5 Modul Exemplar Pendidikan Sivik Sek Menengah Atas

SUBJECT TOPIC Time:
ENGLISH
BE A BUDDY NOT A BULLY 1

Hour

FORM 5 INTRODUCTION TEACHER’S NOTES

CORE VALUE: Bullying can happen in the classroom, school bus, canteen, toilets or at the Reference Notes:
Love school corridor . Bullying can affect a child’s sense of self-worth and future HSP
relationships. Bullies themselves suffer from lack of self-esteem and Human Rights Commission of
CONTEXT: confidence. Bullying takes different forms and is traumatic for the victims. Malaysia
School Therefore, bullying must be curbed in schools and friendship among all pupils
should be fostered. Teacher Readiness:
Teacher looks for relevant
CIVIC LITERACY: Pre-lesson information and prepares
Teacher shows the following poster and askspupils to give materials for the activities.
KNOWLEDGE examples of bullying.
Identify ways to curb bullying
KNOWLEDGE : WHAT IS BULLYING
SOCIOEMOTIONAL:
Express feelings related to bullying 6. Hitting someone 1. Calling people mean
on oneself from the physical, name.
emotional and mental aspects
5. Not letting 2. Laughing at
ACTION someone play in a people
Practise saying NO to acts of bullying group
3.Telling lies about
4. Taking someone’s Bullying people
things without
permission .

89

ACTIVITY 2 SIMULATION ACTIVITY

ACTIVITY1 POP CORN ACTIVITY

Teacher poses a question: "How can we prevent bullying in  Pupils are divided into groups and each group is given a situation
school?” card.

Pupils stand up at random and give short answers. Teacher then  Pupils discuss and write down what could be done to end the
asks pupils to work in groups and put their ideas in a graphic bullying.
organiser. Pupils then display their work on the walls in the
classroom.  Pupils are also given roles. Pupils simulate the situation to end
bullying in an amicable way.
Report bullying cases to
your teacher /parents/ The others in the class express feelings:
counsellor a) as the victim b) as a bystander
 Those role playing the situation express how they feel playing the
Develop friendships
role of a bully.

Say ‘No’ to the bully’s You and your friends witness a pupil taking food from
demands another pupil. He/she is scared to say anything.

Take on the roles of bully, pupil being bullied, witness and
friends.

WAYS TO You are leaving the school after extra class. The bully who has
PREVENT been teasing you, corners you outside the entrance and begins
BULLYING IN to harass about your appearance. One of your teachers
SCHOOL approaches the school entrance.
Take on the roles of bully, pupil being bullied and the teacher.
Educate children to
love One of your classmates has been bullying you by sending
private threatening messages. You shared this with your
Carry out anti bullying best friend and your school counsellor.
campaigns Take on the roles of bully, pupil being bullied, counsellor
and best friend.

90

ACTIVITY 3 ASSESSMENT

Pupils can work in groups. Teacher asks pupils to create a poster/ Pupils are assessed through observations,
badge/web message for an anti-bullying campaign to be carried oral presentations, group activities or
out in school. Pupils post the posters around the school. Pupils question and answer.
can post the web messages in Google Classroom or give the
badge to a friend. SUMMARY

Pupils should:
 know ways to curb bullying.

https://www.thebadgecentre.co.uk/blue-stop-bullying-report-it-badge-bucket/ CIVIC INFORMATION
https://www.k12posters.com/STOP-a-Bully-Tree-Vinyl-Banner-_p_345.html
Right:
I have the right to say No to bullying.
Responsibility:
I must report bullies to the school authorities.

91

SUBJECT TOPIC Time:
ENGLISH
MY MALAYSIA 1

Hour

FORM 4 INTRODUCTION TEACHER’S NOTES
Reference Notes:
CORE VALUE: Love for the country can also be called patriotism. One of the ways to show HSP
our patriotism is by upholding the country’s integrity. Besides taking pride in Teacher scans the QR code
Love our origin, arts and culture, we need to uphold the good name of our country Ministry of Communications
at all times. This shows love for our country. and Multimedia (Malaysia)
CONTEXT: Teacher Preparation:
Pre-lesson Teacher looks for relevant
Global information.

CIVIC LITERACY: Teacher writes the following question on the board. QR CODE

KNOWLEDGE: “How can we show love to our country?” https://youtu.be/YBhCzZEbWCo
Explain the importance of love for
the country Pupils brainstorm ideas and teacher writes them on the
board. E.g. Attend the National Day Parade/ Fly the
SOCIOEMOTIONAL: Malaysian Flag.

Express pride in being a
Malaysian

ACTION: https://www.google.com/search?q=national+day+parade&rlz

Practise the spirit of unity and
integration in upholding the
integrity and sovereignty of
Malaysia

92

ACTIVITY1 SHARE-N-TURNS/ROUND ROBIN ACTIVITY 2

Teacher shows a video to the pupils on Malaysian athletes in global GROUP WORK
arena. Based on the video, teacher asks pupils to explain the
importance of showing love for the country. Teacher asks each pupil to make a small Malaysian flag and
stick it on a straw. Pupils write creative, patriotic messages
Teacher asks pupils to sit in groups and each pupil is given a piece behind their own flags. Teacher randomly selects pupils to read
of paper. Pupils write their responses on the papers and rotate out their messages. All the pupils place their flags with messages
them around the group. in a big vase.

https://www.123rf.com/clipart-vector/malaysia_culture_people.html?
alttext=1&orderby=2&sti=nizn1gw0uagx91mk4k|

93

ACTIVITY 3 1 STAY 3 STRAY ASSESSMENT

It is the Olympics. How can Malaysians uphold the good name of Pupils are assessed through observations,
Malaysia either as the Olympian or the spectator? oral presentations, group activities or
Pupils work in groups of four or five and brainstorm ideas. After a question and answer.
few minutes, three members from every group will move to other
groups to give ideas on their friends’ work. SUMMARY

e.g. Cheer the Malaysian team. Pupils should
Win without cheating.  explain the importance of showing love for the country.
 practise the spirit of upholding the good name of Malaysia.

CIVIC INFORMATION

Right
Every citizen has the right to express their love for the country
Responsibility
Every citizen has the responsibility to uphold the good name of
the country.

https://www.malaymail.com/news/sports/2018/12/08/malaysian-youth-council-
sports-can-foster-racial-unity/1701384

94

SUBJECT TOPIC Time:
ENGLISH
VALUE THE MALAYSIAN HERITAGE 1

FORM 4 INTRODUCTION Hour

CORE VALUE Malaysia is a multiracial and multi-ethnic land with Malays, Chinese, TEACHER’S NOTES
Mutual respect Indians, and the indigenous ethnic groups who all share a unique Reference Notes:
CONTEXT: cultural identity and yet able to continue the practice of their respective HSP
Community culture. To be able to live in peace and harmony, we should Ministry of Tourism, Arts &
understand, respect and adapt ourselves to the rich, diverse culture Culture (MOTAC)
that has been passed on from generation to generation. It’s our
responsibility to preserve and conserve our national heritage. Teacher Preparation:
Teacher looks for
CIVIC LITERACY: Pre-lesson Information on Malaysian
arts, architecture,
KNOWLEDGE: Teacher asks pupils to brainstorm ideas based on the handicrafts and games of
State the diverse cultural heritage pictures below. various races and
among races and ethnicities ethnicities in Malaysia.

