KONVENSYEN PENYELIDIKAN PENDIDIKAN KALI KE-9 (2017) PRMBENTANGAN POSTER

kefarduan ibadat solat. Ini secara tidak langsung memberi isyarat dan peringatan yang
penting kepada kita bahawa membaca surah ini adalah merupakan suatu perkara yang
besar perlu diberi perhatian yang sewajamya kepada setiap muslim. Apatah lagi ia

menjadi salah satu syarat sah solat sebagaimana maksud hadis yang diriwayatkan

daripada Ubadah bin Somit bahawa Rasulullah SAW bersabda "Tidak sah solat kepada
sesiapa yang tidak membaca pembuka Al-Kitab (Al-Fatihah)."HR Bukhari.

Imam Nawawi (1991) menyatakan tentang kepentingan menjaga bacaan Surah
Al-Fatihab- inj dj_ daJam- _kjtabJJya- ~audJ1ah- _Al Tclibin Wa 'Umdab _al Mnftin- (J99l}:
"Wajib membaca surah ini dengan disempurnakan semua huruf dan tasyhdid. Jika
seseorang menggugurkan satu huruf daripadanya atau meringankan yang bertasyhdid
atau menukar satu huruf dengan huruf yang lain makabacaannya adalah tidak sah.

Menurut Ustaz Hazri Hasyim Al Bindany (2016): "Dalam mengaplikasikan

oacaan Al-Quran: dengan tepat: kita mestHah mengikuti eara Rasulullah -SAW -yang

mengambil bacaan dari Jibril AS secara bertalaqqi musyafahah. Tahsin qiraat Al-
Fatihah turut mengambil kira kaedah bimbingan talaqqi musyafahah agar mudah
para guru dan imam memberi panduan dan tunjuk ajar kepada penuntut ilmu Al-Quran.

7.0 Pelaksanaankajian:

7.1 Tinjauan Masalah

Jadual 1: KaedahMengutip Data

Cara penilaian Tujuan
Temubual
Soal selidik Temubual dijalankan kepada seramai 15 orang pelajar
Ujian Pra untuk mengenal pasti masalah yang dihadapi.
Kertas soal selidik diedarkan untuk mendapat kepastian
pada masalah yang dihadapi
Saya menjalankan ujian lisan bacaan al-Fatihah ke atas
15 orang pelajar untuk mengenal pasti masalah yang
dihadapi dalam pembacaan Surah al-Fatihah //

7.2 Analisis Tinjauan Masalah
Jadual 2 : Analisis tinjauan masalah

Cara penilaian Masalah telah dikenalpasti
Temubual
i-Seramai 15 orang yang telah ditemubual dan didapati 14

orang mengatakan mahir membaca al- Quran.

ii-.R orang mengatakan mereka hany_ k mengisi masa

la an den an menden ar la da selainn a

4

membaca al- Quran,membaca majalah, bermain game dan

hand phone.

iii.Keseluruhan pelajar seramai 15 orang mengatakan

mendapat tunjuk ajar ibubapa dan guru,

iv-Seramai 12 orang mengatakan mereka membaiki

bacaan al- Fatihah dengan ibubapa dan guru. Manakala

yang lain mengatakan mereka merujuk CD Quran dan U-

Tube.

v-Seramai 14 orang. yakin bacaan Fatihah mereka dalam

solat betul dan hanya seorang kurang yakin.

Soal selidik i-Hanya 9 orang sahaja yang sangat berminat membaca
Ujian Pra ( Lisan)
al-Quran,

ii-6 orang sahaja yang mahir membaca al-Quran.

iii-Hanya 6 orang sahaja yang betul-betul mengenal

tanda baca dan baca. - - - -

iv-Hanya 5 orang yang betul-betul mempunyai guru

mengajar al- Quran.

v-Manakala 8 orang sahaja yang betul-betul

mempunyai keazaman membaca al-Quran setiap hari.

Setelah dijalankan ujian pra didapati hanya 2 orang

sahaja yang boleh membaca al-Fatihah dengan baik .

Manakala yang lainnya didapati kurang cantik bacaan

mereka disebabkan lemah daripada segi makhraj dan

tanda baca.

7.3 Tindakan yang dijalankan
Berdasarkan tinjauan awal didapati pelajar memang tidak boleh membaca surah al-Fatihah
dengan baik. Mereka menyebut huruf-huruf dengan bunyi yang tidak tepat, tidak dapat
membunyikan baris-baris huruf mengikut kaedah tajwid yang betul serta kurang yakin
apabila membacanya. Ini kerana kebanyakan mereka tidak menjadikan bacaan al-Quran itu
sebagai amalan rutin harian dan mereka tidak dapat bimbingan daripada guru. Mereka
berpandangan bacaan mereka sudah betul dan tepat. Untuk mengatasi dan menyelesaikan
penn-asalahan ini pendekatan MAT2 diperkenalkan' untuk meleksaeakan kajian ini. Pendekatan
MAT2 yang digunakan adalah melalui tiga aktiviti khusus.

1. Mengenal huruf,tanda baca, dan bunyi yang betul berdasarkan kata kunci dan simbol
yang khusus.

2. Membaca potongan-potongan ayat mengikut sebutan huruf dan tanda baca yang betul.
3. Membaca surah Al-Fatihah mengikut cara yang betul.
Saya jalankan aktiviti ini kepada kumpulan pelajar A2T2 seramai 15 orang.Setiap kali
aktiviti dijalankan pelajar dibahagikan kepada 5 kumpulan dengan pecahan 3 orang bagi setiap
kumpulan.Bahan-bahan yang digunakan adalah seperti dalam carta 1 dan 2 . Pelajar dikehendaki
m~mhawa dan -1.nem-ggunakan mashaf al-Qurarr sebenar semasa 0S©si· kajfan ini dijalankarr supaya
menjadi amalan menggunakan mshaf al-Quran sebenar setiap kali membaca al-Quran,

5

7.4 Perlaksanaan Tindakan dan Pemerhatian/Penilaian :

7.4.1. Aktiviti 1 :Mengenal huruf, tanda baca, dan bunyi yang betul berdasarkan kata

kunci dan simbol yangkhusus ( Lampiran Carta 1 dan 2)

Langkah yang dijalankan:
1. Masa diperlukan 15 minit

2.- J>eJaj~r dJbeB- g~mb_ar~ dalsm b~muk- carta. _meJJge_oa-j_lm.rJJf.-l:mmJa-J-Qu:r:a_n,. taJJda-

baca, cara menyebut dan membunyikan dengan betul mengikut kata kunci seperti
dalam carta 1 dan 2.
3. Pelajar diminta membuka surah al-Fatihah di dalam al-Quran iaitu dalam mashaf
sebenar.

4. :PefaJar diminta memfokuskan kepada carta huruf dim tanda baca sebagaimana

dalam carta 1 dan 2 bagi tujuan memadankan huruf dan tanda baca dalam surah al-
Fatihah.
5. Pelajar dikehendaki melihat satu persatu kalimah dalam potongan-potongan ayat
al-Fatihah.
6. Saya mernberi contoh sebutan huruf dan bunyi yang betul pada setiap kalirnah
mengikut kata kunci dan simbol serta tanda baca yang mudah dengan padanan dalam
carta yang dipaparkan.
7. Pelajar dikehendaki mengikut berarnai-rarnai dan berulang-ulang mengikut sukukata
dan kalimah yang saya contohkan.
8. Pelajar dikehendaki membaca mengikut kumpulan berpandukan sukukata dan
kalimah yang saya sebutkan.
9. Jika ada berlaku kesilapan sebutan pada huruf atau kalimah pelajar dikehendaki
mengulang. bacaan sehingga betul.

Pemerhatian :
Pelajar menunjukkan respon yang baik dan ingin cuba menyebut walaupun pada
awalnya menampakkan kesukaran pada wajahnya. Setelah penerangan dan contoh
diberi mereka berlumba-Iumbamencuba mengikut kumpulan masing-masing. Mereka
seronok dapat rnengetahui cara menyebut dan mencubanya. Selama ini mereka hanya
menyebut berdasarkan contoh apa yang didengar sahaja dan tidak ada kepastiannya
betul atau salah. Kini mereka didapati bertambah yakin dalam menyebut kalimah-
kalimah dalam surah al-Fatihah itu.

Refleksi:
Aktiviti ini dapat menanamkan rasa ingin mencuba pelajar dalam mernbaca potongan-
potongan kalimah dalam surah al-Fatihah dengan betul. Didapati semasa di peringkat
awal ada pelajar yang melakukan kesilapan menyebut dan membaca, Namun apabila

6

dijalankan aktiviti ini berdasarkan gambarajah, kata kunci dan simbol yang mudah
serta berkumpulan mereka boleh menyebut dengan betul dan mengingat dengan
mudah dan cepat.

7.4.2 Aktiviti 2 :Membaca potongan-potongan ayat mengikut sebutan huruf dan tanda
baca yang betul.

l.®gkab- ya_g_g. djja_l_a_o_kau:.
1. Masa diperlukan 15 minit
2. Pelajar dikehendaki membuka mashaf al-Quran bagi surah al-Fatihah.
3. Setelah pelajar dapat membunyikan kalimah-kalimah pada ayat-ayat dalam surah
al-Fatihah dalam aktiviti 1, maka dalam aktiviti 2 ini saya memberi contoh bacaan

mengikut potongan-potongan ayat serta cara mernberhentikan ( mewaqafkan) ayat

dengan cara yang betul.
4. Pelajar dikehendaki mengik:ut bacaan saya secara beramai-ramai berdasarkan

potongan-potongan ayat.
5. Pela jar dikehendaki membaca secara berkumpulan berdasarkan potongan-

potongan ayat yang ditentukan.
6. Apabila berlak:u kesilapan pelajar diminta mengulang bacaan sehingga betul. Jika

perlu dirujuk kepada carta 1dan2.
7. Langkah ini bermula daripada ayat pertama hingga ayat terakhir.

Pemerhatian:
Apabila pelajar diberi contoh bacaan berdasarkan potongan-potongan ayat
dalam surah al-Fatihah mereka seronok mendengar dan mencuba walaupun
sebahagian mereka ada yang, melakukan kesilapan menyebut kalimah-kalimah itu.
Waiau bagaimanapun apabila dibuat padanan dalam carta mereka dapat rnengingat
kembali cara menyebut dan membacanya. Malah tirnbul rasa seronok membaca dan
minda mereka lebih terbuka dengan adanya kata kunci dan simbol yang mudah.

