KTE Datuk Pengiran Galpam Sandakan | 201 Jadual 7: Perbandingan antara Ujian Pra dan Ujian Pasca Bil Nama Pelajar Markah Ujian Pra (30M) Markah Ujian Pasca (30M) Perbezaan Markah 1 Pelajar A 22 30 +8 2 Pelajar B 14 25 +11 3 Pelajar C 15 30 +15 4 Pelajar D 8 21 +13 5 Pelajar E 13 25 +12 6 Pelajar F 11 21 +10 7 Pelajar G 24 30 +6 8 Pelajar H 10 26 +16 9 Pelajar I 13 25 +12 10 Pelajar J 6 23 +17 11 Pelajar K 13 22 +9 12 Pelajar L 5 21 +16 13 Pelajar M 24 30 +6 14 Pelajar N 13 28 +15 15 Pelajar O 13 28 +15
KTE Datuk Pengiran Galpam Sandakan | 202 Rajah 2: Perbandingan Pencapaian Ujian Pra dan Ujian Pasca Teknik ‘RAW’ bukan sahaja dapat meningkatkan markah pelajar dalam ujian pasca, bahkan juga meningkatkan keyakinan pelajar semasa memberi jawapan secara lisan di depan meja pengkaji. Nilai kerajinan, keberanian dan berkeyakinan diri sendiri dapat diterapkan juga dalam bilik darjah. Selain itu, nilai saling membantu dan bekerjasama juga dapat diterapkan apabila pelajar yang duduk di depan memberi tips sepatah atau dua patah kata kunci kepada segelintir pelajar lemah yang tidak dapat menghafal fakta kerana terlalu stres. Suasana kelas yang ceria dan harmoni dalam kelas boleh memberangsangkan hasil pembelajaran yang terbaik. Hubungan silaturahim pelajar dengan pengkaji juga dapat dirapatkan melalui aktiviti menghafal di depan pengkaji. 6.0 CADANGAN KAJIAN SETERUSNYA Aplikasi tenkik ‘RAW’ telah membuktikan keberkesanannya melalui ujian pra dan ujian pasca. Dalam jangka masa pendek, ingatan pelajar terhadap fakta-fakta yang pernah ditanya adalah sangat baik. Namun, setelah dua minggu, soalan yang sama ditanya, 80% pelajar telah melupakan fakta-fakta tersebut. Hal ini bermakna teknik ‘RAW’ ini masih terdapat kelemahannya kerana pelajar masih tidak dapat mengingat fakta-fakta dalam jangka masa yang 0 5 10 15 20 25 30 35 Peningkatan markah Markah Ujian Pra
KTE Datuk Pengiran Galpam Sandakan | 203 panjang. Oleh itu, teknik ‘RAW’ perlu diaplikasikan dengan kerap supaya daya ingatan pelajar dapat dilatih untuk menyimpan maklumat secara jangka masa panjang. Dengan itu, pengkaji akan menggunakan teknik ‘RAW’ sekurang-kurangnya 2 kali sebulan untuk menambahbaikan keberkesanannya. BIBLIOGRAFI Abdul Talib Hashim et al. (2012). Gaya Pembelajaran Pelajar Tingkatan Enam Di Malaysia. Jurnal Bitara Vol.5. Diakses dari https://www.researchgate.net/publication/280620785_GAYA_PEMBELAJARAN_PE LAJAR_TINGKATAN_ENAM_DI_MALAYSIA Azizi Yahaya, Shahrin Hashim dan Yusof Boon. (2008). Psikologi Pendidikan. UTM: Penerbut UTM Press. Diakses dari https://www.academia.edu/9828699/Pendekatan_Behaviorisme_Pendekatan_Kognitif _Pendekatan_Humanis_Pendekatan_Psikoanalisis Buku Manual Kajian Tindakan. (2008). Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan Kementerian Pelajaran Malaysia. Jamilah Binti Hanipah. (2019). Meningkatkan Kemahiran Mengingat Fakta Melalui Teknik Bulb Berwarna Bagi Meningkatkan Prestasi Pengajian Perniagaan STPM. Jurnal Pendidikan Tingkatan Enam, Jilid 3. Putrajaya: Kementerian Pendidikan Malaysia. Mohamad Hasmuni Bin Mohamad Noor. (2018). BIZtravel: Meningkatkan Kemahiran Mengingati Fakta Khusus Pengajian Perniagaan Dalam Kalangan Pelajar Tingkatan Enam. Jurnal Pendidikan Tingkatan Enam, Jilid 2. Putrajaya: Kementerian Pendidikan Malaysia. Siti Kholijah Binti Shafie. (2020). “Kunci BAAPTAAS”: Memantapkan Kemahiran Melukis Rajah CPM Pengajian Perniagaan Pra-U 2 Gamma. Jurnal Pendidikan Tingkatan Enam, Jilid 4. Putrajaya: Kementerian Pendidikan Malaysia. Suyono dan Hariyanto. (2011). Belajar dan Pembelajaran. Bandung: PT, Remaja Rosdakarya. Syed Lamsah Syed Chear. (2017). Pengajaran dan Pembelajaran Melalui Whatsapp dan Telegram Di Universiti Swasta. Jurnal Pendidikan Malaysia, 42(2): 87-97.
KTE Datuk Pengiran Galpam Sandakan | 204 LAMPIRAN 1: UJIAN PRA & UJIAN PASCA KUIZ BAB 1 KEUSAHAWANAN SEMESTER 3, 2020 KOLEJ TINGKATAN ENAM DATUK PENGIRAN GALPAM MASA: 30 MINIT NAMA: ____________________________ MARKAH:___________ Arahan: Jawab semua soalan (30%). 1. Nyatakan lima ciri peribadi usahawan yang berjaya. (5 markah) 2. Senaraikan lima ciri orang yang efektif berdasarkan Stephen Covey. (5 markah) 3. Senaraikan enam proses pertama untuk merealisasikan idea perniagaan. (6 markah) 4. Nyatakan empat kaedah memulakan perniagaan. (4 markah) 5. Berikan tiga kebaikan dan tiga keburukan mengambil alih perniagaan sedia ada. (6 markah) 6. Berikan empat jenis francais yang boleh dipilih oleh usahawan. (4 markah)
KTE Datuk Pengiran Galpam Sandakan | 205 LAMPIRAN 2: PESANAN MELALUI WHAT’SAPP GROUP LAMPIRAN 3: GAMBAR APABILA SESI ‘ASK’
KTE Datuk Pengiran Galpam Sandakan | 206 LAMPIRAN 4: PERBANDINGAN UJIAN PRA & UJIAN PASCA Ujian Pra Ujian Pasca
KTE Datuk Pengiran Galpam Sandakan | 207 KEBERKESANAN MODUL i-THINK DALAM MENINGKATKAN TAHAP PENGUASAAN FAKTA MATA PELAJARAN PENGAJIAN PERNIAGAAN PELAJAR K10S2 DALAM SUBTOPIK UNDANG-UNDANG KONTRAK LIM TEE SIANG KOLEJ TINGKATAN ENAM DATUK PENGIRAN GALPAM, SANDAKAN, SABAH. [email protected] ABSTRAK Kajian ini adalah untuk menganalisis keberkesanan modul i-Think dalam peningkatan tahap penguasaan fakta mata pelajaran Pengajian Perniagaan bagi sub topik Undang-udang Kontrak. Kajian ini melibatkan seramai 4 orang pelajar Tingkatan Enam Kelas K10S2 yang dipilih berdasarkan markah paling rendah dalam ujian kendiri semester 2. Fokus kajian adalah untuk meningkatkan markah pencapaian pelajar dalam ujian topikal serta menimbulkan minat pelajar. Tinjauan awal mendapati pelajar kurang menguasai fakta, kurang menggunakan kemahiran berfikiran aras tinggi dan kurang berminat. Cara pelaksanaan kajian ini ialah ujian pra, pemerhatian, dan ujian pasca. Dapatan kajian ini juga menunjukkan pencapaian ujian pasca kumpulan sasaran adalah lebih tinggi berbanding dengan ujian pra. Cadangan untuk kajian selanjutnya adalah untuk melihat keberkesanan kaedah ini untuk jangka panjang iaitu melihat pencapaian pelajar dalam Peperiksaan STPM. Kata Kunci: modul i-Think, Undang-undang Kontrak 1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU Daripada pemerhatian setelah mengajar selama satu minggu dalam sub topik ini dan setelah melalui pelbagai aktiviti seperti soal jawab, latihan dan pembentangan, didapati pelajar masih gagal menguasai dan mengaplikasi fakta dengan baik. Hal ini lantaran daripada pelajar bukan sahaja perlu mengingati pelbagai fakta melalui pembacaan yang luas tetapi juga perlu menghuraikan fakta serta mengaitkan fakta dengan situasi yang diberikan. Namun, pelajar membuat hafalan tanpa memahaminya. Keadaan ini menimbulkan kebosanan dan tiada minat terhadap mata pelajaran Pengajian Perniagaan. Masalah utama pembelajaran pelajar ialah:
KTE Datuk Pengiran Galpam Sandakan | 208 a. Pelajar tidak dapat mengingat fakta umum dan fakta khusus yang banyak b. Pelajar membuat pembacaan pasif untuk tujuan hafalan semata-mata c. Kurang usaha menghurai fakta dengan aplikasi atau penilaian logikal Sementara itu, pengkaji mencuba mencermin diri dan menyenaraikan masalah yang mungkin berpunca daripada kelemahan pengkaji sendiri seperti: a. Andaian bahawa pelajar telah faham apabila tiada yang bertanya selepas PdPC dilaksanakan b. PdPC berbentuk kuliah 2.0 FOKUS KAJIAN Daripada refleksi di atas didapati pelajar tidak dapat menjawab soalan dalam soal jawab dan latihan dengan baik kerana masalah penguasaan fakta mata pelajaran yang banyak dan pelbagai, masalah menggunakan kemahiran berfikir secara logikal dan rasional dalam menghurai atau menganalisis fakta serta ketepatan fakta dengan situasi atau kes dan masalah kurang minat kerana teknik hafalan yang membosankan. Justeru, pengkaji perlu mengubah cara pengajaran dan membawa kesedaran bahawa isi kandungan Pengajian Perniagaan yang dianggap pelajar sukar boleh dijadikan mudah dan boleh difahami dengan aplikasi serta pemikiran logikal. Kajian ini hanya berfokus kepada melihat keberkesanan pelajar menggunakan peta pemikiran dalam menghurai, mengaplikasi dan menilai fakta berbanding hafalan pasif semata-mata. 3.0 OBJEKTIF KAJIAN 3.1 Objektif Umum Keberkesanan kaedah i-Think membantu pelajar dalam meningkatkan tahap penguasaan fakta dalam sub topik Undang-undang Kontrak. 3.2 Objektif Khusus 3.2.1 sekurang-kurangnya 75% pelajar dalam kumpulan sasaran dapat menjelaskan elemen-elemen kontrak dengan betul 3.2.2 sekurang-kurangnya 75% pelajar dalam kumpulan sasaran dapat menerangkan syarat-syarat kontrak dengan betul
KTE Datuk Pengiran Galpam Sandakan | 209 4.0 KUMPULAN SASARAN Kajian ini melibatkan empat orang pelajar Tingkatan Enam Kelas K10S2 yang mendapat markah paling rendah dalam ujian kendiri semester 2. 5.0 PELAKSANAAN TINDAKAN 5.1 Tinjauan Literatur Kajian ini adalah untuk memupuk aras pemikiran tinggi berlandaskan peta pemikiran dan bukan peta minda. Penggunaan i-Think mewujudkan pembelajaran berpusatkan pelajar secara aktif serta membantu membudayakan kemahiran berfikir aras tinggi. KPM (2012) menjelaskan bahawa penggunaan peta pemikiran sebagai satu cabang alat berfikir dalam proses pengajaran dan pembelajaran dapat memupuk pelajar untuk berfikir serta menaakul. Oleh itu, Peta i-Think dianggap dapat menyelesaikan masalah pembelajaran mata pelajaran Pengajian Perniagaan. Pelajar perlu menguasai fakta yang banyak dan mendalam, mengaplikasi fakta dengan huraian logikal serta memupuk minat pembelajaran. Kehendak mata pelajaran Pengajian Perniagaan bukan hanya kepada hafalan fakta semata-mata tetapi sebaliknya pelajar perlu dapat mengaplikasikan konsep dan fakta serta huraian yang rasional dan relevan dengan situasi atau kes yang diberikan. Penggunaan i-Think dapat membantu pelajar menyusun pemikiran secara lebih sistematik dan teratur serta memupuk fikiran inovatif dalam diri pelajar. Sebagai contoh, penggunaan peta alir membantu pelajar menyusun langkah-langkah dalam sesuatu proses dalam urutan yang betul. Menurut Abdul Rasid (2017), dalam kajiannya yang menganalisis keberkesanan penggunaan lapan peta pemikiran i-Think melibatkan 60 orang pelajar Tingkatan Empat, mendapati penggunaan kaedah ini telah meningkatkan pemahaman pelajar terhadap elemen sastera dalam pembelajaran KOMSAS sekaligus meningkatkan motivasi diri pelajar. Menurut Nik Harmi et.al. (2014) dalam kajiannya mendapati peta pemikiran mempengaruhi dan menyumbang kepada pencapaian, sikap, kesediaan dan penerimaan pelajar dalam PdPC KOMSAS.
KTE Datuk Pengiran Galpam Sandakan | 210 5.2 Tinjauan Awal Sebelum langkah-langkah yang seterusnya diambil dalam menjalankan kajian ini, tinjauan terhadap masalah telah dibuat bertujuan untuk memahami dengan lebih mendalam masalah tersebut. Tinjauan dilakukan dengan mengutip data seperti berikut: a. Ujian Pra Ujian Topikal sub topik 2.1 Undang-undang Kontrak telah diberikan kepada 4 orang pelajar tersebut dan markah telah direkodkan. b. Pemerhatian Semakan latihan dibuat bagi mendapatkan gambaran tentang tahap penguasaan pelajar terhadap fakta topikal yang dipelajari. Tingkah laku juga diberikan perhatian. 5.3 Analisis Tinjauan Masalah Tinjauan masalah telah dilaksanakan menerusi ujian pra dan pemerhatian a. Ujian Pra Keputusan menunjukkan penguasaan serta huraian konsep pengeluaran belum mencapai tahap yang dikehendaki. Keputusan awal 4 orang pelajar menunjukkan semua gagal. b. Pemerhatian Pemerhatian tingkah laku dalam soal jawab lisan bersemuka dan buku latihan mendapati pelajar sukar mengingat, memahami mengaplikasi fakta yang betul dengan huraian yang relevan. Fakta konseptual yang banyak dan pelbagai menyukarkan pelajar mengingatnya. Pelajar tidak dapat menjawab soalan lisan yang ditanya walaupun isi kandungan itu baru diajar.