SOCIOEMOTIONAL:

Express pride in respecting diverse
cultural heritage

ACTION: https://www.google.com/search?
Practise mutual respect q=malaysian+arts+and+architectures&rlz

95

ACTIVITY 1 TOKEN -TALK -TIME ACTIVITY 2

Teacher shows pictures of the cultural heritage in Malaysia and THUMBS !
pupils state the different types of arts, dances, architecture, Teacher reads a few customary behaviors of Malaysians.
handicrafts and games in Malaysia. Pupils are to show thumbs up for acceptable behavior and
thumbs down for unacceptable behavior and pupils justify their
answers.

Batu Cave Kek Lok Si temple Mulu Cave 1. Scribbling on the architectures in Malaysia.
Makyong 2. Appreciate the artwork of Malaysia.
Wau Congkak 3. Refuse to preserve and conserve our own culture.
4. Pointing to an elderly person when talking to them.
5. Wearing a baju kurung for a Malay wedding.
6. Removing your shoes when you enter a house.
7. Participating in a cultural dance.

Sompoton Ngajat dance Sapeh 1. http://bagus-manis.blogspot.com/2014/08/sompoton-sabah-traditional-music.html
2. https://www.google.com/search?
rlz=1C1GCEU_enMY822MY822&biw=1600&bih=789&tbm=isch&sa=1&ei=DoUUXcfsHcX4vgTrjrbQDQ&q=national+cultural+
heritage

96

ACTIVITY 3 ASSESSMENT

4 Corner House Pupils are assessed through observations, oral
Teacher labels the 4 corners of the classroom as houses of the presentations, group activities or question and
Malays, Chinese, Indians and Kadazans. answer.
Pupils are going to attend a wedding in these 4 houses. They
are given post its . They are to write on the post its how they SUMMARY
can show respect when attending a wedding.
Pupils should :
4 Corner House  understand the cultural heritage of various races and

ethnicities.
 accept and respect the cultural heritage of various races

and ethnicities.

CIVIC INFORMATION

Sample comments on post its Right :
1. I cannot wear black. Every race and ethnic group has the right to practise
2. I must remove my shoes. their culture.

https://www.tsemrinpoche.com/tsem-tulku-rinpoche/art-architecture/traditional-clothes-of-malaysia.html Responsibility:
https://www.tsemrinpoche.com/tsem-tulku-rinpoche/art-architecture/malaysian-wedding-customs.html It is the responsibility of every Malaysian to
preserve and conserve the cultural heritage
of Malaysia.

97

SUBJECT TOPIC Time:
1
SAY NO TO CORRUPTION
Hour
ENGLISH INTRODUCTION
TEACHER’S NOTES
FORM 5 Corruption is the act of taking and giving money or other valuable gifts for
services rendered in the course of doing one’s job. This raises the question of Reference Notes:
CORE VALUE: integrity and compromises the quality of services provided and in the long run HSP
affects the country as a whole. A society that is plagued with corruption will Malaysian Anti-Corruption
Mutual respect not progress. Therefore, as responsible citizens we must say no to Commission (MACC)
corruption. https://www.sprm.gov.my/
CONTEXT: Teacher Preparation:
Pre-lesson : Teacher elicits response from pupils on corrup- Teacher looks for relevant
Country tion. information.

CIVIC LITERACY 1. What is corruption?

2. Why do people accept bribes?

KNOWLEDGE:

Explain the impacts of corruption
towards a country

SOCIOEMOTIONAL:
Express pride for not bribing

ACTION:
Refuse money, gifts, bonuses, ser-
vices, positions, wages and
discounts offered for services rendered

98

ACTIVITY 1 Card Game ACTIVITY 2 Simulation Activity

1. Pupils are divided into groups and each group is given picture Teacher divides pupils into groups of 4 and gives them the
cards that depict situations of corruption. The cards are placed following situation. They are also given roles. Pupils simulate
in the middle of the group. the situation and finally make a decision on bribery.

2. Pupils take turns to pick a card. They state the corrupt person It has been your dream to study in this prestigious university.
and the effects on the country. E.g. “ Policeman. The effect is However, there are many other candidates who are more
…….. ‘ eligible than you. You receive a call from the officer-in-charge
that you can secure a place if you give him ‘a gift.’ You are
3. Pupils keep the card if they are able to state the effects of tempted to bribe him.
corruption.

Roles: Pupil 1 : Pupil who is tempted.
Pupil 2 : Friend who feels it is alright to bribe.
traffic police judge architect Pupil 3 : The corrupt officer.
Pupil 4 : Policeman who explains the consequences.

medical admission election doctor

http://www.gmic.gov.af/english/analysis/391-nug-has-a-political-will-to-fight-corruption-and-bring-reforms
https://asklegal.my/p/malaysia-report-own-bribe-corruption
https://www.ft.com/content/202efd92-6739-11e3-a5f9-00144feabdc0
https://depositphotos.com/195996120/stock-photo-bribery-and-business-bargain-concept.html

99

ACTIVITY 3 No Gifts Please ASSESSMENT

1. Teacher asks pupils to gather either in front or at the back of the Pupils are assessed through observations,
classroom where there is space. (Not all gifts are bribes) oral presentations, group activities or
question and answer.
2. Teacher reads a few situations. Pupils listen and move to the left
if they reject the gift and move to the right if they accept it. SUMMARY

3. Teacher may ask pupils to justify their stance. Pupils should
 explain the effects of corruption.
Example of situations:  make decisions to turn down offers which are

 Mrs Y meets her daughter’s teacher to clarify her marks. Mrs Y corrupt.
gives the teacher a watch.
CIVIC INFORMATION
 Sasha gives her teacher a bouquet of flowers on her birthday.
Right
 Mr Chee receives RM50 for polishing his boss’ car. Everyone has the right to live in a corrupt-free
society.
 Everyday, Encik Khalid buys breakfast for his manager.
Responsibility
 Mr Maniam’s personal assistant gives him a lift home whenever
he sends his car for servicing. We should neither give nor accept bribery.

Pupils gather .They
move either to the
right or left.

100

SUBJECT TOPIC Time:
ENGLISH
DEMOCRATIC MALAYSIA 1

Hour

FORM 4 INTRODUCTION TEACHER’S NOTES

CORE VALUE: In Malaysia, we live in a democratic country. Democracy is a system of govern- Reference Notes:
Responsibility ment where eligible citizens exercise power by voting responsibly in the election HSP
CONTEXT: for public officials. Every citizen over the age of 21 should exercise his right to Suruhanjaya Pilihan Raya
Country vote for candidates who have integrity as they will represent the people in the Malaysia (SPRM)
parliament.
Teacher Preparation :
CIVIC LITERACY: Pre-lesson Teacher looks for relevant
KNOWLEDGE: information.
Teacher discusses the
Describe the process of election in features of democracy
Malaysia with pupils to introduce
the lesson.
SOCIOEMOTIONAL:
Teacher emphasises
Show pride as a Malaysian that the election is an
important process in a
ACTION: democratic country.

