1. RPH Kepelbagaian pelajar
Matapelajaran : Ekonomi Rumah Tangga
Tarikh : 30 Januari 2012 ( Rabu)
Kelas : 4 ERT 1
Bilangan pelajar : 20 orang
Masa : 8.20 – 9.40 pg (80 minit)
Tajuk : Pemilihan dan Penyimpanan Makanan
Sub –tajuk : Makanan Segar- Sayur-sayuran
Pengetahuan sedia ada : Pelajar mempunyai pengalaman mengendalikan makanan
segar semasa amali masakan semasa Tingkatan 1 hingga
Tingkatan 3.
Hasil pembelajaran :
Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar
Tingakatan 4 ERT1 (A) dapat:
1. menyatakan ( B-aras) kesemua (D) klasifikasi sayur-sayuran
2. menghuraikan (B-aras) 90% (D) ciri-ciri pemilihan dan penyimpanan sayur-
sayuran.
Nilai : Kerjasama
KBKK : Menjana minda
Kemahiran Sosial : Menjadi penyokong yang baik
Fasa-fasa Pembelajaran Hunter Pelajar
Cemerlang
1 Set induksi - sometimes called a "hook" to grab the student's attention:
actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson. To put students into a receptive
frame of mind.
• to focus student attention on the lesson.
• to create an organizing framework for the ideas, principles, or
information that is to follow (c.f., the teaching strategy called
"advance organizers").
• to extend the understanding and the application of abstract ideas
through the use of example or analogy...used any time a different
activity or new concept is to be introduced.
2 Maklumkan hasil pembelajaran - Before the lesson is prepared, the
teacher should have a clear idea of what the lesson outcomes are. What,
specifically, should the student be able to do, understand, care about as a
result of the teaching. Bloom's Taxonomy ofMager’s Educational
Objectives.
3 Input pengajaran - The teacher provides the information needed for

2. students to gain the knowledge or skill through lecture, film, tape, video,
pictures, etc.
4 Permodelan - Once the material has been presented, the teacher uses it
to show students examples of what is expected as an end product of their
work. The critical aspects are explained through labeling, categorizing,
comparing, etc. As much as possible, students are taken to the
application level (problem-solving, comparison, summarizing, etc.)
5 Semak kefahaman murid - Determination of whether students have
"got it" before proceeding. It is essential that students practice doing it
right so the teacher must know that students understand before
proceeding to practice. If there is any doubt that the class has not
understood, the concept/skill should be retaught before practice begins.
Usually through questioning
6 Pantau dan ubah suai – if required, reteach
7 Praktis terbimbing - An opportunity for each student to demonstrate
grasp of new learning by working through an activity or exercise under
the teacher's direct supervision. The teacher moves around the room to
determine the level of mastery and to provide individual remediation as
needed. Guided practice [in class "seat work." With the teacher
circulating [e.g., "praise, prompt, and leave"]. Monitor students' work,
providing corrective feedback as necessary, and assess performance of
the group in determining whether the class is ready for the next
instruction. Additional time for those whose aptitude calls for a longer
learning period can be provided by giving "extra credit" assignments,
supplementary activities, etc.
8 Praktis bertempoh - Once pupils have mastered the content or skill, it is
time to provide for reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be in class formative
testing, home work or individual work in class. It can be utilized as an
element in a subsequent project. It should provide for
decontextualization: enough different contexts so that the skill/concept
may be applied to any relevant situation...not only the context in which it
was originally learned. The failure to do this is responsible for most
student failure to be able to apply something learned. Independent
practice [additional class time or homework] begins when students have
achieved an 85 to 90% accuracy level. To insure retention and develop
fluency, students practice on their own without assistance and with
delayed feedback [e.g., comments on graded papers]. Five or more brief
practice activities distributed over a month or more may be required to
"fix" the new concept/skill
9 Penutup - Those actions or statements by a teacher that are designed to
bring a lesson presentation to an appropriate conclusion. Used to help

3. students bring things together in their own minds, to make sense out of
what has just been taught. "Any questions? No. OK, let's move on" is not
closure. Closure is used:
• to cue students to the fact that they have arrived at an important
point in the lesson or the end of a lesson,
• to help organize student learning,
• to help form a coherent picture, to consolidate, eliminate
confusion and frustration, etc.,
• to reinforce the major points to be learned...to help establish the
network of thought relationships that provide a number of
possibilities for cues for retrieval. Closure is the act of reviewing
and clarifying the key points of a lesson, tying them together into
a coherent whole, and ensuring their utility in application by
securing them in the student's conceptual network

