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KOLEKSI
INOVASI PEDAGOGI KENT 2013
INSTITUT PENDIDIKAN GURU KAMPUS KENT Peti Surat 2, 89207 Tuaran
Sabah
i
KOLEKSI INOVASI PEDAGOGI KENT
2013
Diterbitkan oleh:
Institut Pendidikan Guru Kampus Kent Peti Surat 2, 89207 Tuaran
Sabah Tel.:088-788500 Fax.:088-788007
©Hak Cipta IPG Kampus Kent
Hak cipta terpelihara. Tiada bahagian daripada terbitan ini boleh
diterbitkan semula, disimpan untuk pengeluaran atau ditukarkan ke dalam sebarang bentuk atau dengan sebarang alat juga pun, sama ada dengan cara elektronik, gambar serta rakaman dan sebagainya tanpa
kebenaran bertulis daripada Pengarah Institut Pendidikan Guru Kampus Kent terlebih dahulu.
Perpustakaan Negara Malaysia Data Pengkatalogan-Dalam-Penerbitan
Cetakan Pertama 2013
Dicetak oleh:
SQS Printing Sdn. Bhd. Lot. No. 3, 4A & 4B, Mosque Valley,
Jalan Masjid Lama, 88000 Kota Kinabalu
Sabah
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Kandungan Prakata Datuk Mary Teresa Kinajil Pengarah, Institut Pendidikan Guru Kampus Kent
Sidang Editor Koleksi Inovasi Pedagogi Kent 2013 Pengenalan Konsep Penukaran Pecahan Tak Wajar kepada Bentuk Nombor Bercampur dan Sebaliknya Melalui Congkak Converter Dr. Khoo Chwee Hoon
Code name ‘S’ Tan Mee Chin
The Wonder of Beads and Spokes: The Use of Independent Abacus in Teaching and Learning of Subtraction
Chiam Sun May
Visualizing Standard Deviation By Polyhedral Benny Kong Tze Loong, Teh Ah Huat dan Ng Lee Fong
Visualizing Irrational Number By TPACK Model Benny Kong Tze Loong, Teh Ah Huat dan Dr. Kok Boon Shiong
e-Sejarah: Pengajaran dan Pembelajaran Teknik Penulisan Sejarah Melalui Facebook
Dr. Lisa Yip Shukye dan Linah Bagu @ Siti Nurlina Abdullah
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Prakata
Pengarah Institut Pendidikan Guru Kampus Kent Selamat sejahtera dan Salam 1 Malaysia Sekali lagi tahniah kepada sidang redaksi IPG Kampus Kent, Tuaran kerana berjaya menerbitkan Koleksi Inovasi untuk tahun 2013. Sememangnya inovasi adalah wadah utama institusi pendidikan di seluruh dunia dalam usaha untuk memastikan pembangunan modal insan berjalan seiring dengan perancangan latihan pembangunan. Syukur Institut Pendidikan Guru Kampus Kent tidak terkecuali dalam perancangan murni untuk menggarapkan agenda penyelidikan dan inovasi agar sebaris dengan agenda akademik dalam mendukung aspirasi Pelan Pembangunan Pendidikan Malaysia 2013 - 2025. Justeru, penerbitan Koleksi Inovasi Pedagogi 2013 adalah merupakan bukti kepada iltizam institut ini dalam membudayakan kecemerlangan sistem penyampaian pendidikan melalui penyelidikan dan inovasi dalam kalangan pensyarah. Dalam usaha untuk melonjakkan kecemerlangan pendidikan negara, IPG Kampus Kent sentiasa merancang platform untuk para pensyarah dan guru memperlihatkan kematangan dalam dokumentasi inovasi pedagogi. Ini jelas terkandung dalam Koleksi Inovasi Pedagogi Kent 2013 yang kandungannya adalah hasil kejayaan pensyarah yang telah memenangi Pertandingan Inovasi dan Kreativiti Pensyarah IPG Kampus Kent 2013. Sehubungan dengan itu, IPG Kampus Kent sentiasa mencari peluang agar pengiktirafan berupaya Pertandingan Inovasi dan Kreativiti Pensyarah serta Pertandingan Inovasi Pedagogi Guru Pelatih dianjurkan setiap tahun. Komitmen menyeluruh ini dapat diabadikan dalam bentuk penerbitan