SINOPSIS INOVASI POHON BERILMU Disediakan Oleh: Muhammad Syazwan Danial Bin Mohd Shahudin Inovasi Pohon Berilmu merupakan salah satu bahan bantu mengajar yang sangat fleksibel. Ini kerana, ia dapat digunakan dalam pelbagai tajuk khususnya untuk subjek Pendidikan Islam. Walaubagaimanapun, inovasi ini dicipta untuk ditumpukan kepada pengukuhan bagi topik Tahun 5 iaitu “Jumaat Penuh Berkat”. Inovasi ini dinamakan sebagai Pohon Berilmu kerana ia dihasilkan dalam bentuk sebuah pokok besar dan terdapat beberapa biji buah melekat padanya sebagai simbol kepada ilmu. Inovasi ini juga terhasil daripada permasalahan yang timbul semasa proses PdP iaitu murid sukar untuk menghafal isi pembelajaran dan tidak dapat membezakan di antara dua subtopik. Prosedur penggunaan dan pengaplikasian inovasi ini dalam sesi PdP adalah secara individu dan berkumpulan. Guru akan memberikan satu keping kad kepada setiap murid sekiranya dilakukan secara individu, manakala diagihkan kepada setiap kumpulan seandainya aktiviti dilaksanakan mengikut kumpulan. Kad tersebut meliputi isi pembelajaran yang telah dipelajari pada hari tersebut. Guru akan memberi masa dan meminta murid melekatkan kad tersebut di atas buah yang terdapat pada pokok mengikut kategori tertentu. Kemudian, guru akan membuat semakan di atas hasil kerja murid dan meminta murid untuk menghafal isi pembelajaran tersebut. Bagi menguji tahap hafalan murid, guru akan memberikan kad kosong kepada setiap murid atau secara berkumpulan dan meminta murid untuk menulis kembali isi pembelajaran yang telah dihafal. Inovasi yang telah dihasilkan ini, telah mendatangkan kesan positif kepada murid. Antaranya ialah murid lebih bersemangat untuk belajar dan tampil ke hadapan kerana inovasi ini menggunakan konsep ”siapa cepat di dapat” dan dapat membantu murid dari segi penghafalan isi penting. KATA KUNCI: POHON, BUAH, SUBTOPIK, KAD, CEPAT
SINOPSIS INOVASI ‘TV LAMA’ NAJIHAH TOYYIBAH BINTI ABDUL GHANI Inovasi yang saya hasilkan adalah ‘TV LAMA’. Inovasi ini saya mengambil idea daripada pelajar sebuah kolej pendidikan awal kanak-kanak yang menghasilkan satu inovasi tentang oven. Saya telah mengubahsuai inovasi yang dihasilkan dengan mencipta inovasi ‘TV LAMA’ ini. Inovasi ini saya gunakan semasa praktikum dalam kelas tahun 4 tentang topik ibadah iaitu bulan penyucian jiwa. Inovasi ini diberi nama sebagai “TV LAMA’ kerana ia berbentuk segi empat dan berwarna hitam. Saya mencetuskan idea untuk menghasilkan inovasi setelah saya mendapati bahawa murid-murid telah bosan melakukan teknik penerangan dengan menggunakan kaedah guru, hot seat, chop and talk dan sebagainya. Saya telah membina idea untuk menghasilkan “TV LAMA’ ini dengan menggunakan konsep strategi pembelajaran yang berpusatkan kepada murid. Murid-murid perlu menggunakan teknik penerangan dengan menggunakan ‘TV LAMA’ yang telah saya hasilkan. Oleh itu, murid-murid akan lebih bersemangat untuk menjalankan aktiviti di dalam kelas kerana adanya kelainan di dalam aktiviti pembelajaran. Penggunaan inovasi ini saya gunakan ialah dengan memanggil murid mengikut kumpulan sama ada seorang atau dua orang murid untuk datang ke hadapan. Murid tersebut akan memutarkan batang penyapu yang saya gunakan pada kotak tv itu untuk menggerakan kata kunci yang terdapat pada ‘TV LAMA’ tersebut. Muridmurid akan menerangkan isi yang mereka perolehi berdasarkan kata kunci yang tertera kepada rakan-rakan mereka. Inovasi yang saya hasilkan banyak mendatangkan kesan positif kepada murid. Antaranya ialah murid-murid lebih bersemangat untuk tampil ke hadapan dan menerangkan kepada rakan-rakan mereka tentang pembelajaran hari tersebut. Hal ini kerana, setiap murid mempunyai keinginan untuk mencuba menggerakkan kertas yang terdapat pada ‘TV LAMA’ tersebut. Selain itu, penggunaan inovasi tersebut turut dapat mencetuskan idea kreatif murid dengan bertanya bagaimana tv tersebut boleh dihasilkan dan diaplikasikan dalam pengajaran dan pembelajaran. KATA KUNCI : TV, PUASA, IBADAH, PAK-21
GOL PINTAR Nur Ain Fatiha Zulkepli IPG Kampus Perlis Sinopsis Inovasi bola sepak meja atau lebih dikenali sebagai foosball ini dinamakan Gol Pintar kerana perkara yang amat dititikberatkan dalam inovasi ini adalah murid-murid perlu mengingat semula isi pelajaran yang telah dipelajari. Permainan Gol Pintar ini sangat fleksible digunakan bagi semua mata pelajaran terutama Pendidikan Islam dan Bahasa Arab. Inovasi ini dibuat bagi menyelesaikan beberapa masalah yang timbul dalam pengajaran dan pembelajaran, antaranya adalah murid-murid tidak bersungguh-sungguh dalam mengingat isi pelajaran yang disampaikan. Hal ini kerana mereka beranggapan bahawa permainan yang dijalankan akan dilakukan secara berkumpulan dan tidak semua murid perlu terlibat dalam aktiviti yang dijalankan. Seterusnya, terdapat juga murid-murid yang kurang tertarik dengan permainan yang dijalankan secara digital disebabkan oleh penggunaan peranti yang terhad di sekolah. Tambahan pula, inovasi ini dapat melibatkan setiap ahli kumpulan. Hal ini kerana setiap ahli perlu memegang batang chop stick untuk menggerakkan bola serta menghalang pihak lawan untuk memasukkan bola ke dalam gol yang mempunyai jawapan yang betul. Sebelum itu, terdapat soalan yang akan dibacakan kepada mereka sebelum memulakan permainan. Setelah soalan dibaca, setiap kumpulan perlulah bekerjasama untuk memasukkan bola ke dalam gol yang mempunyai jawapan yang betul. Tambahan lagi, keunikan yang terdapat pada Gol Pintar ini adalah saiznya yang tidak besar dan tidak kecil yang mudah dibawa ke mana sahaja. Bukan itu sahaja, Gol Pintar ini juga tidak memerlukan kos perbelanjaan yang tinggi untuk dihasilkan kerana hanya menggunakan bahan sedia ada sahaja. Di samping itu, Gol Pintar ini dapat meningkatkan motivasi murid-murid supaya lebih fokus semasa sesi pengajaran dan pembelajaran agar dapat mengingat semua isi pelajaran dengan baik. Kata kunci: Gol Pintar, fleksible, ahli kumpulan, bekerjasama
SINOPSIS PAPAN MALAIKAT Nur Alia Ashikin Binti Noor Azizi Inovasi Papan Malaikat merupakan satu inovasi yang dihasilkan sebagai bahan bantu mengajar kepada murid-murid. Inovasi ini dihasilkan berdasarkan tajuk pembelajaran tahun 2 bagi subjek Pendidikan Islam iaitu “Malaikat Yang Setia”. Inovasi ini terhasil selepas melakukan pemerhatian terhadap murid-murid tahun 2 sepanjang sesi pengajaran dan pemudahcaraan (PdPc) berdasarkan isu yang timbul sepanjang (PdPc) berlansung iaitu isu murid-murid menghadapi kesukaran untuk mengingat dan menghafal 10 nama Malaikat beserta tugasnya. Topik “Malaikat Yang Setia” merupakan topik yang sukar untuk diingat oleh murid terutamanya bagi murid-murid yang mempunyai tahap kognitif yang rendah. Kesannya, murid-murid akan ketinggalan berbanding rakan mereka yang lain. Oleh itu, inovasi Papan Malaikat ini dihasilkan untuk membantu murid-murid memahami dan mengingat 10 nama Malaikat beserta tugasnya juga untuk menarik minat murid untuk mempelajari topik “Malaikat Yang Setia” semasa (PdPc) dijalankan. Inovasi ini juga dapat memudahkan guru dalam membantu murid untuk mengingat 10 nama Malaikat tersebut beserta tugasnya. Berdasarkan inovasi ini boleh digunakan oleh guru ketika aktiviti pengukuhan atau aktiviti untuk menguji minda murid-murid selepas topik “Malaikat Yang Setia” di ajar oleh guru. Misalnya, guru melekatkan nama 10 Malaikat pada papan tersebut. Kemudian, guru perlu memilih murid berdasarkan permainan “name picker” atau menggunakan laman web “Online Stop Watch” bagi memilih murid-murid yang bertuah. Murid yang dipilih perlu menentukan tugas-tugas bagi 10 nama Malaikat yang telah dilekat pada papan. Tugas-tugas Malaikat itu juga disediakan dalam sampul juga yang telah dilekatkan pada papan tersebut. Cara lain bagi penggunan papan Malaikat ialah guru boleh menukar input pada papan tersebut dengan melekatkan tugas malaikat pada papan dan murid perlu menentukan nama-nama Malaikat bagi tugastugas yang dilekatkan. Penghasilan inovasi ini mampu membantu murid untuk mengingat topik yang dipelajari sekali gus menarik minat murid untuk terus mengikuti sesi pengajaran dan pemudahcaraan (PdPc) yang dijalankan. Kata Kunci: papan malaikat, nama malaikat, tugas malaikat, mengingat.