4. Matapelajaran : Ekonomi Rumah Tangga
Tarikh : 30 Januari 2012 ( Rabu)
Kelas : 4 ERT 1
Bilangan pelajar : 20 orang
Masa : 8.20 – 9.40 pg (80 minit)
Tajuk : Pemilihan dan Penyimpanan Makanan
Sub –tajuk : Makanan Segar- Sayur-sayuran
Pengetahuan sedia ada : Pelajar mempunyai pengalaman mengendalikan makanan
segar semasa amali masakan semasa Tingkatan 1 hingga
Tingkatan 3.
Hasil pembelajaran :
Sebelum tamat pengajaran dan pembelajaran, dalam masa 5 minit (C), pelajar
Tingakatan 4 ERT1 (A) dapat:
1. menyenaraikan ( B-aras) kesemua (D) klasifikasi sayur-sayuran
2. menghuraikan (B-aras) 90% (D) ciri-ciri pemilihan dan penyimpanan sayur-
sayuran.
Nilai : Kerjasama
KBKK : Menjana minda
Kemahiran Sosial : Menjadi penyokong yang baik
Fasa-fasa Pembelajaran Pelajar Cemerlang
Hunter
Set Induksi 1. Guru merangsangkan minda pelajar tentang pelajaran hari ini
( 4 minit ) dengan menunjukkan sayur kangkung dan tomato di depan
kelas. (BBM 1- Sayur kangkung dan tomato)
2. Pelajar diminta meneliti sayur kangkung dan tomato yang
ditunjukkan
3. Pelajar diminta meneka tajuk pelajaran.
4. Guru memberi respon kepada jawapan pelajar dan
mengaitkan jawapan pelajar dengan tajuk yang akan diajar.
Maklumkan Hasil 5. Guru memaklumkan hasil pembelajaran dan kepentingan
Pembelajaran menguasai hasil pembelajaran berkenaan.
(1 minit)
Input Pengajaran 6. Guru membuat penerangan secara menyeluruh tentang
(15 minit) klasifikasi sayur-sayuran dan contoh yang sesuai; konsep
pemilihan ; dan penyimpanan sayur-sayuran. (BBM 2- Slaid
powerpoint)

5. Permodelan Kaedah PBL
(5 minit) 7. Guru membahagikan pelajar kepada kumpulan perbincangan
PBL iaitu pelajar diminta membentuk kumpulan seramai 5
orang dalam 1 kumpulan
8. Guru mengedarkan lembaran kertas yang mempunyai artikel
berkaitan dengan tajuk pembelajaran hari ini kepada setiap
kumpulan (BBM 3- Artikel)
Semak Kefahaman Murid 9. Pelajar diminta untuk merekodkan hasil perbincangan
(15 minit) daripada apa yang mereka faham mengenai artikel yang
diberi. Isi pelajaran berkaitan dengan klasifikasi, pemilihan
dan penyimpanan sayur-sayuran.
10. Guru menerangkan keperluan melakukan tugasan secara
berkumpulan dengan memberi peluang kepada setiap rakan
dalam kumpulan untuk menyumbang idea
Pantau dan Ubahsuai 11. Guru memantau pergerakan pelajar dan memberi panduan
(5 minit) agar perbincangan mereka tidak tersasar.
Praktis Terbimbing 12. Pelajar diberikan masa selama 20 minit untuk melakukan
(20 minit) perbincangan dalam kumpulan. Pelajar mengaplikasikan
semua pengetahuan dan kemahiran mereka untuk
menyelesaikan masalah. Kemudian pelajar mengekpresikan
maklumat yang mereka perolehi dalam bentuk peta minda.
13.Guru memantau aktiviti atau tugasan yang diberikan
Praktis Bertempoh 14. Guru meminta pelajar merumuskan apa yang telah dipelajari.
(10 minit)
15. Guru mengedarkan soalan taksiran dan memberi pelajar 5
minit untuk menjawab diikuti dengan semakan jawapan yang
ditulis di papan putih.
Penutup 16. Guru merumuskan isi pembelajaran dan menekankan sekali
(5 minit) kepada pelajar berkaitan isi pelajaran yang perlu dikuasai
oleh pelajar