yang berupaya dijadikan sumber rujukan kelestarian amalan dan budaya inovasi dan kreativiti dalam kalangan warga institut ini . Pada kesempatan ini, saya merakamkan ucapan syabas dan tahniah kepada Sidang Editor Koleksi Inovasi Pedagogi Kent 2013 ini kerana kesepaduan kerja dalam menerbitkan koleksi inovasi bermakna ini. Semua penyelidik disaran agar sentiasa menyediakan ruang untuk penghasilan yang lebih baik agar dapat meneruskan usaha menghasilkan inovasi pedagogi yang boleh dikongsikan bersama dalam konteks pembangunan profesionalisme pendididk. Semoga kualiti penghasilan sentiasa dipertingkatkan dari setahun ke setahun untuk memperlihatkan semangat inovasi dan penambaikan berterusan ke arah kecemerlangan . Sekian, terima kasih. (DATUK MARY TERESA KINAJIL) Pengarah Institut Pendidikan Guru Kampus Kent, Tuaran Sabah
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SIDANG EDITOR KOLEKSI INOVASI PEDAGOGI KENT 2013
PENAUNG Datuk Mary Teresa Kinajil
Pengarah Institut Pendidikan Guru Kampus Kent
PENASIHAT En. Romli Darus
Timbalan Pengarah Institut Pendidikan Guru Kampus Kent
PENGERUSI Pn. Tan Seok Kiang
Ketua Jabatan Jabatan Penyelidikan dan Inovasi Profesionalisme Keguruan
KETUA EDITOR Dr. Khoo Chwee Hoon
Ketua Unit Penataraan dan Inovasi Jabatan Penyelidikan dan Inovasi Profesionalisme Keguruan
PANEL EDITOR Pn. Tan Seok Kiang Pn. Chiam Sun May
En. Ismail bin Ag Piut
REKA BENTUK MUKA DEPAN Cik. Alimah Muslim
Koleksi Inovasi Pedagogi Kent 2013
1
Pengenalan Konsep Penukaran Pecahan Tak Wajar Kepada Bentuk
Nombor Bercampur dan Sebaliknya
Melalui Congkak Converter
Dr. Khoo Chwee Hoon
SINOPSIS
Inovasi ini bertujuan untuk memperkenalkan konsep penukaran pecahan tak wajar kepada bentuk nombor bercampur dan sebaliknya kepada murid-murid pemulihan matematik Tahun 5. Murid-murid ini mempunyai miskonsepsi dalam menukarkan pecahan tak wajar kepada bentuk nombor bercampur dan sebaliknya. Satu inovasi telah dicadangkan untuk membantu murid menukarkan pecahan tak wajar kepada nombor bercampur dengan menggunakan bahan konkrit iaitu congkak converter. Projek inovasi ini menunjukkan bahawa congkak converter dapat meningkatkan penguasaan konsep penukaran pecahan tak wajar kepada nombor bercampur dan sebaliknya.
1.0 PENGENALAN
Pendidikan Matematik penting dalam membina pemikiran aras
tinggi dan kreativiti murid-murid. Menurut Mok (2004), Sukatan
Pelajaran bagi sekolah rendah telah disemak semula pada tahun
1998 yang membolehkan murid-murid sekolah rendah dapat
mempelajari kemahiran asas matematik. Salah satu topik yang
penting dalam Sukatan Pelajaran 1998 ialah Pecahan. Hal ini
menunjukkan topik pecahan ini perlu dikuasai oleh setiap murid.
Topik Pecahan ini penting dalam membantu murid menghadapi
kehidupan seharian dan menguasai topik-topik lain seperti Nombor
Perpuluhan dan Peratusan.
Tujuan inovasi ini adalah untuk memperkenalkan konsep
penukaran pecahan tak wajar kepada bentuk nombor bercampur
dan sebaliknya kepada murid-murid Tahun 5 di sekolah kurang
murid daerah Tuaran. Murid-murid ini mempunyai pelbagai
miskonsepsi dalam menukarkan pecahan tak wajar kepada bentuk
nombor bercampur dan sebaliknya.
Penyelidik telah bercadang satu inovasi untuk membantu
murid menukarkan pecahan tak wajar kepada nombor bercampur
dengan menggunakan bahan konkrit iaitu congkak converter.