KTE Datuk Pengiran Galpam Sandakan | 211 5.4 Tindakan (Rawatan) yang Dijalankan Penggunaan kaedah i Think terhadap kumpulan sasaran. a. Aktiviti 1: Taklimat kepada pelajar tentang Modul i-Think (Cg Azly) b. Aktiviti 2: Ujian Pra c. Aktiviti 3: PdPC i-Think Pelajar mendengar penerangan pengkaji. Pelajar menjawab soalan modul i-Think yang diedarkan. Beberapa pelajar terpilih menghuraikan jawapan mereka dan pensyarah akan memberi komen dalam bentuk peneguhan atau pemulihan. Penggunaan kaedah dan teknik memerlukan pelajar aktif dan cepat. d. Ujian Pasca 5.5 Pelaksanaan Tindakan dan Penilaian Pelaksanaan bermula dengan melaksanakan ujian pra dan data markah telah direkod. Seterusnya Modul i-Think dilaksanakan semasa pengajaran dan pembelajaran. Setelah pensyarah membuat penerangan sub topik, pelajar diminta menterjemah penerangan tersebut dalam peta i-Think yang diedarkan. Kepentingan kajian bukan terletak pada bentuk peta tetapi terletak pada proses pemikiran aras tinggi iaitu melalui pengaplikasian dan penilaian fakta/huraian dan bukan hafalan fakta semata-mata. Kemahiran berfikir aras tinggi telah ditingkatkan dalam diri pelajar yang diberi peluang menghuraikan modul i-Think. Peneguhan positif diberikan kepada pelajar yang telah mendapat peluang untuk membentang. Penilaian iklim kelas mendapati kelas lebih aktif semasa pembelajaran, aras pemikiran pelajar telah meningkat dan timbul daya saing antara pelajar. Namun, ada segelintir pelajar yang didapati kurang bersemangat kerana tidak dapat melakukan tindakan secepat pelajar lain. Akhirnya ujian pasca dilaksanakan untuk menilai perubahan pencapaian markah pelajar.
KTE Datuk Pengiran Galpam Sandakan | 212 5.6 Dapatan/Impak kajian 5.6.1 Pencapaian Akademik Pelajar Jadual 1 di bawah menunjukkan keputusan yang telah diperoleh oleh kumpulan sasaran dalam ujian pra dan ujian pasca topikal. Kumpulan Sasaran Markah ujian pra(%) Markah ujian pasca(%) Pelajar 1 57 100 Pelajar 2 43 57 Pelajar 3 43 79 Pelajar 4 43 79 Jadual 1: Skor Pencapaian Ujian Pra dan Ujian Pasca Kumpulan Sasaran Jadual 5.1 di atas menunjukkan bahawa markah pencapaian setiap pelajar dalam kumpulan sasaran telah meningkat dalam ujian pasca berbanding dengan ujian pra. 5.7 Perbincangan/ Refleksi Kajian Pada umumnya modul i-Think seperti menurut KPM (2012) berjaya menjadi satu cabang alat fikir dalam proses pengajaran dan pembelajaran yang dapat melatih pelajar untuk berfikir serta menaakul. Usaha ini menunjukkan inovatif dan kreativiti diri pelajar masing-masing. Kaedah i-Think telah berkesan dalam meningkatkan penguasaan fakta pelajar dalam sub topik Undangundang Kontrak dalam kalangan kumpulan sasaran. Objektif kajian iaitu sekurang-kurangnya 75% pelajar dapat menjelaskan elemen-elemen kontrak dan syarat-syarat kontrak dengan betul tercapai. 100% pelajar mencatatkan peningkatan markah dalam ujian pasca yang dijalankan. Dapatan kajian ini adalah selari dengan kajian Abdul Rasid (2017) yang mendapati penggunaan peta pemikiran i-Think telah meningkatkan pemahaman pelajar terhadap elemen sastera dalam pembelajaran KOMSAS Bahasa Melayu. Dapatan kajian ini juga menunjukkan pencapaian ujian pasca kumpulan sasaran adalah lebih tinggi berbanding dengan ujian pra yang dijalankan. Hal ini juga sama dengan kajian Nik Harmi et. al. (2014) yang mendapati peta pemikiran mempengaruhi dan menyumbang kepada pencapaian, sikap, kesediaan dan penerimaan pelajar dalam PdPC.
KTE Datuk Pengiran Galpam Sandakan | 213 6.0 CADANGAN KAJIAN SETERUSNYA Kaedah i-Think telah berjaya melatih pelajar menggunakan pemikiran aras tinggi terutamanya dalam aplikasi dan menilai fakta serta memberikan huraian fakta dengan logik menerusi penggunaan peta pemikiran yang standard serta peta-peta pemikiran lain yang bersesuaian dengan mata pelajaran tersebut. Penilaian pembelajaran menggunakan kaedah i-Think telah mewujudkan pelajar yang berusaha mengaplikasi dan menilai fakta berbanding dengan PdPC lepas yang hanya berfokus kepada hafalan fakta yang banyak, iaitu kegiatan pasif yang membosankan. Hasilnya, pelajar menunjukkan peningkatan dari segi kognitif, psikologi dan fizikal. Pelajar mempelajari isi kandungan mata pelajaran dengan aktif, ada pergerakan dan terdapat pengiktirafan positif terhadap usaha pelajar. Kajian ini hanya berfokus pada keberkesanan pelajar menggunakan peta pemikiran dalam menghurai, mengaplikasi dan menilai fakta berbanding hafalan pasif semata-mata serta ujian topikal dijadikan sebagai ukuran pencapaian pelajar dalam jangka pendek. Cadangan untuk kajian selanjutnya ialah melihat keberkesanan kaedah ini untuk jangka panjang iaitu melihat pencapaian pelajar dalam Peperiksaan STPM.
KTE Datuk Pengiran Galpam Sandakan | 214 BIBLIOGRAFI Abdul Rasid Jamian, Martini Misdon & Azhar Md Sabil. (2017). Penggunaan Peta Pemikiran I Think dalam Pemahaman Komsas Bahasa Melayu. Jurnal Pendidikan Malaysia 42 (1) (2017): 51-59 Kementerian Pendidikan Malaysia. (2012). Membudayakan Kemahiran Berfikir. Bahagian Pembangunan Kurikulum, KPM Muhd Sidek. (2012) dalam Muhd Sidek Mohamed Abdul & Mohd Sabri Awang Hitam. Penilaian Pelaksanaan Program I Think: Satu Pengenalan. Academia.edu. Nik Harmi, Nik Nur Farihah, Mahammod & Zamri. (2014). Keberkesanan kaedah peta Pemikiran (I Think) Terhadap Pencapaian, Sikap dan Kesediaan Pelajar Tingkatan Empat. Master’s Thesis, UKM Rohaida Yusof & Zamri Mahamod. (2015). Keberkesanan Peta Pemikiran (IThink) dalam meningkatkan pencapaian penulisan Bahasa Melayu pelajar Tahun 4. Jurnal Pendidikan Bahasa Melayu, ISN: 2180-4842. Vol. 5 Bil 2 (Nov 2015): 31-37
KTE Datuk Pengiran Galpam Sandakan | 215 LAMPIRAN Ujian Bab 2 Aspek Perundangan Perniagaan 2.1 Undang-undang Kontrak Nama:____________________________ Tarikh:______________ Kelas:__________ Jawab soalan-soalan yang berikut. 1 Nyatakan elemen-elemen kontrak. [6] 2 Huraikan dua keadaan sesuatu perjanjian boleh dibuat tanpa balasan. [4] 3 Huraikan dua perkara yang boleh menyebabkan sesuatu kontrak batal mengikut Seksyen 24 Akta Kontrak 1950 (termasuk pindaan) [4] Gambar 1: Pelajar sedang menjawab ujian pra. Gambar 2: Pelajar mendapat keputusan yang baik dalam ujian pasca.
