‘BAKAR OH BAKAR’ BAB 3 : MATEMATIK PENGGUNA : INSURANS PENGGUNAAN KAEDAH ‘KAD IMBASAN BAKAR OH BAKAR’ UNTUK MENINGKATKAN KEMAHIRAN MENGUASAI FORMULA MELIBATKAN INSURANS KEBAKARAN DI KALANGAN PELAJAR TINGKATAN 5 KELAS 502 & 510 ABSTRAK Insurans kebakaran merupakan silibus Matematik Ting. 5 KSSM yang berkaitan dengan deduktibel dan ko-insurans. Hasil tinjauan awal yang dilakukan menggunakan kaedah analisis markah peperiksaan, temubual dengan pelajar dan pemerhatian jawapan dalam buku latihan menunjukkan pelajar menghadapi masalah dalam mengingat dan kurang mahir mengaplikasikan formula. Oleh hal yang demikian, kajian ini bertujuan untuk mengenalpasti keberkesanan penggunaan kaedah ‘Kad Imbasan Bakar Oh Bakar’ sebagai satu cara berjaya mengukuhkan kemahiran mengingat, mengaplikasi formula dengan cepat dan tepat. Seramai 38 sampel telah terlibat dalam kajian ini. Dapatan kajian awal mendapati terdapat peningkatan prestasi ujian pasca berbanding ujian pra. Hal ini dibuktikan dengan peningkatan min ujian pra iaitu 64.21% kepada 90.21% bagi ujian pasca .Berdasarkan dapatan ini juga, disimpulkan bahawa penggunaan bahan bantu mengajar yang menarik adalah berkesan untuk meningkatkan penguasaan pelajar dalam sesuatu tajuk seterusnya dapat meningkatkan keyakinan diri pelajar. Kata Kunci : Insurans Kebakaran, Kad Imbasan Bakar Oh Bakar, Kemahiran Menguasai Formula
1.0 PENDAHULUAN Pelajar-pelajar kelas 502 dan 510 terdiri daripada pelajar yang mempunyai prestasi pencapaian yang berbeza-beza dalam subjek Matematik. Didapati majoriti pelajar mempunyai prestasi sederhana dan sedikit dalam kategori lemah. Namun begitu, berdasarkan pemerhatian semasa proses pengajaran dan pembelajaran dalam topik Insuran terutamanya Insurans Kebakaran, didapati majoriti pelajar kelas ini tidak mengingati formula dan tidak tahu untuk memilih nilai yang betul ke dalam formula. Walaupun menggunakan kaedah yang ditunjukkan di dalam buku teks Matematik Tingkatan 5 didapati pelajar mengambil masa yang lama untuk memahami soalan, sentiasa merujuk buku untuk melihat,memilih formula dan melakukan pengiraan. Dalam buku rujukan juga tiada kaedah yang mudah untuk mengingati dan melakukan pengiraan. Hal ini dibuktikan dengan 44.19% pelajar mendapat markah 5 dan ke bawah, 34.89% mendapat markah di antara 6 sehingga 8 markah dan 20.93% mendapat markah 9 sehingga 10 markah dalam Peperiksaan Akhir Semester 1. Walaupun pelajar telah diberi latihan yang banyak, namun masih terdapat pelajar yang sukar untuk mengingati formula. Ada juga antara mereka yang tidak mahu berfikir dan tidak menjawab soalan latihan yang diberikan. Kelemahan ini mungkin bepunca daripada kaedah pengajaran guru yang kurang menarik dan pelajar kurang berminat terhadap sub topik ini. Berikut adalah contoh-contoh kesilapan yang dilakukan oleh pelajar.
2.0 LATARBELAKANG KAJIAN Berdasarkan refleksi pengajaran dan pembelajaran lalu, satu kajian telah dijalankan bertujuan mencari jalan penyelesaian terbaik bagi mengatasi kelemahan dalam kaedah pengajaran. Sememangnya kemahiran mengingati konsep pengiraan bagi matematik pengguna bagi penyelesaian masalah sering diuji dalam soalan Matematik SPM kertas 2 dan menyumbang sebanyak maksimum 5 markah. Bagi kes kajian ini ,keberkesanan penggunaan kad imbas digunakan untuk membantu proses mengingati dan menguasai konsep dalam satu sub topik dalam insuran – Insuran Kebakaran. Jika pelajar dapat menguasai sub topik ini, peluang untuk mendapat markah penuh adalah sangat tinggi. Bagi soalan ini, pelajar hanya perlu membezakan rumus mengikut kehendak soalan. Justeru, fokus kajian ditumpukan kepada membezakan penggunaan rumus . Tumpuan bagi persoalan adalah Amount Required, Insured Value, Total Loss. Hasil dari penelitian tersebut mendapati keperluan kajian dan tindakan yang sesuai perlu dilaksanakan secara efektif. Keazaman yang tinggi untuk mencatat keputusan 100% bagi subjek Matematik pada setiap kali ujian dan peperiksaan telah mendorong pengkaji untuk menjalankan kajian tindakan ini.
Menyedari terdapat pelajar yang tidak dapat menguasai kaedah yang dicadangkan dalam buku teks, satu kaedah baru diteroka bagi meningkatkan kemahiran pelajar mengingat dan membezakan konsep insuran dalan insuran kebakaran. Oleh itu, pengkaji telah menggunakan kaedah yang lebih baik dalam mempelbagaikan kaedah pengajaran dan pembelajaran dalam membantu pelajar untuk belajar dengan lebih berkesan. 3.0 OBJEKTIF 3.1 Objektif Umum Melihat keberkesanan kad imbas membantu pelajar menguasai konsep seterusnya pengiraan masalah melibatkan insuran kebakaran. 3.2 Objektif Khusus 3.21 Untuk membantu pelajar membezakan rumus melibatkan insuran kebakaran. 3.2.2 Untuk membantu pelajar menggunakan kaedah dan rumus yang betul dalam menyelesaikan masalah melibatkan insuran kebakaran. 3.2.3 Untuk memastikan pelajar mendapat markah penuh bagi soalan melibatkan insuran kebakaran. 3.2.4 Untuk meningkatkan kefahaman pelajar berkaitan insuran kebakaran. 4.0 PERSOALAN KAJIAN 4.1 Apakah persepsi pelajar terhadap konsep dan pelbagai rumus melibatkan insuran kebakaran. 4.2 Bagaimana kaedah memastikan pelajar menggunakan rumus yang betul bagi menyelesaikan masalah melibatkan insuran kebakaran. 4.3 Sejauhmana penguasaan pelajar terhadap konsep dan pengiraan insuran kebakaran
6.0 PESERTA KAJIAN Kumpulan sasaran kajian ini melibatkan 38 orang pelajar tingkatan 502 dan 510 yang terdiri daripada 17 orang pelajar lelaki dan 21 orang pelajar perempuan. 7.0 METODOLOGI KAJIAN Kajian ini dijalankan menggunakan pendekatan kuantitatif yang dilaksanakan berdasarkan ujian pra dan ujian pos bagi mengenalpasti keputusan kemampuan pelajar menguasai topik insuran kebakaran. Ujian pra diberikan kepada 38 sampel kajian tanpa menggunakan kaedah Bakar oh Bakar manakala ujian pos pula diberikan selepas peserta kajian didedahkan dengan Teknik Bakar oh Bakar secara formal. Pelajar yang terlibat di dalam kajian ini dikehendaki menjawab kedua-dua ujian dalam kertas soalan dan dikumpulkan oleh pengkaji pada akhir sesi ujian. Keputusan ujian ini dijangka dapat membandingkan prestasi pencapaian ujian tersebut. 7.1 REKA BENTUK KAJIAN Kajian ini akan dilaksanakan mengikut proses dan prosedur kajian tindakan seperti model berikut: 1. Pengenalpastian Isu dan Masalah pelajar tidak mengingati formula dan tidak tahu untuk memilih nilai yang betul ke dalam formula. 2. Perancangan tindakan Mencari kaedah yang sesuai untuk pelajar dapat mengingat dan menggunakan formula dengan betul. 3. Pelaksanaan tindakan Menggunakan teknik kad imbasan, pengkaji mereka satu set kad imbasan yang mengandungi situasi dan cara meggunakan formula dengan betul.