SINOPSIS KIT “Ta-Ba-Tu” Inovasi merupakan suatu perubahan yang dilakukan terhadap bahan yang telah tersedia. Tujuan inovasi adalah untuk meningkatkan keberkesanan suatu produk kepada pengguna. Penghasilan inovasi ini selari dengan Teori Pembelajaran Konstruktivisme kerana murid menghasilkan sendiri perkataan yang akan dibaca. Penghasilan inovasi Kit ”Ta-Ba-Tu” ini tercetus apabila murid kurang tertarik untuk belajar khususnya yang berkaitan kemahiran membaca. Sikap murid yang tidak menunjukkan minat untuk belajar akan menyebabkan objektif pembelajaran tidak tercapai. Inovasi yang telah diuji keberkesanannya terhadap murid sekolah rendah iaitu Kit ”Ta-Ba-Tu” ialah ringkasan daripada perkataan tarik, baca dan tulis. Inovasi ini boleh digunakan dalam kebanyakan mata pelajaran seperti Bahasa Arab dan Bahasa Melayu. Inovasi ini telah diuji kepada murid tahun 2 dalam mata pelajaran Bahasa Arab bagi kemahiran membaca dan menulis. Inovasi ini boleh digunakan oleh semua guru kerana prosedur penggunaannya yang ringkas iaitu murid hanya perlu menarik tali yang terdapat pada kit tersebut sehingga membentuk perkataan mudah. Perkataan yang dihasilkan dibaca dengan kuat dan jelas. Kemudian, murid lain menulis semula perkataan yang dihasilkan pada ruang yang disediakan. Ini menunjukkan bahawa inovasi ini sesuai dengan generasi kini yang lebih berkonsepkan kepada aktiviti ’hands-on’. Antara kelebihan inovasi yang dihasilkan ialah inovasi ini boleh digunakan dalam mata pelajaran lain seperti Bahasa Melayu dan Bahasa Inggeris kerana ia melibatkan kemahiran asas. Disamping boleh digunakan oleh banyak mata pelajaran, inovasi ini juga boleh diguna semula dengan perkataan yang lain kerana setiap perkataan yang ditampal boleh ditukar ganti. Tambahan pula, penghasilan inovasi ini tidak memerlukan kos yang tinggi kerana menggunakan barang terpakai seperti tali dan kotak. Penggunaan inovasi ini amat relevan dalam kalangan kanakkanak kerana mereka lebih berminat dengan pembelajaran yang berkonsepkan ’belajar sambil bermain’. Kata Kunci: Teori Pembelajaran Konstruktivisme, belajar sambil bermain, relevan, kemahiran membaca, ’hands-on’
"Inovasi Kaedah Didik Hibur" merupakan suatu pendekatan unik dalam pendidikan yang menggabungkan unsur-unsur hiburan dengan proses pembelajaran. Kaedah ini bertujuan untuk menjadikan pembelajaran lebih menarik dan efektif melalui penggunaan lagu sebagai medium utama. Ia merupakan salah satu inovasi yang dihasilkan oleh guru bagi mencapai keseluruhan hasil pembelajaran dan objektif yang telah digariskan dengan memperincikan kepada kecenderungan potensi murid oleh Howard Gardner dalam bidang muzik. Pengadaptasian lagu yang dipilih adalah menggunakan lirik yang bersifat pendidikan dan dirancang bagi menyampaikan maklumat malah konsep pembelajaran tersebut dilihat secara kreatif dan mudah diingat. Kemahiran mengingat merupakan asas titik tolak kepada pembelajaran berterusan atau lebih tepat lagi pembelajaran sepanjang hayat. Metodologi utama penghasilan karya inovasi saya ini adalah berkisarkan kepada kemahiran mengingat. Setelah saya melakukan pemerhatian terhadap subjek Pendidikan Islam pada kelas 4 Arif, saya mendapati kesukaran murid dalam mengingati fakta - fakta dalam tajuk Mari Bersuci. Terlalu banyak komponen isi penting yang perlu dihafal oleh murid seperti pengertian bagi setiap jenis najis dan cara - cara untuk membersihkan najis tersebut. Hampir semua murid di dalam kelas tersebut sukar membezakan jenis - jenis najis seperti najis mukhoffafah, najis mutawasitoh dan najis mughollazah. Disebabkan itu, saya mengambil pendekatan dengan mencipta lagu yang diadaptasi daripada lagu ‘Aiya Susanti’ oleh animasi Upin dan Ipin dengan menyisipkan informasi mengenai tajuk Mari Bersuci ke dalam rangkap lagu. Saya turut menyediakan lirik lagu Mari Bersuci kepada semua murid serta memaparkan video animasi bagi lagu tersebut melalui tayangan slaid. Antara kekuatan inovasi lagu ini adalah murid akan lebih cepat mengingat isi - isi penting melalui kaedah nyanyian. Selain itu, murid akan lebih tertarik dan dapat mengekalkan tumpuan semasa sesi pembelajaran sedang berlangsung. Tambahan lagi, ia dapat meningkatkan daya ingatan murid dengan lebih baik melalui pemilihan lagu yang terkini. Melalui inovasi lagu nyanyian ini, , diharapkan pembelajaran tidak lagi dianggap sebagai tugas membosankan, tetapi sebagai pengalaman yang menyeronokkan dan bermakna serta menangkis stigma negatif bahawa pendidikan Islam adalah satu subjek yang membosankan. Kata Kunci: Inovasi, Didik Hibur, Nyanyian, Pendidikan Islam, Kemahiran Mengingat
SINOPSIS INOVASI FILL IN THE CUP Nurdini Afiqah Aribah Binti Abdullah Inovasi Fill In The Cup ini merupakan salah satu bahan bantu mengajar yang sangat fleksibel dan dapat menarik minat murid dalam memahami isi kandungan pengajaran dengan lebih jelas. Bukan itu sahaja, inovasi ini juga direka khusus sebagai penyelesaian serba-guna yang boleh digunakan dalam pelbagai mata pelajaran. Dengan memberi tumpuan kepada pemahaman holistik, bahan ini memberikan keleluasaan kepada guru untuk menyesuaikan isi kandungan dan tajuk mengikut keperluan kelas masing-masing. Inovasi ini dinamakan sebagai “Fill In The Cup” kerana ia merupakan satu aktiviti berpusatkan murid untuk meletakkan isi kandungan bagi topik yang disediakan ke dalam beberapa cawan. Saya telah mengaplikasikan inovasi ini ketika mengajar topik Bacaan Wajib Solatku. Seterusnya, inovasi ini diwujudkan kerana masalah murid tidak melibatkan diri dan tidak berminat terhadap sesi pengajaran. Terdapat sebahagian murid yang tidak aktif dalam proses pembelajaran, malu serta takut dalam mengemukakan idea dan menunjukkan gejala kebosanan yang cepat. Fenomena ini membawa cabaran besar dalam usaha memberikan pengajaran yang efektif di dalam bilik darjah. Prosedur bagi mengaplikasikan inovasi ini boleh dijalankan secara berkumpulan atau individu bergantung kepada kesesuaian bilangan murid. Guru akan meminta satu kumpulan atau seorang murid untuk menentukan bacaan dalam solat. Murid perlu mengambil batang aiskrim yang mengandungi bacaan dalam solat dan meletakkan ke dalam cawan yang mengandungi gambar kedudukan solat. Kemudian, murid perlu mengimbas kod qr yang disediakan menggunakan peranti bagi menyemak jawapan sama ada betul atau salah sekaligus mendengar sebutan bacaan dengan jelas. Guru meminta murid untuk membaca bacaan yang diimbas dan memperbetulkan sebutan jika salah. Antara kelebihan inovasi ini adalah dapat melibatkan semua murid dalam proses pengajaran dan pembelajaran sekaligus dapat mengelakkan murid yang tercicir. Seterusnya, inovasi ini juga dapat menarik minat dan keterujaan murid terhadap sesuatu topik yang diajar. Akhir sekali, ia mampu membantu murid untuk membaca tulisan jawi serta bacaan Al-Quran dengan lancar. Kata Kunci: minat, fleksibel, solat, mengimbas, keterujaan
