BENGKEL

`
KECEMERLANGAN PMR
2Q

FORMAT INSTRUMEN PENTAKSIRAN BAGI MATAPELAJARAN

SAINS PMR
BIL

PERKARA

KERTAS 1 (55/1)

KERTAS 2 (55/2)

Jenis Instrumen

Ujian objektif

Ujian subjektif

Jenis Item

Item Objektif Pilih

Jawapan
Aneka Pilihan
Aneka Gabungan
Setiap item mempunyai
empat pilihan jawapan

Item Subjektif
Item berstruktur

Bilangan Soalan 40 (Jawab semua)

8 (Jawab semua)

Jumlah Markah

40

60

Cara Memberi
Respons

Ditanda pada borang

OMR

Ditulis pada ruang

kertas soalan

Tempoh Ujian

1 jam

1 jam 30 minit

Wajaran
Konstruk

Pengetahuan
:
15
Pemahaman
:
10
Kemahiran Aplikasi :
15

Pengetahuan
: 8
Pemahaman
: 17
Aplikasi
: 15
Kemahiran

BIL

PERKARA

KERTAS 1 (55/1)

KERTAS 2 (55/2)

Contoh Item
Berdasarkan
Konstruk

Rujuk Instrumen Contoh

Kertas 1 [55/1]

Rujuk Instrumen
Contoh
Kertas 2 [55/2]

Pemarkahan

Dikotomus
(Markah 1 atau 0)

Analitikal

10

Cakupan
Konteks

Konstruk ditaksir pada

semua konteks

Konstruk ditaksir
pada konteks tertentu

11

Aras
Kesukaran :
Rendah
: R

R : S : T = 5 : 3 : 2

R : S : T = 5 : 3 :
2

Sederhana :
S
Tinggi

: T

(20 item mudah, 12 item

pertengahan dan 8 item
sukar)

(30 skor mudah, 18

skor pertengahan dan
12 skor sukar)

Keseluruhan
R : S : T = 5 : 3 : 2

KERTAS SOALAN SAINS PMR

2 KERTAS
SAINS KERTAS 1
(KOD: 55/1)
UJIAN OBJEKTIF
ANEKA PILIHAN
ANEKA GABUNGAN
40 SOALAN(Jawab semua)
(MARKAH : 40)
Masa : 1 jam

KERTAS SOALAN SAINS PMR

SAINS KERTAS 2
(KOD: 55/2)
UJIAN SUBJEKTIF
Item berstruktur
2 BAHAGIAN
8 SOALAN
( Markah : 60)
Masa : 1 jam 30 minit

PENGETAHUAN
SEDIA ADA

KECEMERLANGAN
AKADEMIK

DISIPLIN
DIRI

KEMAHIRAN
BELAJAR

I HEAR AND I FORGET

I SEE AND I REMEMBER
I DO AND I UNDERSTAND

 KONSEP
ISTILAH-ISTILAH DALAM SAINS

2. STRUKTUR TEKS UNTUK NERANGKAN

BINAAN SESUATU BENDA / ITEM

N - NAMA
S - SIFAT
F - FUNGSI

3. PROSES MENCERITAKAN
SESUATU
KEJADIAN
Terangkan
Huraikan
Bagaimana

(O, K, A, HA - Objek, Kejadian,

Akibat, Hasil Akhir)

4. EKSPERIMEN:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Pernyataan masalah
Hipotesis
Pembolehubah
Bahan/Radas
Gambarajah
Cara kerja
Pemerhatian/Keputusan
Perbincangan(Soalan & Jawapan)
Kesimpulan

SCIENCE PROCESS SKILL

Enable students to
formulate their
questions and find out
the answers
systematically.

OBSERVING
Using the sense of
hearing, touch, smell,
taste and sight to
collect information
about an object or a
phenomenon

In an investigation, Tok Pian had planted three

green bean seedlings in two containers of
different sizes. The condition of seedling after
a week is shown in Diagram 1

POT B

POT A
DIAGRAM 1
1. What can you observe?

The size of seedling leaves in pot A are bigger than

pot B

CLASSIFYING
Using observations to
group objects or events
according to similarities
and differences

Diagram 7 shows four types of plants and their

support systems.

Cucumber

Morning glory

Hibiscus

DIAGRAM 7

Long beans

(a)

State the types of support systems in

the plants.
i.

Cucumber : ______________

ii.

Hibiscus : ______________

iii.

Morning glory : _______________

iv.

Long beans : _______________

(b)

Classify the plants in Diagram 7 into two

groups based on their support system.

Example 1

Cucumber, hibiscus,
morning glory, long beans

Twining stem

Non-twining
stem

Morning glory,
long beans

Hibiscus and
cucumber

(b) Classify the plants in Diagram 7 into two

groups based on their support system.
Example 2

Cucumber, hibiscus,
morning glory, long beans

Supported by
tendrils

Not supported
by tendrils

Cucumber

Hibiscus, long
beans, morning
glory

(b) Diagram 7 shows four objects placed near a

magnet.