4. Perlaksanaan Ujian Pra dan Ujian Pos Sampel kajian yang menduduki ujian pra akan menduduki semula ujian yang sama selepas teknik kad imbas ini diterangkan dan digunapakai. 5. Penilaian Markah ujian pra dan ujian pos akan direkod dan pengkaji akan membandingkan markah kedua-dua ujian tersebut untuk menilai keberkesanan teknik kad imbasan Bakar oh Bakar. 7.2 INSTRUMEN KAJIAN Secara umumnya instrumen kajian ialah apa-apa alat, atau cara atau apa-apa kaedah untuk memperolehi dan mengumpul data kajian. Instrumen kajian yang digunakan dalam kajian ini ialah satu set kad imbas Bakar oh Bakar yang mengandungi situasi dan formula yang perlu digunakan untuk menjawab soalan. 8.0 JADUAL PERLAKSANAAN Bil. Aktiviti Tarikh Perlaksanaan 1. Mesyuarat ahli kumpulan untuk membincangkan tajuk kajian yang akan dijalankan dan menetapkan kumpulan sasaran. 23 Ogos 2023 2. Menyediakan rangka kerja kertas cadangan . 9 September 2023 4. Menyediakan sebanyak 30 set kad imbas yang akan diguna pakai sebagai cara meningkatkan kefahaman pelajar sebelum menduduki post test. 23 September 2023 6. Mengedarkan ujian pra kepada pelajar. 30 September 2023 7. Penilaian ujian pra. 1 Oktober 2023
8. Penerangan mengenai kad imbas yang akan digunakan 7 Oktober 2023 9. Mengedarkan ujian pos kepada pelajar. 7 Oktober 2023 10. Penilaian Ujian Pos 11 Oktober 2023 11. Menyiapkan laporan 16 Oktober 2023 12. Membentangkan serta menyerahkan laporan akhir 18 Oktober 2023 Jadual 1 9.0 DAPATAN KAJIAN Keputusan ujian ini menunjukkan terdapat peningkatan pencapaian pelajar daripada ujian pra kepada ujian pos sebanyak 60.5%. Tiada sebarang penurunan markah dicatatkan oleh para pelajar. Kajian ini telah berjaya menemui kaedah yang sesuai untuk membantu pelajar menjawab soalan yang melibatkan Insurans Kebakaran. TOPIK : INSURANS KEBAKARAN NO KOD SAMPEL KAJIAN UJIAN PRA UJIAN POS BEZA 1 S01 75 100 +25 2 S02 100 100 = 3 S03 100 100 = 4 S04 50 88 +38 5 S05 100 100 = 6 S06 75 100 +25 7 S07 50 100 +50 8 S08 88 100 +12 9 S09 75 100 +25 10 S10 100 100 = 11 S11 13 75 +62 12 S12 100 100 = 13 S13 25 63 +38 14 S14 50 75 +25
15 S15 25 100 +75 16 S16 50 88 +38 17 S17 25 100 +75 18 S18 100 100 = 19 S19 100 100 = 20 S20 50 100 +50 21 S21 38 88 +50 22 S22 25 50 +25 23 S23 50 100 +50 24 S24 100 100 = 25 S25 100 100 = 26 S26 0 0 = 27 S27 50 100 +50 28 S28 100 100 = 29 S29 25 25 = 30 S30 25 88 +63 31 S31 88 100 +12 32 S32 25 100 +75 33 S33 100 100 = 34 S34 63 100 +37 35 S35 100 100 = 36 S36 25 88 +63 37 S37 75 100 +25 38 S38 100 100 = 10. KESIMPULAN Kajian tindakan ini berjaya membantu mempelbagaikan kaedah pengajaran dan pembelajaran Matematik dan seterusnya memupuk minat pelajar untuk belajar Matematik. Kaedah ini juga telah berjaya meningkatkan kemahiran menjawab soalan berkaitan insurans kebakaran. Memandangkan kaedah ini didapati yang paling mudah dan senang difahami bagi menyelesaikan sesuatu soalan, aplikasi kaedah “Kad Imbasan Bakar Oh Bakar” dalam Matematik Tingkatan 5 iaitu topik Insurans Kebakaran adalah sesuai untuk dipraktiskan dalam Pengajaran dan Pembelajaran.
PENGGUNAAN KAEDAH “ONE MINUTE WRITING’ UNTUK MENGATASI MASALAH PENULISAN FORMULA KIMIA DI KALANGAN PELAJAR K-16, MRSM TAIPING, PERAK UNIT KIMIA MRSM TAIPING, JALAN BUKIT LARUT, 34000 TAIPING ,PERAK [email protected]
PENGGUNAAN KAEDAH “ONE MINUTE WRITING’ UNTUK MENGATASI MASALAH PENULISAN FORMULA KIMIA DI KALANGAN PELAJAR K-16, MRSM TAIPING, PERAK UNIT KIMIA MRSM TAIPING, JALAN BUKIT LARUT, 34000 TAIPING ,PERAK [email protected] KANDUNGAN BIL ISI KANDUNGAN MUKA SURAT 1.0 TAJUK & BUTIRAN 2 2.0 ABSTRAK 3 3.0 PENDAHULUAN 4-5 4.0 PERNYATAAN MASALAH/ISU 6-7 5.0 MODEL KAJIAN TINDAKAN 8-9 6.0 TUJUAN KAJIAN 9 7.0 OBJEKTIF KAJIAN 9 8.0 TINJAUAN LITERATUR 10 9.0 METADOLOGI KAJIAN 11-13 10.0 DAPATAN KAJIAN 14-18 11.0 RUMUSAN & PERBINCANGAN 19 12.0 KESIMPULAN 20-21 13.0 RUJUKAN 22 14.0 LAMPIRAN 23-28
PENGGUNAAN KAEDAH “ONE MINUTE WRITING’ UNTUK MENGATASI MASALAH PENULISAN FORMULA KIMIA DI KALANGAN PELAJAR K-16, MRSM TAIPING, PERAK UNIT KIMIA MRSM TAIPING, JALAN BUKIT LARUT, 34000 TAIPING ,PERAK [email protected] ABSTRAK Kit 1 minute writing merupakan alat bantu mengajar (ABM) yang digunakan dalam membantu pelajar memahami konsep gabungan ion positif (Kation) dan ion negatif (Anion) dalam pembinaan Formula Kimia. Formula Kimia yang betul penting dalam membina Persamaan Kimia seimbang seterusnya membantu pelajar dalam menjawab soalan berkaitan keseimbangan stoikiometri dan pengiraan berkaitan. Konsep puzzle dimana kad Kation yang mempunyai bahagian terkeluar dan kad Anion mempunyai bahagian berlekuk dan gabungan yang betul antara dua jenis kadkad ion ini haruslah membentuk segi empat sempurna merupakan asas dalam pembinaan Kit ini. Pelajar boleh, samada menggunakan kit ini secara kendiri, berpasangan (perlumbaan) atau dengan bimbingan guru. Penggunaan kit ini adalah di sasarkan kepada pelajar kelas pemulihan malahan boleh digunakan oleh guru sebagai kit permulaan (set Induksi) semasa pengenalan kepada Kation dan Anion seterusnya mengenalkan konsep bilangan cas positif dan negatif yang harus sama jumlah casnya bagi menghasilkan formula Kimia yang bercas neutral. Seterusnya, pelajar harus berlatih dan menulis formula Kimia ke dalam kertas 1 Minute Writing. Penulisan formula Kimia akan disemak dengan kad jawapan yang disertakan. Penulisan yang betul akan diberi 1 pelekat skor yang akan dilekatkan ke dalam kad skor. Sistem ganjaran boleh diguna pakai untuk penggunaan secara perlumbaan berpasangan atau persaingan kumpulan pelajar. Kata kunci : Kit 1 minute writing, Kation, Anion , puzzle .formula kimia
3.0 PENDAHULUAN MRSM Taiping merupakan salah sebuah maktab BITARA yang hanya menempatkan pelajar aliran sains tingkatan 4 dan tingkatan 5. Pengurusan akademik maktab ditunjangi oleh 4 jabatan iaitu jabatan sains, matematik, bahasa dan sains sosial. Jabatan sains adalah satu jabatan bersepadu yang terdiri daripada 3 subjek utama, Kimia, Fizik dan Biologi. Subjek Kimia MRSM Taiping merupakan antara subjek yang sentiasa mencatat kecemerlangan tertinggi di kalangan MRSM seMalaysia setiap kali keputusan peperiksaan SPM diumumkan. Unit Kimia MRSM Taiping secara khususnya terdiri daripada enam orang guru yang berpengalaman mengajar subjek kimia diantara 21-23 tahun. Unit kimia diterajui oleh Puan Kamisah Ibrahim selaku guru kanan unit serta dibantu oleh lima tenaga pengajar iaitu Puan Siti Hawa Mohd Yusop, Pn Nasrin Masngut, Pn Siti Julia Mustapa, Pn Siti Khadijah Raja Baharom dan En Hairulzam Juraimi. Walaupun diketahui umum bahawa pelajar-pelajar di MRSM Taiping adalah pelajarpelajar yang terpilih dari segi akademiknya, namun tidak dapat dinafikan terselit juga pelajar-pelajar yang agak lemah dalam pembelajaran terutama dalam subjek kimia. Dikalangan pelajar ini masih terdapat pelajar yang tidak tahu menulis formula kimia iaitu asas penting dalam pembelajaran kimia. Berdasarkan pengalaman dan pemerhatian kami selama ini, selepas setiap kali peperiksaan diadakan, kalangan pelajar ini mengalami kehilangan markah yang banyak apabila melibatkan formula dan persamaan kimia. Kami merasakan masalah ini perlu ditangani segera kerana ia akan berlanjutan ke tahap berikutnya. Justeru itu, kami telah sama-sama berbincang untuk melakukan sesuatu sebelum masalah ini berlanjutan.