INOVASI DADU GERGASI Disediakan Oleh: Nurfilzah Nadhirah binti Zulhisham Tidak dapat dinafikan bahawa kaedah permainan merupakan salah satu aspek yang penting dalam pendidikan kerana ia membantu dalam perkembangan kognitif, afektif dan psikomotor murid-murid. Kaedah permainan didefinisikan sebagai aktiviti pengajaran yang mengandungi unsur bermain dengan menggunakan bahan-bahan dan daya kreativiti murid-murid. Oleh itu, saya telah menghasilkan satu inovasi yang menerapkan kaedah permainan dalam proses Pengajaran dan Pembelajaran (PdP). Inovasi yang dihasilkan ialah ‘Dadu Gergasi’ bagi Pendidikan Islam. Nama ’Dadu Gergasi’ diambil kerana ia dalam bentuk dadu yang bersaiz besar. Inovasi ini dilaksanakan bertujuan untuk membantu murid-murid menguasai kemahiran Jawi dengan mengenal huruf-huruf hijaiyah dan perkataan dalam Jawi. Terdapat beberapa permasalahan yang menyebabkan inovasi ini diaplikasikan dalam proses PdP. Antaranya ialah penguasaan Jawi yang lemah dalam kalangan murid-murid. Selain itu, kebanyakan kaedah dan strategi PdP dalam bidang Jawi kurang menarik perhatian muridmurid untuk menguasai bidang Jawi kerana mereka berpendapat bahawa huruf dan tulisan Jawi ini merumitkan. Akhir sekali, masa yang diperuntukkan untuk PdP bagi bidang Jawi adalah singkat iaitu 30 minit sahaja untuk seminggu yang menyebabkan murid-murid gagal menguasai Jawi dengan jayanya. Projek inovasi yang saya hasilkan ini dalam bentuk maujud yang dapat dilihat, dipegang dan digunakan secara ‘hands on’ dan ‘minds on’. Ia berbentuk sebuah kiub yang mempunyai 6 sisi. Setiap sisi tersebut akan diletakkan perkataan-perkataan Jawi berdasarkan topik yang dipelajari. Murid-murid akan membaling ‘Dadu Gergasi’ tersebut dan akan membaca satu perkataan yang mereka dapat di sisi ‘Dadu Gergasi’ tersebut. Inovasi ini telah berjaya membantu murid-murid untuk mengenal dan membaca perkataan Jawi melalui kaedah belajar sambil bermain. Ia juga dapat menarik perhatian murid untuk meningkatkan kemahiran Jawi mereka tanpa berasa bosan. Inovasi ini dapat membantu guru untuk mencapai objektif PdP terutamanya dalam bidang Jawi. Kata kunci: Dadu Gergasi, perkataan Jawi, huruf hijaiyah
SINOPSIS BING AND WIN Nurul ‘Izzah Binti Mohd Fauzi Inovasi “Bing And Win” merupakan satu pendekatan bahan bantu mengajar yang digunakan dalam proses pengajaran dan pembelajaran. Tujuan inovasi ini dibentuk adalah untuk memudahkan murid dalam memahami sesuatu topik pembelajaran di samping menilai kefahaman individu di akhir pembelajaran. Inovasi ini juga penting untuk memberikan pengalaman yang menyeronokkan kepada para pelajar berbanding kaedah konvensional yang lebih memfokuskan penggunaan kaedah syarahan dan buku teks. Bukan itu sahaja, bahan inovasi ini juga fleksibel untuk digunakan dalam pelbagai mata pelajaran. Projek inovasi ini tercetus apabila mendapat tahu bahawa kebanyakan murid di sekolah tersebut adalah daripada luar bandar. Inovasi yang dihasilkan adalah “Bing And Win” yang digunakan dalam subjek Pendidikan Islam dan Bahasa Arab. Terdapat beberapa masalah yang menjadikan inovasi ini diaplikasikan di dalam kelas adalah murid kurang berminat dengan gaya pengajaran dan pembelajaran tradisional iaitu “Chalk and Talk” dan terdapat murid pasif di dalam kelas. Prosedur bagi mengaplikasikan inovasi ini adalah boleh dijalankan secara individu atau berkumpulan bergantung kepada kesesuaian murid dengan topik pembelajaran. Aktiviti ini dimulakan dengan wakil murid mengambil bola nombor didalam sebuah kotak. Seterusnya murid atau kumpulan akan menjawab soalan mengikut nombor yang tertera pada bola. Kumpulan yang dapat menjawab dengan betul dan pantas akan menanda nombor didalam kertas yang diberikan guru sehingga membentuk satu garisan bingo. Antara kelebihan inovasi ini adalah murid akan rasa terhibur dan terangsang dengan wujudnya persaingan dalam kumpulan atau individu. Seterusnya murid juga lebih aktif di dalam kelas dengan penglibatan bersama dan secara tidak langsung pembelajaran secara interaktif dapat dilaksanakan. Kata kunci: Pendekatan, Kefahaman, Fleksibel, Persaingan, Interaktif.
SINOPSIS LAGU MELODI WARNA WARNI Nurul Asila binti Ahmad Mokhtar Subjek yang dipilih bagi merealisasikan keberhasilan inovasi yang dihasilkan adalah subjek Bahasa Arab dengan memilih tajuk حولنا أالوان sebagai tajuk untuk dijadikan sebagai sasaran kepada penghasilan inovasi. Inovasi ini adalah sebagai didik hibur dan pemudahcara kepada murid untuk lebih memhami tajuk atau isi kandungan yang disampaikan oleh guru. Bukan itu sahaja, inovasi ini juga adalah salah satu ruang untuk menarik minat murid untuk cintakan subjek bahasa arab sekaligus dapat meningkatkan kefahaman murid melaluinya. Pada asasnya, Bahasa arab merupakan subjek yang amar sukar dan tidak digemari oleh ramai murid. Ini demikian kerana ianya memerlukan kefahaman yang tinggi terhadap sesuatu isi pelajaran. Berdasarkan kepada pengalaman praktikum yang telah saya jalankan di SK Guar Nangka, saya melihat murid sekolah tersebut kurang menguasai dan tidak menunjukkan sikap yang selari dengan minat mereka terhadap Bahasa Arab. Bukan itu sahaja, murid-murid di dalam kelas tersebut juga kurang memberikan perhatian apabila sesuatu isi pelajaran itu disampaikan dalam bentuk penerangan. Mereka kurang berminat dan perkara tersebut menyukarkan saya untuk memberikan pemahaman kepada mereka. Inovasi ini juga diperkenalkan kerana terdapat beberapa orang murid di dalam kelas tersebut yang sukar untuk menguasai perkataan-perkataan baharu dalam bahasa arab. Inovasi yang telah saya hasilkan adalah sebuah lagu daripada tajuk حولنا أالوان yang diubahsuai mengikut irama lagu “Bapaku pulang dari kota”. Irama lagu tersebut dipilih kerana ianya dekat dengan jiwa kanak-kanak memandangkan kanak-kanak juga suka mendengar dan menyanyikan lagu tersebut. Guru atau murid hanya perlu membuka YouTube untuk mendengar lagu tersebut tidak kira masa dan tempat. Inovasi ini juga tidak memerlukan sebarang kos dan hanya memerlukan komputer atau laptop dan capaian internet. Antara kelebihan yang dapat dikenal pasti daripada inovasi yang dihasilkan ialah dapat memupuk semangat dan inovasi kepada murid-murid untuk belajar dan mencintai subjek Bahasa Arab. Inovasi ini juga dapat menarik minat murid dan memudahkan mereka untuk mengulang kaji isi pelajaran sekaligus dapat memanfaatkan penggunaan Teknologi Maklumat dan Komunikasi serta dapat mengatasi masalah pembelajaran yang membosankan. Kata Kunci: didik hibur, Bahasa Arab, internet.
