koleksi inovasi pedagogi

KOLEKSI

INOVASI PEDAGOGI KENT 2013

INSTITUT PENDIDIKAN GURU KAMPUS KENT Peti Surat 2, 89207 Tuaran

Sabah

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KOLEKSI INOVASI PEDAGOGI KENT

2013

Diterbitkan oleh:

Institut Pendidikan Guru Kampus Kent Peti Surat 2, 89207 Tuaran

Sabah Tel.:088-788500 Fax.:088-788007

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Kandungan Prakata Datuk Mary Teresa Kinajil Pengarah, Institut Pendidikan Guru Kampus Kent

Sidang Editor Koleksi Inovasi Pedagogi Kent 2013 Pengenalan Konsep Penukaran Pecahan Tak Wajar kepada Bentuk Nombor Bercampur dan Sebaliknya Melalui Congkak Converter Dr. Khoo Chwee Hoon

Code name ‘S’ Tan Mee Chin

The Wonder of Beads and Spokes: The Use of Independent Abacus in Teaching and Learning of Subtraction

Chiam Sun May

Visualizing Standard Deviation By Polyhedral Benny Kong Tze Loong, Teh Ah Huat dan Ng Lee Fong

Visualizing Irrational Number By TPACK Model Benny Kong Tze Loong, Teh Ah Huat dan Dr. Kok Boon Shiong

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Prakata

Pengarah Institut Pendidikan Guru Kampus Kent Selamat sejahtera dan Salam 1 Malaysia Sekali lagi tahniah kepada sidang redaksi IPG Kampus Kent, Tuaran kerana berjaya menerbitkan Koleksi Inovasi untuk tahun 2013. Sememangnya inovasi adalah wadah utama institusi pendidikan di seluruh dunia dalam usaha untuk memastikan pembangunan modal insan berjalan seiring dengan perancangan latihan pembangunan. Syukur Institut Pendidikan Guru Kampus Kent tidak terkecuali dalam perancangan murni untuk menggarapkan agenda penyelidikan dan inovasi agar sebaris dengan agenda akademik dalam mendukung aspirasi Pelan Pembangunan Pendidikan Malaysia 2013 - 2025. Justeru, penerbitan Koleksi Inovasi Pedagogi 2013 adalah merupakan bukti kepada iltizam institut ini dalam membudayakan kecemerlangan sistem penyampaian pendidikan melalui penyelidikan dan inovasi dalam kalangan pensyarah. Dalam usaha untuk melonjakkan kecemerlangan pendidikan negara, IPG Kampus Kent sentiasa merancang platform untuk para pensyarah dan guru memperlihatkan kematangan dalam dokumentasi inovasi pedagogi. Ini jelas terkandung dalam Koleksi Inovasi Pedagogi Kent 2013 yang kandungannya adalah hasil kejayaan pensyarah yang telah memenangi Pertandingan Inovasi dan Kreativiti Pensyarah IPG Kampus Kent 2013. Sehubungan dengan itu, IPG Kampus Kent sentiasa mencari peluang agar pengiktirafan berupaya Pertandingan Inovasi dan Kreativiti Pensyarah serta Pertandingan Inovasi Pedagogi Guru Pelatih dianjurkan setiap tahun. Komitmen menyeluruh ini dapat diabadikan dalam bentuk penerbitan yang berupaya dijadikan sumber rujukan kelestarian amalan dan budaya inovasi dan kreativiti dalam kalangan warga institut ini . Pada kesempatan ini, saya merakamkan ucapan syabas dan tahniah kepada Sidang Editor Koleksi Inovasi Pedagogi Kent 2013 ini kerana kesepaduan kerja dalam menerbitkan koleksi inovasi bermakna ini. Semua penyelidik disaran agar sentiasa menyediakan ruang untuk penghasilan yang lebih baik agar dapat meneruskan usaha menghasilkan inovasi pedagogi yang boleh dikongsikan bersama dalam konteks pembangunan profesionalisme pendididk. Semoga kualiti penghasilan sentiasa dipertingkatkan dari setahun ke setahun untuk memperlihatkan semangat inovasi dan penambaikan berterusan ke arah kecemerlangan . Sekian, terima kasih. (DATUK MARY TERESA KINAJIL) Pengarah Institut Pendidikan Guru Kampus Kent, Tuaran Sabah

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SIDANG EDITOR KOLEKSI INOVASI PEDAGOGI KENT 2013

PENAUNG Datuk Mary Teresa Kinajil

Pengarah Institut Pendidikan Guru Kampus Kent

PENASIHAT En. Romli Darus

Timbalan Pengarah Institut Pendidikan Guru Kampus Kent

PENGERUSI Pn. Tan Seok Kiang

Ketua Jabatan Jabatan Penyelidikan dan Inovasi Profesionalisme Keguruan

KETUA EDITOR Dr. Khoo Chwee Hoon

Ketua Unit Penataraan dan Inovasi Jabatan Penyelidikan dan Inovasi Profesionalisme Keguruan

PANEL EDITOR Pn. Tan Seok Kiang Pn. Chiam Sun May

En. Ismail bin Ag Piut

REKA BENTUK MUKA DEPAN Cik. Alimah Muslim

Koleksi Inovasi Pedagogi Kent 2013

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Pengenalan Konsep Penukaran Pecahan Tak Wajar Kepada Bentuk

Nombor Bercampur dan Sebaliknya

Melalui Congkak Converter

Dr. Khoo Chwee Hoon

SINOPSIS

Inovasi ini bertujuan untuk memperkenalkan konsep penukaran pecahan tak wajar kepada bentuk nombor bercampur dan sebaliknya kepada murid-murid pemulihan matematik Tahun 5. Murid-murid ini mempunyai miskonsepsi dalam menukarkan pecahan tak wajar kepada bentuk nombor bercampur dan sebaliknya. Satu inovasi telah dicadangkan untuk membantu murid menukarkan pecahan tak wajar kepada nombor bercampur dengan menggunakan bahan konkrit iaitu congkak converter. Projek inovasi ini menunjukkan bahawa congkak converter dapat meningkatkan penguasaan konsep penukaran pecahan tak wajar kepada nombor bercampur dan sebaliknya.

1.0 PENGENALAN

Pendidikan Matematik penting dalam membina pemikiran aras

tinggi dan kreativiti murid-murid. Menurut Mok (2004), Sukatan

Pelajaran bagi sekolah rendah telah disemak semula pada tahun

1998 yang membolehkan murid-murid sekolah rendah dapat

mempelajari kemahiran asas matematik. Salah satu topik yang

penting dalam Sukatan Pelajaran 1998 ialah Pecahan. Hal ini

menunjukkan topik pecahan ini perlu dikuasai oleh setiap murid.

Topik Pecahan ini penting dalam membantu murid menghadapi

kehidupan seharian dan menguasai topik-topik lain seperti Nombor

Perpuluhan dan Peratusan.

Tujuan inovasi ini adalah untuk memperkenalkan konsep

penukaran pecahan tak wajar kepada bentuk nombor bercampur

dan sebaliknya kepada murid-murid Tahun 5 di sekolah kurang

murid daerah Tuaran. Murid-murid ini mempunyai pelbagai

miskonsepsi dalam menukarkan pecahan tak wajar kepada bentuk

nombor bercampur dan sebaliknya.

Penyelidik telah bercadang satu inovasi untuk membantu

murid menukarkan pecahan tak wajar kepada nombor bercampur

dengan menggunakan bahan konkrit iaitu congkak converter.


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Penyelidik menggunakan bahan konkrit sebagai satu inovasi

kerana ia bertepatan dengan teori Jean Piaget (seperti dalam

Haliza Hamzah & Samuel, 2009) yang mengatakan bahawa kanak-

kanak yang berumur tujuh hingga sebelas tahun berada pada

peringkat operasi konkrit. Oleh yang demikian, kanak-kanak boleh

membuat perkaitan secara logik melalui bahan konkrit. Kanak-

kanak lebih mudah menguasai proses penukaran pecahan tak

wajar kepada nombor bercampur dan sebaliknya melalui bahan

konkrit. Bah kata Confucius (551 – 479 SM) (seperti dalam Myrko

Thum, n. d.), “Saya dengar dan saya lupa. Saya lihat dan saya

ingat. Saya lakukan dan saya faham”. Dengan demikian, penyelidik

berharap responden dapat menguasai proses penukaran pecahan

tak wajar kepada bentuk nombor bercampur dan sebaliknya

dengan berinteraksi pada congkak converter. Bahan inovasi ini juga

dapat diguna pakai untuk mengukuhkan kemahiran-kemahiran

murid dalam konsep tambah, tolak, darab dan bahagi.

2.0 KATEGORI

Individu

3.0 KUMPULAN SASARAN

Kumpulan sasaran bagi inovasi ini adalah murid-murid pemulihan

matematik Tahun 5. Murid-murid pemulihan matematik Tahun 5 ini

menghadapi masalah untuk menguasai kemahiran penukaran

pecahan tak wajar kepada bentuk nombor bercampur dan

sebaliknya. Mereka mempunyai beberapa miskonsepsi dalam

pengenalan konsep penukaran pecahan tak wajar kepada bentuk

nombor bercampur dan sebaliknya.

Kumpulan sasaran ini dikenalpastikan melalui satu Ujian

Pra yang disediakan oleh penyelidik. Murid-murid yang tidak dapat

menyelesaikan tujuh soalan daripada 10 soalan yang diberikan

akan dikategorikan sebagai murid pemulihan matematik untuk dua

kemahiran ini.

Kumpulan sasaran yang pertama terdiri daripada murid-

murid pemulihan matematik di sebuah sekolah kurang murid. Oleh

itu, kumpulan sasaran ini berfokus kepada tiga orang murid yang

mempunyai miskonsepsi dalam tajuk Pecahan ini sahaja.

Sebenarnya, inovasi ini merupakan satu kajian rintis untuk

memastikan bahawa produk inovasi ini dapat memperkenalkan

konsep penukaran pecahan tak wajar kepada bentuk nombor

Congkak Converter / Khoo Chwee Hoon

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bercampur dan sebaliknya supaya boleh memperbaiki miskonsepsi

pecahan dalam kalangan murid sekolah rendah.

Kemudian, kajian inovasi ini disebarluaskan ke sekolah

bandar. Antara dua kelas murid Tahun 5 yang menyelesaikan Ujian

Pra, didapati bahawa sebanyak 33 orang murid pemulihan

matematik mempunyai miskonsepsi dalam penukaran kemahiran

ini. Justeru itu, penyelidik telah memperkenalkan penggunaan

Congkak Converter kepada kumpulan sasaran kedua ini.

Sebenarnya, bahan inovasi ini juga boleh diguna pakai oleh murid-

murid Tahun 6 yang mempunyai miskonsepsi yang sama.

4.0 LATAR BELAKANG

4.1 KEDUDUKAN SEBELUM INOVASI DILAKSANAKAN

Menurut Bitter, Hatfield, dan Edwards (1989), pecahan

adalah sukar untuk difahami. Salah satu sebabnya ialah

penggunaan model-model yang tidak diterokai semasa

konsep dibina. Nombor pecahan pada mulanya sepatutnya

diajar dengan penggunaan pelbagai model dan bentuk.

Sekiranya amalan ini tidak diikuti, pecahan akan terus

menjadi topik yang sukar untuk dipelajari dan dihayati.

Pada kebiasaannya, murid-murid yang lemah atau

tercicir kurang berminat untuk belajar Matematik. Mereka

tidak memahami apa yang diajar dan menyebabkan

mereka melakukan perkara lain dan berbuat bising. Hal ini

sering dapat penyelidik perhatikan sepanjang masa

praktikum mengajar di sekolah rendah. Sewaktu pelatih di

bawah seliaan praktikum mengajar saya memaklumkan

bahawa beliau akan mengajar tajuk Pecahan di sekolah

praktikumnya. Penyelidik berasa sangat gembira dan

bersemangat kerana tajuk Pecahan merupakan salah satu

tajuk yang sangat sukar dikuasai oleh kebanyakan murid.

Apabila penyelidik ternampak muka pelatih saya pula,

didapati bahawa beliau begitu cermas dan risau kerana

murid-muridnya sangat lemah dan kurang berminat

terhadap tajuk Pecahan ini. Pelatih ini juga kurang

keyakinan untuk mengajar tajuk Pecahan ini.

Berdasarkan analisis Ujian Pra yang ditadbirkan

kepada empat orang murid di sekolah praktikum, didapati

bahawa terdapat tiga orang murid mempunyai miskonsepsi


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dalam penukaran pecahan tak wajar kepada bentuk

nombor bercampur dan sebaliknya. Berikut adalah empat

contoh hasil Ujian Pra yang diperolehi daripada dua orang

murid.

Contoh 1: Hasil Ujian Pra (murid 34)

Menukarkan pecahan tak wajar kepada bentuk nombor bercampur


Menukarkan nombor bercampur kepada bentuk pecahan tak wajar


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Menukarkan pecahan tak wajar kepada bentuk nombor bercampur


Menukarkan nombor bercampur kepada bentuk pecahan tak wajar


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Jadual 1 menunjukkan taburan bilangan item yang

dijawab oleh para murid dengan betul dalam Ujian Pra

yang mengandungi dua bahagian iaitu

(i) 5 item penukaran pecahan tak wajar kepada

bentuk nombor bercampur (item 1 – item 5) ; dan

(ii) 5 item penukaran nombor bercampur kepada

bentuk pecahan tak wajar (item 6 – item 10).