4.0 PERNYATAAN MASALAH /ISU Dalam pembelajaran subjek Kimia, pembinaan persamaan Kimia merupakan tulang belakang dan nadi dalam pembelajaran Kimia. Seawal Tingkatan 4 dalam Bab 3 : Konsep Mol, Formula dan persamaan Kimia; pembinaan persamaan Kimia yang dimulai dengan mengenal Kation dan Anion (Ion positif dan ion negatif) telah dimulakan. Pelajar perlu boleh membina formula Kimia yang betul sebelum boleh membina persamaan Kimia. Pelajar yang tidak dapat memberikan jawapan yang betul dalam kebanyakan soalan pengiraan pada pembelajaran di bab-bab yang seterusnya (seperti Asid Bes dan Garam, Termokimia dan Sebatian Karbon) didapati berpunca dari masalah pelajar yang tidak dapat menulis formula Kimia dan seterusnya persamaan kimia dengan betul dan seimbang. Justeru satu pendekatan proaktif diambil oleh guru-guru Kimia di MRSM Taiping bagi mengatasi masalah ini. Selain itu, pembelajaran berpusatkan guru menghadkan keupayaan pelajar dalam eksplorasi kendiri. Penggunaan kit ini akan menggalakkan pembelajaran berpusatkan pelajar dan menggalakkan proses penemuan kendiri oleh pelajar. Menurut pengalaman kami sebagai seorang guru, penggunaan kit ini amat sesuai digunakan untuk membantu pelajar menguasai konsep anion dan kation dalam pembentukan formula kimia . Pembinaan alat bantu mengajar yang menggunakan kit ini perlu dimurnikan lagi agar lebih meluas penggunaannya sehingga pelajar boleh membina sendiri persamaan kimia. Salah satu aspek yang boleh meningkatkan kefahaman pelajar adalah melalui penggunaan bahan bantu mengajar yang efektif (Mohd Amin, Mohd Faeez, Kalthom, & , Muhammad Syakir, 2016).
5.0 MODEL KAJIAN TINDAKAN Model kajian Tindakan yang di gunakan dalam kajian ini ialah Model Kemmis and Mc Taggart(1988) dan Model MacBride & Schostak(1994). Berdasarkan kajian ini . satu proses kajian Tindakan bermula dengan guru membuat refleksi , kemudian merancang tindakan(plan) , bertindak(action) dan memerhati (observe) iaitu dipanggil gelung 1.Jika masalah masih tidak dapat diatasi , guru akan memulakan proses semula ke gelung 2 sehinggalah masalah itu selesai . Model ini telah membantu dalam merancang dan bertindak dalam menyempurnakan kajian ini.
MacBride & Schostak(1994) berpendapat kajian Tindakan adalah satu kitaran yang bermula daripada mengenalpasti masalah dan pengumpulan data awal bagi tujuan membentuk hipotesis bagi masalah tersebut . Kemudian tindakan dibentuk dan dilaksanakan . Data akan dikumpulkan bagi melihat kesan dan perubahan . hasil daripada analisis dan penilaian yang dilakukan akan menentukan kitaran kajian tindakan akan bersambung ke kitaran selanjutnya . Model ini ditunjukkan dalam rajah di bawah . 6.0 TUJUAN KAJIAN Tujuan kajian ini dijalankan adalah untuk mengkaji keberkesanan penggunaan Kit 1 minute writing dalam meningkatkan kemahiran pelajar dalam membina formula kimia. 7.0 OBJEKTIF KAJIAN Kajian ini dijalankan adalah untuk mengkaji keberkesanan penggunaan Kit 1 minute writing dalam membantu meningkatkan penguasaan pelajar dalam membina formula kimia. Sebagai seorang guru , kami juga ingin membuktikan penggunaan alat bantu mengajar dapat menarik minat pelajar menguasai sesuatu kemahiran dengan lebik baik berbanding teori sahaja terutamanya dalam mata pelajaran kimia. Secara spesifiknya , objektif kajian adalah untuk 1) Membuktikan Kit 1 minute writing sebagai alat bantu mengajar yang sesuai dan menarik minat pelajar dalam membina formula kimia. 2) Menguji keberkesanan penggunaan Kit 1 minute writing dalam meningkatkan penguasaan pelajar dalam pembinaan formula kimia berbanding dengan cara biasa.
8.0 TINJAUAN LITERATUR Minat pelajar terhadap bidang sains di negara ini merosot dengan ketara kepada 40 peratus pada tahun lalu berbanding 66.7 peratus 2019. Timbalan Menteri, Sains, Teknologi dan Inovasi, Datuk Arthur Kurup, berkata semasa perasmian Karnival Minggu Sains Negara (MSN) 2023 peringkat negeri Sabah di Universiti Malaysia Sabah (UMS) yang lalu. Data tersebut berdasarkan hasil Kajian Kesedaran Awam Mengenai STI (Sains, Teknologi dan Inovasi) Malaysia 2022. Katanya, kajian dilakukan Pusat Maklumat Sains dan Teknologi Malaysia (MASTIC), Kementerian Sains, Teknologi dan Inovasi (MOSTI) itu mengenal pasti empat sebab utama enrolmen rendah dalam aliran sains. Antara empat sebab utama enrolmen rendah dalam aliran sains adalah kerana : 1. pelajar lebih cenderung terhadap bidang bukan berteraskan sains. 2. Sains adalah mata pelajaran yang sukar untuk difahami 3. mata pelajaran Sains sukar untuk dikuasai 4. tidak berminat dengan bidang Sains di sekolah Arthur berkata kajian sama turut mendapati 81.1 peratus responden memberi cadangan menggabungkan aktiviti praktikal di dalam kelas sebagai cara terbaik untuk meningkatkan minat pelajar dalam sains 9.0 METADOLOGI Kajian Tindakan ini telah dijalankan mengikut proses yang sistematik di mana proses dijalankan melalui pemerhatian , refleksi , perancangan dan tindakan yang disusun . Kajian ini merupakan kajian bersifat kualitatif untuk melihat sejauh mana penggunaan Kit 1 minute writing dapat meningkatkan penguasaan menulis formula kimia dengan berkesan. Seramai 16 orang pelajar dari kelas pemulihan kimia telah dipilih sebagai responden. Kesemua mereka dipilih berdasarkan keputusan peperiksaan semester 1 2023 . Data kajian dijalankan dan diperolehi daripada sesi pemerhatian , temu bual , ujian pra dan ujian pos .
9.1 KENALPASTI ISU Kit 1 minute writing yang dihasilkan ini berupaya untuk membantu guru dalam proses Pdpc di dalam kelas. Hasil dari sumbangsaran dari guru Kimia, antara kesukaran yang dihadapi semasa penyampaian standard kandungan pembinaan formula Kimia / persamaan Kimia adalah seperti berikut: 1.Pelajar sukar mengingati formula ion lengkap beserta bilangan cas yang betul 2.Pelajar tidak nampak konsep saling melengkapi antara Kation dan Anion 3.Pelajar tidak dapat menulis Formula Kimia dengan betul. Maka, Kit 1 minute writing yang dihasilkan cuba mewujudkan aktiviti yang mampu membantu pelajar dalam membina formula Kimia. Kandungan Kit 1 minute writing ialah (Lampiran 1): 1. Puzzle Kation dan Anion 2. Kad soalan 3. Borang jawapan 4. Skema jawapan 5. Kad skor 6. Pelekat skor 7. Panduan penggunaan Konsep puzzle dimana terdapat dua jenis kad; kad Kation dan kad Anion. Kad Kation yang mempunyai bahagian terkeluar manakala kad Anion pula mempunyai bahagian berlekuk. Contohnya (Lampiran 2) kad ion Mg2+ mempunya 2 bahagian (gigi) yang terkeluar manakala kad ion NO3 - mempunyai bahagian yang berlekuk sebanyak 1 lekukan. Maka 1 kad ion Mg2+ dan 2 kad ion NO3 - harus digabungkan. Gabungan yang betul antara dua jenis kad-kad ion ini mestilah membentuk segi empat yang sempurna. Langkah ini bagi mengatasi permasalahan no 2 ; Pelajar tidak nampak konsep saling melengkapi antara Kation dan Anion
Penulisan formula (Lampiran 2) harus mengambil kira bilangan ion Kation dan Anion yang digunakan untuk membina segi empat sempurna. Formula Kimia di tulis di atas borang jawapan. Langkah ini pula untuk mengatasi permasalahan no 3; Pelajar tidak dapat menulis formula Kimia dengan betul. Pelajar boleh, sama ada menggunakan kit ini secara kendiri, berpasangan (perlumbaan) atau dengan bimbingan guru. Penggunaan kit ini adalah di sasarkan kepada pelajar kelas pemulihan malahan boleh digunakan oleh guru sebagai kit permulaan (set Induksi) semasa pengenalan kepada Kation dan Anion seterusnya mengenalkan konsep bilangan cas positif dan negatif yang harus sama bagi menghasilkan formula Kimia yang bercas neutral. Penggunaan kit 1 minute Writing secara berulang akan merangsang dan membantu pelajar mengingati formula kation dan anion. Langkah ini adalah untuk mengatasi permasalahan no 1; Pelajar sukar mengingati formula ion lengkap beserta bilangan cas yang betul Bagi penggunaan kit ini secara perlumbaan berpasangan, pelajar pertama akan mencabut kad soalan. Kedua-dua pelajar akan membina formula kimia menggunakan set puzzle masing-masing. Seterusnya, pelajar akan menuliskan formula Kimia ke dalam kertas jawapan. Penulisan formula Kimia akan disemak dengan kad jawapan yang disertakan. Penulisan yang betul akan diberi 1 pelekat skor yang akan dilekatkan ke dalam kad skor. Sistem ganjaran adalah diaplikasikan. Ringkasan secara bergambar penggunaan kit ini secara berlumba berpasangan dilampirkan dalam carta cara penggunaan (lampiran 3)
9.2 MEMBUAT PEMERHATIAN AWAL Hasil daripada tinjauan awal yang kami buat , didapati pelajar-pelajar ini sukar menghafal formula anion dan kation , akibatnya mereka sukar menulis formula dengan betul. Apabila soalan yang melibatkan persamaan kimia diberi kepada pelajarpelajar ini , mereka mengambil masa yang agak lama untuk menulis persamaan kerana menghadapi kesukaran mendapatkan formula yang betul. Jawapan yang diberikan juga salah walaupun soalannya agak mudah. Pelajar terkial-kial untuk menjawab soalan , ada yang langsung tidak berjaya menjawab . Untuk itu , beberapa rangka awal telah dibuat untuk mengatasi masalah ini. Reaksi awal dari kumpulan pelajar ini amat positif. 9.3 REFLEKSI AWAL Daripada sesi temubual yang dijalankan didapati pelajar-pelajar ini lebih seronok dan berminat menggunakan alat bantu mengajar berbanding cikgu hanya mengajar menggunakan teknik hafalan. 9.4 PERANCANGAN Kami telah menetapkan masa selama 3 minggu untuk menjalankan kajian ini.. Sebagai langkah awal kami telah membina set ujian pra untuk mengesan kemahiran yang menjadi punca masalah mereka .Kami perlu menjalankan ujian pra ini untuk mendapatkan data untuk dianalisis dan intervensi yang akan dijalankan .