Koleksi Inovasi Pedagogi Kent 2013
2
Penyelidik menggunakan bahan konkrit sebagai satu inovasi
kerana ia bertepatan dengan teori Jean Piaget (seperti dalam
Haliza Hamzah & Samuel, 2009) yang mengatakan bahawa kanak-
kanak yang berumur tujuh hingga sebelas tahun berada pada
peringkat operasi konkrit. Oleh yang demikian, kanak-kanak boleh
membuat perkaitan secara logik melalui bahan konkrit. Kanak-
kanak lebih mudah menguasai proses penukaran pecahan tak
wajar kepada nombor bercampur dan sebaliknya melalui bahan
konkrit. Bah kata Confucius (551 – 479 SM) (seperti dalam Myrko
Thum, n. d.), “Saya dengar dan saya lupa. Saya lihat dan saya
ingat. Saya lakukan dan saya faham”. Dengan demikian, penyelidik
berharap responden dapat menguasai proses penukaran pecahan
tak wajar kepada bentuk nombor bercampur dan sebaliknya
dengan berinteraksi pada congkak converter. Bahan inovasi ini juga
dapat diguna pakai untuk mengukuhkan kemahiran-kemahiran
murid dalam konsep tambah, tolak, darab dan bahagi.
2.0 KATEGORI
Individu
3.0 KUMPULAN SASARAN
Kumpulan sasaran bagi inovasi ini adalah murid-murid pemulihan
matematik Tahun 5. Murid-murid pemulihan matematik Tahun 5 ini
menghadapi masalah untuk menguasai kemahiran penukaran
pecahan tak wajar kepada bentuk nombor bercampur dan
sebaliknya. Mereka mempunyai beberapa miskonsepsi dalam
pengenalan konsep penukaran pecahan tak wajar kepada bentuk
nombor bercampur dan sebaliknya.
Kumpulan sasaran ini dikenalpastikan melalui satu Ujian
Pra yang disediakan oleh penyelidik. Murid-murid yang tidak dapat
menyelesaikan tujuh soalan daripada 10 soalan yang diberikan
akan dikategorikan sebagai murid pemulihan matematik untuk dua
kemahiran ini.
Kumpulan sasaran yang pertama terdiri daripada murid-
murid pemulihan matematik di sebuah sekolah kurang murid. Oleh
itu, kumpulan sasaran ini berfokus kepada tiga orang murid yang
mempunyai miskonsepsi dalam tajuk Pecahan ini sahaja.
Sebenarnya, inovasi ini merupakan satu kajian rintis untuk
memastikan bahawa produk inovasi ini dapat memperkenalkan
konsep penukaran pecahan tak wajar kepada bentuk nombor
Congkak Converter / Khoo Chwee Hoon
3
bercampur dan sebaliknya supaya boleh memperbaiki miskonsepsi
pecahan dalam kalangan murid sekolah rendah.
Kemudian, kajian inovasi ini disebarluaskan ke sekolah
bandar. Antara dua kelas murid Tahun 5 yang menyelesaikan Ujian
Pra, didapati bahawa sebanyak 33 orang murid pemulihan
matematik mempunyai miskonsepsi dalam penukaran kemahiran
ini. Justeru itu, penyelidik telah memperkenalkan penggunaan
Congkak Converter kepada kumpulan sasaran kedua ini.
Sebenarnya, bahan inovasi ini juga boleh diguna pakai oleh murid-
murid Tahun 6 yang mempunyai miskonsepsi yang sama.
4.0 LATAR BELAKANG
4.1 KEDUDUKAN SEBELUM INOVASI DILAKSANAKAN
Menurut Bitter, Hatfield, dan Edwards (1989), pecahan
adalah sukar untuk difahami. Salah satu sebabnya ialah
penggunaan model-model yang tidak diterokai semasa
konsep dibina. Nombor pecahan pada mulanya sepatutnya
diajar dengan penggunaan pelbagai model dan bentuk.
Sekiranya amalan ini tidak diikuti, pecahan akan terus
menjadi topik yang sukar untuk dipelajari dan dihayati.