i-PAD JAWI Nurul Hafizzah Binti Hussen Sinopsis Sebuah inovasi jawi yang dikenali sebagai i-Pad Jawi merupakan satu set panduan dalam meningkatkan penguasaan kemahiran menulis jawi dalam kalangan murid dengan cepat dan mudah. Inovasi ini berkonsepkan sebagai klinik jawi yang dicipta khas bagi membantu muridmurid yang lemah jawi khususnya dalam memadankan huruf jawi dan rumi, mengetahui huruf sombong serta membezakan bentuk huruf jawi tunggal di kedudukan awal, tengah dan akhir. I-Pad Jawi terhasil setelah menyedari bahawa kebanyakan murid yang menghadapi masalah menulis jawi sebenarnya tidak mengingati bentuk huruf-huruf hijaiyah Arab-Jawi, padanan huruf jawi dan rumi, kekeliruan dalam membezakan huruf yang boleh dan tidak boleh bersambung serta tidak dapat membezakan bentuk huruf jawi di kedudukan awal, tengah dan akhir. Maka, i-Pad Jawi yang dihasilkan ini dilengkapi dengan padanan huruf jawi dan rumi serta senarai huruf sombong iaitu huruf yang tidak boleh disambung selepasnya dengan menggunakan formula “AVU ZAR ZAD”. Selain itu, ia juga dilengkapi dengan bentuk huruf jawi di kedudukan awal, tengah dan akhir bagi membantu murid menulis dengan betul tanpa bantuan guru. I -Pad Jawi juga menyediakan panduan untuk murid memulakan penulisan jawi di sebelah kanan untuk mengelakkan kekeliruan murid. Reka bentuk inovasi ini yang menggunakan “i-Pad” sebagai grafik utama dapat meningkatkan motivasi murid dalam mendalami kemahiran menulis jawi serta membentuk pemikiran di kalangan murid bahawa jawi itu mudah. Kata kunci: (i-Pad, set panduan, klinik jawi)
SINOPSIS INOVASI KOTAK MESEJ Disediakan oleh: Nurul Iffah Rasyidah binti Mohd Sarifudin Dalam menongkah arus kemodenan, proses mendidik murid semakin mencabar dan kompleks saban hari berikutan dengan pengaruh daripada pelbagai platform yang semakin berleluasa. Tidak dinafikan bahawa, tahap dan minat sesetengah murid untuk belajar semakin menurun disebabkan kaedah dan teknik yang digunakan oleh guru membosankan serta tidak mempelbagaikannya. Dalam konteks ini, dunia yang serba moden ini perlulah dimanfaatkan sepenuhnya di mana guru-guru perlu meneroka kaedah yang efektif untuk menarik minat murid terhadap pembelajarannya. Kaedah pengajaran seperti “chalk and talk” hakikatnya sudah lagi tidak relevan dalam arus perdana ini. Justeru itu, saya telah menghasilkan satu inovasi yang bertajuk Kotak Mesej. Kotak mesej adalah sebuah kotak yang mengandungi mesej penting tentang tajuk Qalqalah bagi Tahun 4. Tujuan inovasi ini dihasilkan adalah untuk membantu murid-murid membezakan qalqalah kubra dan qalqalah sughra melalui aktiviti yang terdapat di dalam kotak mesej tersebut. Inovasi kotak mesej ini dihasilkan disebabkan terdapat beberapa isu atau permasalahan yang dikenalpasti semasa PdP dilaksanakan iatu murid-murid masih keliru dalam membezakan diantara qalqalah kubra dan qalqalah sughra. Kedua, mereka menganggap bahawa bidang alquran (tajwid) ini merupakan tajuk yang sukar oleh itu, minat murid terhadap tajuk ini adalah kurang dan yang terakhir ialah kebanyakan tajuk tajwid menggunakan kaedah tradisional sahaja. Seterusnya, Kotak Mesej yang dihasilkan ini adalah dalam bentuk maujud di mana terdapat 4 bahagian atau stesen di dalam kotak tersebut. Setiap bahagian mengandungi, lagu qalqalah, huruf qalqalah, perbezaan di antara qalqalah kubra dan qalqalah sughra dan cara bacaannya. Murid-murid perlu bergerak dari stesen 1 sehingga stesen 4 untuk melengkapkan inovasi tersebut. Inovasi Kotak Mesej ini secara tidak langsung dapat menarik perhatian murid kerana mereka perlu melekatkan potongan ayat pada tempat yang betul (mix N match) serta mereka perlu menyanyi di stesen yang telah ditetapkan. Akhir sekali, objektif pembelajaran akan tercapai melalui inovasi ini kerana telah merangkumi standard pembelajaran yang digariskan. Kata kunci: Kotak Mesej, qalqalah, tajwid
SINOPSIS INOVASI DAM ULAR ILMU Syarifah Nur Syahirah Binti Said Mad Zain Inovasi dam ular ilmu merupakan satu pembelajaran yang sangat fleksibel untuk mana-mana sub topik dan mata pelajaran. Oleh itu ia boleh digunakan dengan mudah oleh guru sebagai bahan bantu mengajar yang efektif kerana sambil bermain pelajar akan dapat mempelajari sesuatu melalui soalan dan tugasan yang disediakan, Contoh tajuk yang akan dipelajari ialah puasa jadi guru akan menyediakan soalan yang berkaitan dengan puasa untuk dijawab oleh pelajar . Inovasi ini tercetus hasil pemerhatian terhadap sesetengah pelajar kurang berminat untuk mempelajari Pendidikan Islam lebih-lebih lagi tiadanya perkara yang dapat mendorong mereka bahkan mereka lebih suka guru menerapkan aktiviti bermain sambil belajar. Langkah dalam melaksanakan inovasi ia boleh dimainkan secara berkumpulan bergantung kepada bilangan murid sekiranya murid didalam kelas terlalu ramai guru boleh melaksanakan secara 3-4 kumpulan. Pada peringkat permulaan setiap wakil kumpulan akan melempar dadu bagi menentukan giliran, pasukan yang mendapat jumlah yang paling tinggi akan memulakan terlebih dahulu dan diteruskan dengan kumpulan lain. Setiap papan yang diduduki oleh kumpulan perlu menjawab soalan yang telah disediakan sekiranya mereka tidak berjaya maka denda akan dikenakan seperti mengundur 2 langkah ke belakang. Bagi menentukan pemenang ialah kumpulan yang dapat menamatkan permainan. Antara kelebihan inovasi ini boleh meningkatkan penglibatan pelajar dalam pembelajaran. Menurut kajian yang dijalankan penggunaan permainan dalam pembelajaran telah menunjukkan peningkatan yang ketara dalam minat dan motivasi pelajar untuk belajar. Ia juga menghiburkan dan membantu menarik perhatian pelajar dan menjadikan mereka lebih bersemangat untuk mempelajari pembelajaran. Guru boleh memberikan maklum balas kepada pelajar berdasarkan respons mereka terhadap tugasan yang diberikan. Ini membantu pelajar memahami kekuatan dan kelemahan mereka dalam pembelajaran, dan membolehkan guru memberikan bimbingan yang lebih sesuai dan berkesan. Ia juga boleh digunakan dalam pembelajaran kolaboratif. Kerja berpasukan dan kerjasama semakin penting, ia boleh menjadi alat yang berguna untuk memudahkan pembelajaran yang melibatkan interaksi antara pelajar. Kata Kunci: Fleksibel, tugasan, bermain, penglibatan, interaksi
SINOPSIS STESEN TARAKIB Ummi Syafiqah binti Mohd Nazri Inovasi stesen tarakib ini merupakan bahan bantu mengajar bagi kemahiran membaca dalam bahasa arab. Stesen tarakib merupakan inovasi bagi subjek bahasa arab bagi tajuk hari dalam bahasa arab. Penghasilan stesen tarakib ini merupakan aktiviti untuk membantu murid dalam membezakan penggunaan perkataan غدا , اليوم, أمس .Kebanyakan murid keliru dengan perkataan غدا , أمس .Perkataan أمس bermaksud semalam manakala perkataan غدا bermaksud esok. Terdapat murid yang masih keliru dengan dua perkataan ini. Oleh itu, stesen tarakib dihasilkan bagi membantu murid membezakan penggunaan غدا , اليوم, أمس . Stesen tarakib ini menggunakan konsep keretapi yang mempunyai gerabak. Keretapi ini mempunyai tiga gerabak dan murid perlu melekatkan hari dalam bahasa arab mengikut perkataan غدا, اليوم, أمس yang terdapat pada bahagian atas gerabak tersebut. Perkataan tersebut menjadi petunjuk kepada murid untuk mengisi jawapan pada gerabak tersebut. Inovasi ini dilaskanakan secara dalam kumpulan. Setiap kumpulan akan mendapat kertas mahjung stesen tarakib yang mengandungi perkataan غدا , اليوم, أمس .Guru akan memberikan kertas hari dalam bahasa arab kepada setiap kumpulan. Setiap kumpulan perlu melekatkan kertas hari berdasarkan perkataan غدا , اليوم, أمس yang terdapat pada stesen tarakib dengan betul. Setelah selesai, setiap kumpulan diminta untuk membacakan tarakib tersebut di hadapan kelas. Antara kelebihan inovasi ini ialah dapat meningkatkan pemahaman murid terhadap apa yang dipelajari. Selain itu, inovasi ini membantu murid untuk membezakan penggunaan perkataan tersebut dengan betul. Ia juga dapat menarik minat murid serta memupuk kerjasama antara murid dalam aktiviti kumpulan. Penggunaan stesen tarakib ini juga memudahkan mereka untuk memahami penggunaan perkataan tersebut. Kata kunci: stesen tarakib, bahasa arab, kemahiran membaca, kerjasama
IBADAHPOLY: PEMBELAJARAN BERMAKNA MEMBAWA KEPADA PENINGKATAN KEFAHAMAN MURID DALAM IBADAH SOLAT Wan Nur Fatihah Aisyah binti Wan Muhammad Sayuti Institut Pendidikan Guru Kampus Perlis Solat merupakan ibadah yang utama di dalam agama bahkan solat juga merupakan rukun Islam yang kedua selepas mengucap dua kalimah syahadah. Umat Islam wajib menjaga ibadah solat kerana ia merupakan ibadah yang pertama yang akan dihitung dan dihisab oleh Allah SWT di hari akhirat kelak. Namun begitu, cabaran sosial pada zaman kini sedikit sebanyak berupaya menangkis pembelajaran solat kanak-kanak sehingga ia menyebabkan hilangnya penghayatan mereka dalam menunaikan solat. Hal ini jelas semasa melaksanakan Kem Bestari Solat, saya mendapati kesukaran murid dalam mengingati bacaan-bacaan dalam solat. Justeru, metodologi utama penghasilan Ibadahpoly ini adalah berkisarkan kepada kemahiran mengingat. Prosedur bagi mengaplikasikan inovasi ini boleh dijalankan secara berkumpulan. Setiap pemain diberi 1 token dan diletakkan di atas petak “MULA” di atas papan permainan. Pemain yang berjaya ke petak rukun solat yang terakhir dan mendapat ganjaran yang terbanyak dikira sebagai pemenang. Antara kelebihan inovasi yang dihasilkan ialah dapat meningkatkan kualiti hafazan dan bacaan dalam solat. Malah, ianya juga merupakan pendedahan kepada murid yang baru mengenal tentang solat dan alat pemantapan kepada yang sudah melazimi solat. Selain itu, murid juga dapat mengenalpasti kesalahan dan ketepatan bacaan serta pergerakan dalam solat menerusi “kad ajaib”. Inovasi ini juga dapat membantu para guru menjalankan pembelajaran bermakna di sekolah bagi merangsang pengamalan ibadah solat yang sempurna. Kaedah yang digunakan dalam inovasi ini adalah kaedah pembelajaran kontekstual di mana guru mengaitkan bahan subjek yang dipelajari dengan situasi dunia sebenar dan memotivasikan murid untuk membuat perkaitan antara pengetahuan dengan aplikasinya dalam kehidupan harian mereka. Akhir kata, inovasi berunsurkan permainan ini dilihat lebih menarik minat dan tumpuan murid memandangkan ia dekat dengan kehidupan mereka secara alami. Kata kunci: Solat, Ibadahpoly, Pembelajaran Bermakna, Permainan.