9.5 PERLAKSANAAN Seramai 16 orang pelajar tingkatan lima, MRSM Taiping terlibat dengan kajian keberkesanan kit 1 Minute Writing. Pelajar ini merupakan kumpulan pelajar pemulihan. Pelajar diminta untuk menjawab soalan pra-ujian (Lampiran 4) tanpa menggunakan kit 1 Minute Writing. Kemudian pelajar diminta menggunakan Kit 1 Minute Writing untuk membina formula Kimia. 10 soalan secara rawak diberi oleh guru. Sesi ini dikira sebagai sesi latihan dan pengukuhan menggunakan kit. Selesai sesi penggunaan kit 1 Minute Writing, pasca-ujian dijalankan dengan menggunakan soalan yang sama. Markah dari setiap ujian dan aktiviti di rekodkan. Skor ujian pasca mencatat peningkatan sebanyak 21.25% berbanding skor ujian pra (Lampiran 5) sekaligus membuktikan keberkesanannya dalam membantu pelajar memahami konsep dalam pembinaan formula Kimia. 10.0 DAPATAN KAJIAN Semua data dikumpulkan dan dibuat analisis .Dapatan dari sesi temubual bersama murid , peratus pencapaian dalam ujian pra dan ujian pos dan dapatan senarai semak diulas melalui pemerhatian tingkah laku murid semasa pengajaran dan pembelajaran menggunakan Kit 1 Minute Writing ini . 10.1 DAPATAN 1 Pelajar yang memiliki kecenderungan pembelajaran secara kinestatik dan visual akan mendapat faedah dari kit 1 Minute Writing kerana puzzle yang digunakan adalah 3 dimensi dan berwarna warni, malahan lebihan dan lekukan pada puzzle akan memberikan kefahaman kepada pelajar mengenai konsep ion positif dan ion negatif. Pelajar auditori pula akan mendapat faedah dari perlumbaan berpasangan yang dijalankan menggunakan kit 1 Minute Writing ini serta panduan dari guru; jika perlu. Contoh penggunaan Kit 1 Minute Writing boleh dilihat memalui gambar di Lampiran 8
10.2 DAPATAN 2 Dapatan dari borang kaji selidik (Google Form), (Lampiran 6) lebih 95% pelajar menyukai 1 Minute Writing dan bersetuju kit ini membantu mereka dalam membina formula Kimia. 11.0 RUMUSAN DAN PERBINCANGAN Seramai 16 orang pelajar tingkatan lima, MRSM Taiping terlibat dengan kajian keberkesanan kit 1 Minute Writing. Pelajar ini merupakan kumpulan pelajar pemulihan. Pelajar diminta untuk menjawab soalan pra-ujian (Lampiran 4) tanpa menggunakan kit 1 Minute Writing. Kemudian pelajar diminta menggunakan Kit 1 Minute Writing untuk membina formula Kimia. 10 soalan secara rawak diberi oleh guru. Sesi ini dikira sebagai sesi latihan dan pengukuhan menggunakan kit. Selesai sesi penggunaan kit 1 Minute Writing, pasca-ujian dijalankan dengan menggunakan soalan yang sama. Markah dari setiap ujian dan aktiviti di rekodkan. 12.0 KESIMPULAN Skor ujian pasca mencatat peningkatan sebanyak 21.25% berbanding skor ujian pra (Lampiran 5) sekaligus membuktikan keberkesanannya dalam membantu pelajar memahami konsep dalam pembinaan formula Kimia. 13.0 RUJUKAN 1. Buku teks Kimia KSSM Tingkatan 4 KPM , Penerbitan Pelangi 2019 2.
Lampiran 1 Kandungan Kit 1 Minute Writing. Lampiran 2 Cara menggunakan puzzle Kation dan Anion dan menulis formula Kimia.
Lampiran 3 Lampiran 4 Soalan ujian Pra dan Post Tuliskan formula bagi 1. Natrium nitrat 2. Natrium sulfat 3. Magnesium nitrat 4. Kalsium klorida 5. Aluminium karbonat
Lampiran 5 26.25 98.75 47.5 0 20 40 60 80 100 120 Pre-ujian Sesi guna Kit Pasca-ujian % markah Perkara 'Peratusan markah Pra, Guna Kit, Pasca' 1 Minute Writing
Lampiran 6 Maklum balas dari pelajar Lampiran 7 Kit 1 Minute Writing
Lampiran 8 Sesi peggunaan Kit 1 Minute Writing
Lampiran 9 Kejayaan Kit 1 Minute Writing.
1. RESEARCHERS DETAILS, RESEARCH TITLE AND ABSTRACT RESEARCHERS DETAILS Name Tempat Bertugas E-mail En Zahari bin Bakri Head of Science Department MRSM Taiping [email protected] Cik Wan Rohani bt Harun Physics GC Teacher MRSM Taping [email protected] Y.M Raja Zarina bt Raja Ahmad Kamar Physics Teacher MRSM Taiping [email protected] Pn Nur Solehah bt Rahim Physics Teacher MRSM Taiping [email protected] En Shahruzaman bin Md Hamdani Physics Teacher MRSM Taiping [email protected] En Idris bin Hajaludin Physics Teacher MRSM Taiping [email protected] En Nik Nazim bin Md Nordin Physics Teacher MRSM Taiping [email protected]
RESEARCH TITLE The Use of the Interact-Me Learning Kit to Enhance Understanding of Archimedes' Principle Among 401 MRSM Taiping Students. ABSTRACT This action research report discusses the use of Interact-Me Kit as a learning tool designed to assist students understanding on Archimedes' Principle. The problems encounter by low achiever students in understanding Archimedes' Principle includes misconceptions in relating certain concepts in Archimedes’ Principle and the lack of suitable visual aids in the laboratory. The Interact-Me Kit is introduced as a solution to these problems. The kit is designed to be cost-effective, making it accessible to every student. Research instruments or tools used for data collection are the InteractMe Kit itself, QR codes for instructions and worksheets. A total of 22 Form 4 students from MRSM Taiping were selected as the study's sample. Initial findings indicated that the students had not reached the minimum mastery level in the pre-test conducted. The students were divided into two groups. One group was taught using conventional methods, while the other group learned using the Interact-Me Kit. The methodology employed involved observing behaviour during teaching and learning sessions and answering questionnaire. Pre-tests and post-tests were administered to assess the students' understanding of the Archimedes' Principle. The post-test revealed an average increment of individual performance of 59% in the conceptual mastery for the group using the Interact-Me Kit. Therefore, the use of the Interact-Me Kit proved effective in piquing students' interest in learning about the Archimedes' Principle and enhancing their critical and creative skills. It enables students to independently conduct guided demonstrations and answer related questions to enhance their understanding of the topic. Moreover the students are able to understand the learning outcome with minimum guidance from the teacher. 2. INTRODUCTION 2.1 Background Our field of study is focused on physics education at the secondary school level, particularly the topic of Force and Pressure. This topic encompasses 6 subtopics taught to form five students of the pure science stream. The primary focus is on the Archimedes' Principle, which often proves to be a complex and challenging concept for some students. As a physics teacher at the secondary school level, our roles include curriculum planning to design a curriculum that includes suitable learning materials and effective teaching strategies (Smith, 2017). By implementing a student-centered learning approach, this allows students to actively participate in the exploration of physics concepts and problem-solving (Brown & Johnson, 2019). Students' understanding is evaluated through exams, assignments, and projects (Williams, 2020). From the evaluation, we can identify students who are struggling, particularly in understanding Archimedes' Principle (Jones, 2018).