KTE Datuk Pengiran Galpam Sandakan | 216 IMPROVE THE INTEGRATION TECHNIQUES BY USING ALGORITHM ALPHABET TO DETERMINE THE PATTERN OF INTEGRATION IN SOLVING INTEGRATION PROBLEMS AMONG THE FORM 6 S2S2, S3S2, S4S2 2020/2021 OF KOLEJ TINGKATAN ENAM DATUK PENGIRAN GALPAM, SANDAKAN, SABAH LYE CHUNG LAT @ ALFRED, CHONG YEE VUI, HO NYUK YI & SOON SHU NEE KOLEJ TINGKATAN ENAM DATUK PENGIRAN GALPAM, SANDAKAN, SABAH ABSTRACT The main objective of the research was to improve the integration techniques by using Algorithmic alphabet to determine the pattern of integration in solving integration problems. The target group for this research was the 12 students of mathematics T subject at KTE Datuk Pengiran Galpam. Preliminary teaching and learning session are conducted through a combination of test, observation and examining exercises indicates students were poor in answering the integration questions. To resolve this problem, Algorithm alphabet was introduced to students. In this method, students are given a handout with integration techniques with different alphabet accordingly. They need to identify which formula or technique are used to begin the integration. After they recognise the formula or technique involve, they are to fill in the suitable technique based on the algorithm alphabet where most of the time, they could not remember the beginning of the step when solving integration questions. For treatment, explanation on the algorithm alphabet was conducted. After which, students were to solve the integration questions in post-test given. Findings from the research showed that the students were able to apply the algorithm alphabet method easily and successfully. Moreover, the students enjoyed using the handouts to answer the questions given. 1.0 REFLECTION In this topic, students are required to know the types of integration techniques. After recognizing them, the students need to write out the suitable technique for the different types of integrals before they begin to integrate. Students might be able to answer this topic question if they are able to master the technique of answering it beforehand.
KTE Datuk Pengiran Galpam Sandakan | 217 While marking students’ exercise books on this chapter, researchers observed that students were weak in determining which technique to use to start the integration. Students appeared to understand the differences between the types of the techniques used but could not apply it in a suitable integration question. They failed to apply a suitable technique before beginning the integration and face difficulties in finding the important information. The issue here arose as students failed to understand 1. The seven types of integration techniques which have their usages in different conditions of the question 2. When to use a suitable technique to begin the integration. 3. Some integrals needs to find partial fraction in order to proceed the integration. 4. How to apply the differential of a function in substituting it in a certain formula to solve the integration problem 5. When to take a part of function as ‘u’ and ‘v’ while carrying out the integration by part method. Beside these, issues also arose when the researchers: 1. Overlooked the abilities of the students in understanding of a certain concept 2. Found it hard to use the readily available techniques to help students to carry out the ntegration 3. Have to set a certain standard for the students to achieve which is beyond their current abilities These reasons will cause the students to unable to score high marks in this chapter. This will be very tough for the students to master this chapter if these errors and confusions could not be resolved. Hence, the researchers decided to carry out the action research to address and rectify this problem. The researchers approach will be hypothetically using ‘Algorithm alphabet to determine the pattern of integration in solving integration problems.’
KTE Datuk Pengiran Galpam Sandakan | 218 2.0 RESEARCH FOCUS It is quite apparent that there are a few weak students in my class who were unable to determine the pattern of integration in solving integration problems. Continuous practises need to be taken to counter this problem. A lot of work needs to be planned and carried out to treat the problem as students were unable to identify the right pattern of integration. In marking the students’ exercise books were 4 students who scored less than 60% in this topic. Much work needs to be done in helping them to master this topic. 3.0 OBJECTIVE 3.1 General Objectives This action research is to improve the understanding of students in applying the technique of answering integration questions using the algorithm alphabet method. 3.2 Specific Objectives This action research is to: (a) To ensure all students are able to differentiate the seven types of integration techniques. (b) To ensure all students are able to write out the seven types of integration techniques. (c) To ensure all students can use a suitable technique to start the integration. (d) To ensure that all students can integrate the function efficiently. 4.0 TARGET GROUP All Mathematics T students of S2, S3 and S4 Semester2 STPM 2020 are taken for the research. 5.0 IMPLEMENTATION OF ACTION 5.1 Preliminary teaching and learning session In order to have a better understanding of the problem in hand and to validate the data, triangulation is implemented in the class, which are pre-post-test, participant observation and marking exercising books.
KTE Datuk Pengiran Galpam Sandakan | 219 Step and date Assessment method Target group Aim Step 1 (Pre-Test) 1. Pre-test was a set of 20 questions of different types of integration questions. 2. The students were required to finish all the questions in two periods of teaching and learning sessions (one hour 20 minutes). 13 students of S2S3, S3S3 and S4S3 To understand whether students could know which suitable integration technique can be used to start up the integration steps for the given question. Step 2 (Moderate participant observation) 1.Time was given for the students to attempt the question in the exercises after finishing teaching the content in the class. 13 students of S2S3, S3S3 and S4S3 While students attempt to answer the pre-test questions, the behaviours of students while attempting to answer the questions were recorded. (c) Step 3 Examining exercise books Students’ exercise books were collected and evaluated. 13 students of S2S3, S3S3 and S4S3 To find out whether students can use the correct integration technique to start off the integration. 5.2 Preliminary teaching and learning analysis The results from preliminary teaching and learning (a) Pre-test Results Marks Number of students Less than or equal to 40 7 41 – 50 0 51 – 60 2 61 – 70 3
KTE Datuk Pengiran Galpam Sandakan | 220 Figure 1 The result of the students in pre- test From Figure 1, 7 students managed to score around 40 marks or less from the set of 20 integration questions given. This shows that they were failed to solve the questions. Figure 2 Percentage of students who passed or failed in the pre-test From Figure 2, we can see that less than 50% of students who passed the pre-test. Concentration and treatment will be given to the seven students who had failed in scoring the pre- test. (b) Moderate Participant Observation A few things were observed while students were attempting to solve the pre-test questions. 1. Students were unable to write the correct integration technique. 2. Students had no ideas how to start to integrate from the given question. 3. Students were unable to work out the integration correctly. 0 20 40 60 80 A B C D E F G H I J K L Pre Test Chart Title Pass Fail
KTE Datuk Pengiran Galpam Sandakan | 221 (c) Marking exercise books After marking the exercise books, the findings are similar to the result the researchers’ observation. Students were able to determine the pattern of the technique for very basic integration question. However, when there were questions involving trigonometry and exponential, students cannot answer the questions correctly. Preliminary Teaching and Learning Reflection Cross verification from the three results yielded a consistency. The students do indeed face problem in choosing the right technique to start the integration. Treatments must be carried out to cure the problem. 5.3 Treatments After the preliminary exercise, a one-hour session is conducted to perform the treatment. The activities conducted in this session were: Step 1 Firstly, the students were given a 10-minute lecture on using Algorithm alphabet in improving integration technique. A guided question was given to the student to enable them to familiarise the question. Step 2 Afterwards, students were instructed to use cooperative method in pairs or in a group of three to share their understanding and uncertainty about the new method. Step 3 Then, exercises on integration questions were given to the students and they were asked to solve the question individually as reinforcement in using the new method. The questions were solved under the researcher supervision. Once the students had finished the questions, another integration question will be given to them. Step 4 After the one-hour session, the students were given a week to practise the new method. They were asked to solve one question a day and hand in to the researcher the next day to be assessed.
