Sarjana Muda Pendidikan Islam


Tugasan 1 (Modul)

Anda dikehendaki membina satu modul pengajaran Pendidikan Islam yang direkabentuk  untuk pembelajaran kendiri berpandukan kepada perkara berikut:

a)      Rasional

b)      Peta konsep(menggunakan aplikasi peta minda)

c)      Objektif dan hasil pembelajaran

d)      Modul: pelajaran

e)      Ujian Pra (10 Objektif) dan Post(10 Objektif dan 3 Subjektif)  - (berserta jawapan)

f)       Bahan-bahan pengayaan yang direkabentuk sendiri - (sumber internet – sila print dan sertakan bersama)

g)      Satu contoh Rancangan Pengajaran bagi tajuk yang berkaitan

h)     Webquest / Kajian web

i)      Rujukan yang bersesuaian(catat rujukan anda termasuk rujukan online mengikut stail APA, sertakan yg berkaitan)


Modul yang dibina menguji kepakaran anda sebagai “content expert” dalam Pendidikan Islam dan kemahiran anda menggunakan aplikasi peta minda(mind mapping), aplikasi word & power point      

(Tugasan Kumpulan: 40%)


Tugasan 2 Persembahan powerpoint yang merupakan Alat Bantu Mengajar(ABM)

Persembahan dibina berdasarkan tajuk-tajuk modul diberikan.

 - Berdasarkan konsep peta minda, teori motivasi ARCS dan Teori pembelajaran GAGNE (Robert Gagné's (1970) Nine Steps of Instruction) rancang persembahan power point berkenaan

(Tugasan Kumpulan : 20%)


Tugasan 3 (Montaj)

Induksi Set (Montaj)


-         ransangan minda

-         komponen intelek, emosi

-         visual efek

-         “sound effect” / lagu

-         Teori ARCS 

(Tugasan Kumpulan : 10%)




Modus Operand:


Gerakerja Kumpulan


Group Task Roles

  1. Initiator-contributor. Proposes new ideas or approaches to group problem solving; may suggest a different approach to procedure or organizing the problem-solving task
  2. Information seeker. Asks for clarification of suggestions; also asks for facts or other information that may help the group deal with the issues at hand
  3. Opinion seeker. Asks for clarification of the values and opinions expressed by other group members
  4. Information giver. Provides facts, examples, statistics, and other evidence that pertains to the problem the group is attempting to solve
  5. Opinion giver. Offers beliefs or opinions about the ideas under discussion
  6. Elaborator. Provides examples based on his or her experience or the experience of others that help to show how an idea or suggestion would work if the group accepted a particular course of action
  7. Coordinator. Tries to clarify and note relationships among the ideas and suggestions that


Theoretical Framework:



ARCS - Motivation Theory

According to John Keller, there are four major categories of motivational strategies: Attention, Relevance, Confidence, and Satisfaction.

(Click on a link below to search the IDDE database for related instructional strategies)









The Nine Events of Instruction


According to Robert Gagne, there are nine events that activate processes needed for effective learning. Gagne believes all lessons should include this sequence of events:

(Click on an event for related instructional strategies)


Accomplished by using stimuli to gain learners' attention when off track.

Enables learners to be prepared to learn information related to course goals.

Helps learners link new information to previous information or knowledge.

Involves using stimuli to facilitate pattern recognition and perception.

Fosters understanding by providing organization for learners.

Opportunities to respond/perform will allow demonstration of learnings.

Involves providing support for detection and correction of errors if needed.

Require learner performance to provide feedback and reinforce learning.

Provide contexts for learners to practice in, so they may transfer skills.

For more information about Gagne's conditions for learning, click here.


Conditions of Learning  (R. Gagne)


This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments.

Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.

In addition, the theory outlines nine instructional events and corresponding cognitive processes:

(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).

These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).


While Gagne's theoretical framework covers all aspects of learning, the focus of the theory is on intellectual skills. The theory has been applied to the design of instruction in all domains (Gagner & Driscoll, 1988). In its original formulation (Gagne, 1 962), special attention was given to military training settings. Gagne (1987) addresses the role of instructional technology in learning.


The following example illustrates a teaching sequence corresponding to the nine instructional events for the objective, Recognize an equilateral triangle:

1. Gain attention - show variety of computer generated triangles
2. Identify objective - pose question: "What is an equilateral triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give definition of equilateral triangle
5. Guide learning- show example of how to create equilateral
6. Elicit per formance - ask students to create 5 different examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance- provide scores and remediation
9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals

Gagne (1985, chapter 12) provides examples of events for each category of learning outcomes.


1. Different instruction is required for different learning outcomes.

2. Events of learning operate on the learner in ways that constitute the conditions of learning.

3. The specific operations that constitute instructional events are different for each different type of learning outcome.

4. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.


Gagne, R. (1962). Military training and principles of learning. American Psychologist, 17, 263-276.

Gagne, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston .

Gagne, R. (1987). Instructional Technology Foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc.

Gagne, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.

Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.

Relevant Web Sites:

The following web sites provide further information about Gagne and his work:




Cognitive Strategies Title

Chunking | Frames I & II | Concept Mapping | Advance Organizer | Metaphor | Rehearsal | Imagery | Mnemonics


Concept mapping is a way of displaying concepts and interrelationships among concepts in a graphic form.

If the material lends itself to mapping, it is better to have students map.

An example of a concept map in Multimedia Best Practices is entitled Teaching and Learning with Interactive Multimedia. The opening graphic depicts the sections of the web site as well as the type of media integrated within the site.

Types of Concept Maps

  • Spider Map: All relationships in map are equal
  • Chain Map: Map sequenced in a definite order
  • Hierarchy Map: Map organized according to importance


Explanation of Concept Map

Explanation & Practice

How to Build a Concept Map

The Use of Concept Maps in the Teaching-Learning Process

American Evaluation Association: Accreditation Concept Mapping Project

An Introduction to Concept Mapping for Planning and Evaluation


Virtual Concept Map Project

Concept Maps as Hypermedia Components

Multi-user Interactive Concept Maps for the Learning Web

Embedded Interactive Concept Maps in Web Documents

A Theoretical View on Concept Mapping

Explanation and Examples in MM Design

Example of a Concept Map

Example of Earthquake Course Concept Map


Resource : West, C. Farmer, J. & Wolff, P. Instructional design: Implications from the cognitive sciences. Needham Heights, MA.: Allyn & Bacon.