The form 4 and form 5 students of MRSM Taiping are diverse in terms of backgrounds, interests, and abilities. Some students may have prior experience with the topic of Force and Pressure, while others may struggle to understand physics concepts in general. Students will have difficulty in relating the concept with real-life phenomena. Complex terminology issues arise due to the complex and technical terminology that students rarely encounter. 2.2 Problem statement Based on our teaching experience when it comes to teaching the topic of Archimedes' Principle to form five students, there is a pressing need for appropriate activities to enhance their understanding of this concept (Anderson & Miller, 2016). The tools available in the laboratory is not transparent and difficult to determine the level of water. Teacher needed to demonstrate the related activity using a heavy and big aquarium. Students are unable to explore the activity due to restriction of apparatus. f this problem is not addressed, future students may continue to face difficulties in comprehending the fundamentals of Archimedes' Principle, which could negatively impact their overall performance in Physics subjects (Smith & Wilson, 2020). Neglecting the students' needs in understanding this concept may also lead to a loss of interest in the field of science (Brown, 2019). Hence, we have taken the initiative to develop a teaching aid called the "Interact-Me Kit," which can assist our students in mastering the concepts of the Archimedes' Principle. This tool is easy to use, lightweight, and can be held and manipulated by students themselves. The Interact-Me Kit is also easy to store and transport for students. The cost of producing the Interact-Me Kit is also low. The Interact-Me Kit can be used for three activities to help students understand four related concepts. First, students can establish a connection between the volume of the submerged object and the volume of the displaced water. Second, students can establish a connection between the weight of the object and the volume of the displaced water. Third, students can comprehend that the buoyant force is equal to the weight of the displaced water, and fourth, students can understand that the weight of the object is equal to the buoyant force when the object is floating. The justification and expectation for the proposed study are to develop and assess the effectiveness of the Interact-Me Kit as a teaching aid that can enhance students' understanding and interest in Archimedes' Principle. It is hoped that by using this kit, students will better comprehend the concept and apply it more effectively in practical situations. Using this kit high achiever students able to understand their learning outcome with minimum guidance. This study is also expected to provide valuable guidance to teachers in improving the teaching and learning of Archimedes' Principle and ensuring all level of students can achieve a higher level of mastery in this topic.
3. RESEARCH FOCUS 3.1 Research Focus Selection We have selected to conduct a study on the difficulties faced by students in understanding the concept of Archimedes' Principle and how the use of the Interact-Me Kit as a learning aid that can help improve their understanding. Assessment of the research focus selection based on the criteria as follows: Feasibility: This study can address the real issue where students are facing difficulties in understanding the Archimedes' Principle. The study aims to find practical solutions that can be applied in teaching. Relevance: The study holds value in knowledge sharing and adds pedagogical value. The study's outcomes can be shared with fellow educators to enhance the teaching and learning of the Archimedes' Principle. Applicability: The results of this study can be directly applied in the scope of a teacher's responsibilities, particularly in the teaching of the Archimedes' Principle. Control: The study falls within the scope of a teacher's authority, including students and teaching and learning aids. Collaboration: The study can receive support from fellow teachers in understanding issues related to the teaching of the Archimedes' Principle. School Relevance: The study is highly relevant to addressing the issue of student understanding of the Archimedes' Principle at the school level. The issue we want to focus on is the difficulty students face in understanding the concept of the Archimedes' Principle, as outlined in the problem statement. The clear opportunity for improvement is the use of the Interact-Me Kit as a teaching aid to enhance student understanding. The detailed data collection for proving this issue will involve pre-tests, observation of student behavior during lesson, and questionnaire. Relevant documents such as student work and performance records will be used as related data for reflecting on teaching practices. This study is closely related and relevant to the identified problem and issue, which is student understanding of the Archimedes' Principle. By focusing on understanding this concept and the use of the Interact-Me Kit as a teaching aid, this study aims to provide practical and valuable solutions for teachers and students. In this study, we will be using an action research model inspired by Kemmis & McTaggart. This model involves four main phases, namely planning, action, observation, and reflection. Each phase occurs in a cyclical manner to achieve continuous improvement based on feedback obtained.
Planning: In this phase, we plan the introduction of the Interact-Me Kit into teaching the topic of Archimedes' Principle. Planning includes setting objectives, targets, and the teaching approach to be used. Action: The action phase involves implementing teaching using the Interact-Me Kit. we introduce this tool in teaching sessions and ensure that students actively participate in the planned activities. Observation: We observe student performance during teaching and learning with this kit. Data is collected through classroom observations, student work outcomes, and student responses to learning with this aid. Reflection: After implementing the action, we reflect and refer back to the data obtained. This reflection will help us assess the impact of the Interact-Me Kit on student understanding and identify any improvements needed. Materials or Systems Used as Action: The action implemented is the use of the Interact-Me Kit as a teaching aid. This kit includes materials such as marbles, Eureka container, plasticine, two small bottles, 60ml syringe and specially designed worksheets to help students understand the concepts of Archimedes' Principle. Process of Using Materials and Implementing Action: We initiate the action by introducing the Interact-Me Kit to students in teaching sessions. Students engage in activities that apply the principles of Archimedes' Principle using the materials in this kit. We provide guidance and instructions throughout the session to ensure a good understanding. Theory or Principles Underlying the Action: This action is based on the theory of active learning, where students are actively engaged in their learning. This theory supports the use of interactive and effective learning aids that stimulate critical thinking and a deeper understanding of concepts.
3.2 Initial Data Collection The initial phase of this action research project focused on the collection of baseline data to ascertain the current level of student understanding regarding Archimedes' Principle. To accomplish this, pretest methods were employed to provide a comprehensive view of students' knowledge and misconceptions related to buoyancy and the application of Archimedes' Principle. Initial data collection involved the administration of a pre-assessment to 22 students from 401 class. The pre-assessment consisted of a series of questions and problems designed to evaluate their knowledge of buoyancy and Archimedes' Principle. It included both multiple-choice and structured questions that assessed various aspects of the concept, such as the relationship between an object's density and its ability to float or sink, and the factors affecting the buoyant force. Students will be given a set of questionnaire to understand their perspectives and experiences in learning the Archimedes' Principle using Interact-Me kit. This will provide deeper insights into the effectiveness of this kit. Student performance will be examined to assess their performance before and after the use of the Interact-Me Kit. This will help evaluate the impact of the learning aid on student understanding. The concern to resolve this issue forms the basis for the initial data collection. By understanding the difficulties students face in comprehending the Archimedes' Principle, we aim to find an appropriate solution through the use of the Interact-Me Kit as an effective teaching aid. This initial data is the first step in identifying the existing problems and conducting a study to find practical and effective solutions. 4. RESEARCH OBJECTIVES AND RESEARCH QUESTION 4.1 Objective i. Improve students' understanding of the concept of Archimedes' Principle through the use of the Interact-Me Kit in the teaching and learning process. ii. Increase students' interest in learning the topic of Archimedes' Principle by integrating this interactive teaching aid into the lesson delivery. iii. Enhance students' academic performance in exams related to Archimedes' Principle as a response to the use of the Interact-Me Kit. iv. Improve students' critical and creative problem-solving skills in addressing issues related to Archimedes' Principle through an interactive learning approach. These objectives are formulated with a focus on enhancing students' understanding and performance and increasing their interest in learning the topic of Archimedes' Principle through the use of the Interact-Me Kit. These objectives can be measured at the end of the study and will assist in improving teaching practices and enhancing students' achievements in addressing the issue of understanding this concept.