Carry out responsibilities as a citizen

101

ACTIVITY 1 ACTIVITY 2

Election Process Proud I am
Teacher asks pupils to use symbols of patriotism (Jalur Gemilang, The
Teacher asks pupils to match the pictures with the steps of an Parliament, The Monarch) to show their pride in being a Malaysian by
election process and then describe the election process. creating slogans/posters/collages/poems/ songs.

Announcement of winners Nomination of candidates
Polling by the people Campaigning by candidates

Counting of votes

https://www.bbc.com/news/world-asia-44063736 https://www.freepik.com/free-photo/hands-waving-flags-malaysia_2979526.htm

https://www.bbc.com/news/world-asia-44063736 https://www.businessinsider.my/malaysia-crowns-new-king-under-system-where-9-families-take-turns-2019-1/

http://www.yadim.com.my/v2/hina-nabi-akta-khusus-akan-dibentang-di-parlimen/

102

ACTIVITY 3 ASSESSMENT

Role-Play Pupils are assessed through observations,
Teacher facilitates a role-play activity that briefly depicts the oral presentations, group activities or question
process of election in the democratic system. and answer.
Pupils play the roles of candidates and voters.
SUMMARY
1. Two candidates are nominated for the position of class
leader. Pupils should :
 be able to explain the process of election in a democratic
2. A list of names is passed around the class. A few names
are deliberately left out to prompt a discussion on the re- system.
sponsibility of ‘registering’ themselves as voters.  know their responsibilities as citizens of Malaysia.

3. Candidates give a short speech to promote themselves. CIVIC INFORMATION
4. Voters write the name of their preferred choice on a piece
Right:
of paper. Every citizen aged 21 and over has the right to vote.
5. The votes are counted. Responsibility:
6. Teacher announces the candidate who gets the most Every citizen should vote on election day
and has the responsibility to choose an
votes as the leader. eligible candidate.

103

SUBJECT TOPIC Time:
ENGLISH
MANAGE YOUR FINANCE 1

Hour

FORM 5 TEACHER’S NOTES

INTRODUCTION

CORE VALUE: Financial Management means planning, organising and controlling monetary Reference Notes:
Responsibility resources. Every individual has the right to spend money to fulfil his needs and HSP
CONTEXT: wants. However, they should not succumb to peer pressure and impulse buying
Oneself that will be detrimental to their financial status. Therefore, it is vital to manage Teacher Preparation:
personal finances for a financially secure future and a better quality of life. Teacher looks for relevant
CIVIC LITERACY: information.
Open a savings account Teacher prepares the
source of income chart.
Buy what you need
KNOWLEDGE:
State peer influence on spending Plan your expenditure Avoid impulse buying

decisions Pre-lesson

SOCIOEMOTIONAL: Teacher poses a question and elicits responsesfrom
Express gratitude in managing fi- the pupils.
nance wisely
“What would you do to manage your finance?”
ACTION:

Frugality in spending

104

ACTIVITY 1 ACTIVITY 2

Teacher projects an image of RM100,000.00 and pictures of items Teacher asks pupils to chart their sources of income and the amount
that they can spend on. Pupils are given one minute to pick the for a year. Pupils write their expenses and check their balance. Pupils
things they want. The idea is to create urgency to spend the money. justify their financial management to their shoulder partners.
Pupils discuss with their shoulder partners if they have spent the
money wisely and justify their answers. Teacher selects a few pupils
to share their views.

Income Amount (RM)

School allowance

Festive season collection

Birthday gifts Amount (RM)

Total
Expenses

Books
Stationery
Movies
Karaoke

New luxury house Overseas holiday RM Mercedes Maybach down Total
RM 30,000.00 down 20,000.00 payment RM 50,000.00 Income minus expenses=RM
payment

Latest IPhone Superbike RM Luxury Condominium JUSTIFICATION
RM5,000.00 80,000.00
Down payment RM https://www.google.com/search?q=malaysian+ringgit&rlz
20,000.00 http://www.cmsproperty.com.my/index.php/property/rivervale-condominiums/
https://www.liqui-moly.com/en/company/news/detail/news/liqui-moly-with-yamaha-in-the-superbike-world-championship-
3751.html
https://paultan.org/2018/08/02/2018-mercedes-maybach-s560-s650-fr-rm1-4-mil/
https://www.trustedreviews.com/best/best-iphone-3501342

105

ACTIVITY 3 Gallery Walk ASSESSMENT

Teacher places the following situations in various places around the Pupils are assessed through observations,
class. Teacher asks pupils to move in groups of four to give opinions oral presentations, group activities or
on the following situations. Teacher will later share the responses question and answer.

Your friend took you to an expensive shopping outlet. He SUMMARY
pressured to buy things there and you didn't want your
friend to look down on you. How would you respond? Pupils should:
 know how to plan their financial matters effectively
A latest phone has been launched by a top brand. Your
friend is convincing you to buy this expensive phone. What and spend wisely.
would you say to him/her?  avoid peer pressure in a constructive manner.

Your friend is contributing RM 5 to Suria Old Folk’s Home CIVIC INFORMATION
every month. She wants you to do the same. What would be
your opinion? Right:
Everyone has the right to spend money.
Your friend insists that you should go with him/her to the video Responsibility:
arcade because he is bored of studying. What would be your Everyone must plan their financial matters
decision? Explain. effectively for a secure future.

106

ENGLISH TOPIC Time:
SUBJECT
BELIEVE YOU CAN 1

FORM 5 INTRODUCTION Hour

CORE VALUE Life is always full of challenges and in every phase we are bound to face TEACHER’S NOTES
Happiness failures. Believing in oneself and talking to someone experienced can Reference Notes
help as they may suggest ways to rise from failures. Being optimistic and HSP
CONTEXT: striving to find solutions will surely help in enduring obstacles and hardship.
Oneself Teacher Preparation:
Teacher looks for relevant
CIVIC LITERACY: Pre-lesson information.
Teacher elicits response from pupils .
KNOWLEDGE:
Identify ways of handling challenges Look at the picture below. Have you been in this situation
to rise from failures before? How did you feel?

SOCIOEMOTIONAL:

Express happiness in overcoming
challenges

ACTION:

Able to solve problems rationally

107

ACTIVITY 1 JOT THOUGHTS ACTIVITY 2 CHOICE BOARD

 Referring to the situation in the pre lesson, teacher asks pupils Pupils work in groups. Each group is given a situation.
to identify ways to improve their grades. Every pupil is given 1
minute to write as many as they can. E.g. A friend who has lost his / her leg in an accident.

 After one minute, pupils discuss with their group members the A loved one has passed away.
three best solutions to improve their grades.
It was your dream to be the Head Prefect but you
 Teacher then walks around and adds on another challenge to were not chosen.
each group. e.g. Your father has lost his job. He can’t send you Pupils work in groups and come up with one way to motivate the
for tuition / You fracture your right arm. person in the situation. They have to choose one of the following.
Pupils present.
 Pupils will then have to think of other ways to overcome the
problems.

 Group representatives present.