Refl'eksl:-
Aktiviti ini dapat mencungkil bakat dan kebolehan pelajar dalam membaca
potongan-potongan ayat dalam surah al-Fatihah. Mereka merasa lebih mudah dan
yakin terhadap bacaan mereka dan tidak bosan dalam mencuba sehingga betul.
Mereka sendiri mengakui akan keyakinan mereka dalam membaca potongan-
potongan ayat tersebut. Saya yakin cara ini pelajar boleh membaca keseluruhan
surah al-Fatihah dengan baik

7

7.4.3 Aktiviti 3: Membaca surah al-Fatihah mengikut cara yang betuL

Langkah yang dijalankan:

1. Masa diperlukan j() minit,

2. Saya memberi contoh bacaan mengikut potongan-potongan ayat dari awal surah
dengan sebutan huruf dan tanda baca yang betul serta waqaf yang tepat.

3. Pelajar dikehendaki membaca potongan-potongan ayat dalam surah al-Fatihah

mengikut bac_a.a»- saya depg--® sebutan. _bw:uJ dau. t~JH:la baca Y.4tl4} betu! serta wagaf.

yang tepat secara berama-ramai dari awal hingga akhir ayat.
4. Kemudian pelajar diminta membaca dari ayat pertama hingga terakhir mengikut

kumpulan.
5. Pelajar dikehendaki membaca surah al-Fatihah secara bergilir-gilir dengan cara yang

betul. Pelajar dipilih secara rawak 'bagi setiap kumpulan.
6. Saya katakan kepada pelajar :"Semasa kamu membaca surah al-Fatihah kamu wajib

membaca dengan sebutan huruf yang betul mengikut tanda baris yang ada serta
mewaqafkan dengan tepat sebagaimana yang dipelajari supaya bacaan kamu
diterima sebagai ibadah ofeh Allah".

Pemerhatian :
Setelah pelajar didedahkan dengan kata kunci dan gambaran serta simbol tanda
baca yang mudah dalam mengenal huruf, tanda baca dan bunyi serta cara

membaca pofongan-pofongan ayat sebagaimana aktiviti 1 dan 1, maka didapati dalam
aktiviti 3 ini pelajar lebih mudah dan seronok serta ceria dalam bertalaqqi,
Mereka lebih nampak yakin dan bersemangat dalam membaca (bertalaqqi) mengikut
bacaan guru secara berkumpulan dan perseorangan.

Refleksi:
Aktiviti ini berjaya mencungkil kebolehan pelajar membaca surah al-Fatihah
dengan baik dan berkesan. Ia satu pendekatan yang sesuai untuk meningkatkan
mutu bacaan al-Fatihah di kalangan pelajar kelas A2T2.

7.4.4 Ujian Pos
Selepas tamat aktiviti, semua pelajar seramai 15 orang dikehendaki menjalankan
ujian pos dengan bertalaqqi di hadapan guru secara perseorangan Ini
bertujuan untuk mengetahui prestasi keseluruhan setelah dijalankan 3 aktiviti
itu. Mereka dinilai daripada segi sebutan makhraj huruf, tajwid dan talaqqi.
Markab pelajar ini saya rekodkan untuk tujuan analisa pencapaian pelajar
dalam membaca surah al-Fatihah seperti mana dalam lampiran.

8

7.4.5 Temu bual Pos:
Saya menjalankan temu bual selama 10 minit terhadap pelajar bertujuan menilai

keberkesanan modul yang dijalankan. Keseluruhan pelajar menyatakan

mercka -berasa seronok mm gembira lmlefl membaca a1'-rat'rhah dengan bctul

dan dapat mengenal pasti mana bacaan yang betul atau salah. Mereka merasa
bertambah yakin apabila membaca al-Fatihah terutama semasa solat dan
mendapati diri mereka lebih khusyuk dalam mengerjakan solat. Mereka

bessyu.lmJ" dengan modul y~ djklksag_a_kau i11i kerana ada yaJJg menunjuk jafaJJ-

dan cara bacaan yang betuL

8.0 Refleksi Keseluruhan Kajian:
Berdasarkan pemerhatian saya pendekatan MAT2 berjaya membantu pelajar
mempertinglrntkan baeaan al-Fatiliah- .deagan baik .daripacfa. segi makhraj
huruf, tajwid dan talaqqi. Pelajar dapat menyebut huruf-huruf dan bunyi dalam
surah al-Fatihah dengan mudah dan menyeronokkan. Pelajar memberi fokus
yang lebih semasa aktiviti dijalankan kerana sikap ingin tahu dan terus tahu dalam
menyebut dan membunyikan huruf-huruf dengan betul. Apabila dijalankan
aktiviti 2 iaitu membaca potongan-potongan ayat dalam al-Fatihah mereka
jelas bersemangat kerana telah dapat memegang kata kunci yang khusus untuk
membaca dengan baik.Seterusnya apabila aktiviti 3 dijalankan mereka didapati
lebih yakin membaca dan terserlah rasa gembira dan seronok di wajah mereka.
Inilah yang diharapkan kepada pelajar apabile. .berhadapan .dengan ayat snci .al-
Quran.
Setelah aktiviti dalam kajian ini dijalankan didapati prestasi pelajar dalam
membaca surah al-Fatihah begitu memberangsangkan dengan pencapaian yang
cemerlang. Keseruruhan pelajar dapat membaca dengan baik dengan pencapaian
100%.

9.0 Rumusan:
Pendekatan MAT2 adalah satu kaedah yang menggunakan modul Asas, Tajwid dan
Talaqqi dan memberi fokus khusus untuk mempertingkatkan bacaan al-Fatihah. Pelajar
dapat menerima cara yang boleh memberi impak yang besar dalam kebolehan membaca
Surah al-fatihah dengan baik dan berkesan iaitu penekanan daripada segi mengenal
huruf tanda baca dan bunyi, membaca potongan-potongan ayat dan seterusnya dapat
membaca surah al-Fatihah dengan sempurna .

Oleh kerana pcndckataa seperti ini dirasakan member! -impak yang besar kepada

pelajar, maka saya terpanggil menjalankan kajian ini, Mudah-mudahan ia boleh diguna

pakai oleh semua pelajar khusus pelajar Islam Kolej Matrikulasi Selangor.

9

Rujukan:
Abu Mardhiyah, Tajwid Al-Quran Qiraat 'Aashim- Riwayat Hafsh Toriq al-Syatibi,
Penerbit: Al-Jenderaki Enterprise.
Dr 'Aidh Abdullah Al-Qarni, Hidangan al-Quran, Penerbit: Jasmin Enterprise.
Mohamad Hafas AH, Betutk.all Baeuan Al-Fatilralr Arida·?,.Pem~rb-it: Grop· &ku
Karangkraf Sdn. Bhd.
Mohd. Syamil Mohd Yusuff, Hebatnya al-Quran Jika Kamu Berfikir, Penerbit:
Mustread Sdn, Bhd.
Ustaz Mohd. Hazri dan Hashim Al-Bindany (2016), Bacaan Al-Fatihan Yang
Sempurna, Penerbit: Galeri Ilmu Sdn. Bhd.

10

LAMPIRAN l

KOLEJ MATRJKULASI SELANGOR

KEMENTERIAN· PENDIDIKAN MALAYSIA

42700 MUKIM JUGRA BANTING SELANGOR

Soal selidik berkaitan kemahiran membaca Al-Quran

.NA,MA -:- I .

'KELAS : I ••••••• I ••••••••••••••••• I ••••••••••••••••••••••••••••

lr Setuju J l 4
SangatSetuju KurangSetuju TidakSetuju

Sila tandakan skala yang sesuai pada kotak di bawah mengikut butiran yang berkaitan dengan diri anda :
1.Suka mata pelajaran Pendidikan Islam

2.Minat membaca al-Quran
3 ..Mahir membaca al-Quran
4.Suka mendengar bacaan al-Quran

11

5.Pemah mengikuti kelas membaca al-Quran
6.Kenal baris dan tanda baca al-Quran
7.Mempunyai guru mengajar al-Quran
8.Mempunyai keazaman membaca al-Quran setiap hari

Graf Temubual Pelajar:Kaedah mengutip data

TEMUBUAL PELAJAR A2 T2

16

14

12

10

8

6

4

2

0

Mahir Al·Quran Mengisi masa Tunjuk ajar dari Membaiki bacaan Vakin bacaan

lapang dengan guru/lbubapa dengan

mendengar lagu guru/ibubapa

Graf soal selidik : Mengutip data

14 SOALSELIDIK KEMAHIRAN MEMBACA
12 AL-QURAN

10

8

6

4

I2 I lu0
~·,., , ,~ ~'I>" 't:?~'i}
':!.,ft>~ 'f>~ ,:§o ~fl,<~'~ ~0 'b'i} ~5.~ ~<J>
"' ·~~ ~'" l'~ ,,,~~ 'X<:>: e<' ~
,§ J- 14,,'f><:' ·)..~ t$'"Q
~e<:' ~e
'XO! ~e ,::.~~
!r><;-
!-.~ ~:§i 1>~
'f> (Ii
~~ ':s"(i ~
~-$' (Ii
.J,..e'I>
~<'

llll sangat setuju lilll setuju kurang setuju 11!11 tidak setuju

13

Graf pra ujian: mengutip data

PRA UJIAN BACAAN Al-FATIMAH

KELASA2T2

14

Lampiran:

Carta 1 : Sebutan Huruf Mengikut Kata Kunci

CARA/KATA KONCI

1. Halkum!K.erongkong .Jl!l_ggkal- Ji, C-

Tengal1 t c
c
HuJung t

T.ekan.