DIAGRAM 7

Based on diagram 7, classify the objects by

using a () in table 7.
Situatio
n
P

Attract

Q
R

Repel

TABLE 7

ANSWER
Situatio
n
P

Attract

Q
R
S
TABLE 7

Repel

MEASURING AND USING

NUMBERS

Making quantitative
observations using numbers
and tools with standardised
units.
Measuring makes
observation more accurate.

(b) Diagram 8.2 shows the apparatus set-up to

study how the size of sugar can affect the rate
of dissolving in water.

Temperature of water =
28oC
Time taken to dissolve =
42 s

DIAGRAM 8.2

Temperature of water = 28oC

Time taken to dissolve =

Temperature of water = 28oC

Time taken to dissolve = ..

INFERRING
Using past experiences
or previously collected
data to draw
conclusions and make
explanations of events.

In an investigation, Tok Pian had planted three green bean seedlings in two
containers of different sizes. The condition of seedling after a week is
shown in Diagram 1

POT B

POT A

DIAGRAM 1
2. State ONE inference that can be
made based on the situation in Diagram 1

The size of leaves of the seedling in pot A are

bigger than pot B because the seedlings in pot A
has less competition to get nutrients

PREDICTING
Stating the outcome of a
future event based on
prior knowledge gained
through experiences or
collected data.

Based on Diagram 8.2 and Table 8.3,

(ii) Beaker M is then heated until the
temperature of the water rises to 500 C.
Predict the time taken for the sugar to
dissolve.

6s

COMMUNICATING
Using words of graphic
symbols such as tables ,
graphs , figures or
models to describe an
action , object or event.

Table 8.3 shows the time taken for the sugar to

dissolve in the water.

Beaker

Time taken for the sugar to

dissolve / s

42.0

28.0

13.0
TABLE 8.3

(c) Based on the readings in Table 8.3 , draw a bar chart to

show the time taken for the sugar to dissolve. Use the graph
provided

USING SPACE TIME

RELATIONSHIP

Describing changes in
parameter with time.
Examples of parameters
are location, direction,
shape, size, volume ,
weight and mass.

In an investigation, Tok Pian had planted three green bean seedlings in two
containers of different sizes. The condition of seedling after a week is
shown in Diagram 1

POT A

DIAGRAM 1
2. What happens to the green bean
seedlings after 2 weeks ?
The seedlings become bigger / taller

INTERPRETING DATA
Giving rational
explanation about an
object, event or pattern
derived from collected
data.

State the relationship between size of

the sugar and the time taken for the
sugar to dissolve.
The time taken for the sugar to
dissolve varies proportionately with
the size of sugar.

DEFINING OPERATIONALLY

Defining concepts by
describing what must be
done and what should be
observed.

(f) Based on Diagram 8.2 and the bar chart

drawn in

8 (c), what is meant by the rate of

dissolving for sugar ?

The rate of dissolving for sugar

varies with the size of sugar
The rate of dissolving for sugar is
the reading on the stop watches

CONTROLLING
VARIABLES
Identifying the fixed variable,

manipulated variable, and

responding variable in an
investigation. The manipulated
variable is changed to observe its
relationship with the responding
variable. At the same time, the
fixed variable is kept constant.

(e) State two variables involved

in this activity.
Size of sugar

1.
Time
taken
for
sugar
to
dissolve
2.

HYPOTHESIZING
Making a general statement
about the relationship between
a manipulated variable and a
responding variable in order to
explain an event or observation.
This statement can be tested to
determine its validity.

(d) Write one hypothesis relating to the

activity shown in Diagram 8.2

The smaller the size of sugar,

the lesser time taken for the
sugar to dissolve

EXPERIMENTING
Planning and conducting
activities to test a certain
hypothesis. These
activities include
collecting , analysing and
interpreting data and
making conclusions.

We learn..
10% of what we read
20% of what we hear
30% of what we see
50% of what we both see and hear

70% of what we discussed with

others
80% of what we experienced
personally

95% of what we teach to someone

else
100% if only we study

PEPERIKSAAN
-MENDUKACITAKAN

-MENDEBARKAN

-MERISAUKAN

-MENGGEMBIRAKAN
-MENGECEWAKAN

SEBELUM PEPERIKSAAN
Guru boleh:
- Memotivasikan murid
- Membantukan murid untuk
memberi tumpuan pada pelajaran
- Menggalakkan murid agar
sentiasa berminat dengan kerja
sekolah

Peranan guru:
- Mengajar murid teknik
belajar yang betul
- Mengajar murid cara
mengulang kaji dan mengambil
nota yang betul