Compose a song Write a poem

Message of advice Any other suitable
way

108

ACTIVITY 3 ASSESSMENT

Teacher poses a situation. Pupils work in groups to brainstorm ideas. Pupils are assessed through observations,
oral presentations, group activities or
Situation: After a plane crash, your group is stranded on a forested question and answer.
mountain . You are not sure of your whereabouts, and there is no radio
contact. The plane is about to burst into flames and you have a few SUMMARY
moments to choose some items. Your aim is to survive as a group until
rescued. From the following list, choose five important items that you Pupils should :
would take from the plane. Justify your choice. Pupils present their ideas.  know how to rise from failures.
 show optimism in overcoming challenges.

CIVIC INFORMATION

Right:
I have the right to talk to someone whom I can trust when
I face problems.

Responsibility:
It is my responsibility to find solutions to
overcome challenges

109

SUBJECT TOPIC Time:

LIVE MODERATELY, BE HAPPY 1

ENGLISH INTRODUCTION Hour

FORM 5 Moderation is the keyword for a balanced lifestyle. It is important that one learns TEACHER’S NOTES
to live within one’s means by planning their expenditure and savings
CORE VALUE accordingly. Differences in background, income and socioeconomic status are Reference Notes:
Happiness inevitable . However, being thankful for what one has will eventually lead to HSP
CONTEXT: happiness. Teacher Preparation:
Teacher prepares
CIVIC LITERACY: Frugal Saver: Very good Status Seeker: Can be materials needed and
saver but cuts down spending a very good saver but looks for information
to the extremes. often has the desire to on Spender
show off wealth. Personality.

KNOWLEDGE: Spendthrift: Carefree with mon- Social Spender: Good Pre-lesson
ey. Sees money as something saver but can easily be Teacher asks pupils to
Explain ways of living moder- to be enjoyed. influenced by peers to look at the ‘Spender
ately spend. Personality’ and
decide on their
SOCIOEMOTIONAL: personality type.

Express gratitude for having a
comfortable life

ACTION:

Practise prudence in life

Stress shopper: Strongly focused on the Minimalist: Being rich is not important.
future and is a good saver. But tend to Capable of modest savings. Does not
overspend when stressed. need to have a good time with friends.

110

ACTIVITY 1 THINK PAIR SHARE ACTIVITY 2 GALLERY WALK

Teacher elicits response from pupils. Pupils work in groups and create a “Thankful Tree”. Each pupil
1. What are the strengths of your personality? writes on the leaves about their family and why they are thankful
2. What are the weaknesses? for what they have. E.g. I am thankful for my small cosy home /
3. What can you do to ensure that you spend moderately? Thank you for your love, mom.

The trees are put up on the wall and a gallery walk is carried out.

Pupils write down the answers and then discuss with their
shoulder partners. Then they discuss in their table group and
describe a personality type that is ideal for modest spending.

Be moderate in your spending habits, and you will be happy!

https://www.dreamstime.com/stock-images-woman-thinking-to-money-image25601424 A SAMPLE

https://rock-cafe.info/suggest/the-thankful-tree-746865.html

111

ACTIVITY 3 Role-play ASSESSMENT
“What would we do without you?”
Pupils are assessed through observations,
 Pupils sit in groups. Each pupil picks picture card of a job. oral presentations, group activities or
question and answer.
 Step 1. Pupils take turns to introduce themselves . e.g. “I am a gar-
bage collector . I earn RM 1000 a month.” SUMMARY

 Step 2. Pupils take turns to say to any one of their group members Pupils should :
how important their job is. e.g. garbage collector. “Without you the  explain what it means to spend moderately.
whole neighbourhood will be smelly. Thank you for keeping our sur-  show thankfulness for what they have.
rounding clean. What would we do without you?”

 All the jobs must be discussed.

Examples of jobs: cleaners, contractors, sewage cleaners, CIVIC INFORMATION
drivers, security guards or any job which is not appreciated.
Right:
https://www.freemalaysiatoday.com/category/leisure/2018/07/19/pemungut-sampah-pun-manusia-juga-hargai-mereka I have the right to be thankful for what I have.
https://vectortoons.com/products/a-pretty-female-janitor-cleaning-the-floor-and-the-interior-of-a-mens-public-bathroom-background
Responsibility:
It is my responsibility to spend within my means.

112

4.3 MODUL EXEMPLAR PENDIDIKAN ISLAM

MODUL EXEMPLAR
PENDIDIKAN ISLAM



MATA TAJUK Masa:
PELAJARAN
Pengukuhan Jati Diri Anak 1
Pendidikan Malaysia
Islam Jam

Tingkatan 4 PENGENALAN NOTA GURU

Nilai Teras: Apakah yang dimaksudkan dengan jati diri? Nota Rujukan:
DSKP Pendidikan Islam
Kasih Sayang Jati diri secara amnya membawa maksud rangkuman nilai, budaya, Tingkatan 5 (Kefahaman
bahasa, pegangan, fahaman, dan pandangan sesuatu kaum. Ayat) Surah al-Mukminun : 1
Konteks: Manifestasi daripada nilai-nilai tersebut membentuk watak dan sifat -11
peribadi, cara berfikir, cara hidup dan penampilan diri yang HSP KBSM Tingkatan 4
Masyarakat, Negara melambangkan tradisi bangsa dan jati diri kaumnya. (Ayat Kefahaman))
dan Global Buku Teks Pend. Islam
Tingkatan 4 :
Literasi Sivik: Jati diri muslim pada asasnya Tilawah al-Quran : Ciri
dibentuk oleh akidah yang Mukmin Berjaya dan Na-
PENGETAHUAN: bertunjangkan tauhid kepada Allah sihat Luqman al-Hakim
Menghuraikan ciri-ciri warga- SWT, pelaksanaan Ibadah dan Persediaan Guru:
negara Malaysia yang penghayatan akhlak mahmudah. Kertas sebak / kad manila /
bertanggungjawab. kertas A3 / A4
Marker pelbagai warna
SOSIOEMOSI: Artikel yang telah dicetak
(jika perlu)
Melahirkan rasa bangga se- Peta i-THINK (kosong)
bagai anak Malaysia yang
mempunyai jati diri.

TINDAKAN:

Menunjukkan perlakuan dan
jati diri warganegara yang baik
dalam pelbagai situasi.

115

AKTIVITI 1 Think-Pair-Share AKTIVITI 2 Goldfish Bowl

Seorang murid diminta membaca teks khutbah Jumaat yang PAK 21
bertajuk “Pembinaan Jati Diri Muslim”
Murid lain diminta mendengar, memahami dan mencatat isi-isi KEMENJADIAN MURID
penting daripada khutbah tersebut.
Murid melaksanakan aktiviti Think-Pair-Share . PENGETAHUAN KEMAHIRAN PERWATAKAN
Setiap murid membuat rumusan yang dicatatkan dalam peta
i-THINK Pelbagai Alir.  Bersifat Ingin  Kerja Sepasukan  Prihatin
Tahu  Pemikir  Patriotik
Sumber :  Mahir  Berprinsip
https://shafiqolbu.wordpress.com/2014/11/21/kj-  Bermaklumat  Berdaya Tahan
membina-jati-diri-muslim/ Berkomunikasi

Pembentukan jati diri bermula dari awal kelahiran dan terus
dipupuk pada frasa bayi, kanak-kanak, remaja dan dewasa.

 Bincangkan bagaimanakah pembentukan ini boleh
dilakukan dalam diri murid berpandukan hasrat PAK 21
seperti di atas.