2. Lidah : Pangkal

Sentuh

Tengah Langit-langit keras-Tekan
Langit-langit keras -Muncung ,

15

Hujung Langit-langit keras depan-
Tepi
Tekan

Gusi bawah-Tekan

Gust at-as- - Tekan:

..1 ,~,..::,..
Antara 2 gi~ atas bawah

J; ' .) ' 6

Angkat - sisi gigi geraham
atas

16

3. Eibfr Katup- -rapat

('
Katup -tidak rapat

Tekarr gi:gi .atas

Ronggabibir

Carta 1 : TandaBaca dan Shn&df

BIL. TANDABACA SIMBOLIK/CARA
1. Atas (Fathah) Nganga-senyum
-/-
2. Bawah (Kasrah) Sen yum
/

17

3. Depan (Dhommah) ,', Muncung

4. Tanwin: (G'), A:sli lFidak <lengung

/f' Tidak Asli : Dengung ( 93)

f '7 Alun -2 harakat
415 harakat
5 Panjang : Alif ( 1 ) 6 harakat

Waw( _J )' Jelas I Terang
Ya ( l.j ) Tekan

r--r:

"" ,--

6. Sukun (Tanda rnati) o

7. Sabdu (Tasydid) uJ

Lampirangambaraktiviti:

Sesi penerangan daripada pensyarah
18

Pengajaran daripada pensyarah
Pembacaan potongan-potongan ayat al-Fatihah oleh pelajar

19

Sesi talaqqi surah al-Fatihah

Ujian pos yang dijalankan kepada pelajar
20

Lampiran:

Jadual 3 : Taburan Markah Ujian Pos :

Bil. Nama Pelajar Makhraj Tajwid Talaqqi Keseluruhan
Huruf (30%)
1. A.Muizzuddin (30%) (40%) (100%)
2. M.AlFitrah
3. M.Aiman 30 30 40 100
4. Aditva Watie 30
5. Intan Fadzlina 30 30 40 100
6. Nadiah 30
7. Nur Ain Fateha 30 30 40 100
8. Nur Allysha 30
9. Nur Asviqin 30 30 40 100
10. Nur Farahanum 30
11. Nuriwani 30 30 40 100
12. Nl!~§yµhada 30
30 30 40 100
..
3() ···· 30 40 100
13. Nuryusnita 30
14. Sharifah Farah 30 30 40 100
15. Sherie Aneesa 30
30 40 100

30 40 100

30 40 100

3Q ·-····--·-·····--- ·- ..... ·--··· 40 100-~- _., ·-- •.
30 40
100

30 40 100

30 40 100

Graf ujian pos:

JADUALUJIAN POS BACAAN AL-FATIHAH
KELA.SAZT·2

4-5

40

35

30

25

20

15

10

5

0 TANDABARIS TALAQQI

MAKHRAJ

liA 1iifB me l!iD llE @F !!il!G lllilH Iii lililJ !BK BL lliM EDN mo

21

Bil Kriteria Nombor Rujukan l<ertas Kajian:
1 Tajuk Kolej Matrikulasi/bil: 7 ,, "

ULASAN KAJIAN OLEH PANEL
Cadangan

3 Teori

4 Metodologi

5 Dapatan

6 Rumusan
7 Lain-lain (Nyatakan)

Pc§

LvQ.

}

-v-· t: '(...

Cop rasmi:

(Nama Panel: )

D~. MOi-iiJ. iViLiSTAMAM BIN ABO KARIM
Profesor

Jabatan Fizik
Fakuiti Sains dan Matemalik
I Jniversili Pendidikan Sultan l<lri"

Konvensycn Pcnyclidikan Pcndidikan Program Matrikulasi Tab ~~7!.-(

TEKNIK PENYELESAIAN MASALAH PILIH ATUR KE
BERSEBELAHAN DAN KES TIDAK BERSEBELAHAN

Azlinda Binti Tuah (J-

Unit Matematik, Kolei Matrikulasi Labuan ~: .~

azlinda.tuah.rnatrik@l govuc.gov.my 1

ABSTRAK .: 1)~.v

Kajian tindakan ini dijalankan untuk membantu dan meningkatkan keyakinan p;Jeff/,· dalam

menyelesaikan soalan dalam topik Pilih Atur terutamanya soalan yang me/;~at1;Jn pilih atur kes

bersebelahan dan kes tidak bersebelahan. Masalah pelajar yang berkaitan ~g~n pilih atur kes

:"lbersebelahan diselesaikan dengan menggunakan rumus r!(n - r 1~!~anakala kes tidak
)!<"-2:.··bersebelahan diselesaikan dengan menggunakan rumus (n - r
~~n konsep 'sit and

stand'. Seramai 15 orang pelajar daripada Modul II dan III Program Satu Tahun sesi 201612017

terlibat dalam kajian ini. Instrumen adalah ujian di~no···s. t.:fk. --?.·l!ji";;/p~·a dan pm) yang berkaitan

topik Pilih Atur. Kajian tindakan ini dilakukan daL~~duf!t._k~ang melibatkan dua kaedah

penyelesaian. Dapatan kajian menunjukkai; peningkatan dalam pencapaian pelajar dalam

subtopik Pilih Atur seiring dengan keyakinan pelajar untuk menjawab soalan bagi subtopik

terse but.

Kata kunci: pilih atur, kes bersebelahan, kes tidak bersebelahan, rumus, 'sit and stand'

1.0 Refleksi Pengajaran dan Pembelajaran yang lalu

Topik Pilih Atur dan Gabungan merupakan topik yang ketujuh bagi semester dua Program Satu
Tahun bagi kolej matrikulasi dalam Huraian Sukatan Pelajaran Matematik Sahagian Matrikulasi
Kementerian Pelajaran Malaysia. Terdapat dua subtajuk di dalamnya iaitu Pilih Atur dan
Gabungan (Kementerian Pendidikan Malaysia, 2012). Saya telah menjalankan sesi pengajaran
dan pembelajaran bagi topik 'Pilih Atur dan Gabungau' pada hari Rabu, 23 Mac 2017 yang lalu.
Penglibatannya seramai 5 orang pelajar daripada kelas BC 1 T2. Pada hari tersebut, pennulaan
kelas bermula dengan begitu baik dan pelajar kelihatan bersemangat untuk. memulakan topik
pengajaran yang baru. Saya mernulakan pengajaran saya dengan sesi induksi. Saya bertanya
sama ada mereka masih mengingati apa yang telah mereka pelajari di dalam kuliah. Mereka.
mengambil masa yang agak lama untuk menjawab soalan itu. Akhirnya mereka dapat menjawab
apabila mereka melihat nota mereka.

Kemudian, saya memulakan sesi pengajaran. Saya berkongsi objektif bagi subtopik yang
pertama iaitu Pilih Atur. Saya mengajar mengenai susun atur objek. Selepas itu, saya memberi
sedikit latihan kepada mereka sebagai instrumen penilaian. Mereka diberi masa untuk menjawab
ujian pra, dan selepas siap, saya akan membincangkanjawapannya. Saya mendapati 50% pelajar
tidak dapat menjawab soalan penyelesaian masalah pilih atur terutam~y'a masalah yang
melibatkan pilih atur di mana sebahagian objek mesti disusun bersebela . an. Malah, kesemua
pelajar tidak dapat menyelesaikan masalah pilih atur di mana sebah ian objek tidak boleh
disusun bersebelahan, terutamanya apabila melibatkan 3 objek.

Contoh penyelesaian masalah tersebut sudah dipelajari di dalam kuliah melalui teknik
penceritaan dan penerangan oleh guru. Pelajar hanya mampu me yelesaikan bentuk soalan yang
sama hanya setelah melihat nota kuliah mereka.

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Konvcnsycn Penyclidikan Pendidikan Program Matrikulasi Tahun 2017

- " Saya Iaham madam, tetapi apabila buat, tak tahu kcnapa tak dapat."
- " Saya faham tetapi kadang-kadang keliru."
- "Matematik saya lcmah, tak pandai mengira."
- "Tak tahu lah madam, saya tak faham langsung."
- "Susah soalan ini."

Tambahan lagi, pcnyelesaian rnasalah bagi soalan pilih atur yang ditunjukkan di dalam
buku clan Iaman sesawang adalah bcrbcntuk Matematik berayat. Contohnya, di dalam buku
rujukan pclajar matrikulasi iaitu "Mathematics for Matriculation Semester 2' di halaman 202,
adalah dcngan cara mcncrangkan algoritma untuk pilih atur, Zabidah Awang (2010)
menjclaskan bahawa cara pcnyclesaian soalan pilih atur bagi 7 orang lclaki di mana 2 orang
lelaki mesti duduk bcrscbclaban adalah scperti berikut:

L1 L2 L3 IA LS L6 L 7
LI L2 L2 L 1 bilangan susunan 2 lclaki "-'"' 2
Ll L2 bilangan pilihatur bagi 6 orang lclaki '"" :=='720
Bilangan susunan 2 lclaki bersama = 2 x 720 = 1440

Bcrikut adalah contoh bagi cara penyclcsaian soalan pilih atur kes tidak bolch bcrscbclahan
("Example 63 ofPermutation and Combinations", n.d.) :

"A company has 11 software engineers and 7 civil engineers. In how many ways can they be
seated in a row so that no two of the civil engineers will sit together?

Jalan pcnyelesaian yang ditunjukkan:

The 11 software engineers can he arranged in 11P11 = l l ! Ways ---(A)

Now we need to arrange civil engineers such that no two civil engineers can be seated

toge/her. i.e., we can arrange 7 civil engineers in any of the 12 (=' 11+1) positions marked

as *below

* 1*2*3*4*5*6*7*8*9*10*11 *

(Where 1, 2 ... 1 1 represents software engineers)
This can he done in 12/>7 ways ---(B)

From (A) and (B),
the required number of ways= 11 ! x 12P7

Soalan-soalan dalam topik Pilih Atur adalah jenis soalan berayat, Jawapan yang dibcrikan
di dalam kcbanyakan buku rujukan dan laman scsawang juga adalah dalam bentuk bcrayat,
Kcbanyakan pelajar bclum berupaya menguasai kcmahiran mcnyelesaikan masalah berayat dan
sukar mcmahami ayat rnatematik yang panjang (Samsudin & Fatimah, 2004). Hasil kajian olch
Verschaffcl, De Corte dan Vierstractc (1999) mcnunjukkan bahawa masalah Matematik bcrayat
mcnimbulkan banyak kcsukaran dan kcsilapan di kalangan pelajar. Tambahan pula, pelajar yang
mcnghadapi kcsukaran mcngingat akan mcmberi kesan kcpada keupayaannya untuk mcngingat
langkah-langkah algoritma (Miller dan Mercer, 1997) seperti yang ditunjukkan di dalam contoh-
contoh di atas, Menurut Esah Sulaiman (2003), guru pcrlu cekap mcngubahsuai pcngajaran,

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Konvcnsycn Pcnyclidikan Pendidikan Program Matrikulasi Tahun 2017

prihatin terhadap kcpcrluan pelajar dan jangan tcrlalu tcrikat dcngan scsuatu kcadaan atau bahan
tcrtcntu, Masalah yang dihadapi olch pelajar-pclajar mcnarik perhatian saya dan mcndorong saya
untuk mcngkaji cam pcngajaran yang bcrkesan supaya pclajar dapat rnenyclcsaikan masalah
dalam topik ini dengan bctul. Olch sebab itu, saya cuba untuk mcringkaskan langkah-langkah
algoritma yang ditunjukkan mcnjadi satu rumus yang ringkas agar mudah digunakan olch
pelajar. Mcnurut George Polya (1957), prinsip kcdua dalam penyelesaian masalah adalah
mcrangka stratcgi. Polya mcncgaskan ada pelbagai strategi untuk mcnyelcsaikan masalah,
antaranya mcnggunakan formula. Jadi, saya yakin penggunaan rumus untuk mcnyclesaikan
masalah pclajar-pclajar saya adalah satu langkah yang tepat dan relevan. Dengan adanya rumus
yang ringkas ini, saya yakin pclajar boleh mcnyelesaikan soalan topik Pilih Atur bagi kcs
bersebclahan dan kcs tidak boleh bcrscbelahan dengan ccpat dan tepat, Hal ini sctcrusnya
diharapkaan akan dapat mcmbantu mereka lulus dcngan ccmcrlang dalam Kertas Matematik
PSPM nanti.