M I N I S H O W C A S E S I N O P S I S I N O V A S I P E R K O N G S I A N A M A L A N T E R B A I K P R A K T I K U M F A S A 1 TESL PISMP TAHUN 3 SEMESTER 1
ANIMAL KINGDOM Anis Sofiya Binti Mohd Sabarudin The knowledge about animals presents an important foundation for nature conservation awareness among pupils. ‘Animal Kingdom’ aims to inspire interest, curiosity and understanding about the animal world, and fosters pupils’ interests and orientations towards animal life. Own observations and sensual experiences were most prominent when pupils encountered animals that they had never seen or known for the first time. The issue in the classroom is that pupils have limited knowledge and exposure to animals that are unfamiliar to them such as wild animals and sea animals. As I was doing my practicum in school, I found out that most of my pupils had never had the opportunity to visit the zoo and experience the wildlife of animals in front of their eyes (real-life experience). So, this innovation is proposed to help pupils get to know more about animals as if in real-life visuals instead of just simply learning about them from the textbook. ‘Animal Kingdom’ is basically a group of animals in their habitat. When describing animals, special attention was paid to the body, form, colour and size. So, ‘Animal Kingdom’ comes with land animals and sea animals that offer pupils an attraction and interest through its colourful presentation and full of diversity kinds of animal species. The creative layout of this innovation not only provides an attraction to pupils but also can help them expand their imagination aligned with their prior knowledge of animal. The details of ‘Animal Kingdom’ would create a real-life experience for pupils even the smallest pebbles and colourful shells in the sea of the sea animals. This innovation offers pupils valuable educational opportunities to increase their knowledge of animals to inspire them on their learning and discovery journey while incorporating nature into the teaching and learning process. Keywords: nature awareness, real-life experience, knowledge, exposure
ANISAH LIYANA BINTI MOHAMAD TESL A JOURNEY OF HAKEEM ANISAH LIYANA BINTI MOHAMAD IPG Kampus Perlis SYPNOSIS The journey of Hakeem innovation is about learning transportation. This invention include a large town map, transport images, and a journey story of Hakeem. This innovation is adaptable, as it may be used in various subjects such as bahasa Melayu and Arabic. The story provided by this innovation is an interactive reading text. Personal experience and knowledge are used in interactive reading to engage a reader and help to generate meaning when reading. The innovation helps pupils develop decision-making thinking skills. Identifying a problem, acquiring information, analyzing options, making a decision, and taking action are the parts of the decision-making process. The issue in the classroom was that pupils get bored quickly when learning, particularly when reading. Instead of simply listening to the teacher's instructions, pupils are more inclined to participate when they can think and express their thoughts. Furthermore, as pupils lack English language proficiency, the reading content is easy to comprehend. In the story, Hakeem travels to many places with RM20. Hakeem will be offered two choices of transportation to go to a location. Each transportation has its own price. Pupils must assist Hakeem in selecting transportation to take him to another location (as specified in the reading text). Before making decisions, pupils must comprehend the story and explain why they chose a particular transportation. Then, pupils can take one transport picture and stick it to a certain location. This will lead pupils to consider how they will manage money. Teachers can easily build this innovation because it is low-cost. They can also improve their English vocabulary and grammar by reading while participating in the activity. Pupils will be less bored since they will be asked to think and speak. Key words: transportation, thinking skills, interactive reading text, decision-making, town map
‘Pick Me’ Board Farah Husna binti Hanafi Innovation can be defined as making changes to something already established by adding something new. Innovation is important in education as it helps the pupils to adapt themselves with possible changes in the future. While I am going for practicum at Sekolah Kebangsaan Bintong, I find out that the class I am teaching is struggling to create simple sentences by using To Be verbs. So, I create an innovation which will help the pupils to learn how to create simple sentences by using the terms. This innovation is called ‘Pick Me’ board and it is basically a board with two different parts. The first part which is the upper part is the part that explains the forms of To Be verbs. Meanwhile the lower part is the part in which the pupils can choose the verbs and prepositions in order to create a simple sentence. Hence, using this board helps the pupils understand the terms of To-Be verbs better as it shows them how the term is used in creating simple sentences. It can be used easily and is suitable for the beginner in English Language learning. The idea of producing this innovation appears when I find out that the pupils I am teaching are weak at creating words using To Be verb terms. They tend to write sentences with the wrong term such as ‘I is’ and ‘we is’. Hence, I create simple teaching aids for them to learn how to write sentences using correct To Be verbs. Pupils also tend to be bored during the lesson when the teachers are only using a worksheet. The ‘Pick Me’ board helps to get the pupils’ attention and interest to contribute in the lesson. This innovation is inspired by scrabble games, but the pupils do not need to arrange the words on the board. They only need to choose the popsicles on the upper part according to the To-Be verbs that they want and choose the verbs and prepositions that are suitable for their sentences. This innovation can also be reused to teach other topics by replacing the popsicles with the other words. This way, the teaching and learning process will get easier and more enjoyable for the pupils. Keywords: ‘Pick Me’ Board, To Be verbs, simple sentences, interest, scrabble games
READ IT RIGHT Maisara binti Abdullah "Read It Right" is a ground-breaking invention that will completely changehow pupils improve their reading skill. The concept is upon a straightforwardbut captivating board game that enthrals children and gives them the tools they needtoeffectively read through content. By stimulating friendly competition among studentsand strengthening critical reading methods, the game cultivates a competitive attitude. More than just a game, "Read It Right" This educational tool gives pupils the toolsthey need to succeed in reading comprehension. The creative layout not only solvesthe time wastage found in conventional reading activities, but it also adds funandmemory to the learning process. The intelligent use of marks in the gamecorresponds with the various difficulty levels of the questions, providing a customisededucational experience. This creative method guarantees that pupils will appreciatetheir education and pick up the subtleties of reading comprehension at their ownspeed. "Read It Right" goes beyond the confines of conventional educationbycreating a setting in which all students, regardless of ability level, can succeed.. Thegame not only provides a platform for remedial pupils to build foundational skills but also challenges advanced students with thought-provoking questions, ensuringthat each player finds a suitable level of challenge and success. Keywords: Reading skill, Board game, Quiz, Game, Comprehension, Academic level
Python & Piton The innovation ‘Python & Piton’ was inspired by the original board game ‘Snakes & Ladders’. It had undergone few modifications to adjust with pupils. Recyclable materials had been used to make this product such as ice cream sticks and cut-out boxes. The idea to create this product came out when a survey had been made on pupils. One of them stated that he wanted to play board games during English lessons to avoid boredom in the classroom. After a few moments of silence and thoughts, the traditional board game ‘Snakes & Ladders’ was chosen and renamed as ‘Python & Piton’. This board game can be played in a group. Each group will get a counter with a different color and they need to decide their turns amongst them. The first player of each group will put their counter on the space that says ‘start’. Players can use ‘rock paper scissors’ or any other suitable method to take it in turns to roll the dice. After rolling the dice, players need to move their counter forward the number of spaces shown on the dice. If their counter lands on the python, they need to slide down to the spaces written and if their counter lands on the piton, they can move up forward to the spaces provided. Each space contains different questions they need to answer. Teachers can change and prepare the questions according to any chosen topic in the classroom. Players can’t move if they can’t answer the questions. Players will take turns in their group to play the game. The first group who reach ‘Finish’ is the winner. Keywords: board game, group activity, answering questions
COLOUR POLY Nabila Sufiah Binti Mohd Zaki Innovation can be seen as an initiative in improving or strengthening an existing product or a solution to a problem. As highlighted by Serdyukov (2019) in (Syariff M Fuad, Yusof, & Musa, 2021), innovation associates with moving beyond from what we are accomplishing currently to generating a new notion that enables us to complete our task in different ways. On the other hand, innovation in the educational system would have a slightly distinct idea than innovation only. Educational innovation is defined as the strategy or operation in the educational activities that is different from previous practices, and its objectives is to develop educational efficiency in a competitive setting. (Syariff M Fuad, Yusof, & Musa, 2021). During the twelve weeks of practicum, there are numerous notable issues or problems faced by the practicum teachers during their lessons. Some of the problems that would be highlighted is the trainee teacher’s inability to attract the pupils in participating the activities inside the class and the constant case of misbehaving pupils. Thus, the strategy used to overcome this issue is by creating an innovation called ‘Colour Poly.’ This innovation is derived from the idea of the famous game board, Monopoly and to utilize the concept of gamification in learning. This innovation would be conducted as a group activity in the class to promote collaboration and assess the students understanding of the delivered content in class. Since it has been applied inside the class, there have been positive improvements in the teaching and learning process. For instance, ‘Colour Poly’ has aid in encouraging the pupils to answer in front of the class and become more disciplined in class since a scoring system is used with the innovation. Plus, the pupils have become eager to focus and absorb the input and content given by the trainee teacher. Keywords: Colour poly, educational innovation, trainee teachers, problems, teaching and learning process