Kumpulan 1 dan 2 : aspek pengetahuan

Kumpulan 3 dan 4 : aspek kemahiran

Kumpulan 5 dan 6 : aspek perwatakan

 Pembentangan di hadapan kelas oleh setiap kumpulan.

 Membuat rumusan dapatan pembentangan

116

AKTIVITI 3 Sumbang Saran Maklumat tambahan...

BinSucmabnegr k: an dalam kumpulan

https://www.bharian.com.my/node/123202

Sumber :
http://www.astroawani.com/berita-
malaysia/5tahun2020-patriotisme-bina-jati-diri-
masyarakat-58329

Rukun Negara yang mula diperkenal pada 31 Ogos 1970, sebagai PENGUKUHAN
peranti sosiobudaya mengenai kehidupan rakyat Malaysia yang
berkongsi sejarah negara, tradisi dan nilai timur sepunya, bahasa Pembentukan jati diri muslim juga boleh difahami
kebangsaan dan aspirasi yang sama, tidak pun dimanfaatkan menerusi tadabbur ayat-ayat al-Quran berikut :
sepenuhnya. Ia lebih banyak dihafal untuk mengingati sejumlah prinsip  Surah Luqman :ayat 12-19
di dalamnya, tidak pernah dilaksanakan dalam bentuk serius melalui  Surah al-Sajdah : ayat 15-16
penghayatan untuk menonjolkan bukan sahaja kepentingannya, tetapi
kemuliaannya dalam pembentukan negara bangsa kita.

PERSOALANNYA… Tugasan :

Apakah sumbangan anda terhadap pembentukan Sediakan satu teks syarahan yang bertajuk :
negara bangsa Malaysia yang disegani?
1. Akidah Asas Pembentukan Jati Diri Muslim
Bagaimanakah anda sebagai murid boleh menghayati
Rukun Negara ini bagi melahirkan warganegara yang 2. Saidina Ali Bin Abi Talib Contoh Remaja Cemer-
mempunyai jati diri yang utuh? lang

117

PENTAKSIRAN Bagaimana membina kekuatan hubungan anak
dengan Allah SWT…
1. Pemerhatian: keaktifan murid dalam aktiviti perbincangan
kumpulan dan sumbangsaran.  Mendidiknya berpandukan al-Quran dan al-Sunnah.

2. Ketepatan fakta dan hujah murid dalam sesi soal jawab dan  Ibu bapa menjadi teladan terbaik.
sumbangsaran.
 Wujudkan persekitaran yang Islamik.
3. Teks syarahan.
 Memberi gambaran yang benar tentang Allah SWT.

 Kongsikan cerita sirah Rasulullah SAW dan para
sahabat.

 Yakinkan bahawa Allah SWT adalah autoriti dalam
segala tindakan dan perlakuan.

RUMUSAN Murid memahami dan dapat INFO SIVIK
menjelaskan:
Hak:
1. maksud jati diri secara umum dan Hak untuk membina keperibadian dan mendapat
khusus. sokongan untuk menikmati kehidupan yang aman
dan harmoni
2. ciri-ciri jati diri yang baik. Tanggungjawab:
Peka dan prihatin terhadap keperluan orang lain
3. pembentukan jati diri anak Malaysia dan bekerjasama serta bertoleransi agar kehidupan
dan jati diri muslim. berkasih sayang dapat dinikmati.

4. peranan individu dalam masyarakat
dan negara.

118

MATA TAJUK Masa:
PELAJARAN
Pemeliharaan dan Pemuliharaan 1
Pendidikan Flora dan Fauna
Islam Jam

Tingkatan 5 PENGENALAN NOTA GURU

Nilai Teras: Negara kita amat terkenal dengan keindahan alam yang mengandungi Nota Rujukan:
pelbagai jenis flora dan fauna yang mempersonakan. Kita sebagai rakyat DSKP Pendidikan Islam
Kasih Sayang Malaysia perlu bersyukur dengan nikmat ini dan sewajarnya memelihara dan Tingkatan 5 (Akhlak Islami-
memuliharanya agar dapat dimanfaatkan hingga ke generasi akan datang. ah)
Konteks: HSP KBSM Tingkatan 5
Masyarakat, Negara Pembangunan lestari atau pembangunan (Adab)
dan Global secara berkekalan adalah satu konsep kema- Buku Teks Pend. Islam
juan pembangunan yang mengekalkan sumber Tingkatan 5 : Adab Memeli-
Literasi Sivik: alam semula jadi dan ekosistemnya bagi me- hara dan Memulihara Alam
menuhi keperluan generasi kini tanpa menje- Persediaan Guru:
PENGETAHUAN: jaskan kepentingan generasi akan datang. Kertas sebak / kad manila /
Menjelaskan kepentingan kertas A3 / A4
pemeliharaan dan Marker pelbagai warna
pemuliharaan flora dan Artikel yang telah dicetak
fauna. (jika perlu)
Peta i-THINK (kosong)
SOSIOEMOSI:
Menunjukkkan perasaan
sayang akan flora dan
fauna.

TINDAKAN:
Mengamalkan budaya sa-
yangi flora dan fauna.

119

AKTIVITI 1 Expert Group AKTIVITI 2 I see, I think, I wonder

Kumpulan 1 : Maksud pemeliharaan dan pemuliharaan alam / ISU ALAM SEKITAR
flora dan fauna serta dalil naqli 1. Pelupusan spesis flora dan fauna.
2. Penebangan hutan.
Kumpulan 2 : Cara memelihara dan memulihara alam / lestari 3. Hakisan tanah / pencemaran tanah / pemendapan
alam
asid di permukaan bumi.
Kumpulan 3 : Kepentingan menjaga alam / flora dan fauna 4. Pencemaran udara, air, udara.
5. Pemanasan bumi / kesan rumah hijau.
Kumpulan 4 : Akibat tidak memelihara dan memulihara alam 6. Penipisan lapisan ozon.

Kumpulan 5 : Isu-isu alam sekitar Setiap kumpulan diberi gambar berkaitan isu alam sekitar
dan diminta membincangkannya dari aspek kesan dan jalan
penyelesaiannya.

Maklumat tambahan berkaitan lestari alam:

Sumber :
http://www.utusan.com.my/rencana/utama/bersama
-merealisasikan-kehidupan-lestari-1.462319

Sumber :
https://www.slideshare.net/SuhaiminIsnen/pendidikan-
lestari-alam-sekitar-lass3013-sejarah-dan-konsep-
pembangunan-lestari

120

AKTIVITI 3 Sumbang Saran

Alam sekitar merupakan tempat tinggal bagi flora dan fauna. Apakah yang akan anda lakukan jika…
Pemuliharaan terhadap alam sekitar adalah amat penting untuk
mengelakkan kepupusan flora dan fauna. Kedua-duanya memainkan Bincangkan dalam kumpulan
peranan dalam mengekalkan alam semula jadi dan setiap satunya
mempunyai rantaian yang mengikat antara satu sama lain. Flora dan 1. pokok bunga di taman sekolah kering dan hampir layu.

fauna merupakan biodiversiti yang tidak boleh dipisahkan. 2. rakan anda memetik bunga di taman sekolah sekadar
untuk bermain-main.
 Berdasarkan pernyataan di atas, bincangkan peranan dan
tanggungjawab anda bagi memastikan kestabilan dan 3. menemui lima ekor anak kucing baru lahir ditinggalkan
kesinambungan biodiversiti ini terpelihara. dalam kotak di luar pagar rumah anda.