2.0 Fokus Kajian
Pclajar sering melakukan lima kcsilapan utama dalam topik Pilih Atur iaitu kesilapan mentafsir
soalan, kesilapan dalam mcngenal pasti jenis objek yang digunakan sama ada scrupa atau
berbeza tcrutarnanya kes abjad, nombor dan bcnda bukan hidup, membuat penyclcsaian
menggunakan operasi aritrnetik yang salah, penggunaan formula yang salah dan membcri
jawapan salah tanpa mcmbawa sebarang maksud (Rusydah & Roslinda, 2016).Walaupun saya
mengesan banyak masalah yang dihadapi olch pelajar saya, namun untuk kajian tindakan ini,
saya hanya akan rncmfokuskan kepada masalah pclajar yang tidak dapat mcnyclcsaikan soalan:

1) pilih atur di mana scbahagian objek mesti disusun bcrsebelahan
2) pilih atur di mana sebahagian objck tidak bolch disusun bcrsebclahan

3.0 Objcktif Kajian
Kajian ini bcrtujuan untuk membantu pelajar mcnyelesaikan soalan-soalan di dalarn topik Pilih
Atur. Secara khususnya, kajian ini dilaksanakan untuk membantu pelajar mcnyelesaikan masalah
pilih atur di mana scbahagian objek mcsti disusun bcrsebelahan atau objck perlu diasingkan.
Pada akhir pclaksanaan kaj ian ini, pelajar-pelajar diharap mcncapai objckti f-objcktif berikut:

3 .1 Obj ckti f Um um
Tujuan kajian ini adalah untuk meningkatkan pcncapaian scbahagian pclajar saya dalam topik
ketujuh bagi pelajar satu tahun scmasa semester 2 iaitu topik Pilih Atur.

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Konvcnsyen Penyelidikan Pcndidikan Program Matrikulasi Tahun 2017

3.2 Ob_jcktif Khusus

=»,1. Mcningkatkan pcncapaian pclajar dalam subtopik Pilih Atur dcngan menggunakan rumus
r!(11~r 1-I)! dan (11 - r)!(" serta tcknik 'sit and stand'.

2. Membcri kcyakinan kcpada pclajar untuk mcnjawab soalan topik Pilih Atur.

4.0 Pcrsoalan Kajian

l. Adakah pcncapaian pclajar dalam subtopik Pilih Atur meningkat setelah mcnggunakan rurnus
r!(n -r + !)! dan (11 ·-- r )!t" ntJp r serta tcknik 'sit and stand'?

2. Adakah pelajar mcnjadi lcbih yakin untuk rnenjawab soalan dalam topik Pilih Alm sctelah

mcngguna Ican rum us r!(n ( )11 ·- 1(11·/'fl) JJ ,. sorta te1mt<., ' si.t anc f stone{'"r
an r .,. 1- l)! d

5.0 Kumpulan Sasaran

Seramai 15 orang pclajar daripada kclas BC1T2, CPl T6 dan CP2T23 (aliran Sains rnodul II dan
III Program Satu Tahun Program Matrikulasi) terlibat dalam kajian ini, Pelajar-pelajar yang
dipilih adalah scbahagian pelajar yang saya ajar sepanjang semester 2 pada sesi 2016/2017.

6.0 Pcrancangan clan Tindnkan
6.1 Kitar 1

6.1.1 Tinjauan Masalah
Reka bcntuk kajian bcrbcntuk kajian tindakan. Tinjauan masalah dibuat berdasarkan
pcmerhatian, tcmubual dan ujian pra/pos.

a) Pcmerhatian

Pemerhatian ini dibuat scmasa proses pcngajarnn dan pernbclajaran dalam k.elas, melalui respon
kepada soalan-soalan yang diajukan, soalan-soalan dari buku tutorial dan ujian pra. Walaupun
pclajar sudah didedahkan dcngan contoh soalan yang scrupa di dalam kuliah, hanya 50% pelajar
yang berjaya mcnjawab soalan pilih atur di mana sebahagian objck mcsti disusun bcrsebclahan.
Pelbagai bcntuk jcnis jawapan yang diberikan ketika saya menanda hasil kerja pelajar. Pclajar
tidak dapat memahami cara mcngira dcngan bctul, Apabila pelajar mcncuba untuk mcnjawab
soalan yang lain, pelajar tctap akan bertanya dan meminta pcnjelasan tentang langkah-langkah
penyclesaian yang bctul. Masalah bcrtambah apabila tiada pelajar dapat mencari jawapan bagi
soalan pilih atur di maria tiga objek tidak boleh disusun bcrsebclahan. Selain itu, pcmcrhatian
juga dibuat kc alas tingkahlaku pelajar semasa proses pengajaran dan pembelajaran di dalam

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Konvcnsycn Penyelidikan Pendidikan Program Matrikulasi Tahun 2017

kelas. Pclajar yang tidak rncmahami konscp susun atur dan tidak dapat mcnjawab soalan tutorial
mcnunjukkan rcaksi yang bosan dan tidak berrninat.

b) Tcmubual

Scmasa sesi pcngajaran clan pernbelajaran yang berlangsung pada 23 Mac 2017. saya
menjalankan scsi soal jawab bersama pclajar. Anrara soalan yang saya tanya kcpada pclajar
adalah 'Adakah karnu m inat ropik Pi l ih Arur?". Kernudian say a mernbcri satu soalan ten tang
bagairnana untuk mcnyusun 1 objek dcngan syarat objek pertama clan objek kedua tidak boleh
bersebelahan. Tctapi, tiada pclajar yang dapat menjawab soalan tersebut. Apabila pclajar ditanya
"Kcnapa kamu tidak dapat mcnjawab soalan ini?", Amara jawapan mercka:

- " Saya Iaham madam, tetapi apabila buat, tak tahu kenapa tak dapat."
- "Saya faham tctapi kadang-kadang keliru."
- "Tak tahu lah madam, saya tak faharn langsung."

c) Ujian Pra

Ujian pra dijalankan untuk mcnguji tahap scbcnar pcncapaian pelajar dalam topik Pilih Atur.
Soalan pra berfokus kcpada masalah mcncari bilangan pilih atur di mana scbahagian objck mesti
bersama dan scbahagian objck perlu dipisahkan. Ujian dijalankan scbelurn pclajar didcdahkan
dengan rumus. Soalan ujian pra terdiri daripada 3 soalan subjektif Ternpoh masa menjawab
adalah 15 minit. Soalan yang dibcrikan kepada pclajar dan contoh jawapan pclajar dilampirkan
di dalam larnpiran A.

6.1.2 Pclaksanaan Kajian

a) Merancang dan Msncari Rumus

Setelah mcngcnalpasti masalah pclajar melalui pernerhatian clan ujian pra di dalam kolas, saya
mengamhil inisiatif untuk rncncari satu kacdah yang mudah dan ringkas untuk mcncrangkan
konsep pilih atur kcpada pclajar-pelajar saya. Pada mulanya, saya mcncari contoh dan rumus
yang mudah di buku ruj ukan. Pcncarian saya bcrtcrusan sehinggalah menjumpai rumus yang
dikchcndaki di laman sesawang, Mcnurut laman sesawang 'Tutors 4 u' dan 'Lofoya. com' (2017),
rumus bagi mcnyelesaikan rnasalah pilih atur kcs bersebelahan dan tidak bcrscbelahan adalah:

····--··-····-·. .Iadual 1 : Rumus _ ------------·-- _p91_i_c:1·(lt~g_(ln
Rum us n =' bilangan
~~J!~L~_s_o~-~<!-}2- _-· - §pc:st~l<l:l~L-
r! (n - r + 1 )! kcscrnua
i) pilih atur di Khusus untuk objck
r == bilangan
mana 1 kumpulan objek yang
pcrlu disusun
sebahagian yang pcrlu bcrscbclahan

objek rncsti duduk

disusun bcrscbclahan

bersebelahan sahaja

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Konvcnsycn Penyclidikan Pcndidikan Program Matrikulasi Tahun 2017

ii) pilih atur Bolch ( 11 - r)'(. " rr l ) pr 11 c=. bilangan
di mana digunakan kcscmua
sebahagian pelajar
objck tidak apabila r ""' bilangan
bolch disusun bcberapa objck yang
bersebelahan objck pcrlu pcrlu
dipisahkan
_ ·-- --~j_~~i~~gkan

Sctelah mcnjumpai rumus-rumus di atas, saya rncndapatkan pcngcsahan tcntang kcsahihan
rumus terscbut daripada pcnsyarah senior (sila rujuk lampiran E). Sctcrusnya, saya mcnguji
rumus tcrscbut dcngan menjawab bcbcrapa soalan daripada nota kuliah, buku tutorial, buku
rujukan dan juga bebcrapa soalan daripada laman scsawang. Bcrikut adalah 2 contoh soalan yang
digunakan untuk mcngesahkan rumus bagi kes berscbclahan (Abdul Hadi Yaakub et al., 2015)
dan kes tidak bolch bcrscbclahan (Barry Mabillard, 2014):

Conteh 1:

Soalan: 'Three differen! Mathematics books, five different Biology books and two different
Chemistry hooks are to be arranged on a shelf' In how many ways can these hooks be arranged
(f the booksfor each subject must be together?'

,-JRumus: [(r, !r7. ! ... r11 !)][n + (1 - r1) + (1- + ... + (1 - r,, )]!

Jawapan: (3 !5 !2!)[10+( l-3)+-(l-5)+(1-2)1 ! = (3 ! 5! 2!)(10 -2- 4 -I )! = 8640

Contoh 2:
Soalan: 'Jn how many ways can the word QUEST be arranged if the vowels must never be
together?'

Rumus: (n - r)t(" r•11pr

Jawapan: (5 2)! 5 7. 111\ = 3!4 P2 == 72

b) Mcndcdahkan rLUJJ.llS kcpada pclaifil'.

Selcpas kcputusan ujian pra dipcrolchi, saya memperkcnalkan rumus r! (n - r + J )! dan
( n - r ) I· c n r >I J Pr kcpada pclajar. Kemu diran, saya menjelaskan bagaimana rurnus terscbut

boleh digunakan bagi rncnyclcsaikan rnasalah pilih atur kcs bersebelahan dan kes tidak
bersebclahan. Saya mcminta pelajar untuk merujuk kcpada contoh daripada nota kuliah mercka
untuk mcmaharni soalan dan mcnggunakan rumus terscbut untuk mendapatkan jawapan. Mcreka

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Konvcnsyen Penyelidikan Pcndidikan Program Matrikulasi Tahun 2017

bcrasa kagum kcrana jawapan yang diperolchi rncnggunakan rumus baru sama dengan jawapan
yang tclah mcrcka dapat scbclum ini. Scterusnya, saya menggunakan rumus-rumus tersebut
untuk rncnjawab soalan-soalan yang bcrkaitan. Antara soalan yang dibincangkan di dalam kclas
adalah scpcrti berikut:

'Eight people, of' whom P, Q and R are three of them, arrange themselves in a straight
line. In how many ways can this be done ifP, Q and R must not be loge/her'.