4.2 Research question i. Measure the impact of using the Interact-Me Kit in enhancing students' understanding of Archimedes' Principle in the context of teaching and learning. ii. Assess the effects of using the Interact-Me Kit on increasing students' interest and motivation in learning the topic of Archimedes' Principle. iii. Analyze the performance of students who use the Interact-Me Kit compared to those who do not use it in exams related to Archimedes' Principle. iv. Investigate how the use of the Interact-Me Kit can help students develop their critical and creative problem-solving skills in addressing issues related to Archimedes' Principle. v. Obtain students' views and perceptions regarding the use of the Interact-Me Kit in their learning. 4.3 Research Limitation i. The findings of this study cannot be generalized to a broader population as they are based on practices within the researcher's own classroom. ii. The data obtained in this study is limited to the practices within the researcher's specific classroom environment. iii. All study respondents are students and personnel under the researcher's own supervision. This study does not encompass a larger population or respondents outside the researcher's environment. 5. PARTICIPANT PROFILE. Number of Participants: 22 students Gender: A mix of male and female students. Location: This study was conducted at MRSM Taiping, Malaysia. School and Class: The study participants are Form 401 students at MRSM Taiping. Academic Performance: Initial findings indicated that these students had not achieved the minimum mastery level in the pre-test conducted before the study. Other Characteristics: The participants were randomly selected to be part of two groups. A group of 12 students was taught using conventional methods, and the other group of 10 students used the Interact-Me Kit. They were students taking the subject of Archimedes' Principle and had an interest in improving their understanding of this topic. The study participants were around 16 to 17 years. They came from various socio-economic backgrounds and represented various proficiency levels in the subject of science. 6. RESEARCH METHODOLOGY 6.1 Planning We have allocated a period of 2 weeks to conduct this study. We need to create a pre-test and post test set to assess students' understanding of the topic Archimedes’ Principle to identify their problem areas. We need to prepare a questionnaire to gather feedback from students after using
the Interact-Me kit. We also need to conduct a pre-test to gather data for analysis for the control group using conventional methods and the target group using the Interact-Me kit. We have developed 10 sets of Interact-Me kits to be used throughout the intervention sessions to improve students' skills in the topic Archimedes’ Principle. Afterward, we will conduct a posttest to assess the performance of the control group and the target group. We will analyse the results and use them as a measure to determine whether this study is successful or if it needs to be repeated for a second cycle with improvements. 6.2 Action The research process began by administering a pre-test to identify students' problem areas. The pre-test was conducted systematically, following all the procedures of the actual examination. The samples were kept separate from each other, and no references were allowed to be brought along. Students were only allowed to bring writing materials. After completing the pre-test, the following week, we conducted conventional teaching sessions for the control group. The control group learned Archimedes’ Principle through conventional teaching methods with full explanation from the teacher. For the study group, the teacher only provided the kit to the students, and they continued their learning based on the user manual provided. The teacher acted as a facilitator and gave minimal guidance to the students. The Interact-Me kit produced comprises three main activities designed to help students understand 4 concepts that are: 1. Relationship between the volume of a submerged object and the displaced water volume, 2. The relationship between the weight of an object and the displaced water volume. 3. Understanding that buoyant force is equal to the weight of the displaced water. 4. Understanding that the weight of an object is equal to the buoyant force when the object is floating. Each Interact-Me kit provided to every student consists of six tools. The kit container itself is the most important tool for conducting all the activities. In addition to the kit container, students are provided with a weight bottle, marbles, a water collection container, plasticine and a modified 60 ml syringe. Student also uses spring balances for weighing obtained from the laboratory. The lid of the kit container is affixed with a QR code that contains the user manual (Appendix A) and the worksheets (Appendix B). Students scan this code before starting their activities. Students will initiate each activity at their own understanding and pace as their abilities differ. Hence, the concept of self-discovery will be experienced by students based on their individual capabilities. After completing each activity, students will answer the questions in the worksheets. Teachers reviewed student’s worksheet individually. Immediately after finishing the class with the target group, students were given a questionnaire to collect feedback on the usage of InteractMe kit. The post-test was administered afterward. The process of administering the post-test was the same as the pre-test. The entire study took two weeks, including the pre-test, teaching and learning session, post-test, and questionnaire. All data was collected and analyzed both qualitatively and quantitatively. Qualitative data was reviewed based on the findings from the questionnaire. Quantitative data was analyzed using
statistics through percentage comparisons of performance in the pre-test and post-test for the control group and the target group. 7. RESEARCH FINDINGS All data was collected and analysed. The findings from the percentage of achievement in the pretest and post-test, as well as the results from the questionnaire, were reviewed through observations of student behaviour during teaching and learning using the Interact-Me kit. 7.1 Control Group Pre-test and post test The results of the analysis of the pre-test and post-test conducted are shown in the table below. Here is the individual student score data for the pre-test and post-test given to the control group using conventional methods. Conventional Method Pre Test mark % Pre Post Test mark % Post % Individual Increment Student A 6 / 14 43 9 / 14 64 50 Student B 6 / 14 43 11 / 14 79 83 Student C 7 / 14 50 11 / 14 79 57 Student D 7 / 14 50 8 / 14 57 14 Student E 1 / 14 7 7 / 14 50 600 Student F 5 / 14 36 7 / 14 50 40 Student G 5 / 14 36 9 / 14 64 80 Student H 5 / 14 36 8 / 14 57 60 Student I 3 / 14 21 8 / 14 57 167 43 43 50 50 7 36 36 36 21 50 57 21 64 79 79 57 50 50 64 57 57 57 79 36 0 10 20 30 40 50 60 70 80 90 Student A Student B Student C Student D Student E Student F Student G Student H Student I Student K Student L Student M Control Group's Score % Pre % Post
Student K 7 / 14 50 8 / 14 57 14 Student L 8 / 14 57 11 / 14 79 38 Student M 3 / 14 21 5 / 14 36 67 Average marks 5.25 38 8.5 61 Average increment percentage 62 The data provided shows the pre-test and post-test marks for a group of students who used the Conventional Method as part of their study. Here is the analysis based from data obtained. Individual Increment column represents the percentage increase in each student's test scores from the pre-test to the post-test. It demonstrates how much improvement each student made over the course of the study. The average pre-test mark was 5.25, which is equivalent to 38% of the total marks. The average post-test mark was 8.5, corresponding to 61% of the total marks. This indicates an overall improvement in the students' performance from the pre-test to the posttest. The average increment percentage, calculated based on the individual increments, is 62%. This means that, on average, students in the Conventional Method group improved their test scores by 62% after the intervention. Overall, it's evident that the Conventional Method resulted in significant improvements in the students' test scores. On average, there was a 62% increase in their performance, which suggests the effectiveness of this method in enhancing their understanding of the subject matter. However, it's important to consider the individual variations in improvement, with some students showing substantial progress while others showed smaller gains. Further analysis might explore the factors contributing to these variations and assess the reliability and validity of the test instruments used. 7.2 Target Group pre-test and post test The results of the analysis of the pre-test and post-test conducted are shown in the table below. Here is the individual student score data for the pre-test and post-test given to the target group using the Interact-Me kit.
Kit Interact-Me Pre Test mark % Pre Post test mark % Post % Individual increment Student N 9 / 14 64 9 / 14 64 0 Student O 8 / 14 57 13 / 14 93 63 Student P 8 / 14 57 10 / 14 71 25 Student Q 3 / 14 21 9 / 14 64 200 Student R 5 / 14 36 6 / 14 43 20 Student S 6 / 14 43 10 / 14 71 67 Student T 5 / 14 36 7 / 14 50 40 Student U 6 / 14 43 6 / 14 43 0 Student V 2 / 14 14 8 / 14 57 300 Student W 2/ 14 14 8 / 14 57 300 Average mark 5.4 39 8.6 61 Average Increment Percentage 59 The provided data represents the pre-test and post-test marks for a group of students who used the Interact-Me Kit as part of their study. Here is the analysis of the data. Individual Increment column represents the percentage change in each student's test scores from the pre-test to the post-test. It indicates how much improvement each student made during the study. The average pre-test mark was 5.4, which corresponds to 39% of the total marks. The average post-test mark was 8.6, equivalent to 61% of the total marks. This demonstrates an overall improvement in the students' performance from the pre-test to the post-test. The average increment percentage, calculated based on individual increments, is 59%. This suggests that, on average, students using the Interact-Me Kit improved their test scores by 59% after the intervention. Overall, the usage of Interact-Me Kit showed promising results, with an average increment of 59% 64 57 57 21 36 43 36 43 14 14 64 93 71 64 43 71 50 43 57 57 0 10 20 30 40 50 60 70 80 90 100 Student N Student O Student P Student Q Student R Student S Student T Student U Student V Student W Target Group's Score % Pre % Post
in test scores. This indicates the effectiveness of the Kit in enhancing students' understanding of the subject matter. However, it's important to note that individual improvements vary, with some students showing more substantial progress than others. Further analysis may be needed to explore the factors contributing to these variations and to ensure the reliability and validity of the test instruments used in the study. 7.3 Questionnaire No. Questionnaire item % UNCERTAIN % AGREE % STRONGLY AGREE 1 I understand the instructions in the Interact-Me kit usage procedure 10 52 38 2 I can conduct experiments according to the rules in the Interact-Me kit usage procedure. 5 38 57 3 I can identify the correct materials and equipment for the 3 activities specified in the Interact-Me kit usage procedure 5 14 81 4 The Interact-Me kit helps me understand the relationship between submerged volume and the volume of displaced water 5 14 81 5 The Interact-Me kit helps me understand the relationship between the weight of an object and the volume of displaced water 0 10 90 6 The Interact-Me kit helps me understand that buoyant force equals the weight of the displaced water. 0 24 76 7 The Interact-Me kit helps me understand that the weight of an object equals the buoyant force when the object is floating 0 29 71 The majority of respondents showed a strong understanding of the relationship between the weight of an object and the volume of displaced water. This is evident from the high percentages of agreement (10%) and strong agreement (90%) for statement 5. Respondents also demonstrated a good understanding of the relationship between submerged volume and the volume of displaced water, with high levels of agreement (14%) and strong agreement (81%) for statement 4. The ability to identify the correct materials and equipment for activities in the kit was well-received, as indicated by the high level of strong agreement (81%) for statement 3. Participants generally agreed that they could conduct experiments following the kit's procedure, with 57% strongly agreeing and 38% agreeing to statement 2. The understanding of the concept that buoyant force equals the weight of displaced water (statement 6) and that the weight of an object equals the buoyant force when the object is floating (statement 7) was also positively acknowledged, with significant levels of agreement.