 Senaraikan cadangan aktiviti yang boleh dilaksanakan oleh Kelab 4. diberi benih bunga / pokok hiasan .
Alam Sekitar / Rakan Alam Sekitar (RAS) sekolah bagi memelihara
dan memulihara habitat flora dan fauna. 5. sekumpulan kanak-kanak membaling dengan batu
seekor monyet yang dirantai.

KRAFTANGAN

Senaraikan kraftangan yang
boleh dihasilkan daripada
flora dan fauna.

Cuba anda hasilkan satu
kraftangan daripada flora dan
fauna.

121

PENTAKSIRAN

1. Pemerhatian: Keaktifan murid dalam aktiviti perbincangan
kumpulan dan sumbangsaran

2. Ketepatan fakta dan hujah murid dalam sesi soal jawab dan
sumbangsaran

RUMUSAN INFO SIVIK

Murid memahami dan dapat menjelaskan: Hak:
1. maksud pemeliharaan dan pemuliharaan Hak untuk menikmati keindahan alam , flora dan
fauna serta mendapat faedah daripadanya.
beserta contoh. Tanggungjawab:
2. faktor berlaku kerosakan dan pelupusan flora Peka dan prihatin terhadap keperluan alam, flora
dan fauna serta bekerjasama memelihara dan
dan fauna. memuliharanya agar dapat dinikmati bersama.
3. cara memulihara alam, flora dan fauna.
4. peranan individu dan masyarakat dalam

memelihara dan memulihara flora dan fauna.

122

MATA TAJUK Masa:
PELAJARAN
Hormati Kepada Keperibadian Individu 1
Pendidikan
Islam PENGENALAN Jam

Tingkatan 4 Manusia ialah makhluk sosial yang tidak dapat hidup tanpa manusia lain. NOTA GURU
Setiap individu dalam masyaraakat saling lengkap melengkapi bagi menjalani
Nilai Teras: kehidupan yang sempurna. Justeru setiap individu mempunyai hak untuk Nota Rujukan:
Hormat menghormati mendapat layanan yang sewajarnya dan bertanggungjawab untuk
Konteks: menghormati hak individu lain. Nilai hormat-menghormati iaitu menghargai DSKP Pendidikan Islam
Diri, Keluarga, Sekolah dan memuliakan individu atau institusi sosial dengan layanan yang sopan Tingkatan 4
Masyarakat, Negara perlu diamalkan agar keharmonian hidup masyarakat terjamin.
dan Global (Akhlak Islamiah)
Bagaimanakah cara menghormati keperibadian individu?
Literasi Sivik: Buku Teks Pend. Islam
Menghormati sifat tersendiri yang ada pada setiap individu terutamanya Tingkatan 4 : Adab Menja-
PENGETAHUAN: golongan yang kurang bernasib baik . ga Orang Sakit (muka su-
Menjelaskan kepentingan rat 244)
menghormati keperibadian Bahan bantu:
Persediaan Guru:
SOSIOEMOSI: https://www.hmetro.com.my/addin/2018/12/401022/rasulullah-hormat-hak-
manusia Kertas sebak / kad ma-
Menzahirkan empati terhadap nila / kertas A3 / A4
golongan OKU dan golongan http://www.muftiwp.gov.my/en/artikel/bayan-linnas/1822-bayan-
kurang bernasib baik. linnas-siri-41-menyantuni-golongan-oku Marker pelbagai warna

TINDAKAN: Artikel yang telah dicetak
(jika perlu)
Membantu golongan OKU
daripada pelbagai cara. Peta i-THINK (kosong)

123

AKTIVITI 1 Expert Group SUMBANG SARAN (Pengukuhan)

Murid dibahagikan kepada lima kumpulan dan diberi tajuk Buktikan Maksud al Hadis
perbincangan : kebenaran
pernyataan ini... Sayangilah makhluk yang ada di bumi
Kumpulan 1 : Golongan kurang upaya yang terdapat dalam nescaya yang ada di langit akan
kalangan masyarakat. menyayangimu…

Kumpulan 2 : Hak individu yang perlu dihormati. ( Riwayat Al Thabarani )
Kumpulan 3 : Cara menghormati hak individu.
Kumpulan 4 : Kepentingan menghormati hak individu AKTIVITI 2 Role Play
Kumpulan 5 : Cara mendidik masyarakat mengamalkan sifat
12 3
menghormati keperibadian individu.

Sumber : Ambil satu nombor
http://tanlt.tripod.com/hormat.htm
Ceritakan pengalaman kehidupan anda sepanjang hari
Sumber : dalam keadaan seperti gambar yang anda pilih. Apakah
https://www.hmetro.com.my/addin/2018/12/401022/ perasaan dan harapan anda dalam situasi sebegitu?
rasulullah-hormat-hak-manusia

124

AKTIVITI 3 Projek Kami Prihatin

 Murid mengadakan perbincangan kelas mengikut langkah di bawah. Bincangkan dalam kumpulan
 Catatkan keputusan perbincangan.
 Tetapkan pelaksanaan projek. Bincangkan:
Setiap individu mempunyai sifat fizikal, bakat, potensi dan
LANGKAH 1 Kenal pasti rakan sekolah yang tergolong dalam pemikiran yang berbeza.
orang yang memerlukan bantuan. Bagaimanakah anda menghormati kepelbagaian
perbezaan ini?

LANGKAH 2 Kenal pasti kesusahan yang mereka hadapi yang
LANGKAH 3 boleh kamu bantu

Bincangkan beberapa bantuan yang boleh diberikan

LANGKAH 4 Pilih satu bantuan yang sesuai dan mampu
dilaksanakan

LANGKAH 5 Bincangkan cara pelaksanaan bantuan tersebut

Kepelbagaian kecerdasan yang dimiliki
oleh individu

125

PENTAKSIRAN Saya faham dan akan berusaha bersungguh-
sungguh beradab, prihatin dan menghormati
1. Pemerhatian: Keaktifan murid dalam memberikan orang yang kurang upaya dan memerlukan
pandangan, tingkah laku dan penglibatan dalam bantuan.
semua aktiviti.
Saya faham dan akan berusaha beradab,
2. Ketepatan fakta dan hujah murid dalam sesi soal prihatin dan menghormati orang yang
jawab dan simulasi. kurang upaya dan memerlukan bantuan.

Saya kurang faham tetapi saya akan cuba
amalkan jika ada kepentingannya kepada
saya.

RUMUSAN INFO SIVIK

Murid memahami dan dapat menjelaskan : Hak:
Hak untuk diberi layanan sopan dan dihormati
1. maksud menghormati keperibadian sebagai manusia yang unik dan bermaruah.
individu. Tanggungjawab:
Menyedari dan mengamalkan tatacara
2. cara menghormati hak individu. perhubungan yang baik dan berhemah bagi
mewujudkan sifat hormat-menghormati sesama
3. kepentingan mengamalkan sifat manusia.
menghormati keperibadian individu
dalam masyarakat.