Langkab pcnyclcsaian yang ditunjukkan di dalam kclas adalah scpcrti berikut:

Case: 3 people mus! be separated

Formula : ( n - /' )! (I> r +I) p r
number ofpeople, n - 8
number ofpeople that must not be together.r ,-, 3

! '1I 1e num I'ier o1· ways t's (8 - ._),)I.x -8--:l+I p :i = 51.x (, p 3 = 14400

c) Ujian P9s
Ujian pos digunakan untuk mclihat sama ada tcrdapat pcrbczaan kcfahaman dan pencapaian
pclajar setclah mcnggunakan rumus yang diperkcnalkan. Pada scsi pengajaran dan pcrnbelajaran
yang sctcrusnya, pclajar-pelajar diminta untuk rnenjawab 3 soalan yang berkaitan dcngan pilih
atur di mana scbahagian objck mcsti berscbclahan dan sebahagian objck tidak bolch
bersebelahan. Soalan-soalan dalam ujian pos adalah setara dcngan soalan ujian pra. Masa yang
dipcruntukkan adalah 15 minit. Soalan yang diberikan kcpada pclajar dan contoh jawapan pclajar
dilampirkan di dalam lampiran B.

6.1.3 Dapatan dan Perbincangan

a) Pcmcrhatiau
Berdasarkan pemcrhatian semasa kajian dijalankan terhadap kurnpulan sasaran didapati:

1. Pclajar lcbih mcmahami dan dapat rnenguasai konsep topik di atas.
2. Pelajar lcbih yakin rncnjawab soalan yang dibcrikan.
3. Pclajar mcnunjukkan minat untuk mcncuba lebih banyak soalan dcngan rncnggunakan

rumus yang dipcrkcnalkan.

b) Analisis Ternubual
Sclcpas ujian pos dijalankan, pclajar-pclajar kclihatan lcbih bcrkcyakinan dan gcmbira. Saya
menebual sernua pclajar yang tcrlibat. Basil temubual dicatat. Berikut adalah rcspon yang
dipcrolehi basil tcmubual yang dilakukan:

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Knnvensyen Penyelidikan Pcndidikan Program Matrikulasi Tahun 2017

·--- --···---···-··--·------·----·---···--.---------------~---·····-·-··------·······-

- "Formula ini ringkas dan padat. Tidak perlu pcrah otak untuk fikir maeam mana mahu susun
kalau soalan minta 'together' atau 'separated'. Hanya pcrlu tahu bilangan dan berapa yang
perlu dipisahkan, tcrus rnasukkan kc dalam formula. Menjimatkan masa."

- "Formula sangat bcrguna, Mudah dan ringkas. Scnang digunakan dalam pepcriksaan nanti."
- "Formula sangat mernbantu. Bolch dapat markah penuh untuk soalan scbegini."
- "Formula mudah, scnang ingat."
- "Formula ini sangat berguna dan lcbih mudah difahami.Saya lebih mcmahami topik ini."
- "Formula ini sangat berguna untuk pelajar yang lemah topik ini macam saya.Saya lcbih yakin

untukjawab soalan scbcgini"

e) Analisis Ujian Pra dan Pos

.Iadual 2: Jawapan Pelajar dalam Ujian Pra

Nombor Jcnis Soalan Contoh Jawapan yang BilangMancnPj.ealwajaabr Yang Bilangan Pclajar
Soalan Salah yang tidak
Kcs
1 bcrscbclahan ···-···--------··-· --······ ··----· -··· . --------·· . ·---·----·-·!:1:1~11ji:l~'i:li:}_

2 Kcs tidak 6 !x 7 ! = 3628800 15 0
bolch 2!x6!x7!= 7257600
3
bcrscbe I ahan 3!= 6

Kcs 7p 6 9
bcrscbc!ahan
4 !x -----'~- = 840

3!

3 !x 4 ! = 144

2!x5!=240 15 0
3!x7!= 30240

.Iadual 3: Jadual pcrbandingan hilangan pelajar yang menjawab bctul

------------ --- - ---- ..·---·--··-- ..·-·----·-····-······

Bilangan pclajar yang Min pelajar yang

Soalan menjawab bctul mcnjawab dcngan Perubahan
betul
····--. ----- ,. ..... -... ·-------··--·-··-···
.. --,,----------------------···-······---·--
_l}jiii.!!J>r(l ···········-· Ujian Pa.~ . ...
l]jian }>~a . l]jian Pos

5 ···----·--·--·-· 14 0.33 ··-·-·--·0.9~-- I\(!.£ningl\at

2 ..... o ···--------· . 6______ q . ·--·-----·.9.:~o _---~~!1ingkat
3 4 13 0.27 0.87

Sila rujuk I .arnpiran D untuk jawapan Ujian Pra dan Pos yang betul. Berdasarkan analisis
yang dijalankan, harnpir kescmua pclajar berjaya mcnjawab soalan 1 dan 3 dengan betul. Tctapi,
40% orang pelajar tidak dapat menjawab soalan 2 dengan bctul. Ini mcnunjukkan bahawa pclajar
tidak dapat mcnggunakan rumus ( n - r )! (" ··,. 1 1 > P r dengan baik ketika mcnjawab soalan
kedua. Tambahan pula, mcrcka tidak dapat membayangkan situasi dan kcadaan yang berlaku
seperti di dalam soalan. Bcnarlah kata-kata Kemmis & McTaggart (1982) bahawa scorang guru
akan berdcpan dcngan masalah, yang terjadi apabila nilai-nilai yang dipcgang bertcntangan

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Konvcnsyen Pcnyclidikan Pendidikan Program Matrikulasi Tahun 2017

dengan apa yang bcrlaku dalarn amalan, yang mcnycbabkan suatu pcnarnbahbaikan pcrlu dicari.
Justcru itu, saya bcrpcndapat bahawa kajian ini perlu ditcruskan kepada kitaran kedua dengan
menambahbaik tcknik ini agar pclajar dapat mcnjawab soalan 2 dcngan bctul kclak.

6.2 Kitar 2

6.2.1 Pelaksanaan Kajian

Dalam mcnangani pcrmasalahan yang tcrdapat dalam kitar 1, saya mcncruskan kajian tindakan
saya dengan mcmbuat kitar kcdua. Objektifnya hanya satu iaitu untuk mcmbantu pelajar
mcnyclcsaikan rnasalah pilih atur di mana scbilangan objck tidak bolch disusun bcrscbelahan.
Dalam kitar 2, saya tclah mcmpcrkenalkan satu intervensi bagi kitar kcdua iaitu mcnggunakan
teknik 'Sit and Stand'. Tcknik ini akan memudahkan pelajar untuk berimajinasi tentang
kcdudukan scbcnar objck-objck yang perlu disusun. Dcngan mcnggunakan tcknik ini, pelajar
kelihatan lcbih seronok bclajar topik 'Pilih Atur'. Pclajar hanya pcrlu mcmbayangkan soalan
menjadi cerita di alam nyata di mana objek yang pcrlu diasingkan seolah-olah individu yang
scdang bcrgaduh dan sclebihnya adalah individu yang baik dan dibcrikan keistimcwaan untuk
duduk. Contoh soalan dan j alan pcnyelesaiannya adalah sepcrti bcri kut:

'Lapan sahabat, 3 daripadanya adalah P, Q dan R. Kcsemuanya disusun dalam satu

barisan 1urns. Bcrapakah cara pcnysunan ini boleh dibuat jika P, Q dan R tidak botch
bcrscbclahan?'

Jawapan:

t [_ +

t : tempat kosong yang bolch diisi oleh P, Q atau R (stand)

[. - : tcmpat kosong yang boleh diisi olch selain P, Q dan R (sit)

Formula: ( n ~ r )! (n r 111 p,.

Bilangan objck,n '' 8

Bilangan obj ck yang 'bergaduh' .r = 3

Bilangan objck yang bolch duduk = 5

Bilangan cclah I tempat kosong di antara objck yang duduk = 6

Jumlah pcnyusunan > (8~3)!x8 3•1p1=5!x6p1=14400

--

Kemudian, saya mcmbcri latihan kepada pelajar sebagai instrumcn penilaian (Ujian Pos 2).
Mereka dibcri masa 5 minit untuk rnenjawab soalan-soalan tcrscbut. Soalan yang dibcrikan
kcpada pclajar dan contoh jawapan pclajar dilampirkan di dalam lampiran C.

9

Konvcnsycn Pcnyclidikan Pendidikan Program Matrikulasi Tahun 2017

6.2.2 Dapatan clan Pcrbincangan

.Jadual4 : Analisis Ujian Pos 2

Soalan Bilangan p_~!_ajar yang111cnjawa~_d~ng~!:1_~ctL~--
2 l5
15

Dapatan Ujian Pra dan Ujian Pos mcnunjukkan terdapat peningkatan pelajar yang sangat
cemerlang. Pclajar bcrjaya mcnjawab soalan topik Pilih Atur dcngan cepat dan tcpat. Dcngan
menggunakan tcknik baharu yang diperkenalkan ini, pelajar-pclajar lebih jclas tentang kehcndak
soalan. Mcreka bcrupaya untuk mcngcnalpasti maklumat-rnaklumat yang pcrlu diambil daripada
soalan untuk dimasukkan kc dalam rumus, Jalan penyclcsaian bagi sctiap soalan juga lcbih
tcrarah dan tcrsusun. lni mcmbuktikan bahawa tcknik ini bcrjaya rnenjadi daya pcnarik kcpada
pelajar tcrhadap Matcrnatik sekaligus mengubah pcrscpsi mcrcka bahawa topik 'Pilih Atur'

adalah susah.