SPIN THE WHEEL Nadia Binti Razali Reading is an important skill that has a large connection in mastering other skills such as writing and speaking. It has a wide range of positive effects on a child's development due to its capacity for learning. It is also an essential life skill that supports children in developing their vocabulary, understanding the world around them, and learning throughout their school years. Some pupils in Malaysia are having trouble in reading and writing especially among the primary school pupils. There are many factors that can lead to this problem such as Covid-19 pandemic learning period, raised in poverty, limited exposure to reading and weak phonemic awareness. These pupils often make mistakes in recognizing letters, words, mispronouncing and rushing when reading. This innovation teaches pupils about word families where they can also polish their skills and improve their vocabulary. The letters for the word families need to be printed out and teachers can put it inside the transparent pocket on the wheel. Teachers can change to the next word families by removing the letters inside the pocket and replacing it with new letters. Meanwhile, the teacher can also change the ‘word families’ letter on the cupboard using velcro tape. Then, pupils will spin the wheel and they will read, write or speak the word that they get by combining the letters on the wheel and the letters on the velcro tape. One of the benefits of this innovation called ‘Spin the Wheel’ is it can cover 3 types of skills which are reading, writing and speaking. These skills can be used creatively by the teacher to solve their pupil’s problems. The spinning wheel was made using a cardboard and is very affordable to build. Furthermore, this innovation is very reusable as people can change the content, letters or topic as the creator made sure that the innovation is capable of being used repeatedly. Keywords: Reading, phonemic awareness, word families, vocabulary, letters
GIANT SNAKE & LADDER Nor Siti Adibah binti Kasim This innovation was being created to attract the pupils for fun learning during the lesson and to boost their creative and critical thinking especially for English subject. This is one of the teaching aids that combine the joyful learning but still focusing on the enhancing their English proficiency and vocabularies. Giant Snake & Ladder first being created to improve the writing skills of the pupils, however it turns out can be implement for speaking, listening and reading skills too. This is one of the methos that can be used for the remedial pupils to boost their confidence and make them being more excited to learn English. Pupils will sit in a group and just roll the dice when it becomes their turn. They will move their token and get a mystery question card that needed to answer together in their own group. The winner will be announced when they manage to get until the finish line but only with all correct answers from the beginning. The benefits of this innovation are pupils will be more attracted plus excited to give it a try to answer the questions. Furthermore, it is also managed to make the pupils to learn actively while boosting up their critical thinking and also involve inter-personal and intra-personal skills during the English lesson. Keywords: Fun, remedial, confidence, critical thinking, excited
ANIMAL KINGDOM Nur Ain Nazreen Binti Mohd Azmi Animal Kingdom innovation is about nurturing the development of a relationship with nature among students. This innovation is about creating their own “animal kingdom” through the Environment-Based Learning (EBL) aimed to promote active learning among students which in turns improves their English proficiency. It is the implementation of substantial modifications and practices in the classroom to teach students about animals. The issue that influenced the idea for this innovation was as a consequence of students’ lack of interest in English. Therefore, providing the environment-based learning activity is a wonderful way to engage bored students and enhance their learning experience. Students are expected to create their own “animal kingdom” layout within the allocated time. Furthermore, it is a group activity where students were given an option to choose between land animal or sea animal as their theme. This hands-on interactive learning involves the real-world experiences that allow students to actively participate and apply their prior knowledge about animal in practical ways. By incorporating activities such as describing what’s inside your animal kingdom or constructing sentences based on the layout, create opportunities for students to explore and discover concepts of animal in a meaningful context. These activities promote more dynamic and engaging learning process as it fosters critical thinking, problem-solving and collaboration skills. I believe that this new teaching approach gives student the immediate connection of what they are learning through experiential learning, making it more memorable and effective. Keywords: nature, environment-based learning, animals, knowledge, real-world experiences
ANGRY RAMBO Nur Alya Umairah Binti Dahlan The "Angry Rambo" innovation project was inspired by the mix of the cartoon 'Upin & Ipin' and the game 'Angry Bird'. This concept has been customized to meet the four main skills of reading, writing, listening, and speaking. The innovation is later made to captivate the attention of the students while also allowing them to experience interactive learning. The central objective of the innovation is to improve students' attentiveness and comprehension. The activities conducted using digital and interactive technologies have increased students' attentiveness, allowing them to internalize topics more quickly and hence improve learning. This sort of innovation includes students engaging in more hands-on learning in order to reinforce what they have learned. This innovation was developed to address the issues of students who are more interested in classroom activities involving technology, as well as those who struggle to focus in class. Utilizing this innovation is a pretty straightforward process. Pupils must only select the correct answer and click on the icon. Those who get the right answer receive 5 points, while those who fail to answer the question will be deducted 3 points. The group with the most points will be declared the winner. This innovation is also aimed at subjects other than English. This is due to its capacity to be adjusted based on factors such as subject matter, syllabus, student proficiency, and the innovative usage of characters. This invention allows you to modify everything with a single click. Depending on the topic, this innovation can be done in a group or individual setting. Keywords : attentiveness, hands-on, interactive, technology, adjusted
MYSTERY SURPRISE BOX Nur Athirah Anis Binti Mohamad This innovation was done to strengthen the students' level of mastery in all subjects especially English Language. Mystery Surprise Box taking the initiative in brings out the curiosity of the pupils in learning the new topic or subject. It was one of the teaching aids or “Bahan Bantu Mengajar” (BBM) in implementing Teaching and Learning (T&L) sessions in the classroom more smoothly and meaningfully for all students. The low motivation of the pupils during the PDP session has made pupils unable to fully master the lesson and the objectives were not achieved either. Pupils also tend to get really bored with the same traditional teaching materials like the textbook, worksheet etc. Plus, their attention span is also easy to get disengaged and make them not keep on track while learning. Mystery Surprise box was created in order to fully catch the pupils attention from the start of the lesson until the end. With the use of only a box, pupils were able to gain so much knowledge about the topic they will learn. The innovation was inspired from various sources and with some few modifications to fit the topic. Basically, each side of the box was full of many new things that the pupils can explore by themselves during the lesson. So, when the teacher opens up the box, all the stuff, information, and song lyrics will pop up to them. One of the strengths of the innovation was it comes with a really compact size full of knowledge. The teacher only used the only box that was full of other teaching materials to teach the pupils during the lesson. The application of the innovation is blended learning whereby it brings out both the realia and the ICT elements (Quizipoly) in it. In addition, blended learning provides opportunities and exposure to teachers and students about the use of technology in learning. So, the pupils can experience both during the lesson. Keywords: Mystery Surprise Box, Teaching and Learning (T&L) sessions, students' level of mastery, ICT
CLIMBING THE GIRAFFE NUR ATIQAH BINTI SABRI The purpose of this innovation was to improve the students' proficiency in English, particularly in grammar. An inventive method that draws in students by using the idea of games is called Climbing the Giraffe, and it was inspired by snakes and ladders. I utilised it as one of my teaching tools to help the sixth graders review their knowledge of prefixes and suffixes. A few pupils experience difficulties with the grammar that they have been taught. Pupils’ propensity to become distracted and lose interest in the material being taught is the root of this. Grammar lectures also tend to bore students rapidly. In addition, a small percentage of pupils have trouble remembering what they have been taught, which makes it difficult to meet the learning objectives. Group participation is necessary to fully enjoy the game concept of Climbing the Giraffe. The innovation is derived from the inspiration found in the Snake and Ladders game. Pupils can play in groups, with each member choosing their own move and rolling the dice once. Along with remembering the subject matter, students will also find enjoyment in it. A teacher must be aware of his pupils' skills to use this educational innovation. Educators can also support their kids through innovation. This innovation has the benefit of making learning more enjoyable for kids. This is an additional strategy to grab students' attention and support their ongoing review of the material. In addition, this innovation can support educators in consistently enhancing the interest of their teaching and learning activities. Keywords: Climbing the Giraffe, The used of games in teaching and learning, Grammar, Teaching aids.