126

MATA TAJUK Masa:
PELAJARAN
Menghormati Dasar 1
Pendidikan Sesebuah Negara
Islam Jam
PENGENALAN
Tingkatan 5 NOTA GURU

Nilai Teras: Dasar luar didefinisikan sebagai matlamat, rancangan dan tindakan Nota Rujukan:
Hormat- yang dijalankan oleh sesebuah negara dalam usaha untuk berhubung DSKP Pendidikan Islam
menghormati dengan sesebuah negara lain. Objektif asas dan utama Dasar Luar Tingkatan 5 (Akhlak Islami-
Konteks: Malaysia adalah bertujuan untuk melindungi kepentingan nasional di ah)
Masyarakat, Negara arena antarabangsa sekaligus di pentas dunia . Buku Teks Pend. Islam
dan Global Tingkatan 5: Mungkar
Sesuatu dasar perlu untuk menjaga dan Dicegah Hidup Berkat
Literasi Sivik: mempertahankan kemerdekaan dan kedaulatan (muka surat 265)
sesebuah negara . Persediaan Guru:
PENGETAHUAN: Kertas sebak / kad manila /
Apakah peranan anda untuk mengekalkan kertas A3 / A4
Menjelaskan kepentingan kedaulatan negara tetap terpelihara?... Marker pelbagai warna
menghormati dasar
sesebuah negara. Artikel yang telah dicetak
(jika perlu)
SOSIOEMOSI: Peta i-THINK (kosong)

Menzahirkan perasaan
bangga dapat menghormati
dasar sesebuah negara.

TINDAKAN:

Melaksanakan tanggung-
jawab dalam mengekalkan
keamanan sejagat.

127

AKTIVITI 1 Six Thinking Hats AKTIVITI 2 Aktiviti Three Stray One Stay

1 Murid dibahagikan kepada enam kumpulan dan diberi tajuk 1 Murid melaksanakan aktiviti ‘Three stray, one stay’
perbincangan : (Six Thinking Hats) untuk berkongsi maklumat perbincangan
kumpulan
Kumpulan 1 (Topi Putih) : Informasi / data dasar negara
Kumpulan 2 (Topi Hitam) : Risiko tidak menghormati dasar 2. Setiap murid mencatat isi penting dari setiap
Kumpulan 3 (Topi Kuning) : Manfaat menghormati dasar kumpulan semasa aktiviti
Kumpulan 4 ( Topi Merah) : Perasaan menjadi warganegara
3. Murid kembali berada dalam kumpulan masing-masing
Malaysia yang berdaulat dan melengkapkan lembaran kerja yang diedarkan oleh
Kumpulan 5 (Topi Hijau) : Solusi / penyelesaian masalah guru

memartabatkan nama negara 4. Dua kumpulan dipilih untuk membentangkan hasil
Kumpulan 6 (Topi Biru) : Murid sebagai pelaksana dasar negara keseluruhan perbincangan
2. Murid menyediakan bahan pembentangan menggunakan kertas
sebak / kad manila / kertas A3 / media lain 5. Guru merumuskan hasil pembelajaran berdasarkan

Sumber :

http://www.pmo.gov.my/dokumenattached/
Dasar/DASAR_LUAR_NEGARA.pdf

Sumber : https://
www.slideshare.net/
sejarahkkb/40-dasar-dasar-luar

128

AKTIVITI 3 Brainstorming

Bincangkan dalam kumpulan

http://pmr.penerangan.gov.my/
index.php/maklumat-
kenegaraan/1358-maklumat-
kenegaraan/dasar-dasar-
negara/243-dasar-penerapan-
nilai-nilai-islam-

SUMBANG SARAN

Peranan dan sumbangan murid kepada isu global .
Cadangan isu :
 Penindasan etnik Rohingya
 Pergolakan Syria dan Palestin
 Pendatang haram

129

PENTAKSIRAN

1. Pemerhatian: Keaktifan murid dalam aktiviti Six
Thinking Hats dan Three Stray One Stay.

2. Ketepatan fakta dan hujah murid dalam sesi
Brainstorming.

RUMUSAN INFO SIVIK

Murid memahami dan dapat menjelaskan : Hak:
Hak rakyat untuk mendapat keadilan sebagai rakyat
1. maksud dasar luar negara . negara yang berdaulat.

2. implikasi tidak menghormati Tanggungjawab:
dasar luar negara. Peka, prihatin dan sedia memberi sumbangan
kepada negara bagi mewujudkan kehidupan yang
3 peranan anda sebagai murid baik, saling berkasih sayang, harmoni dan
untuk memastikan dasar luar mengekalkan keamanan sejagat.
negara diaplikasikan .

130

MATA TAJUK Masa:
PELAJARAN
Pengurusan Kewangan 1
Pendidikan
Islam PENGENALAN Jam

Tingkatan 4 Perancangan kewangan peribadi adalah suatu ilmu yang bernilai dalam NOTA GURU
kehidupan seharian kerana punca utama masalah kewangan bukanlah
Nilai Teras: berpunca daripada berapa banyak yang anda dapat, tetapi bagaimana Nota Rujukan:
tabiat pengurusan kewangan anda.
HSP Pendidikan Islam
Bertanggungjawab Tingkatan 4
(Ibadah)
Konteks: Apakah yang perlu anda lakukan? DSKP Tingkatan 4: 4.23
(Muamalah dalam Islam)
Masyarakat, Negara 1. Mendahulukan barang yang penting. Buku Teks Pend. Islam
dan Global 2. Elak pembaziran. Tingkatan 4 : Jual beli
(muka surat 147)
Literasi Sivik: 3. Menabung. Persediaan Guru:
PENGETAHUAN: 4. Elak hutang Kertas sebak / kad manila /
kertas A3 / A4
Menjelaskan kepentingan Tahukah anda ? Marker pelbagai warna
sikap bertanggungjawab ter- Artikel yang telah dicetak
hadap keputusan kewangan Antara cara untuk menjana (jika perlu)
peribadi. kewangan ialah dengan berniaga. Peta i-THINK (kosong)

SOSIOEMOSI:

Melahirkan perasaan ber-
syukur dengan pengurusan
kewangan yang cekap.

TINDAKAN:
Berhemat dalam berbelanja.

131

AKTIVITI 1 Goldfish Bowl AKTIVITI 2 Rally Table

Secara berkumpulan , murid berbincang dan membuat 1. Apakah pendapat
pembentangan tentang pengurusan kewangan yang baik: anda tentang
jenayah rasuah?
Kumpulan 1: Mendahulukan barang yang penting
Kumpulan 2: Elak pembaziran 2. Ramalkan situasi
Kumpulan 3: Menabung negara tanpa
Kumpulan 4 : Elak berhutang rasuah.
Kumpulan 5 : Perancangan bajet diri dan keluarga

Sumber :
https://www.academia.edu/34964326/

Sumber :

https://www.academia.edu/9150165/
Definisikomunikasi-121129193732-

132

AKTIVITI 3 Simulasi

 Guru mengedarkan kad tugasan situasi kepada setiap kumpulan. Bincangkan dalam kumpulan

 Murid melakonkan situasi tersebut dengan menggunakan ayat sendiri. PENGUKUHAN

 Murid lain memberi pendapat / komen kepada lakonan rakan. Bincangkan langkah yang perlu diambil untuk mengelakkan
diri daripada penipuan jual beli atas talian.
 Guru membuat ulasan dan rumusan berkaitan sikap dan adab dalam
berkomunikasi.