Pada kebiasaannya, murid-murid yang lemah atau
tercicir kurang berminat untuk belajar Matematik. Mereka
tidak memahami apa yang diajar dan menyebabkan
mereka melakukan perkara lain dan berbuat bising. Hal ini
sering dapat penyelidik perhatikan sepanjang masa
praktikum mengajar di sekolah rendah. Sewaktu pelatih di
bawah seliaan praktikum mengajar saya memaklumkan
bahawa beliau akan mengajar tajuk Pecahan di sekolah
praktikumnya. Penyelidik berasa sangat gembira dan
bersemangat kerana tajuk Pecahan merupakan salah satu
tajuk yang sangat sukar dikuasai oleh kebanyakan murid.
Apabila penyelidik ternampak muka pelatih saya pula,
didapati bahawa beliau begitu cermas dan risau kerana
murid-muridnya sangat lemah dan kurang berminat
terhadap tajuk Pecahan ini. Pelatih ini juga kurang
keyakinan untuk mengajar tajuk Pecahan ini.
Berdasarkan analisis Ujian Pra yang ditadbirkan
kepada empat orang murid di sekolah praktikum, didapati
bahawa terdapat tiga orang murid mempunyai miskonsepsi
Koleksi Inovasi Pedagogi Kent 2013
4
dalam penukaran pecahan tak wajar kepada bentuk
nombor bercampur dan sebaliknya. Berikut adalah empat
contoh hasil Ujian Pra yang diperolehi daripada dua orang
murid.
Contoh 1: Hasil Ujian Pra (murid 34)
Menukarkan pecahan tak wajar kepada bentuk nombor bercampur
Contoh 2: Hasil Ujian Pra (murid 34)
Menukarkan nombor bercampur kepada bentuk pecahan tak wajar
Congkak Converter / Khoo Chwee Hoon
5
Contoh 3: Hasil Ujian Pra (murid 35)
Menukarkan pecahan tak wajar kepada bentuk nombor bercampur
Contoh 4: Hasil Ujian Pra (murid 35)
Menukarkan nombor bercampur kepada bentuk pecahan tak wajar
Koleksi Inovasi Pedagogi Kent 2013
6
Jadual 1 menunjukkan taburan bilangan item yang
dijawab oleh para murid dengan betul dalam Ujian Pra
yang mengandungi dua bahagian iaitu
(i) 5 item penukaran pecahan tak wajar kepada
bentuk nombor bercampur (item 1 – item 5) ; dan
(ii) 5 item penukaran nombor bercampur kepada
bentuk pecahan tak wajar (item 6 – item 10).
Jadual 1: Taburan Bilangan Item Betul Dalam Ujian Pra Mengikut Item
item Murid 1 Murid 2 Murid 3 Jumlah betul
1 √ √ √ 3
2 x x √ 1
3 x x √ 1
4 x x √ 1
5 x x √ 1
6 x x x 0
7 x x x 0
8 x x x 0
9 x x x 0
10 x x x 0
Jumlah skor 1/10 1/10 5/10 -
Selepas projek inovasi disebarluaskan, gabungan
dua hasil ujian pra yang diperolehi oleh dua kumpulan
sasaran ini dapat ditunjukkan dalam Jadual 2 berikut.
Jadual 2: Taburan Penguasaan Konsep Pecahan Tak Wajar kepada Nombor Bercampur dan Sebaliknya Mengikut Frekuensi dan Peratus (Ujian Pra)
UJIAN PRA Penukaran Pecahan Tak Wajar kepada
Nombor Bercampur
Penukaran Nombor Bercampur kepada Pecahan Tak Wajar
Penguasaan konsep frekuensi peratus frekuensi peratus
Tidak ada (0 markah)
13 36.1 34 94.4
Lemah (1 – 2 markah)
3 8.3 1 2.8
Sederhana ( 3 – 4 markah)
8 22.2 1 2.8
Baik (5 markah penuh)
12 33.3 0 0.0
Congkak Converter / Khoo Chwee Hoon
7
Sebelum inovasi dilaksanakan, hasil analisis
keputusan Ujian Pra menunjukkan bahawa terdapat 36.1%
kumpulan sasaran murid belum menguasai konsep
penukaran pecahan tak wajar kepada nombor bercampur.
Didapati bahawa terdapat 94.4% kumpulan sasaran murid
belum menguasai konsep penukaran nombor bercampur
kepada pecahan tak wajar.