SYNOPSIS CROSSZY Nur Fathihah Najwa Binti Mohd Rasdi The biggest challenge any teacher faces is capturing the pupils’ attention, and putting across ideas in such a way that it stays with them long after they have left the classroom. For this to happen, innovative ideas that make teaching learning methods more effective should be implemented. The innovation that has been implemented is Crosszy. Crosszy is a multipurpose game. It is an innovation from the traditional bingo games that most people have played before. The low focus in class among the pupils of 2 Jaguh was the reason behind this innovation that I found out during teaching and learning that I have carried out during the first phase of my practicum. There are numerous topics that may be taught with this game. You may practice grammar and phrase construction with this game as well. This game can be utilized in the classroom for remedial and enrichment activities in addition to teaching stages, depending on the needs of the pupils. The innovation games comes with crosszy board and some pictures. Depending on the demands of the pupils and timeliness, this game can also be played in groups, pairs, or independently. This game repeatedly and customizes it to suit your needs. Items can be added, removed, and rewritten on this crosszy board. Engaging in this game, which replaces sight words, helps pupils develop their listening comprehension, reading comprehension, and word recognition skills. Pupils are offered an enjoyable way to enhance their basic reading skills while having fun with an old fashioned game. Keywords : Bingo Games, Phrase Construction, Remedial and Enrichment
SYNOPSIS GUMBALL MACHINE Nur Fatihah Atifah binti Mohamad Sahor Creating a fun learning environment for pupils' enjoyment in teaching and learning sessions is a tough task even for the most creative teachers. For the sake of pupils’ delight in learning, Gumball Machine is produced to gather pupils' interest during the learning process. It is inspired by various sources with a few modifications. Gumball Machine is a versatile multipurpose teaching aid that can be used for different purposes such as dividing groups, random name pickers and quizzes. The innovation was done to solve common issues teachers face in lessons. The main issue encountered which inspired the teaching aid production is lack of fun learning especially when recapping lessons. Pupils get bored easily when they lose focus and interest which can lead to unachievable lesson objectives. Other than that, group division has been an ongoing issue during lessons due to conflict between pupils when choosing team members. This causes a disruption within the flow of the lesson and interferes with group work. The Gumball Machine functions by twisting the handle to obtain a capsule with a paper strip inside. Teacher will put questions or game instructions such as riddles in the capsule prior to the lesson, and the capsule will be given randomly to the person conceived. Selected pupil will come in front to twist the handle. They can be group representatives or randomly chosen for the group division process. They will read the paper strip from the capsule they conceive and attempt on the instruction written. Gumball Machine is created to solve issues within the classroom. Last but not least, Gumball Machine is reusable and creates a fun learning environment where students get to anticipate and enjoy the lesson process in a fun way. This strengthens pupils' interest in learning and enjoying the lesson. Thus, creating a fun learning environment helps to create an engaging learning where pupils willingly participate and attain joy from the activities. Keywords: Gumball Machine, multipurpose, pupils’ enjoyment, fun learning, group division
‘Matching Wheel’ Nur Hazirah Binti Hasim The innovation that I have produced has been named ‘Matching Wheel'. This idea came about during my internship at SK Bohor Mali. This is because the school only has one class per year. I have been assigned to teach the subjects of English for year 3 students. The class I have been assigned contains 27 pupils from various levels of cognitive ability. My pupils have a hard time remembering what they have learned. This innovation aims to help my pupils to remember what they learned easily while learning. Therefore, pupils can be active during T&L sessions carried out inside or outside the classroom. This innovation 'Matching Wheel' involves two wheels. This innovation is made of paper and cardboard. This innovation is tangible and has a large size where all students can see it clearly. This innovation is inspired by the 'Sight Word' teaching approach that I learned from the previous semester. Sight words are the English words you most frequently encounter when reading. They're called sight words because if you learn to recognize them by sight, instead of having to sound them out, it makes reading easier. When my pupils learn to recognize sight words automatically, it can increase his or her reading fluency and comprehension. They are useful for young children to know, but also a good idea for struggling readers. To use this innovation, the pupils need to spin the first wheel, then she or he needs to read the word and spin the second wheel to find the matching word. Teachers can use this innovation for various topics. Keywords: English, sight word, cognitive ability, comprehension.
PET SHOW Nur Liyana binti Sakri Nowadays, teachers are still adhering to the traditional forms of teaching, where to explain the teaching concepts, they mostly use simple PowerPoint presentations or illustrate content via videos taken from YouTube. Pupils clearly need to break away from such learning routines and embrace new learning streams that make them curious about the learning content, and connect them to 21st century learning style. ‘Pet Show’ is an innovation to embrace the new learning style. It is a PowerPoint interactive slide specifically made by the teacher to create new educational material. It allows the pupils to learn in an exciting way different from the old methods used in the class. Using the textbook as the main reference, ‘Pet Show’ contains an explanation of the topic, some mini-games and open-ended questions to trigger pupils’ interest in the lesson. Pupils especially young learners sometimes feel worried whenever they need to answer questions in class. Hence, presentations created with interactive slides help the teacher to ask open-ended questions, engage with every pupil’s answer, and discuss the pupils’ responses. Using interactive slides in teaching-learning activities provides every pupil with chances to get engaged actively in the activity. ‘Pet Show’ interactive slides have shown its effectiveness in the learning and teaching process by creating interactive content in the classroom, through which pupils actively participate in the process of learning, give their best answers to the questions posed to them, and enjoy the rich content of graphics and animations through which they gain a new perspective of the learning concepts that are likely to remain long in their memory. Keywords: PowerPoint, 21st century, Pet Show, interactive slide
WHAT’S IN THE FRIDGE? Nur Najah Izzati Binti Nawi To be an excellent teacher, one must produce engaging and fun activities in the class so that learning becomes more meaningful to students. Therefore, an innovation was created to facilitate students called What's in the Fridge? This innovation aims to make it easier for students to classify types of food into two different categories. Some students struggle to distinguish between healthy and unhealthy foods. Additionally, without an engaging teaching tool, learning will be extremely monotonous and limited to activities using whiteboards and marker pens. This innovative approach can be employed at the onset of the learning topic to assess the level of students’ knowledge by looking at the ability to match food pictures to the correct category. 'What's in the Fridge?’ comes with two sections of the fridge which are healthy food and unhealthy food. At the bottom of the box there are various pictures of food that are not in the same category. Therefore, students have to choose a picture of food and classify it in the correct category. This idea is not limited to one subject; it may be modified to fit other subjects or lessons, like grammar or vocabulary. With this innovation, kids can see and hold instead of only recognizing through words alone, which not only aids them but also makes studying more enjoyable. This innovation assesses students’ prior knowledge while also providing them with fresh information and language. Keywords: Classifying, healthy and unhealthy foods, existing knowledge.
TOUCH, FEEL & BLEND! Nur Syamimie Insyirah binti Mohd Jaafar The Touch, Feel & Blend! innovation emerges as a pioneering educational tool tailored to enhance the reading proficiency of Year 3 pupils in Malaysian ESL (English as a Second Language) classrooms. Recognizing the unique linguistic challenges faced by pupils in a diverse linguistic landscape, this innovation aims to facilitate the acquisition of blending phonemic skills through a scaffolded and multisensory approach, fostering a solid foundation in English language development. Year 3 pupils in Malaysian ESL classrooms often encounter difficulties in mastering English phonemes due to the linguistic disparities between their native languages and English. Traditional teaching methods may not sufficiently address these challenges, leading to potential gaps in phonemic understanding and hindering overall reading progress. The need for an intervention that caters specifically to the linguistic context of Malaysian ESL classrooms becomes crucial to effectively bridge these gaps. The innovation is meticulously designed to align with the linguistic needs of Year 3 pupils in Malaysian ESL classrooms. The binder features a scaffolded progression of activities, incorporating visually distinct phonemes, audio prompts for pronunciation guidance, and tactile elements to engage students in hands-on learning. To enhance the adaptability to diverse linguistic backgrounds, the binder integrates culturally relevant examples and scenarios. Technological components, including interactive touchpoints and localized augmented reality content, further enhance the immersive learning experience, ensuring a holistic and culturally sensitive approach to phonemic mastery. The innovation offers a range of advantages through its innovative combination of a scaffolded and multisensory approach to phoneme blending for Year 3 pupils in Malaysian ESL classrooms. It addresses language-specific challenges by incorporating culturally relevant content, making the learning experience more relatable and engaging. The scaffolded design ensures a systematic progression, preventing gaps in phonemic knowledge. Multisensory elements facilitate better retention of English phonemes, and the interactive nature of the binder promotes active, individualised learning in which the teachers can tailor the content to address specific challenges faced by individual students, providing a personalised learning experience that accommodates different learning styles. Overall, the Touch, Feel & Blend! innovation does not just focus on isolated phonemic skills but contributes to a broader language development to enhance English reading skills by catering specifically to the linguistic, comprehensive understanding of the English language in real-world contexts as well as the cultural context of Year 3 pupils in Malaysian ESL classrooms. Keywords: reading proficiency, Year 3 pupils in Malaysian ESL (English as a Second Language) classrooms, blending phonemic skills, scaffold, multisensory
TRIANGLE PICTURE CLUE Nurfadzlin Binti Mat Sha’ari This innovation was created to help pupils improve their speaking skills. It is also a learning tool to build correct sentences. This becomes one of the teaching aids used in teaching and learning sessions to build pupils' enthusiasm for learning. During the practicum period, I found that my pupils had problems speaking in English. Some of them are shy, and others are afraid to share their thoughts or to answer questions during English class due to their low level of understanding of this subject. Not only that, they are also less skilled at constructing sentences with the correct structure. Based on the problem faced, I have produced an innovation, namely Triangle Picture Clue. It focuses on speaking skills and thinking logically to build correct sentences. The picture supplied for this innovation also automatically makes it a material that uses multiple intelligences, namely picture smart or visual-spatial. Thus, teachers are also provided with a guidebook in QR code format to choose sentence structures and pictures that match the title. The advantage of this innovation is that it is very flexible and it can be used by all pupils of various ages and levels of intelligence. Teachers can evaluate pupils individually or in groups according to the appropriateness of the activities carried out. Teachers are also provided with a guidance book where they can refer to the sentence structure and which set of pictures should be used. Therefore, this innovation can be guided by not only the English teachers, but by everyone like other teachers, their peers or parents. Finally, this innovation creates a positive classroom atmosphere and provide a fun learning space. Keywords: speaking, logically, visual-spatial, flexible, guidance.
