3. The National Philosophy of Education formulated in year 1987 is the
most important document in Malaysia that guides and reinforces the direction
and goal of education in the country. Its formulation is also seen as an attempt to
bring the separate, ad hoc and implicit aims into a clear statement of national
educational policy.
In fact, there is a relationship between the philosophy of education
which was unwritten and previously based on national documents such as the
New Economic Policy, the Five-Year Malaysian Plans and the National Ideology.
At present, the philosophy of education based on these documents, has now been
written and has become the national philosophy of education. With the new
written national philosophy of education religious and moral values are taken
seriously and given emphasis in the Malaysian educational system with the belief
in and devotion to God and also encompassing other aspects of the individual
holistic growth namely competence, responsibility, and possession of high moral
standard.
4. Clearly, the National Philosophy of Education aims at developing
the potential of individuals in a holistic and integrated manner so as to
produce individuals who are intellectually, spiritually, emotionally, and
physically balanced and harmonious, based on a firm belief in and
devotion to God.
This is also in line with the first principle of the National Ideology
or Rukun Negara which states the belief in God as the first principle
followed by others principles namely the belief and loyalty to the king and
nation, the supremacy of the constitution and its legislation and the
importance of ethics and morality. The National Philosophy of Education
which was inspired by the Mecca Resolution of 1977 had historically
evolved from a long process of nation building in the country since the
time of her independence in the year 1957 and is spelled out as follows:
5. Education in Malaysia is an ongoing effort toward s further effort in
developing the potential of individuals in a holistic and integrated manner. So
as to produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious, based on a firm belief in and devotion to
God such an effort is designed to produce Malaysian citizen who are
knowledgeable and competent, who possess high moral standards and who are
responsible and capable of achieving a high level of personal wellbeing able to
contribute to the betterment of the society and the nation at large.
The essence of the National Philosophy of Education is to develop the
potential of Malaysian citizens in a holistic and integrated manner so as to be
intellectually, spiritually, emotionally, and physically balanced based on a firm
belief in and devotion to God. To translate this philosophy into the teaching
and learning, each subject matter in the national curriculum must formulate
their aims that reflect the National Philosophy of Education.
6. After 20 years of the implementation of the National Philosophy of Education, the
introduction of the Integrated Curriculum
for Secondary Schools in 1988, followed by the Integrated Primary School
Curriculum in 1994, is a concerted effort to translate the ideals of the National
Philosophy of Education into practice in secondary and primary education. The
effectiveness of this implementation should be studied particularly in the teaching and
learning of the subject matter in the primary and secondary schools. The infusion of the
belief in God is to be concurrently carried out with the inculcation of the sixteen
universal core values which are cleanliness of body and mind, compassion/empathy,
cooperation, courage, moderation, diligence, freedom, gratitude, honesty/integrity,
justice, rationality, self-reliance, love, respect, public-spiritedness and humility and
modesty.
The introduction of these core values in the Integrated Curriculum for Secondary
Schools is aimed at eliminating the notion values-free knowledge and building a morally-
based education system. This process must cut across all subject taught at the secondary
schools level through Integrated Secondary School Curriculum. Thus, it goes without
saying that the inculcation and infusion of these two important dimensions, belief in God
and inculcation of core values of the National Philosophy of Education addresses the fact
that character formation based on moral and religious values are deemed important
besides academic excellence. The emphasis of this belief can be seen in the following
illustration of the subjects taught at the secondary school level in the country.
7. The syllabus of the subject Science though aimed at nurturing scientific
and technological culture with emphasis on the development of competitive,
dynamic and individuals with high level of perseverance and who can master
scientific knowledge and technological competence, emphasizes the belief in
God is evident in the following topics in the science subject. As specified by the
Curriculum Development Centre, students should be made to realize that the
wrong use of knowledge in genetic may result in destruction in human lives.
Thus in the teaching topic genetic, teachers should infuse this belief. Thus
it is pertinent that in conducting scientific experiments and research not only is
the belief of God to be instilled, but the moral and ethical principles should also
be closely adhered. Though scientific and technological competences are
emphasized in line with the world technological and scientific development, the
inculcation of noble values and belief in god must not be overlooked in the
teaching of the Science subject.
8.
9. MONTH – MAY 2011 TEACHING LEARNING
CHAPTER AND THEMES
WEEK 18, 19, 20. ACTIVITIES ACTIVITIES
Introduce what is
the usefulness of
probability in daily Explain to the
life students on
8. Probability distribution
Make student how binomial
understand the distribution works
Week 1 concept of binomial
2-5/05 distribution
Use to way
8.1.1 – List all the possible communication and Make students
values allow some jokes in familiar with the
of a discrete random teaching, so the mathematic
variable students will not be vocabulary.
bored
Demonstrate the use
of binomial Translate the
distribution by meaning
Skill Practice listing all the of the vocabulary to
possible values of a the students by
Week 2
discrete random giving example
9-12/05
variable
Determine the Give a chance to the
Probability of an event in a probability of an students to try it on
binomial distribution event in a binomial the whiteboard.
distribution
10. Feed the
students with
8.1.2 Determine additional
the probability of an information
event about the person
8.1.3 Plotting of binomial Help the slow who has
distribution graphs invented the
learner by giving Plot the binomial
Week 3 binomial
repertoire graph
16-19/05 distribution by
explanation to by using laptop.
story telling
them
Show students
Solve the
how to find min,
8.1.4 Determining mean, problem relating Prepare games
variance, and
variance and standard to this topic by using windows
standard
Week 4 deviation of a binomial giving exercise in movie maker
deviation in
23-26/05 distribution the types of about this topic
Normal
games
distribution
Each group has
8.1.5 Solving problem Divide the Ask the 1st and
15 minutes to
involving binomial students in four 2nd group to play
complete the
11.
12. LESSON PLAN
School : SMK St. Teresa
Name : Nur Fatin Ba’riah, Nuril Ekma, Sallehuddin
Subject : Additional mathematics
Topic : Chapter 8 Probability Distribution
Sub topic : 8.1.0 Concept Of Probability
8.1.1 List all the possible values of a discrete random variable
Class :5A2
Date : 02/05
Time : 8.30am-9.35am ( 65 min )
No Of Student : 42 students
Teaching Objective:
To teach the students to understand and use the concept of binomial
distribution
Learning Outcomes: At the end of the lesson, students
i. clear about the concept of probability distribution
ii. they can list down the possible values of a discrete random variable
13.
14.
15. References
1.Additional Mathematics Form 5 text book ( Integrated
Curriculum For Secondary School, Chew Su Lian, Khoo Ee
Sin, Nur Niaga Sdn Bhd 2000
2. Nexus Additional Mathematics SPM form 4 & 5, Chang
Tze Hin, Yoong Kwee Soon, Sasbadi Sdn Bhd 2008
3.www.mohe.gov.my
4. Panduan KBSM online