KTE Datuk Pengiran Galpam Sandakan | 222 All of the students were required to use the algorithm alphabet every time they answer the integration questions. The students were given one week to master the technique. The same set of 20 integration questions would serve as post-test and the results were used to assess the student’s understanding on the integration. Materials Needed Integration questions Handouts 5.4 Implementation and Analysis of Observation/Evaluation On 21 th February 2020, the students were given a 10 minutes lecture on how to use and apply the “Algorithm alphabet in improving the technique of answering integration questions” innovation. After which, the students worked in pairs or in a group of three by applying the cooperative learning technique to solve the integration questions. Most students need little guidance on applying the innovation in solving the question. They were able to write down the suitable integration technique according to algorithm alphabet as compared to before the intervention was introduced. Later, the students were asked to solve the integration exercise questions to reinforce their memory on writing out the suitable algorithm alphabet to solve the integration question. Students were able to solve the questions with ease and confidence. They need to practise the method daily and apply it every time they were asked to solve integration questions. During the practise, they were able to write the suitable integration technique according to algorithm alphabet. The real testing came when they sat for another test. The results of the post-test are as follows: Marks Number of students 50 – 60 3 61 – 70 3 71 - 80 3 81 – 90 3
KTE Datuk Pengiran Galpam Sandakan | 223 Figure 3 The marks of students in answering Integration Post Test From Figure 3, we could see that all the students were able to score more than 50 marks from the integration question during the test. The result shows a huge improvement. 5.5 Reflection After using the new method, students seem to have more confidence while solving integration questions. Students’ feedbacks were very positive. The algorithm alphabet method is simple and easy to be used. The weak students were able to remember the alphabet after a few attempts of trying out different types of integration questions. The researchers as teachers were also impressed by the effectiveness of the new approach. The increased interest and confidence of the students brought so much satisfaction and motivation to the researchers. 6.0 FUTURE RESEARCH Even though the innovation has shown positive outcome, there is still room for improvements. The algorithm alphabet method can be modified especially in getting the partial fractions to help weak students to deal with questions involving improper fractions. In order to examine the effectiveness of this method, researchers can try on a more detail information at the format part such as integration by part, researchers could let the ‘u’ be the first part or the second part of the function given. 0 20 40 60 80 100 A B C D E F G H I J K L Post test
KTE Datuk Pengiran Galpam Sandakan | 224 This algorithm alphabet method can be used and expanded to the students when teaching this topic on Differential Equation. Beside using this method in topic involving calculus, this method might be modified to find some other statistic topic such as Probability Distributions. BIBLIOGRAPHY Buku manual kajian tindakan. (2008). Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan Kementerian Pelajaran Malaysia. Brian And Mark Gaulter (2001). Further Pure Mathematics. United Kingdom: OXFORD University Press. Kementerian Pelajaran Malaysia. (2008). Buku Manual Kajian Tindakan Edisi Ketiga. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. Mohd Ridzuan Md Nasir. (2021). Asas Penulisan Laporan Kajian Tindakan & Inovasi. Kelantan: Uni Press Sdn. Bhd. Ulrich L. Rohde, G. C. Join&Ajay K. Poddar and A. K. Ghosh (2012). Introduction to Integrals Calculus. USA: John Wiley & Sons, Inc. Publication.
KTE Datuk Pengiran Galpam Sandakan | 225 Appendix 1 Integration Techniques Format: Types Format A Basic identity B ∫ ′() ∙ [()] ∗ C ∫ ′() () ∗ D ∫ ′() ∙ () ∗ E ∫ () + () ∗ partial fractions F ∫ () ∙ () ∗ integration by parts G Using substituition, = ()
KTE Datuk Pengiran Galpam Sandakan | 226 Appendix 2 Integration Techniques No. Integrals Solution Answer 1. ∫ 6 2. ∫ 1 √1 − 2 3. ∫ 3 √ 4. ∫(5 − 1) 4 5. ∫ 3 6. ∫ 1 3 + 2 7. ∫ sin 1 2 8. ∫ 2 tan 2 9. ∫ 2 (1 + 4) 10. ∫ − 3 ( − 2)( − 1) 11. ∫ cos 4 12. ∫ 4
KTE Datuk Pengiran Galpam Sandakan | 227 13. ∫ 1 2 − 1 14. ∫ 0 2 sin 2 15. ∫ 1 + 16. ∫ 1 (1 − 3) 2 17. ∫ 2 1 + 2 18. ∫ 2 + + 2 2 + 2 19. ∫ 1 √4 − 2 20. ∫ 4−1
KTE Datuk Pengiran Galpam Sandakan | 228 Appendix 3 Integration Techniques Format: Types Format A Basic identity B ∫ ′() ∙ [()] ∗ C ∫ ′() () ∗ D ∫ ′() ∙ () ∗ E ∫ () + () ∗ partial fractions F ∫ () ∙ () ∗ integration by parts G Using substituition, = () Match the following integrals to the different format given. No. Integrals Type of format Solution Answer 1. ∫ 6 2. ∫ 1 √1 − 2 3. ∫ 3 √ 4. ∫(5 − 1) 4 5. ∫ 3 6. ∫ 1 3 + 2
KTE Datuk Pengiran Galpam Sandakan | 229 7. ∫ sin 1 2 8. ∫ 2 tan 2 9. ∫ 2 (1 + 4) 10. ∫ − 3 ( − 2)( − 1) 11. ∫ cos 4 12. ∫ 4 13. ∫ 1 2 − 1 14. ∫ 0 2 sin 2 15. ∫ 1 + 16. ∫ 1 (1 − 3) 2 17. ∫ 2 1 + 2 18. ∫ 2 + + 2 2 + 2 19. ∫ 1 √4 − 2 20. ∫ 4−1
KTE Datuk Pengiran Galpam Sandakan | 230 Appendix 4 Extra Worksheet Integration Techniques Format: Types Format A Basic identity B ∫ ′() ∙ () C ∫ ′() () D ∫ () ∙ ′() E ∫ () + () ∗ partial fractions F ∫ () ∙ () ∗ integration by parts G Using substituition, = () Match the following integrals to the different format given. No. Integrals Type of format Solution Answer 21. ∫ 20 22. ∫ 1 √1 − 4 2 23. ∫ 3 3 2 24. ∫(2 − 3) 3 25. ∫ 2−4
KTE Datuk Pengiran Galpam Sandakan | 231 26. ∫ 2 7 − 3 27. ∫ cos 1 3 28. ∫ 3 tan 3 29. ∫ 2 (2 − 6) 30. ∫ 2 − 5 ( − 3)( − 2) 31. ∫ sin 6 32. ∫ 5 33. ∫ 2 9 2 − 1 34. ∫ 3 cos 3 35. ∫ 3 2 + 3 36. ∫ 1 (1 + 2) 2 37. ∫ 3 1 + 4 2 38. ∫ 4 2 + 3 + 1 2 2 + 1 39. ∫ 2 √4 − 25 2
KTE Datuk Pengiran Galpam Sandakan | 232 40. ∫ 5−3 Pre-test was carried out on 17 February 2020 The introduction of the algorithm alphabet method on 18 February 2020
KTE Datuk Pengiran Galpam Sandakan | 233 The discussion and the application of the algorithm alphabet method in chapter integration on 20&21 February 2020 Post-test have been carried out on 24 February 2020
KTE Datuk Pengiran Galpam Sandakan | 234 THE USE OF GRAPHIC ORGANIZER FROM POPPLET LITE APPLICATION TO ENHANCE STUDENTS’ LEARNING ABOUT THE PERIODICITY OF PHYSICAL PROPERTIES OF THE CHEMICAL ELEMENTS NGAN NGUI KHIONG KOLEJ TINGKATAN ENAM DATUK PENGIRAN GALPAM, SANDAKAN, SABAH ABSTRACT The research aimed at examining the effect of graphic organizer for students to elucidate the periodicity of chemical elements in the Periodic Table. The study was conducted for 2 weeks including preliminary study, lecture and post study (intervention phase). 10 students from S4S2 class at Kolej Tingkatan 6 Datuk Pengiran Galpam Sandakan were measured on their understanding of Periodic Table using the Popplet Lite Application created from iPad. After the assessment was administered, it has been found that the scores of the students in explaining the periodicity of the chemical elements increased from 30% to 90% using graphic organizers. Key Words: graphic organizer, periodicity, Periodic Table, Popplet Lite Application 1.0 REFLECTION OF TEACHING AND LEARNING The Periodic Table of Elements forms a part of secondary school and tertiary level chemistry, hence central to the study of modern Sciences. It has a major bearing on Chemistry. The Periodic Table was originally developed as a list of elements. Today the Modern Periodic Table shows the arrangement of elements in order of increasing atomic number. The atomic number is the number of proton in an atom. In Malaysia, the Periodic Table is a topic to which students are introduced at Term 2 Chemistry STPM level. The ability to deduce the behavior, properties and reactivity of the chemical compounds has been the expected learning outcomes. However, for many students, this topic is considered difficult to manipulate. Students are required to deal with in-depth the