7.0 Kcsimpulan

Prcstasi pelajar yang sangat kctara dalam Ujian Pra dan Ujian Pos 1 dan 2 mcnunjukkan
keberkcsanan pcnggunaan rumus r!(n-r+l)! dan (11--r)!(" r•l)prdan tcknik 'sit and
stand' bagi menyclcsaikan rnasalah pclajar yang mcnjadi fokus kajian ini. Walaupun pada
permulaannya ada scbahagian pelajar bcrasa pelik dan ragu-ragu untuk mcnggunakan rumus ini
kerana mcrcka belum pemah melihatnya scbclum ini. Sctclah saya mcnerangkan tcntang asal
usu! dan cara pcnggunaan rumus tersebut, ramai pelajar bcrasa kagum dan gembira kcrana
mereka bolch mcnggunakan runrns tersebut untuk rnenyclcsaikan masalah mereka. Pclajar
kelihatan lebih yakin dalam menjawab soalan-soalan yang berkaitan dcngan Pilih Atur. Saya rasa
terharu apabila rarnai pclajar mengucapkan terima kasih kepada saya kcrana tclah
mcmperkcnalkan tcknik yang rnudah kcpada mcreka,

Walaubagaimanapun, sebclum rumus ini dipcrkcnalkan kcpada pelajar, pcngajar pcrlu
mencrangkan konscp Matcrnatik yang scbcnar bagi mcngclakkan produk pelajar-pclajar yang
hanya menghafal rumus tanpa mcngcnal kesenian dan kccantikan konscp Matematik.

Saya berharap agar teknik yang diperkenalkan dalam kajian tindakan ini dapat dijadikan
scbagai bahan bantuan dan idea kcpada guru dan pcnsyarah matrikulasi khususnya dalarn
meningkatkan pencapaian pclajar dalam tajuk Pilih Atur. Sclain itu, diharap pada rnasa hadapan
banyak lagi kajian yang dijalankan berkaitan tajuk Pilih Atur dan Gabungan kerana banyak
kesilapan dan kclcmahan yang dihadapi oleh pclajar seperti kcliru dalarn mcmbczakan ciri-ciri
Pilih Atur dan Gabungan (Rusydah dan Roslinda, 2016).

10

Konvcnsycn Penyelidikan Pendidikan Program Matrikulasi Tahun 2017

RU.TUKAN

Abdul Hadi Yaakub, Ong Bcng Sim, Yong Zulina Zubairi, Tan Chong Eng, Lye Min Soon, Lee
Khaik Yong, ... , Maheran Nuruddin (2015). In Miskiah Dzakaria, "Mathematicsfor
Matriculation Semester 2: Permutations and Combinations '(Fourth Edition.pp 197
208).Selangor: Oxford Fajar Sdn. Bhd.

Barry Mabillard (2014 ). Permutations and Combinations Notes. Mathematics 30 -- 1 [web log I.

Retrievedfrom
http://www.math30.ea/lessons/permutationsAndCombinations/permutations/permutations__no
tes.php

Batanero, C., Navarro-Pelayo, V., & Godino, .T. D. (1997). l~jfect ofthe implicit combinatorial
model on combinatorial reasoning in secondary school pupils. Educational Studies in
Mathematics, 32(2), 181-199.

Esah Sulaiman, (2003) Amalan Profesionalismc Perguruan, Universiti Teknologi Malaysia
Skudai Darul Ta'zim

IIaliza Hamzah, Joy Nesarnalar Samuel. (2009). Pengurusan Bilik Darjah dan Tingkah Laku.
Pengurusan Bilik Darjah dan Tingkah Laku. Sclangor: Oxford Fajar Sdn. Bhd.

Kemcnterian Pendidikan Malaysia. (2012). Spesifikasi Kurikulum Matcmatik Tambahan
Tingkatan 5.

Kemmis and Robin McTaggart (cds.), 1988. The action research planner. Victoria, Australia:
Deakin University Press.

Lofoya.com(2017) Permutations under Some Conditions. Retrieved from
http://www.lofoya.com/Aptitude-Qucstions-and-Answcrs/Pcrrnutation-andCornbination/intro

Miller dan Cecil Mercer (1993) 'Mnemonics: Enhancing the Math Performance of Students with
Learning Difficulties. 'intervention in School and Clinic, 29(2), 78-82.

Polya, G. & Szcgo, G. Problems and Theorems in Analysis, 2 vols. New York: Springer-Verlag
1972. (Translation and expansion of Aufgabcn und Lchrsatze aus der Analysis, 1924).

Rusydah Usry dan Roslinda. (2016). Analisis Kcsilapan Pelajar Matrikulasi Dalam Tajuk Pilih
Atur Dan Gabungan. Universiti Kebangsaan Malaysia, Malaysia.

Samsudin Drahman & Fatimah Saleh (2004) Jurnal Pcndidik dan Pcndidikan, Jil. 19,47-66,2004
Visualisasi Dalam Pcnyclesaian Masalah Maternatik Berayat.

Solved Examples of Permutations and Combinations (n.d.). Retrieved from
http:/ /wvvw.ca reerb less.com/aptitude/ qa/permutations com binations3. php

Tutors 4 you (n.d.) Circular Permutations. Retrieved from
http://( utors4 vou. C0]_1}/ci rcu lnrpermutati ons. htm

Zabidah Awang (2010). Pilihatur [PowerPoint Slides]. Retrieved from http://
w0.rw.slidesharc.net/zabidah/pilihatur

11

Konvcnsycn Pcnyelidikan Pcndidikan Program Matrikulasi Tahun 2017

LAMPIH.AN A
SOALAN U.JIAN PRA
1) In how many ways can 6 boys and 7 girls be selected in a row ifthe boys must sit together?
2) In how many different ways can the letters of the word 'OP11CAJ,' be arranged so that the
vowels separated?
3) A father, mother, 2 boys, and 3 girls are asked to line upfor a photograph. Determine the
number of ways they can line up ifthe parents stand together.

CONTOH .JAWAPAN Pl~~LA.JAR:

)

12

Konvcnsycn Pcnyclidikan Pcndidikan Program Matrikulasi Tahun 2017
LAMPIRAN B

SOALAN UJIAN POS 1
1) Alexa has 3 d(fferenf math books and 4 different geography books. De/ermine the number of
ways all 7 books can he arranged on the shelfif all math books must be kepi together?
2) In how many ways can five men and three women be arranged in a row iftwo women must be
separated?

3) In how many ways can the word 11CANTIK11 be arranged ff vowels mus/ be together?

CONTOH .JAWAPAN PELA.JAR:

13

Konvensyen Penyclidikan Pendidikan Program Matrikulasi Tahun 2017
LAMPIRAN C

SOALAN U.JIAN POS 2
1) How many different ways can 5 boys and 3 girls sit in a line with all the girls must be
separated?
2) Four married couples bought 8 tickets in a row for a concert. In how many ways can they
be seated if a couple cannot sits together?

CONTOII .JAWAPAN PELA.JAR:

14

Konvcnsycn Pcnyclidikan Pcndidikan Program Matrikulasi Tahun 2017

LAMPIRAN D

JAWAPAN U.JIAN PHA

(rnenggunakan rumus r!(n - r + 1)! dan (n - r)!(11 ""», )

1) Number ofways 6! (13 · 6 f l)! = 6! 8! 29030400

2)Number(~f'ways••(7 3)!5P3 = 4!5P3 = 1440
3) Number always 2! (7 2 + 1)! ~.c. 2! (6)! = 1440

JAWAPAN UJIAN POS 1

(menggunakan rumus r! (n - r + 1 )! dan (n - r )! (u-r' 1) F, )

1) Number ofways 3! (7 · 3 + l)! = 3! (5)! = 720
2) Number ofways ···· (8 ·- 2)! 7 P7. = 6!7 P2 = 30240

3) Number ofways 2! (6 2 t 1 )! '" 2! (5)! = 240

JAWAPAN U.JIAN POS 2

(menggunakan tcknik 'sit and stand' dan rum us (n - r) ! ( 11 1 lp r )
··,.'

1) Number ofways ''c 5 !x 6P.3 = l 4400
2) Number of ways 6 !x 7 P2 = 30240

15

LAMPIRAN E

Topic : Permutation

• Number of permutations of n different things, taken all at a time, when m specified things
always come together is: m! x(n-m+ 1)!
• Number of permutations of n different things, taken all at a time, when m specified never
come together is: ( 11 - r) ! c" - r 11 lp,.

Example 1:
Question: 'Three different Mathematics books, five different Biology books and two different
Chemistry books are to be arranged on a shelf In how many ways can these books be arranged

if the booksfor each subject mus/ be together?'

Answer: (3!5!2!)PO+(l-3)+(1-5)+(1-2)]! = (3! 5! 2!)(10-2-4-l )! = 3! 5! 2! 3! = 8640

Example 2:

Question: 'Jn how many ways can the word QUEST be arranged if the vowels must never be

together?'

Answer: (5-2)! s-211 P, = 3!4 P2 = 72

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{jt)'l(om;ensyen <.Penyetufif«in <.PentfUfi{an ®vgram ~atri{ufasi <J.'aftun

PROJECT INTRODUCTION SUPPORTING MATERIALS (PRISM):
TRANSFORMING STUDENTS' PERCEPTIONS
TOWARDS LEARNING CHEMISTRY

Byron MC Michael Kadum //

Chemistry Unit, Labuan Matriculation College
[email protected]

ABSTRACT

It is well known by educators that innovative pedagogical strategies will prompt students to learn

better. If students' learning is well supported by teachers, they will be able to have better

perceptions on learning even towards difficult subject like Chemistry: Project Introduction
Supporting Materials (PRISM) was designed to transform students 'perceptions towards learning
Chemistry. The project was done as an action research and grounded theory analysis was applied
to investigate its effects. It was inspired and built upon research findings in the field of
educational neuroscience. At the end of the action research project, the PRISM Group students
experienced a transformation in their perceptions towards learning Chemistry.
Keywords: PRISM, transforming perceptions, Chemistry learning experiences, grounded action
research, educational neuroscience.

1.0 Intreduction /,..
Scientific literacy is a pivotal fuel in driving forward a nation's development. The nation's
spurred economic growth and its global competence are prominently linked to the advancement
of scientific literacy. Ergo, to propel its advocacy, innovative thinking must be empowered
amongst citizens. Scientific literate citizens are expected to possess the ability to explain and
examine the way the natural world operates and thus contributes to the growing body of
scientific knowledge (DeBoer, 2000). Indeed, embedding scientific literacy in the intricate life of
citizens is achieved through science education.

In most educational system, science education is an integral part of the total education
provision within a school. Science education is regarded as a tool to develop students'
knowledge, skills, attitudes and values that will allow them to take an informed position on
scientific issues (Holbrook & Rannikmae, 2007). Consequently, the students should have
developed an enquiring attitude and the ability to make reasonable choices when making
everyday life decisions of a scientific or technological nature.

One of the nine (9) strategic challenges in Malaysia's key policy; 'Wawasan 2020'
(Vision 2020) has outlined that the nation must establish a scientific and progressive society to
emerge as a fully developed nation (Economic Planning Unit, 2017). This calls for innovative
and forward-looking Malaysians, who are not only consumers of technology but also
contributors to the scientific and technological civilisation of the future. Therefore, if Malaysia
aims to be globally recognised as a developed nation, it must strengthen its science education
system to feed the growing need for scientific literate Malaysians.