Jadual 1: Taburan Bilangan Item Betul Dalam Ujian Pra Mengikut Item

item Murid 1 Murid 2 Murid 3 Jumlah betul

1 √ √ √ 3

2 x x √ 1

3 x x √ 1

4 x x √ 1

5 x x √ 1

6 x x x 0

7 x x x 0

8 x x x 0

9 x x x 0

10 x x x 0

Jumlah skor 1/10 1/10 5/10 -

Selepas projek inovasi disebarluaskan, gabungan

dua hasil ujian pra yang diperolehi oleh dua kumpulan

sasaran ini dapat ditunjukkan dalam Jadual 2 berikut.

Jadual 2: Taburan Penguasaan Konsep Pecahan Tak Wajar kepada Nombor Bercampur dan Sebaliknya Mengikut Frekuensi dan Peratus (Ujian Pra)

UJIAN PRA Penukaran Pecahan Tak Wajar kepada

Nombor Bercampur

Penukaran Nombor Bercampur kepada Pecahan Tak Wajar

Penguasaan konsep frekuensi peratus frekuensi peratus

Tidak ada (0 markah)

13 36.1 34 94.4

Lemah (1 – 2 markah)

3 8.3 1 2.8

Sederhana ( 3 – 4 markah)

8 22.2 1 2.8

Baik (5 markah penuh)

12 33.3 0 0.0


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Sebelum inovasi dilaksanakan, hasil analisis

keputusan Ujian Pra menunjukkan bahawa terdapat 36.1%

kumpulan sasaran murid belum menguasai konsep

penukaran pecahan tak wajar kepada nombor bercampur.

Didapati bahawa terdapat 94.4% kumpulan sasaran murid

belum menguasai konsep penukaran nombor bercampur

kepada pecahan tak wajar.

Walaupun terdapat 33.3% kumpulan sasaran murid

telah menguasai konsep penukaran pecahan tak wajar

kepada nombor bercampur, tetapi kebanyakan daripada

kumpulan sasaran murid ini belum menguasai konsep

penukaran nombor bercampur kepada pecahan tak wajar.

Jadual 3 dan Carta 1 di bawah ini menunjukkan

taburan frekuensi dan peratus murid mengikut tahap

penguasaan konsep penukaran pecahan tak wajar kepada

bentuk nombor bercampur dan sebaliknya. Sebelum

inovasi dilaksanakan, didapati terdapat sebanyak 33.3%

murid belum menguasai kedua-dua konsep ini lagi (1.

Penukaran pecahan tak wajar kepada nombor bercampur;

2. Penukaran nombor bercampur kepada pecahan tak

wajar). Manakala, 63.9% murid masih berada dalam tahap

penguasaan konsep yang lemah sahaja. Hanya seorang

murid (2.8%) berada pada tahap penguasaan konsep

sederhana.

Jadual 3: Taburan Frekuensi dan Peratus Murid Mengikut Tahap Penguasaan Konsep

Penguasaan Konsep UJIAN PRA

Frekuensi Peratus

Tidak ada (0 markah) 12 33.3

Lemah (1 - 5) 23 63.9

Sederhana (6 - 8) 1 2.8

Baik (9 - 10) 0 0.0


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Carta 1: Carta Palang bagi Tahap Penguasaan Konsep dengan Peratus

Memandangkan topik Pecahan ini penting dalam

membantu murid menghadapi kehidupan seharian dan

menguasai topik-topik lain seperti Nombor Perpuluhan dan

Peratusan. Justeru itu, satu inovasi amat perlu

dilaksanakan untuk membantu murid-murid ini supaya

penyelidik dapat memperkenalkan konsep penukaran

pecahan tak wajar kepada bentuk nombor bercampur dan

sebaliknya kepada kumpulan sasaran ini.

4.2 MASALAH YANG DIHADAPI

Secara khususnya masalah-masalah yang dihadapi oleh

murid adalah seperti berikut:

4.2.1 Penukaran pecahan tak wajar kepada bentuk

nombor bercampur melalui kaedah membahagikan

penyebut dengan pengangka. Kesilapan-kesilapan itu

adalah seperti yang berikut:

i. Tidak tahu menyusun pembahagi, hasil bahagi dan

baki dengan betul setelah membahagi penyebut

dengan pengangka. Murid menyusun nombor-

nombor berikut menjadi nombor bercampur yang

baru.

33.3

63.9

2.8 0

0

10

20

30

40

50

60

70

Tahap Penguasaan

Tidak ada

Lemah

sederhana

baik

Peratu

s


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a) Menyusun pembahagi sebagai penyebut.

b) Menyusun baki sebagai nombor (nombor

bulat pada nombor bercampur).

c) Menyusun hasil bahagi sebagai

pengangka.

Contoh 5 menunjukkan miskonsepsi murid dalam

penukaran pecahan tak wajar kepada bentuk nombor

bercampur .

Contoh 5: Miskonsepsi 1

4.2.2 Penukaran nombor bercampur kepada bentuk

pecahan tak wajar.

Antara kesilapan itu ialah:

i. Mendarab penyebut dengan nombor

(nombor pada nombor bercampur) untuk

dijadikan pengangka baru.

ii. Menambah pengangka dengan nombor


dijadikan penyebut baru.

iii. Menolak penyebut dengan nombor



iv. Menambah pengangka dengan nombor



v. Menambah penyebut dengan nombor

(nombor pada nombor bercampur). untuk

dijadikan pengangka baru.

Menyusun hasil bahagi

sebagai pengangka

Menyusun baki sebagai nombor (nombor bulat pada nombor bercampur).

Menyusun pembahagi sebagai penyebut.


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Contoh 6, Contoh 7, dan Contoh 8 menunjukkan

miskonsepsi murid dalam penukaran nombor bercampur

kepada bentuk pecahan tak wajar.



Mendarab penyebut dengan nombor (nombor pada nombor bercampur) untuk dijadikan pengangka baru. (3 x 9 = 27)

Menambah pengangka dengan nombor (nombor pada nombor bercampur) untuk dijadikan penyebut baru. (4 + 3 = 7)

Menolak penyebut dengan nombor (nombor pada nombor bercampur) untuk dijadikan penyebut baru. (7 – 2= 5) ; (4 – 1 = 3)

Menambah pengangka dengan nombor (nombor pada nombor bercampur) untuk dijadikan pengangka baru. (3 + 2 = 5) ; (3 + 1 = 4)


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5.0 OBJEKTIF

Congkak Converter merupakan satu inovasi pengajaran dan

pembelajaran yang khas direka bentuk bagi memperkenalkan

konsep penukaran pecahan tak wajar kepada bentuk nombor

bercampur dan sebaliknya. Congkak Converter ini digunakan untuk

mencapai objektif-objektif berikut:

5.1 Murid dapat menguasai konsep penukaran pecahan tak

wajar kepada bentuk nombor bercampur dengan

menggunakan Congkak Converter.

5.2 Murid dapat menguasai konsep penukaran nombor

bercampur kepada bentuk pecahan tak wajar dengan


5.3 Murid dapat menguasai penukaran pecahan tak wajar

kepada bentuk nombor bercampur dengan tanpa


5.4 Murid dapat menguasai penukaran nombor bercampur

kepada bentuk pecahan tak wajar dengan menggunakan

tanpa Congkak Converter.

6.0 TARIKH MULA DAN TARIKH SIAP PELAKSANAAN

Pelaksanaan inovasi Congkak Converter ini mengambil masa

selama setengah tahun. Persediaan bermula pada bulan

September 2012. Proses pelaksanaan termasuk membuat tinjauan

Menambah penyebut dengan nombor (nombor pada nombor bercampur). untuk dijadikan pengangka baru. (7 + 2 = 9) ; (4 + 1 = 5)

Menambah pengangka dengan nombor (nombor pada nombor bercampur) untuk dijadikan penyebut baru. (3 + 2 = 5) ; (3 + 1 = 4)


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awal, merancang projek inovasi, menyediakan bahan inovasi,

pelaksanaan inovasi kumpulan sasaran pertama, dan prosedur

pelaksanaan. Jadual 4 merumuskan proses pelaksanaan Congkak

Converter.

Jadual 4: Proses Pelaksanaan Congkak Converter

Tarikh Proses Pelaksanaan

September 2012

MEMBUAT TINJAUAN AWAL Pentadbiran Ujian Pra kepada murid-murid Tahun 5 di sekolah kurang murid.

September 2012 Menyemak dan menganalisis pola-pola kesilapan murid dalam Ujian Pra.

19 September 2012

MERANCANG PROJEK INOVASI Merancang Rancangan Mengajar Harian 9 Oktober 2012 dengan menggunakan Congkak Converter dalam pengajaran dan pembelajaran tajuk Pecahan.

24 – 28 September 2012

MENYEDIAKAN BAHAN INOVASI Congkak Converter

9 Oktober 2012

PELAKSANAAN INOVASI KUMPULAN SASARAN PERTAMA Pelaksanaan Congkak Converter dalam Penukaran Pecahan Tak Wajar Kepada Bentuk Nombor Bercampur dan Sebaliknya di sekolah kurang murid.

16 Oktober 2012 Pentadbiran Ujian Pasca kepada murid-murid.

17 – 20 Oktober 2012

Menyemak dan menganalisis hasil Ujian Pasca.

Februari 2013

PENYEBARLUASAN PROJEK INOVASI DI SEKOLAH Penyebarluasan projek inovasi di sekolah kepada murid-murid pemulihan matematik Tahun 5

Mac 2013

PENYEBARLUASAN PROJEK INOVASI DI IPG KAMPUS KENT Penyebarluasan projek inovasi kepada pensyarah-pensyarah matematik di IPG Kampus Kent.

April 2013

PENYEBARLUASAN PROJEK INOVASI KEPADA MURID PEMULIHAN MATEMTIK TAHUN 6 Penyebarluasan projek inovasi kepada murid-murid pemulihan matematik Tahun 6 telah dilaksanakan.


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7.0 INOVASI YANG DILAKSANAKAN

7.1 BENTUK BAHAN

Dalam melaksanakan projek inovasi ini, murid dibekalkan

dengan

i) Kertas soalan Ujian Pra

Kertas soalan Ujian Pra mengandungi 10 item

Item 1 hingga item 5 berkaitan dengan penukaran

pecahan tak wajar kepada bentuk nombor

bercampur.


nombor bercampur kepada bentuk pecahan tak

wajar.

ii) Kertas soalan Ujian Pasca

Kertas soalan Ujian Pasca mengandungi 10 item



bercampur.


nombor bercampur kepada bentuk pecahan tak

wajar.

iii) 1 set Congkak Converter mengikut kumpulan

1 set Congkak Converter mengandungi

1 prosedur penggunaan congkak converter

1 batang pen whiteboard


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25 biji guli dalam satu mangkuk plastik besar yang

bertutup

1 ruangan kosong untuk pecahan tak wajar

(dilaminatekan)

1 ruangan kosong untuk nombor bercampur

(dilaminatekan)

5 mangkuk plastik kecil (mewakili Nombor Bulat)

1 mangkuk plastik besar (mewakili Pengangka

pecahan)

iv) 1 set kertas soalan untuk aktiviti kumpulan

7.2 PENGENDALIAN

National Policy on Education (1992, seperti dalam Manpal

Singh 2004) mementingkan penggunaan bahan maujud

dalam pengajaran dan pembelajaran. Hal ini bertepatan

dengan teori Jean Piaget (seperti dalam Haliza Hamzah &

Samuel, 2009) yang mengklasifikasikan kanak-kanak tujuh

hingga sebelas tahun memerlukan bahan konkrit dalam

memahami konsep-konsep yang abstrak.

Menurut Petit, Laird, dan Marsden (2010), terdapat

tiga jenis model yang boleh digunakan oleh murid untuk

menyelesaikan masalah dan memperkenalkan konsep

pecahan. Antaranya ialah model luas, model set, dan garis

nombor. Congkak converter adalah berdasarkan model set.

Petit et. al. (2010) menjelaskan bahawa model set

melibatkan pemikiran tentang bahagian pecahan daripada

satu set objek. Model set yang murid akan berinteraksi

selalunya berkaitan dengan koleksi objek-objek yang biasa

boleh dijumpai di dalam bilik darjah seperti butang, gula-

gula, dan guli.

Oleh itu, penyelidik telah menggunakan congkak

converter iaitu bahan konkrit yang dekat dengan kanak-

kanak agar kanak-kanak dapat menguasai konsep


bercampur dan sebaliknya serta melakukan proses-proses

tersebut. Projek Inovasi Congkak Converter dilaksanakan

melalui 6 fasa seperti berikut:


15

Fasa 1: Tinjauan Awal

Dalam Fasa 1 ini, projek inovasi dimulakan dengan

mentadbir Ujian Pra kepada kumpulan sasaran pertama di

sebuah sekolah kurang murid. Kemudian hasil Ujian Pra

dianalisis secara terperinci untuk mengenal pasti

miskonsepsi-miskonsepsi yang dihadapi oleh murid-murid

ini (rujuk contoh 5, Contoh 6, Contoh 7, Contoh 8).

