
 Big ideas
 Accommodations
 Materials required

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How do you use a Curriculum Map?

 A curriculum map doesn't tell teachers HOW to teach, rather
what needs to be taught to achieve goals. Because it's a living
document, notes added by the teacher each year address how
varied student needs were accommodated within a lesson plan.
These changes can be planned for the following year. Entries are
viewable by all personnel in a school or district, likely located on
a secure server that can be accessed through the Internet. This
allows educators to view within their grade level as well as
vertically, to see if students enter the grade level with the skills
required and leave the grade prepared for requirements of the
next grade.

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How do you create a Curriculum Map?

 Curriculum mapping is a process, not a one-time initiative. It is
created by the core teacher with the assistance of all other
involved teachers. With this collaboration, lesson plans integrate
all subjects, spiral up or down as needed, and are scalable to
student needs. Key to the map is that each teacher enters what is
taught in real-time throughout the school year, in contrast to
having an outside committee make teaching decisions.

 A curriculum map can be built from a basic spreadsheet tool or a
sophisticated online program like Atlas Rubicon. Whichever you
pick, make sure it's accessible from the internet and allows for
online collaboration and sharing. It must become a living
document that is part of the teaching process.

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Here are basics:

 Start with a list of topics that will be taught that year. This is
developed based on:

 Teacher input -- grade-level teaching team and vertically aligned
teachers.

 School curriculum--the broad mission of the school. This includes
criteria such as Common Core, TEKS, IB philosophy, and State
Standards.

 School learning philosophy -- this might include a focus on
citizenship, problem-solving, and the development of lifelong
learners.

 Student needs.

 Past experience.

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 Place the topics in the spreadsheet or online tool,
sequenced throughout the ten months of the school
year.

 Add events that will impact your teaching time such
as school holidays, teacher conferences, professional
development days, and other. This allows you to be
sure you have sufficient time in the school year to
complete the assigned tasks.

 Add other information that's important to your
school such as essential question, assessments, pacing,
and Standards met.

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 There are a lot of templates for Curriculum Maps (Google ―Curriculum
Map template‖ to see a wide variety). The one you pick must work for
you, your team, and your students. A curriculum map isn't completed in
a sitting, or a weekend. It takes a year to do it right -- planning it out,
teaching with it, revising and reworking. What lessons took longer than
you expected? When were students not ready for the unit (maybe they
required earlier scaffolding to prepare)? What events popped up (like
hour of code in December) that you wanted to involve students in, so you
―made a hole‖ in your teaching to accommodate? What tie-ins to other
subjects were too good to be passed up?

 At the end of the year, look at what you have and prepare to start over
the next year.

 For lots more on curriculum mapping, visit Janet Hale's website called
―Curriculum Mapping 101.‖ She has answers to just about any question
you come up with. Also, visit this link for Santa Ana Unified School
District's complete collection of curriculum maps.

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 In a nutshell, curriculum mapping aligns and sequences skills within
grade levels and from one grade level to the next. When you've finished
your first year, you'll be amazed how much better you understand the
part your teaching plays in the school's mission and the student's goal of
becoming a lifelong learner.

 The curriculum mapping model based on Dr. Heidi Hayes Jacobs' work
(1997, 2004, 2006, 2008, 2009, 2010) synthesizes aspects of traditional
and contemporary models that focus on recognizing and enhancing
learning, assessing, and teaching. Dr. Jacobs embraced the earlier
mapping work of Fenwick English by articulating types of curriculum
maps, as well as the need for vertical and horizontal alignment, cyclic
reviews, and ongoing curricular dialogues. Jacobs (2004) states that:

 “curriculum maps have the potential to become the hub for making
decisions about teaching and learning. Focusing the barrage of initiatives
and demands on schools into a central database that can be accessed
from anywhere through the Internet can provide relief… Mapping
becomes an integrating force to address not only curriculum issues, but
also programmatic ones." (p.126).

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 Curriculum mapping emphasizes the collaboratively planned learning, as well as
what takes place individually in classrooms and lecture halls. Curriculum maps are
most often recorded as units of study. Depending on a school’s, district’s, or
higher-ed program’s short- and long-range curriculum and instruction goals,
mapping often begins with designing collaboratively planned curriculum at a
district or program level (Essential Map) and then at the school-site level
(Consensus Map).

 Mapping is an ongoing process. As the moral of The Tortoise and the Hare
conveys: start slow and purposeful to reach sustainability. Depending on the
framework used, for example, Understanding by Design® (UbD), a curriculum
map’s unit of study elements may be predetermined. If there is no one current
framework established, the most common foundational elements include content,
skills, and assessments aligned to standards. Initially, or during later
requirements, unit elements such as transfer, big ideas/enduring understandings,
essential questions, detailed assessments and evaluation processes, resources, and
best-practice lesson plans and activities are included. To gain insights into gaps,
absences, and redundancies in curriculum or instruction, it is important to take
adequate time to both create quality maps and units of study, and reviewing them
for multiple purposes.

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 Curriculum maps are never considered "done," nor is having maps meant
to be the ultimate goal of curriculum mapping. Maps are a by-product of
collegial dialogue and decision-making. The term mapping is a verb.
Mapping constitutes active engagement and collaborative participation
in an organization’s on-going curriculum, assessment, and instruction
decision-making. Education is not a static environment since learning,
and learning about learning, is in perpetual motion.

 Curriculum maps are never to be used for evaluation or punitive
damage. Maps are designed to provide authentic evidence of what is
planned, as well as what has happened, in a school, throughout a district,
or in a higher-ed program. Encouraging educators to collaboratively
revisit, review, and revise curriculum maps, coupled with time set aside
to analyze the results of student assessments and teaching practices, are
at the heart of mapping. This mindset is necessary to move toward
sustainability and have curriculum mapping become ubiquitous with
curriculum and instruction practices that continually improve student-
learning expectations and experiences.

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 Curriculum mapping is not a quick fix. It has a
learning-and-application curve, just as anything
worthwhile pursuing does. For a time, you and your
colleagues will be learners, since much of what is
involved in designing curriculum, especially
systemically, is not included at all or in-depth in an
undergraduate (and most graduate) programs. All those
involved must be provided adequate cognitive (and
metacognitive) processing time to explore and
understand how mapping fits in with what ―we have
been doing, as well as what needs to take place to
advance our curriculum work.‖

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COMMON
ASSESSMENT

(CA)

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Guru yang mengajar dalam tahun
atau tingkatan yang sama
menyediakan Pentaksiran
Serentak/ Selaras, yang
diselaraskan dengan standard dan
indikator. Contohnya semua jenis
ujian selaras di sekolah.

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