Walaupun terdapat 33.3% kumpulan sasaran murid
telah menguasai konsep penukaran pecahan tak wajar
kepada nombor bercampur, tetapi kebanyakan daripada
kumpulan sasaran murid ini belum menguasai konsep
penukaran nombor bercampur kepada pecahan tak wajar.
Jadual 3 dan Carta 1 di bawah ini menunjukkan
taburan frekuensi dan peratus murid mengikut tahap
penguasaan konsep penukaran pecahan tak wajar kepada
bentuk nombor bercampur dan sebaliknya. Sebelum
inovasi dilaksanakan, didapati terdapat sebanyak 33.3%
murid belum menguasai kedua-dua konsep ini lagi (1.
Penukaran pecahan tak wajar kepada nombor bercampur;
2. Penukaran nombor bercampur kepada pecahan tak
wajar). Manakala, 63.9% murid masih berada dalam tahap
penguasaan konsep yang lemah sahaja. Hanya seorang
murid (2.8%) berada pada tahap penguasaan konsep
sederhana.
Jadual 3: Taburan Frekuensi dan Peratus Murid Mengikut Tahap Penguasaan Konsep
Penguasaan Konsep UJIAN PRA
Frekuensi Peratus
Tidak ada (0 markah) 12 33.3
Lemah (1 - 5) 23 63.9
Sederhana (6 - 8) 1 2.8
Baik (9 - 10) 0 0.0
Koleksi Inovasi Pedagogi Kent 2013
8
Carta 1: Carta Palang bagi Tahap Penguasaan Konsep dengan Peratus
Memandangkan topik Pecahan ini penting dalam
membantu murid menghadapi kehidupan seharian dan
menguasai topik-topik lain seperti Nombor Perpuluhan dan
Peratusan. Justeru itu, satu inovasi amat perlu
dilaksanakan untuk membantu murid-murid ini supaya
penyelidik dapat memperkenalkan konsep penukaran
pecahan tak wajar kepada bentuk nombor bercampur dan
sebaliknya kepada kumpulan sasaran ini.
4.2 MASALAH YANG DIHADAPI
Secara khususnya masalah-masalah yang dihadapi oleh
murid adalah seperti berikut:
4.2.1 Penukaran pecahan tak wajar kepada bentuk
nombor bercampur melalui kaedah membahagikan
penyebut dengan pengangka. Kesilapan-kesilapan itu
adalah seperti yang berikut:
i. Tidak tahu menyusun pembahagi, hasil bahagi dan
baki dengan betul setelah membahagi penyebut
dengan pengangka. Murid menyusun nombor-
nombor berikut menjadi nombor bercampur yang
baru.
33.3
63.9
2.8 0
0
10
20
30
40
50
60
70
Tahap Penguasaan
Tidak ada
Lemah
sederhana
baik
Peratu
s
Congkak Converter / Khoo Chwee Hoon
9
a) Menyusun pembahagi sebagai penyebut.
b) Menyusun baki sebagai nombor (nombor
bulat pada nombor bercampur).
c) Menyusun hasil bahagi sebagai
pengangka.
Contoh 5 menunjukkan miskonsepsi murid dalam
penukaran pecahan tak wajar kepada bentuk nombor
bercampur .
Contoh 5: Miskonsepsi 1
4.2.2 Penukaran nombor bercampur kepada bentuk
pecahan tak wajar.
Antara kesilapan itu ialah:
i. Mendarab penyebut dengan nombor
(nombor pada nombor bercampur) untuk
dijadikan pengangka baru.
ii. Menambah pengangka dengan nombor
(nombor pada nombor bercampur) untuk
dijadikan penyebut baru.
iii. Menolak penyebut dengan nombor
(nombor pada nombor bercampur) untuk
dijadikan penyebut baru.
iv. Menambah pengangka dengan nombor
(nombor pada nombor bercampur) untuk
dijadikan penyebut baru.
v. Menambah penyebut dengan nombor
(nombor pada nombor bercampur). untuk
dijadikan pengangka baru.
Menyusun hasil bahagi
sebagai pengangka
Menyusun baki sebagai nombor (nombor bulat pada nombor bercampur).
Menyusun pembahagi sebagai penyebut.
Koleksi Inovasi Pedagogi Kent 2013
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Contoh 6, Contoh 7, dan Contoh 8 menunjukkan
miskonsepsi murid dalam penukaran nombor bercampur
kepada bentuk pecahan tak wajar.