Fasa 2: Sesi Input

Satu sesi input telah dilaksanakan dalam Projek Inovasi ini.

Satu penerangan ringkas berkaitan prosedur penggunaan

Congkak converter dalam penukaran pecahan tak wajar

kepada bentuk nombor bercampur dan sebaliknya telah

dijalankan dalam kelas. Contoh 9 dan Contoh 10 di bawah

ini menerangkan bagaimana pengenalan konsep


bercampur dan sebaliknya mengikut langkah demi langkah

berserta dengan gambar-gambar yang berwarna-warni.

Contoh 9: Penukaran Pecahan Tak Wajar kepada Bentuk Nombor Bercampur

9

4

Langkah 1: Tuliskan soalan di tempat yang disediakan.


16

Langkah 2: Letakkan guli yang sama bilangannya dengan pengangka pecahan tersebut ke dalam ruangan besar pada congkak converter iaitu “9 biji guli”

Langkah 3: Penyebut pecahan (nilai 4) menjadi bilangan guli yang akan dipindahkan dari ruangan besar ke ruangan-ruangan kecil sehingga terdapat baki (1) di ruangan besar.


17

Langkah 4: Baki (1) di ruangan besar akan menjadi pengangka baru bagi pecahan pada nombor bercampur.

Langkah 5: Penyebut bagi pecahan pada nombor bercampur adalah

sama dengan penyebut pecahan tak wajar tadi (4).

Langkah 6: Bilangan ruangan kecil yang berisi guli (2) akan dijadikan sebagai nombor bulat pada nombor bercampur

1 + 1 = 2

1 1


18

Contoh 10 : Penukaran Nombor Bercampur kepada Bentuk Pecahan Tak Wajar

Langkah 1: Tuliskan soalan di tempat yang disediakan.

2 3

5

Langkah 2: Letakkan bilangan guli yang sama bilangannya dengan penyebut (penyebut pada pecahan nombor bercampur “5”) pada ruangan kecil congkak converter.

(Perhatian: Bilangan ruangan kecil yang perlu diisi dengan bilangan guli seperti yang di atas adalah bergantung pada nombor (nombor pada nombor bercampur). Pastikan bilangan ruangan kecil yang dimasukkan guli sama dengan nombor pada nombor bercampur.)


19

Langkah 3: Masukkan bilangan guli yang sama bilangannya dengan pengangka (pengangka bagi pecahan nombor bercampur) pada ruangan besar (3).

Langkah 4: Kira bilangan guli yang ada pada congkak converter. Bilangan guli yang ada pada congkak converter akan menjadi pengangka bagi pecahan tak wajar (13).

Langkah 5: Gunakan penyebut pada pecahan nombor bercampur (5) sebagai penyebut pecahan tak wajar.

5 + 5 + 3 = 13


20

Fasa 3: Aktiviti Kumpulan – Penggunaan Congkak

Converter

Murid-murid menggunakan Congkak Converter untuk

melaksanakan aktiviti kumpulan yang diberikan oleh guru.

Fasa 4: Persediaan sebelum ujian pasca

Guru mengajar murid menukar pecahan tak wajar kepada

bentuk nombor bercampur tanpa menggunakan Congkak

converter.

Fasa 5: Ujian Pasca

Guru menilai penguasaan konsep Penukar pecahan tak

wajar kepada bentuk nombor bercampur dan sebaliknya

melalui Ujian Pasca.

Fasa 6: Penyebarluasan projek kajian di sekolah-

sekolah lain

Selepas projek inovasi telah dilaksanakan, penggunaan

congkak converter telah disebarluaskan ke sekolah lain dan

pensyarah-pensyarah matematik.

7.3 PERBELANJAAN

Jadual 5 menunjukkan anggaran perbelanjaan yang

digunakan dalam projek inovasi ini. Kos yang digunakan

adalah sederhana dan murah.

Jadual 5: Anggaran Perbelanjaan

Bil. Bahan Inovasi Harga perunit (RM)

kuantiti Harga (RM)

1 Congkak Converter 5.00 2 10.00

2 Pen whiteboard 1.50 2 3.00

3 kertas Ujian Pra 0.40 2 0.80

4 kertas Ujian Pasca 0.40 2 0.80

5 Pemadam 1.00 2 2.00

Jumlah Keseluruhan RM16.60


21

8.0 BENTUK KEJAYAAN

8.1 MEMPERBAIKI MISKONSEPSI PECAHAN DAN

PENGUASAAN KEMAHIRAN PECAHAN MENINGKAT

Selepas inovasi dilaksanakan, satu Ujian Pasca telah

ditadbirkan kepada murid-murid tersebut. Analisis

keputusan Ujian Pasca sangat membanggakan kerana

ketiga-tiga orang murid dapat menyelesaikan semua item

dalam Ujian Pasca dengan betul dan tepat. Oleh yang

demikian, boleh dirumuskan bahawa Congkak Converter

telah memperbaiki miskonsepsi Pecahan dalam kalangan

murid. Seterusnya, murid-murid ini dapat menyelesaikan

semua item dalam Ujian Pasca dengan betul dan tepat

tanpa menggunakan Congkak Converter.

Melalui penggunaan bahan inovasi iaitu Congkak

Converter, keempat-empat jenis miskonsepsi murid dalam


bercampur dan sebaliknya telah dapat diperbaiki. Akhirnya,

penguasaan kemahiran murid dalam penukaran pecahan

tak wajar kepada bentuk nombor bercampur dan

sebaliknya telah meningkat.

8.2 AKTIVITI PENGAJARAN DAN PEMBELAJARAN YANG

UNGGUL DAN KREATIF

Congkak Converter merupakan satu aktiviti pengajaran dan

pembelajaran yang unggul dan kreatif. Bahan inovasi ini

khas direka bentuk untuk memperkenalkan konsep


bercampur dan sebaliknya dalam kalangan murid. Congkak

Converter ini direka khas kerana bahan inovasi seperti ini

jarang dilaksanakan di sekolah.

8.3 PENJIMATAN MASA

Congkak Converter dapat memanfaatkan kedua-dua pihak

murid dan guru.

8.3.1 Murid tidak perlu membuang masa membuat

pembetulan yang banyak akibat kesilapan yang

dihasilkan.


22

8.3.2 Congkak Converter ini berjimat masa guru kerana

tidak perlu membetulkan kesilapan yang banyak

dilakukan oleh murid.

8.4 PENINGKATAN KEBERKESANAN PENGAJARAN DAN PEMBELAJARAN

8.4.1 Penguasaan murid secara keseluruhannya dalam

ujian pasca adalah meningkat sebanyak 76.7%.

Hasil inovasi menunjukkan bahawa peratus

penguasaan murid dalam kemahiran penukaran


bercampur dan sebaliknya meningkat dari 23.3%

hingga 100%.

8.4.2 Pengajaran menjadi lebih menarik, mudah, dan

penguasaan murid lebih menyeluruh kerana ia

melibatkan “hand-on” murid dalam sesuatu topik.

8.5 PENINGKATAN KEPUASAN HATI MURID / GURU

8.5.1 Selepas murid diperkenalkan prosedur

penggunaan Congkak Converter, murid-murid

berasa bahan inovasi ini sangat menyeronokkan

dan menggembirakan.

8.5.2 Guru berpuas hati dengan pencapaian murid

kerana 100% murid telah menguasai kemahiran

penukaran pecahan tak wajar kepada bentuk

nombor bercampur dan sebaliknya dengan

sepenuhnya.

8.6 FAEDAH – FAEDAH LAIN

8.6.1 Congkak Converter dapat menghasilkan murid

yang berkemahiran penukaran pecahan tak wajar

kepada bentuk nombor bercampur dan sebaliknya.

Justeru mereka boleh menggunakan masa yang

selebihnya untuk aktiviti lain yang berfaedah.

8.6.2 Inovasi ini juga mengurangkan beban guru dari

segi memberi bimbingan secara individu atau

tunjuk ajar yang berulang-ulang.

9.0 KESIMPULAN

Secara keseluruhannya, Congkak Converter ini berjaya

menghasilkan intervensi yang memberi kesan positif kepada


23

pengajaran dan pembelajaran bagi topik yang dipelajari. Tidak

dapat dinafikan pengenalan konsep penukaran pecahan tak wajar

kepada bentuk nombor bercampur dan sebaliknya dengan

menggunakan Congkak Converter dapat meningkatkan prestasi

pencapaian murid berbanding dengan kaedah pengajaran dan

pembelajaran secara tradisional (Chalk and talk). Program ini juga

berjaya menerapkan tiga domain utama iaitu kognitif, psikomotor

dan afektif di samping membentuk sahsiah dan keperibadian

unggul selaras dengan hasrat Falsafah Pendidikan Kebangsaan

dan seterusnya merealisasikan PIPP membangunan modal insan

kelas pertama. Oleh yang demikian, penyelidik telah

mencadangkan penggunaan “Congkak Converter” untuk mengajar

tajuk pecahan.

Rujukan

Bitter, G. G., Hatfield, M. M., & Edwards, N. T. (1989). Mathematics methods for the elementary and middle school: A comprehensive approach. United State of America: Ally and Bacon.

Haliza Hamzah & Samuel. (2009). Perkembangan kanak-kanak. Selangor

Darul Ehsan: UG Press. Manpal Singh. (2004). Modern teaching of mathematics. New Delhi: Anmol

Publications.

Mok. (2004). A prymary education course in mathematics for post graduate diploma (K. P. L. I.). Subang Jaya: Kumpulan Budiman.

Myrko Thum. (n. d.). Confucius says: The top 10 wise confucius quotes.

Dilayari Pada 12 Februari 2013 di URL http://www.myrkothum.com/confucius-says-the-top-10-quotes-by-confucius/

Petit, M. M., Laird, R. E., & Marsden, E. L. (2010). A focus on fractions:

Bringing research to the classroom. New York: Rautledge.

http://www.myrkothum.com/confucius-says-the-top-10-quotes-by-confucius/

http://www.myrkothum.com/confucius-says-the-top-10-quotes-by-confucius/


24

Aktiviti Pengajaran dan Pembelajaran “Congkak Converter”

Murid-murid sedang

menggunakan

congkak converter

untuk menjalankan

aktiviti kumpulan.

Guru sedang memberi

tunjuk ajar prosedur

penggunaan congkak

converter kepada murid

pemulihan matematik

Tahun 5.

Murid menulis hasil

jawapan dalam kertas

aktiviti kumpulan yang

disediakan oleh guru.

Guru mengajar murid

menukar pecahan tak

wajar kepada bentuk

nombor bercampur

tanpa menggunakan

Congkak converter.

Murid sedang

menyelesaikan Ujian

Pasca tanpa Congkak

Converter.


25

CODE-NAME “S”

Tan Mee Chin

1.0 INTRODUCTION

Code-name ‘S’ is an innovative strategy that has been carried out

during English Language Proficiency classes for students in IPGK

Kent who are weak in their basic understanding and awareness of

how English Language works in terms of form, function and

meaning. Data from a sample class showed that the innovative

strategy was successful in improving and reinforcing the trainees’

proficiency in subject-verb agreement in the written form.

2.0 CATEGORY

Individu

3.0 TARGET GROUP

PISMP Semester 3 students taking English Language Enrichment

(ELS) course.

4.0 BACKGROUND

4.1 BEFORE THE INNOVATION WAS IMPLEMENTED

4.1.1 In the course of teaching English Language proficiency to

the KDP (Kursus Diploma Perguruan Malaysia) groups of

students, it was found that despite 11 years of learning the

language (from the primary level to the secondary level),

many students seemed to be inadequate in their basic

understanding and awareness of how the English

Language works in terms of form, function and meaning.

4.1.2 Likewise, this semester,students taking ELS3101 English

Language Enrichment1 were also found to be lacking in

their language proficiency, especially in the area of subject-

verb agreement aspect.

4.1.3 In the Course ProForma for ELS3101 English language

Enrichment1 for undergraduate students, the course


26

explores essential grammar and vocabulary to further

enhance learners’ awareness of English. This means that

learners will be reinforced with basic understanding and

awareness of how the English language works in terms of

form, function and meaning.

4.2 PROBLEMS STUDENTS ENCOUNTERED

4.2.1 Many students taking the ELS3101 and ELP courses are

confused in using auxillary verbs such as ‘is’ and ‘are’;

‘have and has’; as well as ‘do and does’. These occur not

only when they are conversing but also in their writing. This

results in students’ inability to use the language

competently as it shows their weakness in the area of

subject-verb agreement.

4.2.2 Students also do not know when to use ‘do’ and ‘does’

either in the negative statement or question form.

For example:

Does he like to eat ice-cream?

They do not like to play football.

4.2.3 Apart from these basic weakness in grammar usage,

frequently students are also found to be confused in

differentiating singular and plural verbs in the present

tense.

For example:

He runs home crying.

The cows moo in the field.

5.0 OBJECTIVES

This project was initiated to:

5.1 help overcome students’ confusion in using auxillary verbs

e.g. verb-to-be, verb-to-do and verb-to-have.