KUMPULAN 1 Anda ingin menabung duit perbelanjaan sekolah
untuk membeli kasut bola

KUMPULAN 2 Bagaimana bendahari membelanjakan duit kelas
dengan berhemah.

KUMPULAN 3 Ahli Kelab Perniagaan ingin mengadakan jualan
untuk menjana duit persatuan.

KUMPULAN 4 Anda membeli barang yang bukan keperluan
secara online setiap bulan .

KUMPULAN 5 Seorang murid menjual telefon bimbit yang dicuri
kepada rakannya.

133

PENTAKSIRAN TAHUKAH ANDA

1. Pemerhatian : Keaktifan murid dalam aktiviti Kanak-kanak boleh berjualbeli
Goldfish Bowl dan Rally Table’ serta tingkah laku sekiranya melibatkan nilai yang sedi-
murid. kit seperti gula-gula.(Pendapat Ma-
zhab Hanbali)
2. Ketepatan fakta dan hujah murid dalam sesi soal
jawab dan simulasi Saya jual kereta ini kepada awak,
sekiranya abang saya ke luar negeri
(Contoh jualbeli taklik)

RUMUSAN Murid memahami dan dapat INFO SIVIK
menjelaskan :
Hak:
1. kepentingan bertanggungjawab Hak untuk mengurus dan membelanjakan harta
dalam pengurusan kewangan . secara berhemah.
Tanggungjawab:
2. cara bersyukur dengan Menyedari dan mengamalkan pengurusan
pengurusan kewangan yang kewangan yang baik dan berhemah bagi
baik. mewujudkan kegembiraan dan keharmonian.

3. cara berbelanja dengan
berhemah.

134

MATA TAJUK Masa:
PELAJARAN
Pengurusan Masa 1
Pendidikan
Islam Jam

Tingkatan 5 PENGENALAN NOTA GURU

Nilai Teras: Pengurusan masa yang baik menjadikan anda mampu merancang dan Nota Rujukan:
melaksanakan aktiviti harian dengan berkesan dan berkualiti. Dalam HSP Pendidikan Islam
Bertanggungjawab konteks kehidupan seorang murid pula perlu mengurus masa dengan Tingkatan 5 (Hadis)
baik agar dapat membina potensi diri yang seimbang daripada aspek DSKP Pendidikan Islam
Konteks: intelek, emosi, rohani dan jasmani. Tingkatan 5 (Kefahaman
ayat al-Quran)
Diri, Keluarga, Kegagalan mengurus masa dengan berkesan menjadi salah satu faktor Buku Teks Pend. Islam
Masyarakat, Negara kegagalan seseorang. Tingkatan 5 : Kehidupan Di
dan Global Dunia Ibarat Perantau
(muka surat 58)
Literasi Sivik: Persediaan Guru:
Kertas sebak / kertas A4 /
PENGETAHUAN: Marker pelbagai warna
Artikel yang telah dicetak
Menghuraikan kepentingan (jika perlu)
pengurusan masa yang cekap.

SOSIOEMOSI:

Mengekspresikan perasaan bangga
apabila mengurus masa dengan cekap.

TINDAKAN:

Mengamalkan pengurusan masa
dengan cekap.

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AKTIVITI 1 Round Robin AKTIVITI 2 Bus Stop

1. Murid dibahagikan kepada enam kumpulan. 1. Guru menampal kertas mahjong yang ditulis kata-kata
hikmah yang berlainan pada enam sudut yang berlainan :
2. Murid secara bergilir-gilir menulis kepentingan pengurusan
masa yang efektif pada sehelai kertas A4.  Sudut 1 : “ Masa itu emas.”

3. Kertas tersebut ditukar dengan kumpulan yang lain untuk  Sudut 2 : “Sejarah adalah masa lalu. Ambillah
disemak dan membuat penambahbaikan sekiranya jawapan keputusan berdasarkan masa depan.”
belum lengkap.
 Sudut 3 : “ Masa ibarat mata pedang, jika kita tidak
4. Wakil setiap kumpulan akan menulis satu jawapan yang memotongnya, maka masa akan memotong kita. “
berlainan di hadapan kelas secara bergilir-gilir.
 Sudut 4 : “ Tidak ada insan suci yang tidak
5. Dua kumpulan dipilih membuat rumusan dengan bimbingan mempunyai masa lampau dan tidak ada insan yang
guru. berdosa yang tidak mempunyai masa depan. “

Sumber : http://quranicgen.com/pengurusan-masa-  Sudut 5 : “Dunia ini ibarat pentas. Kita adalah
pelakonnya. Maka berlumba-lumbalah beramal
supaya hidup bahagia di dunia dan akhirat.”

 Sudut 6 : “Dunia ini tiada jaminan melainkan satu
peluang..”

2. Setiap kumpulan dikehendaki berada pada setiap sudut
yang telah ditetapkan dan berkongsi pendapat tentang
topik yang ditulis. Murid dikehendaki menulis hasil perb-
incangan pada kertas mahjong yang disediakan dengan
menggunakan marker pen yang berlainan warna.
(1 kumpulan 1 warna)

3. Setiap kumpulan bergerak ke sudut yang lain dan mengu-
langi aktiviti tadi mengikut masa yang ditetapkan.

4. Guru memilih murid secara rawak untuk membuat rumu-
san.

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AKTIVITI 3 Brainstorming

https://www.youtube.com/ Bincangkan dalam kumpulan
watch?v=rtcdMsNTYqE

1. Guru menayangkan video dengan mengimbas QR Code di Muhasabah Diri
atas.
Buat senarai semak penggunaan masa dalam sehari.
2. Guru meminta pandangan murid tentang iktibar yang boleh Bahagikan antara amalan wajib (solat, belajar dan lain-lain),
diambil daripada video tersebut berserta langkah sunat (ibadah, riadah, amal kebajikan, rehat) dan perkara-
penyelesaian terbaik untuk diamalkan dalam kehidupan. perkara lain dalam kehidupan.

3. Murid membuat rumusan dengan mengaitkan tentang
pengurusan masa yang efektif dengan bimbingan guru.

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PENTAKSIRAN

1. Pemerhatian: Keaktifan murid dalam aktiviti
Round Robin dan Bus Stop.

2. Ketepatan fakta dan hujah murid dalam sesi soal
jawab dan ‘Brainstorming’.

RUMUSAN INFO SIVIK

Murid memahami dan dapat menjelaskan : Hak:
Hak memiliki kebebasan untuk memilih tindakan
1. teknik pengurusan masa berkesan. dalam kehidupan.

2. kepentingan pengurusan masa yang Tanggungjawab:
baik. Melakukan perkara yang mendatangkan
kebaikan bagi memastikan kecemerlangan diri
3. faktor yang menentukan kejayaan berterusan agar dapat melaksanakan
dan kegagalan pengurusan masa. tanggungjawab dengan berkesan.

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