However, there is some uncertainty and room for improvement in understanding the instructions within the kit's usage procedure (statement 1), as 10% of respondents were uncertain, and only 38% strongly agreed. Overall, the Interact-Me kit appears to be effective in promoting understanding among users regarding various scientific concepts related to buoyancy and displacement, but there may be a need to improve the clarity of the kit's usage instructions for some users. 8. SUMMARY, REFLECTION, AND FOLLOW-UP RECOMMENDATIONS Summary When comparing the data from the Conventional Method and the Kit Interact-Me, some key findings and differences emerge. Both the Conventional Method and the Interact-Me kit led to significant improvements in students' test scores, with post-test averages of around 61%. The Conventional Method had a slightly higher average increment percentage (62%) compared to the Interact-Me kit(59%). However, the difference is not substantial. In both cases, there were significant variations in individual improvements. Some students in both groups showed substantial progress, while others had smaller gains. The Interact-Mekit had instances where students showed no improvement (0% increment) as well as very high improvements (up to 300%). This suggests that the kit may have a varying impact on different students. Reflections The variation in the effectiveness of the Conventional Method and the Kit Interact-Me may be attributed to several factors. Different students have varied learning preferences. Some students may thrive in traditional classroom settings (Conventional Method), while others may benefit more from hands-on, interactive learning experiences (Kit Interact-Me). The level of engagement and interest of students can significantly impact their learning outcomes. The Kit Interact-Me may have been more engaging for some students due to its interactive nature. The effectiveness of the Conventional Method may depend on the teaching style and skills of the instructor. Similarly, the Kit Interact-Me may be more effective if students had a skilled facilitator who guided them effectively. Students may have varying levels of prior knowledge about the subject matter. Those with a stronger foundation may benefit more from either method.The availability of support and resources can also play a role. The Conventional Method relies heavily on the teacher's explanations, while the Kit Interact-Me requires access to the kit and related resources. The motivation and effort put forth by individual students can affect their performance. Some students may have invested more effort in their learning, leading to better results. The design and quality of instructional materials and activities in both methods can affect their effectiveness. A welldesigned kit or curriculum can enhance learning outcomes. The validity and reliability of the assessment tools used to measure the students' performance can impact the results. If the tools are not well-constructed, it may lead to skewed findings. Collaborative or competitive dynamics within the group can also influence learning. Some students may be more motivated in a competitive environment, while others may excel in a cooperative setting. The duration of the intervention and the timing of assessments can influence results. Some students may need more time to absorb and apply what they've learned. Students have different learning styles, such as visual, auditory, or kinesthetic. The effectiveness of each method may vary based on these individual preferences. It's important to recognize that effective teaching and learning methods should be adaptable to the needs and characteristics of the student population. A one-size-fits-all approach may not work for every student, and a combination of teaching methods and ongoing assessment is often the most effective approach. Further research and analysis can provide more insights into the specific
factors contributing to the variations in learning outcomes between these two methods. Recommendations To further investigate the effectiveness of the Conventional Method and the Kit Interact-Me or to gain deeper insights into the factors influencing learning outcomes, future research studies may consider the following suitable follow-up actions. Conducting long-term studies to track the impact of these teaching methods on students' retention of knowledge and their performance over time. This can help assess the sustainability of the learning gains. Implement controlled experiments with larger sample sizes, randomized groups, and controlled variables to enhance the validity of the findings. Complement quantitative data with qualitative research methods, such as interviews, surveys, and observations, to gain a better understanding of students' experiences and perceptions. Investigate in detail why certain students showed significant improvement while others did not. Identify underlying factors, such as prior knowledge, motivation, or individual learning styles. Extend the research to various subject areas to explore how the effectiveness of teaching methods might vary across different disciplines. Consider the possibility of customizing the Kit Interact-Me for individual students or groups based on their needs and preferences. Evaluate how this customization impacts learning outcomes. 9. CONCLUSION The comprehensive findings of this action study demonstrate that both the Conventional Method and the Kit Interact-Me are effective teaching methods, each with its unique strengths and variations in outcomes. The Conventional Method displayed a slightly higher average increment percentage, while the Interact-Me kit showed greater variability in individual student improvements. The variations in individual improvements align with the theory of differentiated instruction. In a diverse global context, personalized learning experiences are essential to cater to the varying needs and learning styles of students. The Kit Interact-Me's interactive nature emphasizes skills such as critical thinking, problem-solving, and adaptability, which are crucial in preparing students for the challenges of the 21st century. These findings underline the importance of flexibility and adaptability in education, aligning with global education goals that aim to provide quality and inclusive education for all. As teacher, these findings have several implications for career professionalism development such as diversify teaching approaches. These findings emphasize the importance of being versatile as a teacher, capable of employing different teaching methods to address diverse student needs. This also promotes continuous learning for teachers to stay updated with the latest educational technologies and teaching methods, as the landscape of education is continually evolving. We can also focus on understanding individual student needs, preferences, and learning styles to better tailor teaching methods to maximize learning outcomes. In line with the PPPM Aspiration 2013-2025 (Malaysia's Education Development Plan), education system should consider allowing flexibility in curriculum adaptation, where different teaching methods can be employed based on the subject matter and the needs of the students. School should also Invest in teacher professional development programs that equip educators with the skills to adapt to various teaching methods and address students' diverse needs. This will also promote student-centered learning, aligning with the global shift towards individualized education that fosters independence and critical thinking skills. We will consider the following steps to enhance our practices as teachers based on these findings. First is to embrace teaching flexibility by employing a combination of traditional and innovative
methods depending on the subject matter and student profiles. Second is, to implement a personalized approach to teaching, addressing the unique needs and learning preferences of each student. Third is to invest in continuous professional development to stay updated with the latest teaching methods, educational technologies, and pedagogical approaches. Fourth is utilizing data to make informed decisions about which teaching methods are most effective for different groups of students. Fifth is to stay informed about global trends and best practices in education to ensure alignment with global education goals and theories. In conclusion, the findings of this action study emphasize the importance of flexibility and adaptability in education to cater to the diverse needs of students. These findings reinforce the need for continuous professional development and a commitment to delivering personalized and effective learning experiences. On a broader scale, the implications of these findings can influence changes in the education system, aligning with global educational aspirations and the evolving landscape of education. 10. REFERENCE Anderson, J. T., & Miller, L. R. (2016). Enhancing Student Understanding of Archimedes' Principle Through Activity-Based Teaching Approaches. Journal of Physics Education, 50(3), 213-228. Brown, A., & Johnson, M. (2019). Student-Centered Learning in the Physics Classroom. Journal of Education in Physics, 45(2), 123-136. Brown, A. (2019). The Importance of Conceptual Understanding in Science Education. Science Education Journal, 42(2), 155-168. Davis, M. (2018). Assessing Student Performance in Archimedes' Principle. Educational Assessment Quarterly, 25(4), 376-389. Jones, P. (2018). Identifying Student Difficulties in Understanding Archimedes' Principle. Physics Education Research, 25(3), 278-291. Smith, R. (2017). Curriculum Planning in Secondary School Physics Education. Journal of Science Education, 12(4), 456-469. Williams, S. (2020). Assessing Student Understanding in High School Physics. Educational Assessment, 35(1), 56-68. Smith, R., & Wilson, E. (2020). Impact of Weak Understanding of Archimedes' Principle on Students' Physics Performance. Physics Education Research, 55(1), 89-102.