5.2 enable students to understand and recognise that verb

must agree with the subject noun in respect of grammatical

number, i.e. singular verb for singular noun, and plural verb

for plural noun.

Code – Name “S” / Tan Mee Chin

27

5.3 improve students proficiency in subject-verb agreement

either in the oral or written form.

6.0 DEFINITION: ‘singular’

The word ’singular’ according to the Merriam Webster’s dictionary is

defined as relating to, or being a word form denoting one person,

thing, or pronoun. It can also be related to a single instance or to

something considered by itself (eg abstract noun or group)

7.0 LITERATURE REVIEW

In a study by Stapa & Izahar (2010), the findings reveal that even

at the level of postgraduate studies (majoring in English) Malaysian

learners still face difficulties in subject-verb agreement. It is thus

important for remedial actions be taken to curb this problem.

According to Bock & Miller (1991),Studies of subject-verb

agreement errors frequently shows that errors in sentences that

speakers make are more likely to occur when a singular head noun

is followed by a plural, as in “The producer of the adventure movies

have arrived,than when a plural head is followed by a singular.

8.0 CODE-NAME “S”

What is code-name “S”? It is an innovative concept and it is

innovatively used for students who are weak in the basic

understanding of SVA (subject-verb agreement). Normally, students

will be taught a complex sub-rules of SVA that include the

agreement with coordinated subject and agreement with indefinite

expressions of amount.This approach causes confusion among the

weak students, therefore they will keep on committing errors either

orally or in the written form.

To overcome this confusion, Code-name “S” only focuses on the

singular form of the nouns, pronouns, verb and auxillary verbs in

the present tense. It also especially focuses on the pronouns ‘I &

you’, as this is also a cause of confusion to a majority of the

students.

http://www.merriam-webster.com/dictionary/single


28

When students look at the subject or noun of the sentence, they will

only need to know if it is a singular noun (‘S’ acts as a reminder).

Then they will know that the verb or auxillary verb after the subject

would have to end with an “S” (“S” reminder for singular

nouns/pronouns). Students will then be able to distinguish verbs &

auxillary verbs between singular plural nouns.

9.0 DATE OF COMMENCEMENT

Date of

commencement:

Course

Target group

Jan 2013 –

March2013

ELS3101 English

Language Enrichment

1

PPISMP sem 3

10.0 MATERIALS: Experiment

In order to achieve the objectives for this subject innovatively,

students are required to sit for a :

pre-test – This consisted of a quiz. Students needed to

choose the correct auxillary verbs or verbs. (refer to

appendice)

a short course – Students were taught the methods of

using ‘Code-name “S”. (refer to procedures)

post- test – this consisted of the same quiz as the pre-

test.

11.0 PROCEDURES

Table 1: A Sample of the experimental procedure.

Steps Procedure Notes

Step 1

The lecturer administered a

pre-test to the students during

P&P. The test was based on

the basic subject-verb

agreement rule.

The pre-test consists

of a total of 20 filling-

in- the blanks

sentences and a short

paragraph for error

analysis.


29

Step 2

i. A short course using

‘code-name ‘S’ was given

to the students during

teaching and learning

time. This went on for 2

weeks.

‘S’

singular special

ii. The students were given

a revision on :

Countable nouns

uncountable nouns

pronouns

auxillary verbs for

singular nouns

auxillary verbs for

plural nouns

‘S’ needs to be added

to the auxillary verbs,

(i.e. verb-to-be, verb-

to-do, verbs-to-have)

by identifying if the

subject noun is

singular or plural.

Example 1:

The

cat

i s here.

singular

noun + ‘s’

Example 2:

Ali run

s

home.

singular

noun + ‘s’

Example 3:

It doe s

not

sleep

here.

singular + ‘s’

noun

Students participated

actively and

enthusiastically.


30

Step 3 Students were taken through

an activity to convince them

that they are ‘special’.

Then they were taught that

even though ‘I’ and ‘you’ fall

under the singular category,

the auxillary verbs should be

under the ‘special’ case.

i.e. ‘I am...’, ‘You are...’,

‘I do not like to eat rice.’,

‘Do you come here everyday?’,

Activity using a mirror:

What do you think of

the person in the

mirror?

What do you think of

your best friend?

(pointing to each

other)

Expected answer:

‘special”

Step 4 After the short course, students

were given a post-test.

Post-test offers the

same test paper as in

pre-test

Step 5 Students discussed and

compared their pre-test and

post- test marks.Students

reflected orally on what they

have learnt.

Discussion on their

reflections.

12.0 DATA COLLECTED :

12.1 Pre-test

PRE TEST (QUIZ 1 – 50 MARKS)

Range of marks Percentage of students

0 – 10 0

11 -19 69.6%

20 – 25 26%

26 – 30 0

31 - 40 4.3%

41 - 50 0

N = 23


31

12.2 Post-test

POST TEST (QUIZ 2)

Range of marks Percentage of students

0 – 10 0

11 -19 0

20 – 25 17.4%

26 – 30 21.7%

31 - 40 43.5%

41-50 17.4%

N = 23

0

10

20

30

40

50

60

70

80

0-10 11-20 21-30 31-40 41-50

Per

cen

tage

of

stu

den

ts

Range of marks

Pre and post test results

Pre-test

Post-test


32

12.3 Results

Data from the pre and post tests show that the

undergraduate students achieved better understanding of

the basic subject –verb agreement concept. More than 17%

of students had above 41 marks out of a total of 50 marks

as compared to 0% from the pre-test.

69.6% or more than half of the students only obtained

below average results, i.e.from 0 – 20 marks in the pre-test.

However, in the post-test, 100% of the students obtained

above 21 marks out of the full 50 marks. This shows that

nearly 100% understood what was taught to them through

code- name ‘S’.

13.0 ADVANTAGES

13.1 FOR THE STUDENTS

13.1.1 Exciting Achievements

i. P & P will be interesting and students’ participation will be

eagerly awaited for.

ii. Students can practice their oral skills among themselves

actively as well as to correct and remind each other of the

“S’ factor. They will possess a sense of pride in their

achievements .

iii. Students can share this knowledge with other peers as

the ‘S’ factor

will be quite easy for the students’ to understand and

share

iv. There will be less confusion for the students to progress

from their

v. basic understanding of the subject to a more advance

level.

13.1.2 Time and Cost Saving

Students need not have to spend a lot of time to

understand the basic concept of subject-verb agreement.

13.1.3 A language bank

i. Students can easily practice using this innovation

repeatedly when they teach pupils during their practicum

or in their respective schools in future.


33

13.2 PEDAGOGICAL SKILLS

i. Students will not be confused easily as they progress in

using the language accurately, when they can easily

understand the basic grammar concept first.

ii. Students can collaborate with each other to comment on

their

grammatical errors as they converse as it would be non-

threatening.

13.3 FOR THE LECTURER

i. P & P for teaching grammar, under the topic subject-

verb agreement makes lesson and task student-friendly

and interesting.

ii. Assessment of students’ work can be easily accessible to

the lecturer.

iii. English Language lecturer may use this innovation to

teach any students who may be weak in their basic

understanding of subject-verb agreement.

14.0 TIME MANAGEMENT

12.1 Students can practice using English Language competently

anywhere and anytime.

12.2 Groups can easily share their achievements among their

friends.

15.0 EXPENDITURE

NIL

16.0 OTHERS

Teaching grammar innovatively using simple concept like ‘code-

name “S” ‘ brings benefit to the present teaching and learning

environment in IPG.


34

REFERENCE

‘singular’. (2011). In Merriam-Webster.com. Retrieved March 18, 2013,

from http://www.merriam-webster.com/dictionary/singular

Nicol, J.L., Forster & Veres.(1997). Subject–Verb Agreement Processes

in Comprehension , University of Arizona, Tucson.

Stapa & Izahar.(2010). Analysis of Errors in Subject-Verb Agreement

among Malaysian ESL learners. The Southeast Asian Journal of

English Language Studies vol. 16, Retrieved March 18,2013, from

http://journalarticle.ukm.my /1022/1/ Siti_Hamin_Stapa.pdf

http://www.merriam-webster.com/dictionary/singular

http://journalarticle.ukm.my/


35

THE WONDER OF BEADS AND SPOKES:

THE USE OF INDEPENDENT

ABACUS IN THE TEACHING AND LEARNING

OF SUBTRACTION

Chiam Sun May

SYNOPSIS

This innovation uses modified abacus named Independent

Abacus to improve Year 3 pupils’ perfomance in

Subtraction. It was employed through a PISMP student

during her teaching practicum. The abacus was employed

as teaching and learning aids on the Year 3 pupils who

were identified as low achievers. Data was collected

through analysis of documents such as reflection from

record book and journal, pre-test and post-test. It was

analyzed by using quantitative and qualitative method. Data

showed that there were improvements on pupils’

perfomances after the use of the abacus in the teaching

and learning.

1. TITLE/THEME

The Wonder of Beads and Spokes: The Use of Independent

Abacus in Teaching and Learning of Subtraction

2. BEFORE THE IMPLEMENTATION OF THE INNOVATION

Baig and Halai (2006) say because of the abstract nature of

mathematics, the role of concrete materials obviously help children

to proceed from concretel to abstract thinking. Abacus is one of the

concrete materials which is commonly used in the teaching and

learning of Mathematics. The Russian abacus (tchoty/ schoty/

счёты) as shown inFigure 1 has a single slanted deck, with ten

beads on each rod, except one rod which is usually positioned near

the user, with four beads for quarter-ruble fractions (Wikipedia,

2005).


36

Figure 1: The Russian Abacus (Wikipedia, 2005)

The school abacus has a bead frame similar to the Russian abacus

but with straight wires and a vertical frame. It is often seen as a

plastic or wooden toy and usually used to represent numbers

without the use of place value. Each bead and each wire has the

same value and used in this way it can represent numbers up to

100 (Wikipedia, 2005) as shown in Figure 2.

Figure 2: The School Abacus (Wikipedia, 2005).

The Wonder of Beads and Spokes / Chiam Sun May

37

3. PROBLEMS ENCOUNTERED

Nina (Pseudonym) was one of the PISMP Mathematics student who

carried out her third teaching practicum under my supervision

during her semester 7. She was teaching the topic of subtraction in

Year 3 for her second and third teaching practicum as well.

3.1 NINA’S FRUSTRATION DURING TEACHING

PRACTICUM

Nina shared that her pupils faced difficulties in solving

problems from this topic. She has tried several methods

to assist her pupils but they still unable to master the basic

concept of subtraction. This situation made Nina very

unhappy and worry.

3.2 PUPILS HAVE DIFFICULTIES TO SBUTRACT TWO

NUMBERS UP TO 4-DIGIT WITH REGROUPING

When it cames to the subtopic of subtract two numbers up

to 4-digit, with regrouping, Nina needed longer time to

make the pupils understand.

3.3 PUPILS FAIL TO MASTER BASIC CONCEPT OF

SUBTRACTION

Nina believes that fail to master the basic concept of

subtraction is the main reason which caused difficulties

among her pupils. She believes that teaching and learning

aids are interesting stimulators which is able to attract

pupils’ attention. Teaching and learning aids is useful to

both the teachers and pupils, when it comes to basic

concept of Mathematics. She believes teacher who uses

teaching aids in their lesson could deliver basic concept to

the pupils effectively.

3.4 TO FIND OTHER ALTERNATIVES AS TEACHING AND

LEARNING ACTIVITIES

In her first attempt, Nina demonstrated to her pupils how to

do subtraction with regrouping by using different colours of

counters. She showed them how to answer the same

question by using standard method as the next step.

However, when she evaluated the pupils during group

activity and idependent practice, she found that most of


38

them still fail to master the basic concept of subtraction.

Nina wanted to try Independent Abacus as her alternative.

4. THE INNOVATION

4.1 THE INDEPENDENT ABACUS

The Independent Abacus was adapted from the Russian

abacus, the school abacus and the innovation of Mr.

Suliman @ Ramuald Bin Muntiol, FasiLINUS Papar District.

It consists of independent rods where each rod has ten

beads. If the rod is used to represent ones, it will be used

as the ones column where each bead worths one and so

on.

The Independent Abacus

Example:

a) Subtract two numbers up to 4 digits without regrouping

1 356 – 44 = _____

i. moved the beads on the Abacus that represent 1356.


39

ii. Take away the beads that represent 44. The process of

taking away started from the place value of ‘ones’ (O),

following by the place value of ‘tens’ (T).

iii. 1 356 – 44 = 1 312, as represented by the beads on the

Abacus.

b) Subtract two numbers up to 4 digits with regrouping

1356 – 47 = ______

i. moved the beads on the Abacus that represent 1356.


40

ii. Take away the beads that represent 47. However, since the

quantity of the beads in the place value of ‘ones’ were only

six (which were less than 7), so the pupils need to take

away 1 bead from the place value of ‘tens’.

iii. Since each bead on the place value of ‘tens’ worth 10,

iv. pupils subtracted 7 from 10 which is equal to 3. Pupils need

to put another 3 beads on the place value of ones.

v. Take away 4 beads from the place value of ‘tens’ which is

worth 40.


41

vi. The quantity of the beads on the Abacus represented the

answer of 1356 – 47, which is 1309.