KTE Datuk Pengiran Galpam Sandakan | 235 Periodic Table by displaying the elements in increasing atomic number and to explain the periodicity of the physical and chemical properties of the elements This study is underpinned by the Social Constructivism Theory. Social Constructivist believes that knowledge is a human product and is culturally and socially constructed. Students in the classroom are active agents. They are responsible for their own learning action, which is fostered by the interaction with peers and the environment. A student therefore requires substantial effort to associate new knowledge to relevant concept. The issue of unsatisfactory learning outcome of the Periodic Table of the majority of the students is attributed to the weak content knowledge of the students. The argument is that what is the altruistic approach could be used to address the problem. This paper reports on a qualitative case study which has been carried out at Kolej Tingkatan 6, Sandakan. 2.0 RESEARCH FOCUS Students tend to give explanation that is diametrically opposed to those held by the books when come to term with physical property trend of the Periodic Table. These misconceptions are developed at the early stage of secondary school level. Once the misconception has been integrated into a student’s mind, it will interfere with subsequent learning. This alternative conception will hinder student’s conceptual learning especially when memorization becomes a method to solve chemical problem. It will be forgotten as soon as the lesson is over. The author has found that some students are able to solve algorithmic problems but struggle with answering conceptual problems. It is believed that students in Science and Math major have been constantly trained algorithmically rather than conceptually. Therefore when they are exposed to conceptual problem such as periodicity of the chemical elements, their explanation appeared to be feeble and less astute. To help the students develop reasoning skill to tackle questions pertaining to Periodic Table, the author uses graphic organizer such as Popplet Lite to capture facts, thoughts and ideas, further connect and visualize the relationship between them.
KTE Datuk Pengiran Galpam Sandakan | 236 3.0 OBJECTIVES 3.1 General Objective The general objective of the research is to promote the use of graphic organizer for learning and teaching of Chemistry. 3.2 Specific objective The specific objective of the research is to investigate the effectiveness of graphic organizer in helping students to explain the trends of the physical properties of the chemical elements. Before a student is expected to possess an in-depth knowledge and the concept about the Periodic Table trends of physical properties of the elements, they would be given a leeway to develop an understanding about the importance of the Periodic Table in Chemistry. 4.0 TARGET GROUP The participants were the ten Pre-U students from S4S2 enrolling in 2nd Semester Chemistry course at Kolej Tingkatan 6, Sandakan. All students participating in the study had completed the 1st Semester Chemistry course. 5.0 IMPLEMENTATION OF RESEARCH 5.1 Preliminary study A worksheet which was given to the students respectively as a part of their in-class assessment would be used to collect initial data. The research question is: “How does the electronegativity change across period 2?” In the assessment, the students were required to elaborate on their answer, provide an explanation and discuss their thought as process they arrive at the answer.
KTE Datuk Pengiran Galpam Sandakan | 237 5.2 Analysis of Preliminary Study Table 1: Analysis of Preliminary study. Number of students State the change correctly Explain correctly Electronegativity 8 3 Electrical conductivity 10 3 Total number of students: 10 The students’ explanation showed that the majority students do not possess adequate conceptual understanding on atomic properties and periodic table. For example, 70% of the students provided unacceptable scientific arguments. Students answered correctly that the electronegativity increases from left to right. However, they falsely related the increase of the electronegativity to the increase of the number of valence electron rather than the decrease of the atomic radii as a result of the increase of the effective nuclear charge. There seemed to be some confusion between atomic mass and atomic radii. The analysis suggested that a complete conceptual understanding on the effective nuclear charge would enable the students to provide a correct answer supported by acceptable explanation. Students learned how to solve numerical problem without understanding the chemistry. They memorized chemical definition and chemical formula without proper comprehension. 5.3 Procedures After the in-class test, graphic organizer method was introduced in the following lesson. The graphic organizer were created using Poppet Lite iOS App. The students were asked to answer the question (How does the electronegativity change acroos second period elements?) using graphic organizer in 5 minutes. Then, the students were asked to explain the changes of electrical conductivity across Period 3 elements using the same method in another 5 minutes.
KTE Datuk Pengiran Galpam Sandakan | 238 Finally, 2 students were selected randomly to present their graphic organizer respectively. The graphic organizers used in the lesson are as follow: Diagram 1: Using Popplet to study electronegativity across period 2 elements Diagram 2: Using Popplet to study electrical conductivity across period 3 elements Diagram 3: Sample answer for electronegativity across period 2 elements using popplet Diagram 4: Sample answer for electrical conductivity across period 3 using popplet 5.4 Result and Discussion Table 2: Analysis after the implementation of graphic organizers. Number of students State the change correctly Explain correctly Electronegativity 10 9 Electrical conductivity 10 10 Total number of students: 10 With the implementation of graphic organizers, it has been found that 100% of the students stated the change of electronegativity and electrical conductivity across period 2 and period 3 on the nose. 90% of the students gave the explanation reasonably led by the step-by-step graphic organizers. Students responded that the use of graphic organizer put them at ease while answering questions associated with Periodic Table. Exposure to graphic organizers enhanced students’ understanding on Periodic Table. This may further enhance lecturers’ desire to use graphic organizers in the teaching and learning of Chemistry when students find the process is more enjoyable. The graphic organizers used in the study were produced using Popplet Lite. Popplet combines a great number of features. Lecturers have the options to type text, use finger to draw a sketch, add photos taken with the camera or select the photos from photo gallery and even
KTE Datuk Pengiran Galpam Sandakan | 239 insert video clips from You Tube. The finished products can be exported as JPG or PDF files via emails, printed or posted online immediately. Therefore, lecturers and students can incorporate the use of mobile technology as pedagogic innovation by creating their own conceptual maps using Popplet Lite application in due course. However, the limitation is that Popplet Lite is only available in iPad and the application is not found in Android devices. Therefore, further research is needed to find a graphic organizer application on other tablet devices. The alternative would be the Intuitive Mind Mapping in Android Device Manager. 5.5 Conclusion When comparing the preliminary survey data to the intervention data, the results indicated that graphic organizers did enhance the students’ understanding on periodicity of Periodic Table. The students were able to explain explicitly the atomic change of the chemical elements across the Periodic Table. It is hope that the learning of Periodic Table would become a cinch when the digital initiatives and the use of graphic organizers has become a routine to enhance the classroom experience. 6.0 FUTURE RESEARCH The use of graphic organizers can be extended to Organic Chemistry study in the following semester. One of the most common problems that students come to the lecturers with is the multiple aspects of reaction mechanisms and the synthetic routes. It is believe that the graphic organizers come in handy to provide overarching context on functional groups, electrophilic and nucleophilic reactions.