SPONGEBOB SQUAREPANTS : THE GRANDFATHER’S CLOCK JOURNEY (INTERACTIVE SLIDES) NURIN ATHIRAH BINTI MOHD ZAINI Spongebob Squarepants : Grandfather;s Clock Journey is a new innovation created by the teacher by using Powerpoint presentation. This innovation aims to help pupils learn about time in English in a fun and meaningful way as the pupils can hardly identify which one is a quarter past, half past and quarter to and how to use them. Not only that, the pupils also start to show a bored sign during teaching and learning session. Therefore, this innovation is created with the purpose to entertain the pupils but at the same time the pupils will be able to learn more effectively. This innovation also portrays all time favorite cartoon character, Spongebob Squarepants as the teacher that will surely capture the pupils’ attention. Spongebob Squarepants : Grandfather’s Clock Journey comes with 4 main pages in the slides. In order to finish the journey, the pupils are required to go through all those 4 main pages and answer some questions correctly. This innovation also has the benefit of making the learning more enjoyable, especially for the young learners. Its colorful pages and cartoon-like illustrations are able to catch the pupils’ focus during teaching and learning session. Keywords : Spongebob Squarepants, The Grandfather’s Clock Journey, Teaching Aids, Time
WORD BUILDING KIT Nurin Qasdina Hoo binti Ridzuan Hoo This innovation was created based on my observation throughout my practicum phase 1. It includes two dices, a ‘feed me’ monster and alphabet word building mat. This innovation is inspired from the issue that I faced during my teaching and learning session with the year 2 and year 4 pupils from SK Padang Kota. The issues that I discovered from my T&L sessions with the pupils were the pupils could not read. The remedial pupils could recognized the alphabet but they could not read or even pronounce the simplest word for example kite. So I have taken this problem to help the remedial pupils to be able to read English word from the lowest level. Ways on how to use this ‘Word Building Kit’ is by throwing the two dices. The pupils then has to pull the alphabet strips based on the number they got. For example they got 11 so the pupils has to count while pulling the alphabet. The pupils then has to build a word based on the alphabet they stopped at. For example the alphabet ‘F’, the pupils has to think of a word that started with the letter ‘F’ and then they have to pick the alphabets from the left side of the word building mat and paste on the Velcro line. Then the pupils has to write down the word below the Velcro line. This innovation is to help the remedial pupils that cannot read to be able to identify a word and read little by little. This innovation consists of the four learning skills which are listening, speaking, reading and writing.
WRITE IT RIGHT & BETTER MODULE Nurul Ain Nadiah binti Arisham This innovation is called Write it Right & Better Module as it aims to help the remedial pupils who are facing difficulties in writing or penmanship skills. Writing is one of the essential skills for the young learners in order to develop their learning skills better from time to time. So, the reason why this module exists is to improve the remedial pupils’ writing skills slowly but surely. This module will help the pupils recognize the alphabets one by one through several exercises based on the topic in their syllabus. In this module, the pupils will be trained through different stages or levels of exercises in order to level up their handwriting skills from time to time. The module will start from an easy to difficult level. Based on the observation conducted to the Year 3 and Year 4 of SK Panggau. There are some of them who are not masters in writing skill. To be detailed, there are some of them who cannot manage to recognize the alphabets and write it well even if it is just copying. They also seem to face difficulties in writing their own names too. Not to mention, their penmanship level is really bad and terrible. As a result, the teacher is not able to understand their handwriting smoothly. Other than that, they also take a very long time to write answers in order to complete the worksheets given by the teacher. The benefits of this module are it can attract the pupils to do the exercises as they managed to comprehend the requirement of the task very well. Then, some of them managed to improve their penmanship level better than before and feel motivated to be in English classes. Keywords: Module, alphabets, syllabus, penmanship.
YOU SELL, I BUY Nurul Aqilah Binti Ramli ‘You Sell, I Buy’ is an innovation inspired by the cash register toy. The idea of adapting the toy was initially formed to fulfill the syllabus of English Year 1 focusing on the listening, speaking and reading skills of the pupils. The innovation itself is later produced to attract the attention of the pupils as well as letting the pupils experience the real-life trading process by integrating the second language instead of their mother tongue as per usual. After all, the intention is mostly to provide pupils with a better and much more enjoyable learning experience instead of the traditional method of learning which then Pretend Play came to light. However, to make it suitable for their age level, role play is the final answer to make learning more structured since the pupils will have their assigned roles for them to focus on. The innovation is mainly used in class for the pupils to have a role play activity with the appropriate topic involving a pair of pupils at the same time; a customer and a cashier. The following tools that are needed for the activity are the fake money, price list or board and the items to be ‘sold’ for the role play can be anything related to the learning topic. For instance, referring to the Year 1 English DSKP, the related topics that can be implemented into this material are the fruit and vegetable, classroom objects, etc. Not only that, the innovation can also be used in the Mathematics class. You Sell, I Buy is believed to have provided pupils with interesting learning experiences and self-confidence to be at the front as per feedback of the pupils. Keywords: English skills, real-life experience, pretend play, role play, cash register toy
WATERFALL SENTENCE Nurul Qamarina binti Bakri Constructing a simple sentence might seem easy for the majority of pupils. Some can effortlessly accomplish this task with eyes closed. However, for some pupils like remedial pupils, creating a simple sentence took a lot of effort. This issue has been one of the main issues in English classrooms that we cannot just turn a blind eye to it. With that thought in mind, I have conceived an innovative pedagogical approach known as the "Waterfall Sentence," employing the methodology of a waterfall card. This innovation is a rather simple but significant innovation without much instruction as I want to make it easier for pupils to try it on their own. First thing first, pupils will get a set of pictures. Based on the picture, they need to pull the waterfall card in order to choose the correct word suitable for the picture. It might seem too simple at this point and does not seem to help them at all. However, little did you know that I have utilized two techniques, which are visual and copying techniques. On every word, there will be a picture next to it so they will be able to understand the meaning of each word. What makes my innovation better than others is the fact that it is reusable. If I were to teach the students about simple past tense instead of simple present tense, I will simply replace the words. Therefore, I am convinced that this innovation has the potential to assist students in enhancing their proficiency in constructing sentences. Keywords: remedial students, constructing sentences, visual technique
Gacha Food Siti Amrina Rosyada Binti Samsul @ Samsol The innovation is known as ‘Gacha Food’ which means that you will get random stuffs from the game. I use the word ‘Gacha’ because it means ‘random’ as the ball will land in a random section on the board. The purpose of this innovation is to help pupils to differentiate things better as it is undeniably important in supporting and challenging students with varying levels of achievement. What I did during the lesson previously was, I only provided them with flashcards, audio and video. It was okay but not really engaging for them since there was nothing new or any fun activity for them to do during the learning session. As a result, they completed the task given in a short time and the class was very quiet without much movements. Apart from that, I acknowledged I can create something to help them enjoy my class better. Instead of just giving them flashcard of food, I created a cardboard game which is inspired from pinball game. It is a simple innovation but quite interesting as it requires the pupils to push the pin in order to move the ball into any section on the board. Each section will be labelled based on what they are learning such as ‘food’, and they will have to categorized it in the ‘healthy or unhealthy’ table. After that, they will have to create a food pyramid based on random food they got from the game. This innovation can also assist in meeting the needs of each student and create an engaging learning environment that is inclusive towards a mixed-abilities class with different level of proficiency. Keywords: Differentiate, mixed-abilities, inclusive
UMI FATIHA BINTI MOHD HARIS TESL A ANIMAL PARTY: ON, IN OR UNDER? UMI FATIHA BINTI MOHD HARIS IPG Kampus Perlis SYPNOSIS Animal Party: ON, IN OR UNDER? Is about learning preposition of on, in and under. Classroom games-based learning is not only a fun addition to lesson plan but they can also help teachers form a better relationship with their pupils while helping them improve necessary skill such as working in a group. The innovation is technology-based interactive game which include communication between the slides and pupils. It is a versatile teaching aid that can be modified for different grammar purposes especially in preposition. The innovation was inspired to solve peers’ collaboration and classroom management issues that has been faced by the teachers during teaching and learning process. The issues were encountered when the pupils not be able to work well in the group and lack of interest which caused them to lose their focus on the lesson. Therefore, technology was used to attract their attention using the interactive slides and fun activity to do together at the end. The slides were made according to their language level of proficiency and grammar focus. It is easy, simple, and fun to be use in the classroom. On the first slides, it included a short story which is the introduction to the animals and the root of their problems. To solve the issues, they need to write down their answers on the mini whiteboard given. At the end of slides, there will be an activity to be done together in their own group. Animal Party interactive slides improves learning environment where pupils get the opportunity to take part and enjoy their learning. Essentially, it helps pupils to develop skills in other areas such as communication, critical thinking, emotional intelligence, problemsolving, collaboration and conflict management. Keywords: Game-based learning, classroom management, group, collaboration, fun
TERIMA KASIH M I N I S H O W C A S E S I N O P S I S I N O V A S I P E R K O N G S I A N A M A L A N T E R B A I K P R A K T I K U M F A S A 1