5. FOCUS OF THE INNOVATION

i. To identify pupils’ difficulties in performing subtraction.

ii. To study the effectiveness of Independent Abacus to

improve pupils’ performance in subtraction.

iii. To build a positive perception on the use of concrete aids in

teaching of basic concept of subtraction.

6. THE TARGET GROUP

The intervention of the innovation was crried out to a group of

school pupils through Nina. It involved 17 Year 3 pupils from a

primary school in Penampang area. They were 14 boys and 6 girls

who were identified as average and below average achievers

through their independent practise and indivual exercise given by

Nina.

7. THE STEPS OF THE INNOVATION

Step Purpose

To Identify the pupils’ problems

Instrument employed:

Reflective log

Pre-test

To assess the

pupils’ mastery of

basic concept in

subtraction.


42

Teaching and learning session using the

Independent Abacus as teaching aids

1. Show pupils to do subtraction by using Abacus

2. Pupils answer questions by using the

Independant Abacus

Week 1: (2 hours)

Subtract two numbers up to 4 digits without

regrouping

Week 2: (2 hours)

Subtract two numbers up to 4 digits without

regrouping.

Week 3: (2 hours)

Subtract three numbers up to 4 digits with

regrouping.

Week 4: (2 hours)

Subtract three numbers up to 4 digits with

regrouping.

Instrument employed:

To reinforce the

mastery of

subtraction

through the

Independent

Abacus

To evaluate if the

Independent

abacus was

effective to master

the concept of

subtraction.


43

Journal Writing

Record book

Post test

Questionnaire

8. BENIFITS FROM THE INNOVATION

8.1. REDUCE OPERATIONAL COST

The raw material consists of beads and spokes. The cost of

the innovation is minimum.

8.2. TIME AND SPACE SAVING

Time taken to prepare teaching material is ignorable. The

beads and the spokes require minimum space for storage

and handy to be carried to the classroom by teachers.

8.3. EASILY AVAILABLE

Beads are available in various colours and various sizes. It

can be easily obtained from most handicarft shops. The

spokes are one of the common items available in most

bicycle shops.

8.4 HANDS-ON EXPERIENCE FOR PUPILS

As the Independent Abacus has the benefits as stated in

8.1, 8.2, and 8.3, it does not burden teachers who wish to

employ it as a teaching and learning aids. It is possible for

the teachers to provide individual hands-on experience to

the pupils.

8.5 INCREASE IN PERFORMANCE IN THE PUPILS AND

THE WORK SATISFACTION OF NINA

The Independent Abacus has impacted Nina’s perceptions

of teaching and learning aids; and gave her confident in

teaching. It also showed that pupils have a better mastery

in subtraction after the intervention with the Independent

Abacus.


44

9. SUPPORTING DOCUMENTS

i. Appendix A - The Comparision of the Pre Test and the Post

Test

ii. Appendix B - Pupils’ Responses from the Questionnaire

iii. Appendix C: Analysis of Record Book and Journal Writing

10. REFERENCES

Baig, S. & Halai, A. (2006). Learning Mathematical Rules with Reasoning. Eurasia Journal of Mathematics, Science and Technology

Education. (2): 2.

Nina (Pseudonym). 2010. The Wonder of Beads: The Use of Abacus in Teaching and Learning of Subtraction. Dissertation PISMP. IPGK Gaya. Wikipedia, the free encyclopedia. (2005). Abacus. http://en.wikipedia.org/wiki/Abacus#Russian. Downloaded 25 May 2011.

11. ACKNOWLEDGEMENT

Special appreciation for they are generous in knowledge, material

and information sharing.

i. Miss Nina (Pseudonym), PISMP (MT) Jan 2009 Intake

Student of IPGK Gaya.

ii. Mr.Suliman @ Ramuald Bin Muntiol, FasiLINUS Papar

District. Mr. Suliman @Ramuald Bin Muntiol is also a

student of PGSR (MT) Nov 2008 Intake Student of IPGK

Gaya.

http://en.wikipedia.org/wiki/Abacus#Russian


45

Appendix A: The Comparision of the Pre Test and the Post Test

Figure 1: The Summary of the Mean of the Pre Test and the Post Test

The mean of the pupils’ scores in the pre-test was 13.53 and it was

increased to 51.18 in the post-test. It showed improvement on the pupils’

achievement after using the Independent Abacus in teaching and learning

process.

Figure 2 : The Pupils’ Scores in the Pre Test and Post Test

0

20

40

60

80

100

120

P1 P3 P5 P7 P9 P11 P13 P15 P17

Pre test (%)

Post test (%)

0

10

20

30

40

50

60

PRE - TEST POST - TEST

ME

AN

TESTS

MEAN


46

Figure 2 showed that all of the pupils obtained less than 50% in the pre

test. Only 1 pupil scored 40%, which was the highest score, 4 pupils scored

30%, two pupils scored 20% and three pupils scored 10%. There were

seven pupils with 0%. The range for the pupils’ score in the pretest was

between 0 to 40%.

Figure 2 also showed the pupils’ scores in the post test. The highest score

in the post test was 100%, and the lowest score was 0%. There were two

pupils scored 100%, one pupil scored 80% and four pupils scored 70%.

There was one pupil scored 60%, three pupils scored 50% and one pupil

scored 40% in the post test. There was one pupil who scored 30%, 20%

and 10% respectively in the post test. There were also 2 pupils who scored

0% in the test. So the range of the pupils’ scores in the post test was 0 to

100%.

Based on the data analysis from the pre test and post test, it is concluded

that 15 pupils scored higher scores in the post test as compared to their

have pre test scores. One pupil remained with 0% and one of them did not

improve. It is concluded that the Independent Abacus assisted the pupils to

improve their overall performance in Subtraction.


47

Appendix B: Pupils’ Responses from the Questionnaire

Items

FREQUENCY (%)

Strongly

Disagree

Disagree Not sure Agree Strongly

Agree

Pre Post Pre Post Pre Post Pre Post Pre Post

I really like

Mathematics

when my

Mathematics

teacher

used

Abacus to

teach us.

F 1 - 1 2 2 2 1 - 12 13

% 5.8 - 5.8 11.8 11.8 11.8 5.8 - 70.6 76.5

I know how

to use

Abacus to

perform

Subtraction.

F 2 - 2 4 4 4 4 - 5 9

% 11.8 - 11.8 23.5 23.5 23.5 20 - 29.4 53

I know how

to perform

Subtraction

when

Abacus is

provided.

F 1 - 2 3 1 1 6 - 7 13

% 5.8 - 11.8 17.6 5.8 5.8 35.3 - 41.2

76.5

Abacus

helps me to

perform

Subtraction.

F 2 - 1 3

2 2

3 - 9 12

% 11.8 - 5.8 17.6

11.8 11.8 17.6 - 52.9 70.6

After I learnt

Subtraction

by using

Abacus, I

know how

the

‘borrowing’

process

happens.

F 1 - 1 2 2 2 8 - 5 13

% 5.8 - 5.8 11.8

11.8 11.8 47.1 - 29.4 76.5

After I learnt

Subtraction

by using

F

2

-

0 2

2 2

8

-

5 13


48

Abacus, I

know how

the

‘regrouping’

process

happens

% 11.8 - 0 11.8

11.8

11.8

47.1 - 29.4

76.5

When I use

Abacus to

do

Subtraction,

I will get

correct

answer.

F

2

-

1 3

1 1

8

-

5 13

% 11.8 - 5.8 17.6 5.8 5.8 47.1 - 29.4 76.5

Table 1: The Comparision of the Pupils’ Responses on the

Questionnaire Before the Pre Test and After the Post Test

Based on the data analysis, it is concluded that most of the pupils shown

positive attitude towards the useof the Independent Abacus in teaching and

learning of Subtraction. Most of the pupils agreed that the Independent

Abacus helped them to understand the concept of subtraction and also

helped them to improve their performance in subtraction.


49

Appendix C: Analysis of Record Book and Journal Writing

Data Resource Conclusion

Week 1

...and the lesson was so

unsuccessfully done. I used

Abacus as my teaching

kit.....however the pupils really

think the Abacus as a ‘toy’ for

them to play, not use the abacus

for the counting purpose...they

moved the beads and really

enjoy the Abacus but they were

unable to answer the questions.

(JRNL/R/18 Feb 2010)

I am so unsatisfied with the

lesson process....it seems like

the pupils plays with the Abacus,

not using it for the counting

purpose...

(RCBK/R/18 Feb 2010)

Journal

Record book

On the first week of the

implementation, the

Independent Abacus

managed to attract their

attention. However, they

did not use the

Independent Abacus as

a learning tool.

Week 2

...I spent longer time to explain

to them on how to use the

Abacus to answer the

Record book

Nina still faced

difficulties in teaching

the pupils to use the

Independent Abacus to


50

questions...

( RCBK/R/26 Feb 2010)

perform Subtraction.

She spent longer time to

make her pupils to

understand what she

have planned. However,

it showed that her pupils

began to accept the

Independent Abacus as

a learning tool which

could help them in

performing subtraction.

Week 3

I can see that I* have improve

his performance. He is a fast

learner...

(JRNL/R/29 Feb 2010)

...When I walk around the class

and observed the pupils, I

noticed that F* got the right

answer (in his Abacus) he didn’t

know how to write the process

(algorithm) in his book.

(JRNL/R/1 March 2010)

Journal

Journal

Some of the pupils have

improved their

performance in

Subtraction in the third

week after used the

Abacus in the

Mathematics class.

The pupils’ performance

in perform subtraction

were getting better.

However they still have

problem in writing the

algorithm in their

exercise book.


51

Week 4

...I am so glad that pupils’

performances are getting better.

Pupils were able to understand

how to perform Subtraction with

regrouping. They even help their

friends (explain to them) how the

process occurred. ...

(RCBK/R/1 March 2010)

Record book

The pupils’

performances in

Subtraction were getting

better. Some of the

respondents also tried to

help their friends to

solve the questions by

using the Independent

Abacus.


52

VISUALIZING STANDARD DEVIATION BY POLYHEDRAL

Benny Kong Tze Loong Teh Ah Huat Ng Lee Fong

1.0 INTRODUCTION

Learning Mathematics is something difficult for a lot of student, they

cannot visualize those abstract concepts. One of it is standard

deviation. The most common teaching and learning activity is

usually just a mechanical ways of memorizing with little

understanding of the abstract concept. By exploring the outcome of

polyhedral, where content will be delivered through activities by

referring learning theories (Cognitive “Bruner”- Constructivist

“Piaget”) create a more contextual, meaningful and fun ways of

learning. This innovation was involved PPISMP semester three

students from IPG Kampus Kent.

2.0 CATEGORY

Group

3.0 SAMPLE OF POPULATION

Students of PPISMP GSTT Dec 2011 intake are taking basic

mathematics now in the third semester are studying Smart Statistic

(MT3311D1). They were given the change to comparing standard

deviations for a few sets of data in group. After given short briefing

by the lecturer, they managed to explain the concept of standard

deviation.

4.0 BACKGROUND

4.1 Cognitive Learning Theories

Cognitivism is a theory which looks into how people learn

by attributing the process to in cognitive or mental activity.

Learning can be seen as a change in individuals’ mental

structures enabling them to gain new knowledge.

Knowledge can be seen as schema or symbolic mental

constructions. The implication of this theory for the teacher

is that they could use various techniques such as

structuring and meaningful organization of content and give

practice for storing and retrieving information.

Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng

53

Jean Piaget was primarily interested in how

knowledge developed in human organisms. Cognitive

structuring of the knowledge was fundamental in his theory.

According to his theory, cognitive structures are patterns of

physical or mental action that underlie specific acts of

intelligence and correspond to stages of child development

(McLeod, 2012).

He put forward four primary developmental stages.

They are sensorimotor, preoperations, concrete operations,

and formal operations. In the sensorimotor stage,

intelligence takes the form of motor actions. Intelligence in

the preoperation period is intuitive in nature. The cognitive

structure during the concrete operational stage is logical but

depends upon concrete referents. In the final stage of

formal operations, thinking involves abstractions. Cognitive

development consists of a constant effort to adapt to the

environment in terms of assimilation and accommodation.

McLaughlin (1992) reports that “Accommodation is an

important idea that has been taken into second language

learning under the label ”restructuring” used to refer to the

re-organization of mental representations of a language. In

this sense, Piaget’s theory is similar in nature to other

constructivist perspectives of learning.

Jerome Bruner (1915) was one of the co-founders

of cognitive learning theory (CLT). Cognitive learning theory

is a broad conceptual framework with numerous

perspectives. Bruner’s theoretical framework is based on

the theme that learners construct new ideas or concepts

based upon existing knowledge. Learning is an active

process. Facets of the process include selection and

transformation of information, decision making, generating

hypotheses, and making meaning from information and

experiences. Bruner was influenced by Piaget’s ideas about

cognitive development in Learner (Culatta, 2013).

4.2 Teaching approach

Comparing the normal practical teaching and learning

activities with Constructivist Approach shown in Figure 1

http://www.simplypsychology.org/saul-mcleod.html


54

Figure 1: Comparing the Normal Practices and Constructivist Approach in

Teaching and Learning.

Normally teacher will use a top-down approach with

start from a common idea, formula or algorithm then let the

students follow where can consider as a deductive learning.