KTE Datuk Pengiran Galpam Sandakan | 240 BIBLIOGRAPHY Brooks, N.M. (2002), Developing the Periodic Law: Mendeleev’s work during 1869-1871, Foundation of Chemistry, 4,127-147. Mokiwa, H.O. (2014a), Explaining the teaching of physical science, International Journal of Education Science. Nakhleh, M.B., Mitchell, R.C., Journal Chem. Education, 1993, 70, 190-201. Scerri, E.R. (2012). What is an element? What is the Periodic Table? Foundation of Chemistry, 14, 69-81. Vygotsky, L.S. (1978), Mind in society: The development of higher psychological process, Cambridge, MA: Havard University.
KTE Datuk Pengiran Galpam Sandakan | 241 MENINGKATKAN PENGUASAAN KEMAHIRAN MERAMAL KESPONTANAN TINDAK BALAS REDOKS DENGAN MENGGUNAKAN TEKNIK “Z -CROSSING” DALAM KALANGAN PELAJAR KIMIA KELAS SAINS 1 DAN SAINS 2 CHANG OI KHYUN, KARDIANAH BINTI KALING, YONG KUI LEN KOLEJ TINGKATAN ENAM DATUK PENGIRAN GALPAM, SANDAKAN, SABAH. ABSTRAK Kajian ini dijalankan untuk membantu pelajar Kimia Kelas Sains 1 dan 2 dalam meramal kespontanan tindak balas Redoks. Seramai 10 orang pelajar terlibat dalam kajian ini. Tinjauan awal telah dilaksanakan melalui semakan awal latihan. Hasil tinjauan awal menunjukkan bahawa pelajar lemah dalam meramal kespontanan berdasarkan penerangan konsep yang disampaikan dalam buku teks iaitu dalam bentuk ayat yang panjang. Justeru, teknik “Z - Crossing” tercetus untuk memudahkan kefahaman pelajar Kimia kelas Sains 1 dan Sains 2. Teknik “Z - Crossing” ialah teknik cepat dan mudah untuk meramal kespontanan tindak balas Redoks. Kajian ini telah dijalankan bermula Februari hingga Mac 2019. Keputusan ujian pasca telah menunjukkan peningkatan kemahiran pelajar dalam meramal kespontanan tindak balas Redoks. Kata kunci: Z-Crossing, tindak balas Redoks 1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN LALU Berdasarkan pengalaman pensyarah, para pelajar didapati sukar untuk memahami penerangan konsep dalam bentuk ayat yang panjang. Sebagai contoh “ The oxidizing agent on the left will oxidise the reducing agent on the right if the reducing agent is above the oxidizing agent in Electrochemical Series or the reducing agent on the right will reduces the oxidizing agent on the left if the oxidizing agent is below the reducing agent in the Electrochemical Series” [Lan, Loh, Lim & Hock, 2016]. Berdasarkan ujian pra, kebanyakan pelajar gagal menjawab soalan yang diberikan oleh pensyarah. Hal ini menunjukkan bahawa pelajar lemah dalam menguasai kemahiran meramal kespontanan tindak balas Redoks. Justeru, tercetuslah idea teknik “Z -
KTE Datuk Pengiran Galpam Sandakan | 242 Crossing”. Teknik ini diharapkan dapat membantu pelajar agar dapat meramal kespontanan tindak balas redoks dengan lebih baik. 2.0 FOKUS KAJIAN Kepelbagaian teknik dalam pengajaran adalah salah satu pemudahcara kepada pelajar agar PdPC berjalan lancar. Fakta dan konsep utama yang terlalu banyak untuk diingat memberikan bebanan kecil kepada pelajar. Bagi mata pelajaran Kimia, teknik – teknik mudah adalah amat membantu murid agar dapat menguasai fakta dengan lebih cepat dan mudah. Menyedari hal ini, teknik “Z - Crossing” diperkenalkan agar mampu merangsang ingatan pelajar dalam menyelesaikan masalah yang dihadapi khususnya dalam meramal kespontanan tindak balas Redoks. 3.0 OBJEKTIF KAJIAN 3.1 Objektif Umum Meningkatkan penguasaan kemahiran meramal kespontanan tindak balas Redoks 3.2 Objektif Khusus 3.2.1 Pelajar boleh membina persamaan kimia tindak balas Redoks 3.2.2 Pelajar mampu mengenalpasti agen penurunan dan pengoksidaan dengan betul 3.2.3 Pelajar menyatakan pemerhatian yang betul tentang perubahan yang berlaku dalam tindak balas Redoks 4.0 KUMPULAN SASARAN Kumpulan sasaran ialah seramai 10 orang pelajar dari kelas Sains 1 dan Sains 2 semester 2. Pelajar – pelajar ini terdiri daripada 7 orang perempuan dan 3 orang lelaki.
KTE Datuk Pengiran Galpam Sandakan | 243 5.0 PELAKSANAAN KAJIAN 5.1. Tinjauan Masalah 5.1.1 Pemerhatian Pensyarah membuat pemerhatian dan soal jawab dengan pelajar semasa dalam PdPC. Pengkaji mendapati bahawa pelajar lemah dalam meramal kespontanan tindak balas Redoks. Mereka mengambil masa untuk menentukan kespontanan tindak balas tersebut. Semakan latihan juga menunjukkan masalah yang sama. [LAMPIRAN 1] 5.1.2 Ujian Pra Pensyarah menyediakan 3 soalan berdasarkan subtopik yang dikaji. [LAMPIRAN 2] 5.2 Analisis Tinjauan Masalah 5.2.1 Berdasarkan ujian pra, keputusan pencapaian pelajar adalah seperti berikut. Jadual 1: Bilangan soalan yang betul dijawab oleh pelajar Bil Pelajar Ujian Pra 1 Pelajar 1 ✓ 1 2 Pelajar 2 ✓ 1 3 Pelajar 3 ✓ 1 4 Pelajar 4 ✓ 2 5 Pelajar 5 ✓ 1 6 Pelajar 6 ✓ 1 7 Pelajar 7 ✓ 0 8 Pelajar 8 ✓ 1 9 Pelajar 9 ✓ 1 10 Pelajar 10 ✓ 2 Daripada jadual di atas, didapati bahawa kebanyakan pelajar tidak dapat meramal kespontanan tindak balas Redoks dengan betul.
