Nur Fatin Bari’ah

Salehuddin

Nuril Ekma

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.

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:

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.

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.

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.

MONTH – MAY 2011 WEEK 18, 19, 20.

CHAPTER AND THEMES

TEACHING ACTIVITIES

LEARNING ACTIVITIES

Week 12-5/05

8. Probability distribution

Introduce what is the usefulness of

probability in daily life

Explain to the students on

how binomial distribution works

Make student understand the

concept of binomial

distribution

8.1.1 – List all the possible values

of a discrete random variable

Use to waycommunication

andallow some jokes

in teaching, so the students will not

be bored

Make studentsfamiliar with the

mathematicvocabulary.

Week 29-12/05

Skill Practice

Demonstrate the use of binomial distribution by listing all the

possible values of a discrete random

variable

Translate the meaning

of the vocabulary to the students by

giving example

Probability of an event in a binomial distribution

Determine the probability of an

event in a binomial

distribution

Give a chance to the students to try

it on the whiteboard.

Week 316-19/05

8.1.2 Determine the probability of an

eventHelp the slow

learner by giving

repertoire explanation to

them

Plot the binomial

graphby using laptop.

Feed the students with

additional information

about the person who has invented the binomial

distribution by story telling

8.1.3 Plotting of binomial distribution

graphs

Week 423-26/05

8.1.4 Determining mean, variance and

standard deviation of a binomial distribution

Show students how to find

min, variance, and standard deviation in

Normal distribution

Solve the problem

relating to this topic by giving exercise in the types of games

Prepare games using

windows movie maker

about this topic

8.1.5 Solving problem involving binomial

distribution

Divide the students in four groups.

Ask the 1st and 2nd group to

play the games first.

Each group has 15

minutes to complete the

games.

LESSON PLANSchool : SMK St. TeresaName : Nur Fatin Ba’riah, Nuril Ekma, SallehuddinSubject : Additional mathematicsTopic : Chapter 8 Probability DistributionSub topic : 8.1.0 Concept Of Probability 8.1.1 List all the possible values of a discrete random variableClass : 5 A 2Date : 02/05Time : 8.30am-9.35am ( 65 min ) No Of Student : 42 studentsTeaching Objective: To teach the students to understand and use the concept of binomial distributionLearning Outcomes: At the end of the lesson, students i. clear about the concept of probability distributionii. they can list down the possible values of a discrete random

variable

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 20083.www.mohe.gov.my4. Panduan KBSM online