The student will do a lot of practices until they seems

master the idea, where they actually master the algorithm

or formula and may be do not understand the concept at all.

Teacher play the main role here and student are very

passive and experiencing meaningless learning.

Constructivist approach will be a bottom-up

approach where student are usually start to make some

real life observations then were asked to make some own

predictions or make some concluding statement base on

their prior knowledge or experience. They have to take part

actively in the learning and the might discover something

related to their old knowledge and construct new

knowledge after investigation (Dougiamas,1998).

Comparing the normal practical teaching and

learning activities with Contextual learning was shows in

Figure 2.

Normal Practice

Top-Down Learning

Teacher Centered

Passive Learning

Start From Common Formula/Algorith

Deductive

Constructivist Approach

Bottom-Up Learning

Student Centered

Active Learning

Start From Real Life Observations

Inquiry Discovery


55

Figure 2: Comparing the Normal Practices and Contextual

Approach in Teaching and Learning.

Normally teacher can introduce any topic at any

time as they like and it can be tough by showing all the

formula and symbols and the operations of them. Again, the

normal classroom activities are very teacher centred and

meaningless for the students. There are no or very

minimum of things that related to the students daily life or

their experience. They also sit passively in class to receive

whatever given by the teacher.

Contextual approach will be more meaningful

learning for students. Based on the REACT module, where

activities must be related to daily life, have contact of

student’s experience, it can be apply in real life problem

and students will working together and build some new

knowledge based on the knowledge they already have

(Cord Communications, 2003).

Normal Practice

Stand Alone and Mechanical Process

Symbolic and Abstrct representation

Apply in drill exercises

Passive LearningStudying by ownself

Any new topic can be tough

Teacher Centered

Contextual Approach

Relating: Daily Life, anything meaniful

Experiencing: Hand-ons Activities, Manipulative

Applying: in a real situation

Cooperating : Working with peer

Transferingife: Building new experience on what the knew

Student Centered


56

4.3 Situation Before Innovation

Most of the teacher may choose the following prove

or diagram to show the Standard Deviation as shown in

Figure 3, Figure 4 and Figure 5:

Figure 3: Typical formula of standard deviation

Figure 4: Typical calculation of standard deviation


57

Figure 5: Typical calculation of standard deviation with the

help of a diagram

Lectures used expository and discussion as

teaching method. Students just listen, take notes and

occasionally give opinions and solve some example of

questions related to standard deviation when requested to

do so. To deliver teaching topic, the lecture method is less

effective because the students are not able to experience

how the data can transform and analyse to be a meaningful

data. Thus approach "hands-on" is more effective and

able to help students better understand how a method is

implemented.

4.4 Problem Before Innovation

Table 1 shows The learning through text or symbolic diagram is very ineffective in learning abstract concepts (Bruner, Piaget Cognitive Learning Theory). Student will leave to memorizing those meaningless text and symbol or mechanical steps of formula.


58

Table 1: Bruner, Piaget Cognitive Learning Theory (Culatta, 2013)

Jean

Piaget Key Principles Remarks

Adaptation

Of Schema

New Schema by Adaptation of assimilation and accommodationbased on existing schema

New Schema (knowledge) will fit into existing schema by adaptation. Adaptation is either or both assimilation and accommodation. Assimilation is the process by which a person takes new things into their mind from the environment, which may fit in which make senses to them. Accommodation is the process which make change in the schema after

assimilation

Jean Piaget Key

Principles Remarks

Cognitive

Development

Stages

Sensorimotor

Preoperational

Concrete-

operational

Formal- operational

Sensorimotor: Infants use sensory and motor capabilities to explore and gain understanding of their environments Preoperational: Learner begin to respond to objects and events according to how they appear to be.

Piaget Cognitive Development

Stages

Sensorimotor

Pre-Operational

Concrete-Operational

Formal-Operational


59

Concrete-operational: Learner begins to think logically. Formal- operational: Learner begins to think about systematic and abstract.

Classroom teaching method implemented traditionally listed

in Table 2.

Table 2: Steps of traditional classroom approches.

Few questions

will be asked.

1) Without

showing the table

a) The mean of 5

subjects for 3

students was

show. What can it

tell?

b) The mean and

standard

deviation of 5

subjects for 3

students was

show.

What does it

mean?

Student Mean StDev

A 50.0 0.0

B 50.0 15.8

C 50.0 31.6

A mean of a set

of data without

standard

deviation does

not tell much

about the data,

but what is

standard

deviation.

Student ML EL CL MT SC Mean StDev

A 50 50 50 50 50 50.0 0.0

B 30 40 50 60 70 50.0 15.8

C 10 30 50 70 90 50.0 31.6


60

Normally teacher

will explain

standard

deviation with the

help if a bell

shape diagram

1) Both formula (calculations) and even the diagram (explanations) are too

abstract for students, do not make sense because not related to daily

experience (contextual learning) nor active learning theory

5.0 OBJECTIVES

5.1 To define the meaning of standard deviation.

5.2 To understand the impact of data dispersion from the

standard deviation value.

6.0 IMPLEMENTATION SCHEDULE

Date Method Implemantation

6-7 Feb

2013

Presentation

from lecturers

Interpretation data to standard

deviation and variance. Lecturers

will use a top-down approach with

start from a common idea and

formula of the standard deviation.

The students will do a lot of

practices until they seems master

the idea, where they actually

master the algorithm or formula and

may be do not understand the


61

concept at all.

27 Feb

2013

Constructivism

of ideas

Students set the number for the

Polyhedral given by teacher. They

have to set the min for each dice.

They construct their knowledge

while collaborate in groups about

the standards deviation made by

each dice.

28 Feb

2013

Demonstration

and

presentation

The idea take to test the PISMP

students about the standard

deviation.


62

7.0 IMPLEMENTATION OF INNOVATION

The FIVE Platonic Polyhedral (DICE) Each with 4,6,8,12 and

20 faces

Real Objects (Polyhedral)

Tetrahedron 4 Faces

Octahedron 8 Faces 5 6 7 8 5 6 7 8

3 4 5 6 7 8 9 10

5 6 7 8 5 6 7 8

3 4 5 6 7 8 9 10

5 6 7 8 5 6 7 8

3 4 5 6 7 8 9 10

5 6 7 8 5 6 7 8

3 4 5 6 7 8 9 10

5 6 7 8 5 6 7 8

3 4 5 6 7 8 9 10

5 6 7 8 5 6 7 8

3 4 5 6 7 8 9 10

𝒙=6.5, = 1.13

𝒙=6.5, = 2.316

Cube 6 Faces

Dodecahedron 12 Faces

4 5 6 7 8 9 4 5

1 2 3 4 1 2 3 4

4 5 6 7 8 9 6 7

5 6 7 8 5 6 7 8

4 5 6 7 8 9 8 9

9 10

11

12

9 10 11 12

4 5 6 7 8 9 4 5 1 2 3 4 1 2 3 4


63

4 5 6 7 8 9 6 7

5 6 7 8 5 6 7 8

4 5 6 7 8 9 8 9

9 10

11

12

9 10 11 12

𝒙=6.5, = 1.726 𝒙=6.5, = 3.489

7.1 Innovation implementation schedule

Step Process Remarks

Step 1

Inductio

n

(5

minutes)

Lecturers ask students to write the meaning of

standard deviation from their previous knowledge

(Or meaning in context).

Relating,

Comparin

g

Sample of

student’s

definition

in

appendix

1

Step 2

(45

minutes)

1. Students divided into groups of 5.

2. Each group was given a polyhedral dice.

3. Lecturers discuss what number should be

given to each dice so they will get the same

mean.

4. Students write the dices with a set of numbers

on it.

5. Students will throw the polyhedral dice 120

times and record the number on the face up

will be recorded.

6. Students will count the mean and the standard

deviation.

Hands-on

Minds-on

Learning

Active

Learning

Contextual

Learning


64

Step 3

(45

minutes)

1. Comparing the value of mean and standard

deviation from each group.

2. Discussion on the outcomes.

3. Make generalization of the outcomes.

Hands-on

Minds-on

Learning

Constructi

vist

Learning

Step 4

(15

minutes)

4. Writing reflection

a. Student write their experiance from the

activities

b. Students rewrite their meaning of standard

deviation. The new understanding of

standard deviation not by calculation of

formula and ilustration from diagram.

Constructi

vist

Learning

Sample of

student’s

definition

in

appendix


65

2

Step 5

(10

minute)

Sharing Section

Sharing of reflection

Cooperati

on

Learning

7.2 The outcomes

All of them will be having the same mean of 6.5 but with different

standard deviation. The dice (polyhedral) with few faces will has a

smaller standard deviation which have less different outcome. The

dice (polyhedral) with more faces will have a bigger standard

deviation which have more different outcome.

8.0 BUDGET

Colour paper : RM2.00

Molting board : RM4.50

Glue / sellotape : RM2.00

Marker pen : RM3.70

Total : RM12.20

9.0 SUCCESS

9.1 Visualizing standard deviation by polyhedral dice

Improving the effectiveness of learning process for abstract

formula concepts by using concrete material (contextual

learning) and calculation of mean and standard deviation

by students based on own understanding (active learning

and constructivism learning) with polyhedral dices

(tetrahedron, cube, octahedron, dodecahedron and

icosahedron).

9.2 Time effectiveness

Time for a lecturer to explain, clarify and elaborate on the

student can be saved because students learn in groups.


66

Evaluation can be carried out concurrently with the lecture

time.

9.3 Perception from lecturers

Lecturers was very satisfied with the lesson carried out

because it involved student’s active learning and

constructivism where students conduct the learning

activities where they generated their own data (Active

Learning). It is real data can they compare the outcome

among them (Contextual Learning). It is also very concrete

that what make the standard deviation different even with

the same mean (Constructivism Learning).

9.4 Perception from students

Table 3: The data collected from respondent before inovation

Define clearly Not Clear Wrong defination

5 17 8

Table 3 shows the data collected from respondent before

innovation. There were only five students able to do

reflection about the student’s definition on standard

deviation using their previous knowledge correctly. Most of

them not clear what is means by standards deviation and

were defining the standard deviation as square root of two

for variance and a few of them claim that they only used the

formula given to solve questions. The students’ reflection

samples were shown in Appendix 1.

Table 4: The data collected from respondent after

innovation

Define clearly Not Clear Wrong definition

17 11 2


67

Table 4 shows the data collected from respondent after

innovation. After the innovation using the polyhedral dice,

there was an increase on number of students able to define

the definition of standard deviation correctly. This means

student enhance their knowledge and able to make general

definition of standard deviation. However, there were two

students still unable to define the correct definition of

standard deviation. The students’ reflection on this activity

was shown in Appendix 2.

Students also being asked about the effect of the

activity they did. Students stated that they have a very good

understanding or mastering the abstract concept such as

standard deviation where usually calculated from formula

without much meaning to them. Through hands on such as

generating their own data with simple and concrete

materials is very helpful (Contextual Learning). It is more

fun and enjoyable activities (hand-on) compare to lecture. A

few of them state they this innovation help them to

understanding better and they able to join the relation

among the mean of data and the standard deviation. The

visual innovation help them to gain more knowledge and a

clear concept of standard deviation compare to lecture

before by using formula and doing some example of

questions. The students’ reflection on this activity was

shown in Appendix 3.

10.0 CONCLUDING REMARKS

The measurement of dispersion of the data set is necessary for

clear description. The most common measures of dispersion are

variance and standard deviation. Both are using all the data for

computation and measured the degree of dispersion of all

observations from the mean. Traditionally students will being teach

how to derive the formula from set of data and use to calculate the

dispersion. Students don’t understand the dispersion value counted

is for what purposes. This innovation shows to students that data

normally from in disperse. The polyhedral dice represent data

dispersion with the same mean of value. After the activity students

able to relate the situation with the actual data collection for the

research done for this semester. At the end of the activity most of


68

them agree they gain knowledge and deeper their understanding

about standard deviation meaning and usage.

REFERENCE

Cord Communications. (2003). What Is Contextual Learning. Retrieved

5/2/2103 from

http://www.cordcommunications.com/Contextual_Learning/What_Is

_Contextual_Learning.asp

Culatta, R. (2013). Constructivist Theory (Jerome Bruner). Retrieved 28/1/

2013 from

http://www.instructionaldesign.org/theories/constructivist.html

Dougiamas, M. (1998). A journey into Constructivism. Retrieved 7/2/2013

from http://dougiamas.com/writing/constructivism.html

McLeod, J. (2012). Jean Piaget _ Cognitive Theory. Retrieved 2/2/2103

from

http://www.simplypsychology.org/piaget.html#sthash.TQu6uzqe.dpb

s

http://www.cordcommunications.com/Contextual_Learning/What_Is_Contextual_Learning.asp

http://www.cordcommunications.com/Contextual_Learning/What_Is_Contextual_Learning.asp

http://www.instructionaldesign.org/theories/constructivist.html

http://dougiamas.com/writing/constructivism.html

http://www.simplypsychology.org/saul-mcleod.html

http://www.simplypsychology.org/piaget.html#sthash.TQu6uzqe.dpbs

http://www.simplypsychology.org/piaget.html#sthash.TQu6uzqe.dpbs


69

Appendix 1

Sample of statement question2: Define standard deviation according to

your prevoius knowledge.