KTE Datuk Pengiran Galpam Sandakan | 244 5.3 Tindakan Menangani Masalah 5.3.1 Pensyarah mengadakan perbincangan dengan semua pensyarah yang terlibat. Penerangan secara ringkas dijalankan tentang teknik “Z – Crossing”. Ujian pasca dijalankan bagi menguji keberkesanan teknik “Z – Crossing”. 5.4 Cara Pelaksanaan 1. Pengkaji menggunakan Teknik “Z - Crossing” untuk menjawab soalan berikut: 2. Pelajar memastikan persamaan setengah ion ditulis dalam bentuk penurunan. 3. Pelajar menyusun persamaan setengah ion tersebut berdasarkan nilai Eθ (nilai yang lebih negatif di atas manakala nilai yang lebih positif di bawah dalam Siri Elektrokimia) Soalan: Terangkan apa yang akan diperhatikan apabila pita magnesium dicelup ke dalam larutan akueus Kuprum (II) Sulfat. Persamaan setengah ion adalah seperti berikut; Mg (s) ⇌ Mg2+ (aq) + 2e- Cu2+ (aq) + 2e- ⇌ Cu (s) Jawapan: Langkah 1 Cu2+ (aq) + 2e- ⇌ Cu (s) ………………….E θ = + 0.34 V Mg2+ (aq) + 2e ⇌ Mg (s) ………………… E θ = - 2.38 V Jawapan: Langkah 2 Mg2+ (aq) + 2e ⇌ Mg (s) ………………… E θ = - 2.38 V Cu2+ (aq) + 2e- ⇌ Cu (s) ………………….E θ = + 0.34 V
KTE Datuk Pengiran Galpam Sandakan | 245 4. Pelajar membulatkan bahan/ ion berdasarkan soalan yang diberikan. 5. Pelajar menandakan [ ]pada persamaan kimia yang telah dibulatkan 6. Pelajar membentuk persamaan kimia keseluruhan berdasarkan ”Z- Crossing” 7. Magnesium(agen penurunan) menurunkan ion kuprum kepada pepejal kuprum [ ] 8. Ion kuprum (agen pengoksidaan) mengoksidakan Magnesium kepada ion magnesium [ ] 9. Tindak balas spontan berlaku antara magnesium dan ion kuprum. Pita magnesium menipis dan warna larutan biru kuprum (II) sulfat pudar. Pepejal berwarna perang terenap. 10. Ujian pasca dijalankan (item soalan yang sama) Jawapan: Langkah 4 Mg2+ (aq) + 2e ⇌ Mg (s) ………………… E θ = - 2.38 V Cu2+ (aq) + 2e- ⇌ Cu (s) ………………….E θ = + 0.34 V Jawapan: Persamaan ion keseluruhan: Mg (s) + Cu2+ (aq) ⇌ Mg2+ (aq) + Cu (s) Jawapan: Langkah 3 Mg2+ (aq) + 2e ⇌ Mg (s) ………………… E θ = - 2.38 V Cu2+ (aq) + 2e- ⇌ Cu (s) ………………….E θ = + 0.34 V
KTE Datuk Pengiran Galpam Sandakan | 246 5.5 Refleksi Kajian Jadual 2: Perbandingan pencapaian pelajar dalam Ujian Pra dan Ujian Pasca Bil Pelajar Ujian Pra Ujian Pasca 1 Pelajar 1 ✓ 1 ✓ 3 2 Pelajar 2 ✓ 1 ✓ 3 3 Pelajar 3 ✓ 1 ✓ 3 4 Pelajar 4 ✓ 2 ✓ 3 5 Pelajar 5 ✓ 1 ✓ 2 6 Pelajar 6 ✓ 1 ✓ 2 7 Pelajar 7 ✓ 0 ✓ 2 8 Pelajar 8 ✓ 1 ✓ 3 9 Pelajar 9 ✓ 1 ✓ 3 10 Pelajar 10 ✓ 2 ✓ 3 5.5.1 Apabila teknik “Z – Crossing” dijalankan, pelajar mampu menjawab soalan ujian pasca dengan lebih baik. Dengan menggunakan item yang sama, pelajar mendapati teknik “Z – Crossing” memudahkan mereka membina persamaan kimia bagi tindak balas Redoks, mengenal pasti agen penurunan dan pengoksidaan dan menyatakan pemerhatian dalam tindak balas Redoks tersebut. 6.0 CADANGAN KAJIAN SETERUSNYA Pensyarah mendapati kajian ini dapat digunakan sebagai teknik PdPC yang berkesan dan memudahkan pelajar meramal kespontanan tindak balas Redoks. Justeru, pensyarah mencadangkan agar kajian ini dijalankan dengan membandingkan teknik “Z– Crossing” dengan teknik “Mathematic” dalam meramal kespontanan tindak balas Redoks. Hal ini selaras dengan kekangan yang dihadapi oleh pensyarah semasa menjalankan kajian. Diharapkan agar pelbagai teknik dapat diperkenalkan agar teknik-teknik ini dapat membantu kefahaman dan penguasaan pelajar khususnya dalam subtopik ini.
KTE Datuk Pengiran Galpam Sandakan | 247 BIBLIOGRAFI Buku Manual Kajian Tindakan, Edisi ke 3. (2008). Bahagian Perancangan dan Penyelidikan Dasar Pendidikan Kementerian Pelajaran Malaysia. Lim You Sie, Yip Kim Hong (2016), Pre U Text STPM Chemistry, 2nd Term. Selangor: Sasbadi. Majid Konting. (1998). Kajian Tindakan. Selangor: Dewan Bahasa & Pustaka. Tan Yin Toon, Loh Wei Leng, Lim Ming Hui, Ho Sook Chee, (2016), Chemistry Second Term, Selangor: Pelangi.
KTE Datuk Pengiran Galpam Sandakan | 248 (LAMPIRAN 1) – Semakan Latihan Name: __________________________________________ Class: ______ ( Predicting the feasibility of a redox reaction) Q1) Calculating the E° for the reaction, determine if : (a) will magnesium metal react with dilute sulphuric acid under standard conditions? (b) will copper metal react with dilute nitric acid under standard conditions? Cu2+(aq) + 2e ⇌ Cu (s) E° = +0.34 V Cu+ (aq) + e ⇌ Cu (s) E° = +0.52 V Mg2+(aq) + 2e ⇌ Mg (s) E° = -2.38 V H + (aq) + e ⇌ ½ H2 (g) E° = 0 V Q2) Using the information from the Data Booklet, predict whether the following reactions will occurs spontaneously under standard conditions: (a) aluminium metal can displace iron(II) ions from its aqueous solution. (b) hydrogen peroxide can oxidise Mn2+ to Mn3+ . (c) manganese (IV) oxide reacts with hydrochloric acid. Q3) The standard reduction potentials of several half-cell reactions are given below. Half-cell reaction E°/V Al3+ (aq) + 3e ⇌ Al (s) - 1.66 Cu2+ (aq) +2e ⇌ Cu (s) +0.34 Ag+ (aq) + e ⇌ Ag (s) +0.80 Br2 (aq) +2e ⇌ 2Br- (aq) +1.09 Which statement deduced from the above data is not true? A) Al is the strongest reducing agent. B) Al3+ion can be reduced by Brion. C) Cu can be oxidised by Br2 or Ag+ ion. D) Br2 is a stronger oxidising agent than Cu2+ ion.
KTE Datuk Pengiran Galpam Sandakan | 249 (LAMPIRAN 2) Ujian Pra & Ujian Pasca Predicting the feasibility of Redox reactions Determine whether the following reactions are feasible or not under standard conditions 1. Sn 4+ (aq) + Fe2+ (aq) 2. MnO4 - (aq) + H+ (aq) 3. Fe3+ (aq) + I- (aq) 4. Reduction of Sn2+ to Sn by Mg 5. Oxidation of Clto Cl2 by acidified Cr2O7 2-
KTE Datuk Pengiran Galpam Sandakan | 250 (LAMPIRAN 3) contoh jawapan pelajar yang menggunakan teknik “Z – Crossing”