1

1(_p1wemyen Penye[Ufi.f<gn Pentfidi{an Program 9rlatrik]tfasi Tahun. 2017

However, the scientific literacy that we are expecting from the students is still at stake,
which is evident in the low achievement scores of the students in science. Since its participation
in the Trend in International Mathematics and Science Study (TlMSS: 1999, 2003, 2007, 2011 &
2015) and in the Programme for International Student Assessment (PISA: 2009, 2012 & 2015)
Malaysia has been performing below the global average score (Cheonga, Hill & Leong, 2016).
Malaysia's human resource exhibits an alarming trend and it is a proof that a problem remains in
the nation's science education. As asserted by Dr. Ahmad Ibrahim (2015), Fellow at the
Academy of Sciences Malaysia, the problematic science education system is making science .

unattractive and resulting in the declining number of Malaysian students who are interested tc;·

study science subjects.
Datin Dr. Ng Soo Boon (2016), Deputy Director of Curriculum Development Division

Malaysia Ministry of Education (MMoE), has asserted that science education in Malaysia is
disconnected from the real world. Malaysian science students fail to build a connection between
what they have learned at school with their everyday life experiences. As a result, the students
develop a negative attitude towards science subjects as they are impractical and contradict their
beliefs and practices of their lives. Simpson & Oliver (1990) outline that it is utterly important
for a science education framework to promote a positive attitude towards science as it influences
students' lifelong interest and learning in science.

At matriculation level (post-secondary), Malaysian science stream students are required
to learn Chemistry as a compulsory subject. MMoE recognises the subject as a catalyst to
promote sustainable living through the development of scientific literate citizens. Unfortunately,
Chemistry is often tagged as a difficult subject since the concepts being studied are abstract in
nature (Kyle, 2013). Furthermore, unlike trained chemists, students are unable to balance the
three (3) levels of thought required for understanding Chemistry concepts; the macro and
tangible, the sub micro atomic and molecular, and the representational use of symbols and
mathematics (Johnstone, 2000). The complexity of Chemistry leads to the development of
negative perceptions towards learning Chemistry. Sadly, the problem is exacerbatej' when
teachers fail to make Chemistry lessons highly attractive due to unimaginative pedagogical
approaches.

2.0 Reflection on Past Teaching and Leaming (T&L)
As a Chemistry teacher, I believe that the subject's inherent toughness should be perceived as a
blessing in disguise. Hence, I also believe that the best way to tackle this issue is by
understanding the mechanism of human learning and putting it into practice. When thinking
about learning, the human brain will come to mind. Neuroscientistshave found that the human
brain establishes new neuronal linkages if individuals undertake a complex enough task and are
given long enough to learn it (Siuda-Krzywicka et. al., 2016). Thus, with this notion it is exciting
to extrapolate that the complex three (3) levels of thought for understanding Chemistry concepts
can be utilised as tools to train my students to become better science thinkers. Howeve~/inorder
to achieve that I had to overcome the main challenge that was to get my students jo have an

I

2

'l(owvmsym <Perrye(Ufik{in <PentfUfi{att <Program :M.atrik..,ufasi 'Tafzuti 2017

interest in Chemistry. Most of my former students admitted placing a greater preference, i.e.
allocated more time to revise other subjects such as Computer Science and Mathematics.
According to them those two (2) subjects were more straightforward than Chemistry. They
claimed that in Chemistry, it seemed easy to follow what were taught in lectures and tutorials but
when they tried to solve problems they'd often tum clueless. I had students said things like:

" ... I have learned this before! But why can't I solve this problem?" /'

"... I thought I did everything correctly. But why my score is low?"

"... kenapa bah ni sir? Macam saya blur ni. "
(... what's wrong with me sir? Whyam I clueless?)

" ... kan bagus kalau Chem macam Science Comp! Tiada questions be/it-befit"
(. .. I wish Chemistry was like Computer Science! No tricky questions.)

Academic emotions are linked to students' perceptions towards learning and thus
affecting their scholastic achievement. In an academic setting, students may experience emotions
such as enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness and boredom in
which inform their motivation, learning strategies, cognitive resources and self-regulation quality
(Pekrun, Goetz & Perry, 2000). I was convinced that by donning favourable learning
perceptions, my students should be able to exhibit a more positive academic progress in
Chemistry. To achieve that, I had to get my students to experience favourable academic emotions
while engaging in Chemistryactivities.

Despite their effort to be attentive, I noticed that most of my students faced the difficulty
to sustain alertness during my lessons. Based on my observation, most of my students would
drift to boredom 15 to 20 minutes after I started a lesson. Therefore, this phenomenon
encouraged me to rethink my pedagogical approaches and to plan for an improvement strategy.
Furthermore, for a systematic implementation, it was done as an action research. This was due to
my desire for a comprehensive investigation on the effectiveness of the revamped pedagogical
approach for further improvement.

Stenhouse (1981) stressed that it is important for teachers to research their practice. By
doing research, teachers will be able to device more effective pedagogical strategies because they
understand their practice. Action research is a platformfor teachers to reflect upon the classroom
problems that they are facing, collecting and analysing data, and thus implementing changes
based on the evidences they have obtained. McNiff (2013) stated that action research is an
investigative approach that enables teachers to become more aware of their practice. Kember and
Gow (1992) pointed out the involvement of teachers in the cycle(s) of action research. A typical
action research cycle is comprised of planning, acting, observing and reflecting. If a classroom
problem is not solved after the completion of Cycle 1, the teacher-researchershall revise his/her
plan and proceed with Cycle 2 until the problem is solved (Kemmis & McTaggart, 1988).

3

'l(ommzsyen Penye(Ufif«Jn PencfUfik,an <Program ::Matrif(ufasi Tahun. 2017

3.0 ResearchFocus

This action research was undertaken to improve my students' perceptions towards learning

Chemistry through the implementation of PRISM. Therefore, I designed 'Project Introduction

Supporting Materials (PRISM)' as an innovative approach to solve the issue ofmy students' low

learning interest in Chemistry due to negative perceptions.

Proponents of educational neuroscience urge educators to conduct T&L with the brain in

mind. The human brain is constantly craving for stimuli that induce dopamine production in the

nucleus accumbens. Neuroscience reveals that the optimisation of learning is achieved by

responding to the dopaminergic need of the human brain (Wise, 2004; Wlodkowski, 2011;

Morita, Morishima, Sakai & Kawaguchi, 2013). Therefore, it is suggested by educational

neuroscientists that classroom activities must incorporate fun learning and novelty values to

ensure the brain of the students is constantly flooded with dopamine. /

The framework of PRISM was designed based on findings in the neuroscience field.

Ergo, PRISM activities were incorporated with novelty values and fun. Apart from that, PRISM

also attempted to bridge Chemistry with students' everyday life experiences so that learning

Chemistry would be deemed as relevant and important. I'd like to think that my work on PRISM

was a personal response as a Chemistry teacher to the science education issues in Malaysia; low

interest and learning motivation in science due to the lack of innovative pedagogical strategies.

4.0 Research Objectives

4.1 General Objective
This action research aims to improve students' perceptions towards learning Chemistry and thus
increase their learning motivation in the subject.

4.2 Specific Objectives

• To transform my students' Chemistry learning expenences from monotonous to

vivacious through the implementation of PRISM.

• To increase my students' participation in Chemistry learning processes through the

implementation of PRISM. /

...A. c ricua I; - ·-~ -·----- - - -- - -··! j,----·-.·-··-·-- ... ··---···-·------·-1
Resen1.:ch Te:nch.ll.lg:<--~ le.i:ltn1ng Tnnistonuecl
(T&L) ·with the brau1 l . .. ~.~~'.~~~tr~~~~~-':~. -1 students"' perceptions
r---··_:'"'-·----------, Ul n.llnd ···· ·;m. ro vvorcts

__Jj PRISIVI . '[! ~-es~:-~~----·. r-;-..::-10-mm;---1
l~J;);e-: ;c-;1~~- -] I
L-··---:.;p--·- ..--
Ii . ·~~~:-=j I
Nent:oscie.ii.ce
·ch=-=:~~..J

Figure 1: Paradigm of the conceptual framework,

4

I

1(01wetisyen <Penye(Uf~an <PenaUfif«in <Program :Matrik,ufasi Tahun 2017

5.0 Target Group

The participants of this action research project were students fromLabuan Matriculation College

aged eighteen (18) and nineteen (19) years old. They enrolled in the One Year Programme in

which they had to complete two (2) semesters upon graduating. The participants were MMoE

MatriculationProgramme Module 2 students who were requiredto take four (4) science subjects,

i.e. Chemistry,Mathematics, Physics and Computer Science.

For this action research project, I purposely chose the tutorial group that exhibited the

lowest interest in Chemistry (I taught 3 tutorial groups when this research was conducted). I

referred the tutorial group as the 'PRISM Group' and there were eleven (11) students in it. /,.

6.0 Research Implementation
I adopted the action research model as outlined by Kemmis & McTaggart (1988) that was
consisted of four (4) phases, i.e. plan, action, observe and reflect [refer appendix (1)]. I planned
to achieve my research objectives in Cycle 1. This was due to the PRISM Group had to be
exposed to PRISM throughout the semester before data were collected in the final week of T&L.
Thus, the employment of Cycle 2 was unfeasible. Nevertheless, I keep in mind the need for
subsequent cycles forPRISM's improvement purposes.

The PRISM Group's written feedbacks were qualitatively analysed. Being iterative,
action research is an emergent methodology that is like grounded theory. Grounded theory
approach can offer a teacher-researcher a rigorous ~nalysis technique of his/her action research
data (Dick, 2007). Ergo, I adopted the grounded theory coding technique (open 7 axial 7
selective) to find for emerging patterns. Moreover, I adopted the workflow of grounded theory
methodology [refer appendix (2)] as proposed by Khandkar (2009). I studied the patterns ~·
hence developed an understanding on how the students' perceptions towards learning Chemistry
were transformed by PRISM.

7.O Before PRISM... Planning a Change
I analysed the reflections that I wrote for my past T&L sessions and there were a few concerns
that emerged. The concern that caught my attention was on my students' lack of genuine interest
in Chemistry subject. I became more worried upon realising the fact that this phenomenon was
ubiquitous and its persistence was inevitable.

In the effort to look for a solution, I ventured across various fields of knowledge that
included education, educational psychology, neuroscience and educational neuroscience. At last,
the inspiration for an innovative solution came primarily from my reading of Dr. John Medina's
book entitled 'Brain Rules'. The book helped me to solidify my understanding on why the
human brain doesn't pay attention on boring things and it learns easily when more senses are
stimulated.

As a result, PRISM was materialised.