Student 1: Clearly defined definition

Student 2: Not clearly defined definition


Student 4: Wrong definition


70

Appendix 2

Sample of statement question2: Define standard deviation according to

your knowledge after the innovation activity.



Student 3: Wrong definition



71

Appendix 3

Sample of statement question3: Give your opinion about this activity

enhances your understanding and effectively delivering the lesson.

Student 1:

Student 2:

Student 3:

Student 4:


73

VISUALIZING IRRATIONAL NUMBER BY TECHNOLOGICAL

PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) MODEL

BENNY KONG TZE LOONG TEH AH HUAT

Dr. KOK BOON SHIONG 1.0 INTRODUCTION

Learning Mathematics is something difficult for a lot of

student, they cannot visualize those abstract concepts. One

of it is irrational numbers. The most common teaching and

learning activity is usually just a mechanical ways of

memorizing with little understanding of the irrational concept.

By using TPACK where content will be delivered through

activities designed by referring learning theories (Cognitive -

Constructivist) with the support of technology such as

Geometer Sketchpad (GSP) may create a more contextual,

meaningful and fun ways of learning.

2.0 BACKGROUND

2.1 Before innovation implemented

Students learnt the concept of mathematics by

directed instruction. Usually lecturer would deliver

note in MS PowerPoint format. After listened to the

explanation from the lecturer, students were given

time to complete the assignment given. In this

innovation, the topic focus on was irrational numbers.

Irrational Numbers are the most difficult and

abstract set in Real Number Set. It cannot be exactly

put the number line easily because it’s not rational.

Complex number can be visualized easier in the plane

exactly. Irrational Numbers usually was introduced to

student as a nominal or symbolic icon than a cardinal

number. The researcher would like to help the

students to visualize the irrational numbers then have


74

better understanding the irrational numbers with more

meaningful by using TPACK model.

2.2 Problem faced

When the students asked to respond what is π and

2, they managed give a nominal number where were

with minimum understanding and contextual meaning

shown as in Table 1.

Table 1: Students’ Work before innovation

Before Innovation

What is π? What are 2?

10students(45.46%) :

22/7

14students(63.64%) :

1.41

8students(36.36%) :

3.14

4students(18.18%) :

3.142

8students(36.36%) :

1.414

3.0 OBJECTIVE

Learning through text or symbolic diagram is very ineffective

in learning abstract concepts.

The main objective of the innovation is to transform

this abstract concept learning into something more concrete

and more meaningful for the students by THREE ideas.

3.1 Students actively involved in the learning processes

where they will be asked to create their own learning

objects or own model.

3.2 Learning through Animated and Interactive Software

such as Geometer Sketchpad (GSP) will bring better

TPACK Model / Kong, Teh, & Kok

75

understanding of the concepts compare to abstract

text or formula or symbol.

3.3 Presentation of the simulation of the irrational

numbers pi and square root of 2 to 17 or more by

using the learning object created they will give

students better master of the concepts compare to

using text or symbolic explanation by teacher.

4.0 SCHEDULE

The innovation has been started since January 2012. 22

students from the PISMP Mathematics Semester 1 taking the

Knowing Number (MTE3101) course were involved in the

innovation project. Below is the summary of the project:

Table 2: Schedule

Date Instructional Design

Implementation

Jan 2012

Directed instruction

Students learnt the topic of irrational number by directed instruction.

Jan 2012

Directed instruction

Quiz (Pretest) was given to test the students on the topic.

Feb 2012

TPACK introduced

Students were introduced with the concept of TPACK. They started to use the TPACK in learning irrational number. They were asked to create the Learning Objects by using Geometer Sketchpad (GSP)


76

Mac 2012

TPACK Students again were given another quiz (Posttest) to test their performance on the topic.

Nov 2012

Presentation and sharing

Presented and sharing in the International Convention in Teacher Learning and Development (IICTLD), 19-21 November 2012.

Apr 2013

Workshop Sharing and introduce the idea to the new lecturer in the New Lecturer Induction Course.

5.0 IMPLEMENTATION OF INNOVATION

All the 22 students were asked to state what is π and √2 at

first then the students were guided to investigate the value of

pi by drawing inscribed and circumscribed polygon within a

circle by using Geometer Sketchpad (GSP) for exploring π

concept.

They were also asked to construct a right angle

triangle with height of one unit for exploring the √2 concept.

These were done within a week of four interactions hours by

using GSP. These students’ works were checked by the

researcher. An adapted TPACK survey instruments which

was created by Schmidt, Baran, Thompson, Koehler, Mishra,

& Shin were used to get the students’ perception.

Table 3: Pretest Result

What is π? What are√𝟐?

10 students (45.46%)

: 22

7

14 students (63.64%)

: 1.41


77

8 students (36.36%)

: 3.14

4 students (18.18%)

:3.142

8 students (36.36%)

: 1.414

Table 3 are the result from the pretest. Most of the

students can only answer is 22

7 (10 students) and √2 is 1.41

(14 students). The responses from the students showed that

they are lack of understanding the concept of irrational

numbers.

Table 4: Posttest Result

What is π? What are√𝟐 ?

All of them can draw

inscribed and circumscribed

polygon within a circle by

hand for n=3,4,6,8

All of them construct and

measure √2, √3, √4,.... √16,

√17,...in GSP.

All of them can draw

inscribed and circumscribed

polygon within a circle by

GSP for n = 12,16 or any

odd sides’ polygon such as

seven or eleven sides.

sqrt17 = 4.12311 cm

L

KO


78

PCK without TK (GSP) Team Teaching

Diagram 1: Teaching with Convention Strategy

Applying TPACK (with GSP)

√2

√3

O O


79

√4

√10

Diagram 2: TPACK with Geometer's Sketchpad (GSP)

6.0 ACHIEVEMENT

6.1 Students learnt to create LO

Students can create a high level learning objects by

using GSP compare to just manage to memorize the

value of π and √2. This is in line with Kong (2012)

findings on the higher level of learning object created

by students which show the higher level of revised

Bloom Taxonomy which also mean they have a better

understanding of the concept. By constructing a

concrete objects (in GSP) also show they have a

more meaningful experience.

O

O


80

Active Learning New Bloom Taxonomy

Diagram 3: Level of Learning Objects Created vs. Level of

Revised Bloom Taxonomy

6.2 Students Perception On The Effectiveness of

combining T-C-P for the Lecturer

Table 5: Students’ Perception On The Effectiveness of

combining T-C-P for the Lecturer

Range Frequency Percentage,%

Cumulative

Percent

>76% 18 81.8 100.0

51%-75% 4 18.2 18.2

Total 22 100.0

Based on Table 5, 81.8% or 18/22 students strongly

agree on the combining of T-C-P or TPACK model did

make the lesson or learning mre effective. They also

stated that by using GSP to create the Learning

Objects did help them have a better understanding of

the irrational number concepts such as π and √2.

Creating

Doing by Ownself

Doing by Following

Manipulating

Watching

Listening

Creating

Synthesising

Analysisng

Applying

Understanding

Remembering Lectur

e

Demo

Static

Interactive

Dynamic

Interactive

create

Input

Output


81

6.3 Students Perception On The Importance of

Lecturer and Lesson with TPACK

Table 6: Students’ Perception On Importance of

Lecturer and Lesson with TPACK

TPACK Mean Standard Deviation

CK for Teacher 4.82 0.395

PK for Teacher 4.50 0.598

TK for Teacher 4.00 0.976

TPACK for Teacher 4.73 0.436

CK for a good lesson 4.82 0.395

PK for a good lesson 4.45 0.739

TK for a good lesson 4.32 0.839

TPACK for a good

lesson 4.68 0.482

N = 22

Based on Table 6 (Attachment), students’ perception

show Content Knowledge (CK) has the highest mean.

This also shown that the combination of Content

Knowledge, Pedagogical Knowledge and

Technological Knowledge also give a better score

both for the lecturer and also the lesson planning.

6.4 Cost

Geometer Sketchpad (GSP) is software with a

national license which covers by Ministry Of Education

so there are no extra cost was used for this

innovation. Students also have the opportunity to

explore GSP during their class so no extra time was

used.

Comparing the normal practicle teaching and learning

activities with Constructivist Approach


82

Diagram 4: Advantages of Constructivist Approach

Normally theacher will use a top-down

approach with start from a common idea, formula or

algorithm then let the students follow where can

consider as a deductive learning. The student will do a

lot of practices until they seems master the idea,

where they actually master the algoritm or formula

and may be do not understand the concept at all.

theacher play the main role here and student are very

passive and experincing meaningless learning.

Constructivist approach will be a bottom-up

approach where student are usually start to make

some real life observations then were asked to make

some own predictions or make some concluding

statement base on thier prior knowledge or experince.

They have to take part actively in the learning and the

might discover something related to their old

knowledge and construct new knowledge after

investigation.

Normal Practice

Top-Down Learning

Teacher Centered

Passive Learning

Start From Common Formula/Algorith

Deductive

Constructivist Approach

Bottom-Up Learning

Student Centered

Active Learning

Start From Real Life Observations

Inquiry Discovery


83

7.0 CONCLUDING REMARKS

With the advanced in technology, technology in education

may play an important role in making sure the success of the

learning process. TPACK, builds on Shulman’s idea of PCK,

and attempts to capture some of the essential qualities of

knowledge required by teachers for technology integration in

their teaching, while addressing the complex, multifaceted

and situated nature of teacher knowledge (Mishra 2006 &

2008).

It might be conclude CK as what are going to be

deliver, PK as how to be deliver and TK as how to be deliver

well or effectively. TPACK might be making sure right thing to

be deliver in right way effectively.

REFERENCES

Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 1–29). New York: Routledge.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Kong, B. (2012). Visualizing Mathematics Concept By Creating Learning Objects With Geometer’s Sketchpad [Research Journal]. Tuaran, Sabah: Teacher Training Institute, Mathematics Department.


84


85

e-SEJARAH: PENGAJARAN DAN PEMBELAJARAN TEKNIK

PENULISAN SEJARAH MELALUI FACEBOOK

Lisa Yip Shukye dan Linah Bagu

SINOPSIS

e-Sejarah merupakan satu kaedah pengajaran dan pembelajaran dalam dan di luar bilik kuliah. Dalam e-Sejarah, facebook dibina dan digunakan sebagai salah satu alternatif untuk menjadikan pengajaran dan pembelajaran sejarah lebih interaktif dan efektif berdasarkan model The Learning Pyramid. Model tersebut menjelaskan bahawa kaedah pengajaran secara penglibatan aktif lebih berkesan. Penggunaan facebook ini juga sejajar dengan Anjakan 7 dalam Pelan Pembangunan Pendidikan Malaysia (2013 – 2025) iaitu memanfaatkan ICT bagi meningkatkan kualiti pembelajaran di Malaysia. Kajian Internet World Stats: Usage and Population Statistics telah menunjukkan sehingga 31 Disember 2011, sejumlah 13,589,520 (46.6%) daripada pengguna internet di Malaysia adalah pengguna facebook. Oleh itu facebook dipilih untuk melaksanakan e-Sejarah berbanding dengan media digital yang lain. e-Sejarah terbukti berjaya mewujudkan ruang kepada guru pelatih untuk mengalami sendiri pengalaman pembelajaran praktikal dan membuat pembetulan kesilapan secara on-the-spot. Pensyarah juga dapat memantau proses pembelajaran bersama-sama guru pelatih yang lain. Cara ini memberi peluang kepada guru pelatih untuk belajar secara berkolaboratif seterusnya meningkatkan minat terhadap mata pelajaran Sejarah. Selain itu, e-Sejarah juga dapat mengurangkan kos operasi dan menjimatkan ruang penyimpanan bahan rujukan yang boleh dirujuk pada bila-bila masa di pelbagai tempat. Kaedah ini telah diperluaskan kepada kumpulan PPISMP Bahasa Kadazandusun dalam pengajaran dan pembelajaran penulisan bibliografi dan terbukti amat berkesan.

1. PENDAHULUAN

Penulisan sejarah merupakan satu bentuk penulisan yang

bersandarkan kepada penyelidikan. Ia bertindak sebagai satu alat

pengkajian mengenai fenomena-fenomena masa lampau yang

mempunyai pendekatan serta kaedah-kaedah saintifiknya


86

tersendiri. Justeru itu penulisan sejarah harus dilakukan mengikut

teknik-teknik yang betul dan ilmiah supaya ia bermutu tinggi. Di

antara teknik yang biasa digunakan untuk menghasilkan sebuah

karya yang objektif adalah pembentukan ayat, petikan, nota kaki

dan bibliografi. Di samping itu, simbol dan singkatan juga harus

digunakan secara sistematik seperti sic., ibid., op.cit., loc.cit.,

passim., pengikat kata, titik, coma, kurungan, tanda kutipan, nama

tempat dan penerbit sumber, tarikh terbitan, halaman sumber yang

dirujuk atau dikutip.

e-Sejarah merupakan satu kaedah pengajaran dan pembelajaran

dalam dan di luar bilik kuliah. Dalam e-Sejarah, facebook dibina

dan digunakan sebagai salah satu alternatif untuk menjadikan

pengajaran dan pembelajaran sejarah lebih interaktif dan efektif

berdasarkan model The Learning Pyramid . Penggunaan facebook

ini juga sejajar dengan Anjakan 7 dalam Pelan Pembangunan

Pendidikan Malaysia (2013 – 2025) iaitu memanfaatkan ICT bagi

meningkatkan kualiti pembelajaran di Malaysia. Kajian Internet

World Stats: Usage and Population Statistics.

http://www.internetworldstats.com/asia.htm telah menunjukkan

sehingga 31 Disember 2011 terdapat 17,723,000 (60.7%)

pengguna internet di Malaysia. Daripada jumlah bilangan ini

13,589,520 (46.6%) adalah pengguna facebook. Oleh itu facebook

dipilih untuk melaksanakan e-Sejarah berbanding dengan media

digital yang lain seperti You Tube, Twitter, email, Blog, Friendster

dan sebagainya.