11. APPENDIX
BUTIRAN PENGKAJI Noor Hidayah Hafizah binti Ramli Nor Amirah Madihah binti Iberahim Maktab Rendah Sains MARA (MRSM) Taiping, Perak [email protected] [email protected] VISUALISASI TULISAN BAGI MENGENAL AKSARA CINA SEBAGAI PEMUDAHCARAAN BAGI PELAJAR TINGKATAN 4 MRSM TAIPING 1. ABSTRAK Untuk menarik minat pelajar terutama yang bukan berbangsa Cina dalam mempelajari dan menguasai bahasa Mandarin, guru-guru perlu memikirkan cara atau kaedah dalam pengajaran dan pembelajaran yang lagi menarik dan dapat membantu pelajar dalam memahami bahasa tersebut. Antara isu yang dihadapi dalam kalangan pelajar ialah kesukaran dalam mengenal pasti tulisan Cina atau dipanggil sebagai aksara Cina. Pelajar perlu mengambil masa yang lama untuk mengingati setiap aksara Cina. Ini disebabkan oleh kebanyakan pelajar yang mengambil subjek bahasa Mandarin ini bukanlah penutur jati, terutamanya pelajar berbangsa Melayu yang tidak mengenal aksara Cina, berbeza dengan tulisan jawi yang mana pelajar boleh membacanya kerana mereka telah didedahkan dengan tulisan tersebut sejak dari kecil. Kajian tindakan ini dijalankan bagi mengenalpasti sama ada kaedah yang diperkenalkan oleh guru bahasa Mandarin, kaedah visualisasi tulisan sesuai dan menarik agar dapat membantu pelajar dalam mengenal, memahami dan mengingati aksara Cina. Kajian tindakan ini menggunakan pendekatan kuantitatif. Instrumen yang digunakan adalah ujian pra dan pasca dan disasarkan kepada 42 orang pelajar tingkatan 4 di Maktab Rendah Sains MARA (MRSM) Taiping, Perak. 1
Dapatan kajian menunjukkan kaedah visualisasi dalam pembelajaran bahasa Mandarin membantu meningkatkan ingatan pelajar dalam mengenal dan memahami aksara Cina. 2. PENDAHULUAN 2.1 Latar Belakang Kerajaan melalui Falsafah Pendidikan Kebangsaan dalam Dasar Pendidikan Kebangsaan (2012) berhasrat memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Pelan Pembangunan Pendidikan Malaysia 2013-2025 merupakan pelan strategik yang menggariskan matlamat dan strategi pembangunan pendidikan di Malaysia (Poh & Abdullah, 2019). Ia menekankan kepentingan melahirkan tenaga kerja yang berpengetahuan dan berkemahiran untuk menyokong peralihan negara ke arah ekonomi berasaskan pengetahuan (Poh & Abdullah, 2019). Pelan ini mengiktiraf keperluan untuk pertumbuhan berterusan dan kemampanan dalam penyelidikan dan pembangunan dalam sains sosial dan kemanusiaan (Poh & Abdullah, 2019). Visi ini disokong oleh Majlis Amanah Rakyat (MARA) melalui pelaksanaan Pelan Strategik MARA 2011-2015 (PSM 2011-2015). PSM 2011–2015 memberi tumpuan kepada pembangunan empat strategi utama yang baharu iaitu keusahawanan, pendidikan, pelaburan dan perkhidmatan untuk mewujudkan persekitaran yang menyokong visi dan misi kerajaan. Berdasarkan PSM 2011-2015, tumpuan teras kedua terhadap pendidikan diwujudkan bertujuan menyumbang ke arah mewujudkan sumber manusia yang holistik melalui pelaksanaan program berimpak tinggi yang membangunkan modal insan yang kompeten, berkualiti, memenuhi keperluan industri dan memupuk semangat keusahawanan dalam kalangan pelajar. Untuk membantu kerajaan dalam melahirkan modal insan yang berjaya dan mampu bertutur dalam pelbagai bahasa, pihak MARA telah menawarkan subjek bahasa asing secara berperingkat di MRSM di seluruh negara. Antara bahasa asing yang ditawarkan sehingga kini ialah bahasa Mandarin, bahasa Perancis, bahasa Arab dan bahasa Jepun. Pada awal tahun 2019, subjek bahasa 2
Mandarin telah diperkenalkan bermula di MRSM Bitara yang terlibat dengan Program Khas Pendidikan (PKP) iaitu MRSM Taiping, MRSM Tun Ghafar Baba dan MRSM Pengkalan Chepa. Usaha ini diharapkan dapat melahirkan lepasan MRSM yang dapat berdaya saing di peringkat global (Harian Metro, April 2019), selaras dengan matlamat MARA untuk meningkatkan kadar kebolehpasaran graduan Institusi Pendidikan MARA. Selain itu, usaha ini juga dapat memberikan pendedahan awal kepada para pelajar MRSM terhadap bahasa Mandarin sebelum mereka memasuki peringkat universiti yang sekarang telah banyak menawarkan subjek ini sebagai kerja kursus atau elektif seperti Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM), Universiti Teknologi Malaysia (UiTM), Universiti Malaysia Kelantan (UMK), Universiti Sains Malaysia (USM), Universiti Putra Malaysia (UPM), Universiti Malaysia Pahang (UMP), Universiti Teknologi Petronas (UTP), Universiti Multimedia (MMU) dan Universiti Lim Kok Wing (Tan, 2007). Jadi, pendedahan awal ini sangat dapat membantu mereka untuk lebih ke depan berbanding pelajar-pelajar yang tidak mengambil subjek bahasa Mandarin semasa di peringkat sekolah menengah atas. Kemahiran bahasa Mandarin ini akan menjadi kelebihan kepada graduan-graduan yang akan memasuki alam pekerjaan kerana kebanyakan kriteria pemilihan syarikat-syarikat di Malaysia terutama syarikat swasta mementingkan keupayaan bahasa asing ini selain daripada bahasa Inggeris. Keupayaan pelajar berkomunikasi dalam bahasa Mandarin akan meningkat daya persaingan mereka secara globalisasi. Penggunaan kaedah visualisasi aksara Cina dalam pengajaran dan pemudahcaraan (PdPc) dalam pembelajaran bahasa Mandarin di MRSM Taiping boleh dikaitkan dengan rancangan pembangunan pendidikan di Malaysia. Sistem pendidikan Malaysia yang diuruskan oleh Kementerian Pendidikan memberi tumpuan kepada penyediaan pendidikan berkualiti dan meningkatkan pencapaian pelajar (Mohamad et al., 2016). Secara keseluruhannya, pelaksanaan kaedah visualisasi aksara Cina dalam pengajaran dan pemudahcaraan dalam pembelajaran bahasa Mandarin di MRSM Taiping sejajar dengan matlamat pelan pembangunan pendidikan untuk meningkatkan pencapaian pelajar, menggalakkan penglibatan pelajar, dan menyediakan peluang yang sama untuk pendidikan berkualiti. Dengan melaksanakan kaedah ini, MRSM Taiping dapat meningkatkan pengalaman pembelajaran pelajar dan menyumbang kepada pembangunan pendidikan secara keseluruhan di Malaysia. 3
2.2 Pernyataan masalah Isu yang ditangani dalam kajian ini ialah kekurangan bukti empirikal tentang keberkesanan visualisasi aksara Cina dalam pembelajaran bahasa Mandarin. Di MRSM, Bahasa Mandarin merupakan subjek yang wajib lulus dan salah satu syarat yang membolehkan pelajar bergraduasi. Ini menyebabkan terdapat pelajar merasa mereka dipaksa untuk mengikuti subjek bahasa Mandarin walaupun kurang atau langsung tidak berminat. Pelajar-pelajar ini belajar bahasa Mandarin kerana sudah ditetapkan dalam jadual kelas. Aspek minat pelajar terhadap subjek pembelajaran merupakan satu faktor penting yang akan mempengaruhi tahap pencapaian pelajar. Apabila pelajar kurang minat dalam sesuatu pembelajaran, prestasi hasil pembelajaran akan berkurang (Nurul Aisyah, Zamri dan Nor Azwa, 2016). Dapatan ini selari dengan pendapat Meor Ibrahim (2001) yang menyatakan bahawa tumpuan, minat dan penglibatan pelajar hendaklah dikekalkan oleh guru sepanjang pengajaran. Kebanyakan pelajar MRSM yang mengikuti pembelajaran bahasa Mandarin sebagai bahasa kedua ini tidak mempunyai pengetahuan asas dalam bahasa Mandarin yang menyebabkan mereka mengalami kesukaran dalam mengikuti dan memahami topik yang diajar. Berdasarkan data pencapaian Hanyu Shuiping Kaoshi (HSK) 1 Past Years Paper pelajar di ketiga-tiga MRSM BITARA (Taiping, Tun Ghafar Baba dan Pengkalan Chepa), hanya 80% pelajar lulus penilaian awal oleh pihak MRSM yang telah dilakukan dan layak untuk menduduki HSK 1 yang diwajibkan oleh pihak Bahagian Pendidikan Menengah (BPM) MARA. Pelajar sering terlupa kosa kata yang telah dipelajari menyebabkan mereka tidak mampu menjawab soalan peperiksaan dengan baik. Bagi ujian kemahiran membaca, pelajar tidak mampu menyebut kosa kata aksara Cina dengan betul kerana tidak mengenal aksara Cina. Selain daripada faktor dalaman pelajar, faktor luaran seperti teknik, kaedah dan pendekatan pengajaran di dalam kelas juga memainkan peranan penting bagi meningkatkan pencapaian pelajar (Nazhihah, 2022). Oleh itu, pembaharuan teknik pengajaran perlu ditambah baik untuk menarik minat pelajar terhadap subjek ini, antaranya melalui kaedah visualisasi aksara tulisan Cina. Kaedah ini boleh digunakan sebagai satu rangsangan untuk mendorong dan memberikan pelajar motivasi belajar yang mampu memupuk sikap positif pelajar terhadap pelajaran. Penerimaan seseorang pelajar terhadap subjek yang dipelajari bergantung kepada beberapa faktor seperti kemampuan diri, motivasi pelajar, 4