5

1(onvensyen Penyefiaifi...an Pentfitfi/Wtt Program :Matri/Utfasi 'Iahun. 2017

8.0 PRISM in Action
There were twenty (20) weeks of T&L prior to examinations when PRISM was conducted. In
each week, we had two (2) tutorial sessions and each session lasted for one (1) hour. PRISM was
conducted in every tutorial session throughout the T&L weeks. The long exposure to PRISM
activities was essential to this action research as I wanted to gamer data that would truly reflect
the effects of the intervention. My intention to do so was in accordance to research findings in
neuroscience.

Plasticity of the human brain is one of the most influential findings if the 20th century.
This scientific evidence is telling us that the human brain is continuously developing and
changing throughout the lifespan. The changes in the human brain's neuronal structures are
driven by experiences. With rehearsal (repetition or Jong exposure), these changes become
permanent. Therefore, the long exposure to PRISM (experience) would result in a more solid
change in the brain of my PRISM Group students. PRISM as an action research project operated
according to these stages:

8.1 Prior to Week I of Semester 2:
I collected Semester I Chemistry mock examination marks of my students from their previous
teacher. The reason I did this because I wanted to get a glimpse of their academic ability.

Week 1:
• I st Session of Tutorial:

I did an observation on my tutorial groups to assess their level of interest and motivation to
learn Chemistry. To verify my observation, I asked my students to honestly tell me their
perceptions towards learning Chemistry. I recorded the findings in my Daily Lesson Plan
(DLP).
• 2nd Session of Tutorial:
I gave a briefing about PRISM to the tutorial group that was chosen as the PRISM Group.
After the briefing, an activity of PRISM was employed so that they would get a clear picture
of the pedagogical strategy. I observed the way my students responded to the activity and
recorded it in my DLP.

Week 2- Week 19,~
In my DLPs, I would divide a lesson into three (3) segments, i.e. Introduction 7 Entree 7
Plenary. PRISM activities were administered in the 'Introduction' segment ofmy lessons.

PRISM would last for five (5) to ten (10) minutes depending on the complexity of the
activities. The fun PRISM activities were fabricated to promote collaborative work amongst my
students in the PRISM Group.

Prior to conducting a PRISM activity, I prepared a written instruction for the activity and
gave it to the PRISM Group. The purpose was to make sure the PRISM activity to run smoothly.
The PRISM activity followed a three (3) step process as shown in Figure 2. ,

/

I

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PRISM Activity P:RJSMActivityin Debriefing of
Action! PRISM Activity

Figure 2: The 3-step process of PRISM activity.

l<L LRT HESS'S
ROUTE LAVV

IVIAP

Figure 3: Sample of PRISM Activities.

Week 20:
In our final week of T&L, My PRISM Group and I spent the second tutorial session reflecting
upon the PRISM project.I asked them to answer open ended questions with the intention; firstly,
to obtain their perceptionstowards learning Chemistry before and after PRISM; secondly, to get
their opinions on how to improve PRISM as a tool to enhance Chemistry T&L. Refer Appendix
(3) for sample of students' responses. I took the libertyto explain to the PRISM Group about the
significanceof this project and I thanked them for their participation.

9.0 During PRISM... Observing the Process and Consequence of Change
In the first week of PRISM activities, only a few of the PRISM Group students showed
excitement over the activities. Perhaps, at this early implementation of PRISM, some of them
were feeling unsure towards PRISM. Another possibility for the "lack of interest" was due to
those students were trying to make sense of the relationship between the PRISM activities with
their Chemistry learning experiences. Nevertheless, none of the PRISM Group students were
observed to be off-task during the PRISM activities.

As the T&L weeks progressed, the PRISM Group was exposed to more PRISM activities.
Eventually the students who were initially appeared to be "indifferent" showed a genuine
interest. I observed it was since they required some time for acclimatisationas in their previous
Chemistry learning such activities were minimal to none. To investigate the students' learning
experiences during PRISM, I asked them an open-ended question; "Describe what you've felt
every time we'd have PRISM activities?".Upon analysing the students' responses, the pattern of
'PRISM LearningExperience' has emerged through the conceptualisationof three (3) categories.

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9.1 CATEGORY 1: Positive AcademicEmotions
The PRISM Group reported to have experienced various academic emotions that nurture a
deeper sense of learning in Chemistry. They experienced a greater level of learning excitement
whereby the feelings of being happy, excited and enjoy were identified. This echoes the finding
by Bonwell and Eison (1991) on the relationship between active learning instructional strategies
and learning excitement. It is exciting to extrapolate that on physiological level, the students
were continuously experiencing a surge of dopamine in their brains every time they engaged in a
PRISM activity. Dr. Judy Willis (2007) has outlined that dopamine induces the release of another
brain chemical that is acetylcholine. The production of this organic chemical promotes attention.
Indeed, the PRISM Group did respond to experience a greater learning motivation and they
would pay more attention in my lessons.

9.2 CATEGORY 2: Learning Responsibility
Prior to the implementation of PRISM, I learned that the PRISM Group did not have the will to
overcome their personal learning issues. However, after they had gone through the PRISM
activities the situation changed. They realised that shyness in learning was unnecessaryand they
needed to overcome it. Thus, the long exposure to PRISM served as the impetus for the students'
willingness to overcome shyness in classroom. The PRISM Group also reported that the project
inspired them to become more resourceful in learning. It gave them different ideas on how to
make the learning of Chemistry a more vibrant process. Apart from that, the students also
became more active in the learning process. They showcased a greater learning responsibility by
giving constructive criticism on the PRISM activities and suggested ways to improve.

9.3 CATEGORY3: Connectedness
As discussed earlier in this paper, experts are lamenting on the issue of 'disconnection in
learning' amongst science students. PRISM successfully forged the sense of being connected and
the effect is prominent in two (2) areas. Firstly, the PRISM Group indicated that PRISM created
a sense of being connected to the Chemistry learning process. Learning experiences before their
involvement in this project were deemed as stale because they felt like being an outsider to one's
very own learning. By being connectedto the learning process, the students could foster learning
ownership. Therefore, the PRISM Group became more willing to learn. Secondly, PRISM
created a Chemistry learning experience that was connected to the PRISM Group's everyday
experiences. Thus, creating a learning atmosphere that was more vibrant and interesting as it
reflected real life situations, i.e. the purpose of learning was no longer merely for passing
examinations.

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'l(,om,ensyen PenyefUfi/tatt (J>enaUliftan (J>rogram 914atrik,ufasi %/iun 2017

·--.__ .,"

Figure 4: The pattern ofPIDSM Leaming Experienee

9.4 The Transformationof Learning ChemistryPerceptions
The PRISM Leaming Experience acted as the catalyst in transforming the PRISM Group's
perceptions towards learning Chemistry. I asked the students to describe their perceptions
towards Chemistry T&L prior to my lessons in an open-ended questionnaire. Indeed, their
responses led to the same pattern as their predecessors, i.e. negative perceptions towards learning
Chemistry. Furthermore, the grounded theory technique analysis has revealed that the negative
perceptions were due to the complexity of Chemistry concepts. The PRISM Group was facing
the difficulty to juggle the three (3) levels of thoughts in Chemistry as discussed by Johnstone
(2000). That being so, they were unenthusiastic about Chemistry.

What's more, the analysis has disclosed two (2) contributing factors that exacerbated the
problem. Firstly, the PRISM Group students had a propensity to be overly dependent on teachers
to spoon-feeding them. At matriculation level, teachers are expecting students to be more self-
reliant but oftentimes most of the students are incapable to meet such expectation. Thus, this
shortcoming had caused the PRISM Group to find a no way out from the complexity of
Chemistry concepts. They became lost and eventually developed negative perceptions towards
the subject. Secondly, the PRISM Group students had a difficulty in learning Chemistry due to
personal learning issues. The students seemed to acknowledge the existence of such issues but
they were not being proactive in taking actions to alleviate them. This was arguably due to their
tendency to overly dependent on teachers to help them in overcoming the issues. Consequently,
Chemistry was viewed as too difficult and it led to development of the negative perceptions.

The students' negative perceptions were transformed through the administration of
PRISM. As mentioned earlier, during PRISM the students were experiencing what I would call
the 'PRISM Leaming Experience'. At the end of PRISM, the students showcased a greater
interest in Chemistry. They reported to have had developed positive perceptions towards the
subject. These are some excerpts of the PRISM Group's written responses verbatim:

" ... with all the "Miley Cyrus, role-playing, drawing activities, all of these things tend to make us
understand much more easier on what we are going to learn."

" ... we can relate it to our everyday life, so it easier to remember. "

" ... Chemistry is fun and interesting to be learned. It make me think more creatively to solve

problem. " /'

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'l{onvensyen Penyeliaik,mt Pendit{if«in Proaram 9v!.atrif<..u!asi <J:aliun 2017

Figure 5: The transformatien process of students' perceptions towards learning Chemistry
The pattern of positive perceptionstowards learning Chemistry is conceptualised by three

(3) main factors. I have identified that the perceptions were achieved once the students' intrinsic
motivation was switched on by the PRISM Learning Experience. The experience has served as
an extrinsic motivation for the students' to be eager to learn Chemistry. Furthermore, being
creative in teaching and learning the subject is reported to have contributed to the nurturing of
positive perceptions. According to the PRISM Group students, my creative approaches had
inspired them to become creative in learning. Being creative is an enjoyable process. Through
PRISM, I managed to help the students to debunk the notion about Chemistry as a rigid subject.
Finally, the feeling of being connected to learning and learning is connected to real life plays a
very important role in cultivating positive perceptions towards Chemistry. At the end of the
project, the PRISM Group has had acquired the learning experiences that are not boring but full
of vivacious energy of real life situations.

10.0 Conclusion: Reflecting on PRISM and the Way Forward
Basing from the qualitative analysis of the data, I concluded that PRISM has transformed my
students' perceptions towards learning Chemistry. Therefore, I have managed to achieve the
action research's objectives in a single cycle. It is exciting to discover that a short session that is
innovative and creative has the power to prolong students' learning interest until the end of the
lesson. In accordance to the students' feedbacks, I will improve the PRISM activities by
including more student-centred materials, computer based games and colourful materials.
Therefore, its effectiveness will be investigated in the subsequent action research cycle for
PRISM. Furthermore, through this action research project I have gained a better understanding
on learning, i.e. it is not merely an abstract concept but it is a neurological process. I have now
progressively breaking away from the "trap" of the teacher-centered versus student-centered
dichotomy and replacing it with the understanding of T&L should be brain-centered instead. Ina
nutshell, the PRISM project has had allowed me to utilise my own learning to improve my
students' perceptions towards learning Chemistry.

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Appendix ( 1)

The Kemmis & McTaggart 's model of Action Research cycle.

'l(pnvensyen Penyefufi{an PenaUfik,an Program 94.atri{ufasi Taium 2017

Appendix (2)

Grounded
Workflow of Grounded Theory methodology(Khandkar, 2009).