2. KATEGORI

Kumpulan

3. KUMPULAN SASARAN

PPISMP Ambilan Jun 2011 (sekarang PISMP Ambilan Januari

2013)

4. LATAR BELAKANG

4.1 KEDUDUKAN SEBELUM INOVASI DILAKSANAKAN

http://www.internetworldstats.com/asia.htm

e-Sejarah / Lisa Yip Shukye & Linah Bagu

87

4.1.1 Sebahagian besar guru pelatih menganggap

penulisan nota kaki dan rujukan tidak penting.

Mereka tidak sedar penulisan rujukan sangat

dititikberatkan oleh semua institusi pengajian tinggi

terutamanya dalam penulisan ilmiah dan laporan

penyelidikan.

4.1.2 Guru pelatih merasakan penulisan nota kaki dan

rujukan susah hendak dikuasai.

4.1.3 Pemeriksaan terhadap tugasan yang dihantar

mendapati guru pelatih tidak boleh menulis senarai

rujukan mengikut format APA (American

Professional Association) dengan betul. Ramai

yang melakukan kesilapan dari segi penulisan

rujukan dalam tugasan yang dihantar.

5. MASALAH YANG DIHADAPI

5.1 Pensyarah menghadapi masalah untuk menjelaskan

penulisan nota kaki yang betul. Penulisan nota kaki hanya

untuk penulisan Sejarah dan tidak wujud dalam penulisan

bidang ilmu yang lain.

5.2 Guru pelatih menghadapi masalah untuk menterjemahkan

penulisan rujukan dengan betul semasa melaksanakan

projek sejarah. Guru pelatih juga tidak tahu kesalahan

yang dilakukan oleh mereka kerana tugasan kerja kursus

tidak dipulangkan kepada mereka.

5.3 Pensyarah mengambil masa yang lama memberi respon ke

atas kesalahan yang dilakukan oleh setiap orang guru

pelatih. Biasanya selepas tempoh sebulan selepas tugasan

selesai disemak.


88

6. OBJEKTIF

Pengajaran dan pembelajaran teknik penulisan sejarah melalui

facebook dilaksanakan untuk:

6.1 memupuk minat guru pelatih terhadap mata pelajaran

sejarah

6.2 mengikis mentaliti guru pelatih yang menganggap

penulisan nota kaki dan rujukan sukar serta tidak penting

6.3 mewujudkan semangat pembelajaran kolaboratif dalam

kalangan guru pelatih

6.4 melibatkan pembelajaran secara hands-on oleh guru

pelatih

6.5 membetulkan kesalahan penulisan rujukan guru pelatih on-

the-spot

6.6 mewujudkan pengajaran dan pembelajaran yang interaktif

di antara pensyarah-guru pelatih dan guru pelatih-guru

pelatih tanpa batasan dari segi waktu (sepanjang masa)

dan tempat

6.7 memberi keseronokan dan kepuasan kepada pensyarah

dan guru pelatih

7. TARIKH MULA DAN TARIKH SIAP PELAKSANAAN

Berikut merupakan rumusan proses pelaksanaan pengajaran dan

pembelajaran teknik penulisan nota kaki Sejarah melalui facebook:

Masa

Pelaksanaan

Kaedah

P&P

Pelaksanaan

Mac 2012 Ekspositori

(kuliah)

Secara Tradisional

Penggunaan Chalk dan Talk

13 September

2012

Create facebook

group oleh admin

facebook PPISMP

Semua guru pelatih dikehendaki

memberi alamat facebook kepada


89

Sejarah Ambilan

Jun 2011

admin.

15 September

2012

e-Sejarah:

Facebook

Mengaplikasikan sepenuhnya

penggunaan facebook sebagai

media pengajaran dan

pembelajaran untuk

menyampaikan teknik penulisan

sejarah.

8. INOVASI YANG DILAKSANAKAN

8.1 Bentuk Bahan

e-Sejarah hanya menggunakan laptop dan perkhidmatan

internet. Semua pelajar memiliki laptop dan mampu

mengakses facebook menggunakan broadband pada bila-

bila masa tidak kira semasa di IPGK atau di asrama atau di

rumah. Guru pelatih hanya perlu Log In ke dalam Facebook

Group PISMP Ambilan Januari 2013 yang telah

dibangunkan.


90

8.2 Pengendalian

Secara on-line menggunakan perkhidmatan internet.

Facebook Group PISMP Ambilan Januari 2013 digunakan

oleh pensyarah dan guru pelatih berinteraksi secara maya

tanpa mengira masa dan tempat. Pensyarah

menyampaikan pengajaran teknik penulisan Sejarah iaitu

nota kaki dan bibliografi kemudian post latihan secara

hands-on kepada guru pelatih. Guru pelatih memberi

jawapan dan sama-sama membuat pembetulan sekiranya

terdapat kesilapan jawapan rakan-rakan guru pelatih yang

lain. Pensyarah juga dapat membuat pembetulan on-the-

spot dan secara real time. Berikut adalah perincian proses

pengendalian e-Sejarah:-

Langkah Proses Catatan

Pengenalan

(5 minit)

Pensyarah menerangkan

topik pengajaran dan isi

pengajaran yang perlu

dikuasai

Guru pelatih diminta Log In

dalam facebook

Langkah 1

(1 jam)

Pensyarah menerangkan

teknik penulisan sejarah

berdasarkan format APA.

Teknik penulisan rujukan:

nota kaki, bibliografi, simbol

dan singkatan

Buku Panduan

Pelaksanaan dan

Penilaian Kerja

Kursus Berasaskan

Ilmu Edisi Pelajar

Mulai Januari 2006.

Langkah 2

(5 minit)

Pensyarah post latihan di

facebook

Langkah 3

(2 jam)

Sesi hand-on dengan latihan

kepada guru pelatih.

Pembetulan secara on-the-

spot oleh pensyarah

Guru pelatih juga diminta

untuk sama-sama

Hand-on,on-the-

spot dan real time

Pembelajaran

kolaboratif


91

membetulkan kesilapan

yang dilakukan oleh rakan

mereka.

Penutup

(20 minit)

Refleksi

8.3 Perbelanjaan (Sekiranya berkenaan)

Tiada. Menggunakan pasarana yang sedia ada.

8.4 Peningkatan dalam aspek kepuasan hati pensyarah dan

guru pelatih. Pensyarah amat berpuas hati kerana berjaya

menyampaikan e-Sejarah khususnya penulisan nota kaki

dan bibliografi yang lebih mudah difahami dan dikuasai

oleh guru pelatih dalam tempoh masa yang singkat.

8.5 Faedah-faedah lain yang telah diperolehi adalah

meningkatkan minat guru pelatih terhadap mata pelajaran

Sejarah dan meningkatkan kemahiran mereka dalam aspek

penulisan Sejarah.

9. BENTUK KEJAYAAN

9.1 Penguasaan Kemahiran dan Aplikasi Teori

Pengajaran dan pembelajaran teknik penulisan sejarah

melalui facebook adalah alternatif terbaik untuk

meningkatkan kemahiran penulisan rujukan dan interaksi

sesama guru pelatih. Ini kerana berdasarkan pemerhatian

yang dilakukan mendapati cara ini mengandungi beberapa

ciri yang dapat menarik minat guru pelatih untuk belajar

antaranya:

Cara ini memberi motivasi kepada guru pelatih untuk terus

berusaha dan mencuba yang terbaik bagi meningkatkan

kemahiran penulisan rujukan dengan wujudnya persaingan

yang sihat di antara mereka. Ini kerana melalui facebook

segala yang di”post” dan komen-komen dapat lihat oleh

semua ahli dalam group.


92

Cara ini memberi ruang kepada guru pelatih untuk

mengalami sendiri pengalaman berpraktikal sebenar (hand-

on) berbanding berlatih menggunakan papan putih (white

board) atau tulis di kertas.

Cara ini membolehkan kesalahan guru pelatih

diperbetulkan on-the-spot oleh pensyarah dan guru pelatih

yang lain oleh itu menjimatkan masa.

Cara ini juga memberi peluang kepada guru pelatih untuk

belajar secara berkolaboratif.


93

Cara ini memberi peluang kepada penglibatan guru pelatih

dalam aktiviti dengan lebih aktif dan menyeluruh

Cara ini memberi kelainan kepada kaedah pengajaran dan

pembelajaran tradisional yang sering digunakan oleh

pensyarah.

9.2 Peningkatan dalam Tahap Kepuasan Hati Pensyarah dan

Guru Pelatih

Pensyarah berpuas hati dengan komen dan maklum balas

yang diberikan oleh guru pelatih.


94

9.3 Peningkatan Kesedaran Kepentingan Penulisan Rujukan

Guru pelatih sedar kepentingan penulisan rujukan

merupakan tuntutan oleh institusi pengajian tinggi

terutamanya dalam penulisan ilmiah dan laporan

penyelidikan. Mereka juga sedar pentingnya memberi

penghargaan dan pengiktirafan kepada penulis asal serta

mengelakkan daripada melakukan plagiat.


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9.4 Pengurangan Kos Operasi dan Ruang Penyimpanan

Penggunaan nota bercetak berjaya dikurangkan. Bahan-

bahan yang di”post” dan comments boleh disimpan secara

maya (jimat ruang) dan boleh access (dirujuk) pada bila-

bila masa dan tempat.

9.5 Penjimatan Masa

Masa untuk pensyarah mengajar dan respon dapat

dijimatkan. Penggunaan komputer memudahkan kerja

editing dan memperbetulkan kesilapan yang dilakukan oleh

guru pelatih. Bergantung kepada kelajuan internet, respon

boleh mencapai real time.

9.6 Faedah-Faedah Lain

Minat guru pelatih terhadap mata pelajaran Sejarah dapat

ditingkatkan.

Latihan penulisan rujukan boleh diteruskan di antara

pensyarah-guru pelatih dan guru pelatih-guru pelatih tidak

kira masa dan tempat

10. KETERANGAN LAIN YANG BERKAITAN

10.1 e-Sejarah juga dapat digunakan untuk memantau aktiviti

pembelajaran guru pelatih semasa ketiadaan pensyarah.

Guru pelatih diminta merakamkan aktiviti mereka

menggunakan aplikasi video dalam handphone

memandangkan semua guru pelatih mempunyai smart

phone. Video ini kemudian dimuat naik dalam facebook

untuk ditonton bersama. Pensyarah dan guru pelatih boleh

sama-sama memberi respon terhadap video tersebut.


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10.2 Recapability e-Sejarah. Teknik e-Sejarah telah diadaptasi

oleh pensyarah Bahasa Kadazandusun untuk

menyampaikan pengajaran penulisan bahan

rujukan/bibliografi. Teknik ini dikenali sebagai e-BKD dan

telah berjaya memberi kemahiran kepada guru-guru pelatih

Bahasa Kadazandusun menguasai penulisan bahan

rujukan/bibliografi.


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Masa

Pelaksanaan

Kaedah

P&P

Pelaksanaan

2 April 2013 e-BKD Penggunaan facebook sebagai media

pengajaran dan pembelajaran untuk

menyampaikan teknik penulisan bahan

rujukan/bibliografi dalam Bahasa

Kadazandusun.

10.3 Berikut adalah proses pengendalian e-BKD oleh pensyarah

dan guru pelatih Bahasa Kadazandusun dalam menguasai

kemahiran penulisan bibliografi Bahasa Kadazandusun.

Teknik pengajaran tersebut terbukti berkesan sehingga

guru pelatih berjaya menulis bibliografi dengan betul

mengikut susunan.


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11. KESIMPULAN

Secara keseluruhannya e-Sejarah ini berjaya menghasilkan

intervensi yang memberi kesan positif terhadap pengajaran dan

pembelajaran Sejarah. Tidak dapat dinafikan e-Sejarah dapat

meningkatkan kemahiran penulisan rujukan dalam sejarah

berbanding dengan kaedah pengajaran dan pembelajaran secara

tradisional. e-Sejarah telah memberi satu pengalaman baru

kepada pensyarah dan guru pelatih dalam pengajaran dan

pembelajaran sejarah. e-Sejarah juga telah memberi inspirasi

kepada pensyarah-pensyarah mata pelajaran lain untuk

mengendalikan pengajaran dan pembelajaran khususnya dalam

penulisan bahan rujukan/bibliografi.

koleksi inovasi pedagogi

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