Contoh 6: Miskonsepsi 2
Contoh 7: Miskonsepsi 3
Mendarab penyebut dengan nombor (nombor pada nombor bercampur) untuk dijadikan pengangka baru. (3 x 9 = 27)
Menambah pengangka dengan nombor (nombor pada nombor bercampur) untuk dijadikan penyebut baru. (4 + 3 = 7)
Menolak penyebut dengan nombor (nombor pada nombor bercampur) untuk dijadikan penyebut baru. (7 – 2= 5) ; (4 – 1 = 3)
Menambah pengangka dengan nombor (nombor pada nombor bercampur) untuk dijadikan pengangka baru. (3 + 2 = 5) ; (3 + 1 = 4)
Congkak Converter / Khoo Chwee Hoon
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Contoh 8: Miskonsepsi 4
5.0 OBJEKTIF
Congkak Converter merupakan satu inovasi pengajaran dan
pembelajaran yang khas direka bentuk bagi memperkenalkan
konsep penukaran pecahan tak wajar kepada bentuk nombor
bercampur dan sebaliknya. Congkak Converter ini digunakan untuk
mencapai objektif-objektif berikut:
5.1 Murid dapat menguasai konsep penukaran pecahan tak
wajar kepada bentuk nombor bercampur dengan
menggunakan Congkak Converter.
5.2 Murid dapat menguasai konsep penukaran nombor
bercampur kepada bentuk pecahan tak wajar dengan
menggunakan Congkak Converter.
5.3 Murid dapat menguasai penukaran pecahan tak wajar
kepada bentuk nombor bercampur dengan tanpa
menggunakan Congkak Converter.
5.4 Murid dapat menguasai penukaran nombor bercampur
kepada bentuk pecahan tak wajar dengan menggunakan
tanpa Congkak Converter.
6.0 TARIKH MULA DAN TARIKH SIAP PELAKSANAAN
Pelaksanaan inovasi Congkak Converter ini mengambil masa
selama setengah tahun. Persediaan bermula pada bulan
September 2012. Proses pelaksanaan termasuk membuat tinjauan
Menambah penyebut dengan nombor (nombor pada nombor bercampur). untuk dijadikan pengangka baru. (7 + 2 = 9) ; (4 + 1 = 5)
Menambah pengangka dengan nombor (nombor pada nombor bercampur) untuk dijadikan penyebut baru. (3 + 2 = 5) ; (3 + 1 = 4)
Koleksi Inovasi Pedagogi Kent 2013
12
awal, merancang projek inovasi, menyediakan bahan inovasi,
pelaksanaan inovasi kumpulan sasaran pertama, dan prosedur
pelaksanaan. Jadual 4 merumuskan proses pelaksanaan Congkak
Converter.
Jadual 4: Proses Pelaksanaan Congkak Converter
Tarikh Proses Pelaksanaan
September 2012
MEMBUAT TINJAUAN AWAL Pentadbiran Ujian Pra kepada murid-murid Tahun 5 di sekolah kurang murid.
September 2012 Menyemak dan menganalisis pola-pola kesilapan murid dalam Ujian Pra.
19 September 2012
MERANCANG PROJEK INOVASI Merancang Rancangan Mengajar Harian 9 Oktober 2012 dengan menggunakan Congkak Converter dalam pengajaran dan pembelajaran tajuk Pecahan.
24 – 28 September 2012
MENYEDIAKAN BAHAN INOVASI Congkak Converter
9 Oktober 2012
PELAKSANAAN INOVASI KUMPULAN SASARAN PERTAMA Pelaksanaan Congkak Converter dalam Penukaran Pecahan Tak Wajar Kepada Bentuk Nombor Bercampur dan Sebaliknya di sekolah kurang murid.
16 Oktober 2012 Pentadbiran Ujian Pasca kepada murid-murid.
17 – 20 Oktober 2012
Menyemak dan menganalisis hasil Ujian Pasca.
Februari 2013
PENYEBARLUASAN PROJEK INOVASI DI SEKOLAH Penyebarluasan projek inovasi di sekolah kepada murid-murid pemulihan matematik Tahun 5
Mac 2013
PENYEBARLUASAN PROJEK INOVASI DI IPG KAMPUS KENT Penyebarluasan projek inovasi kepada pensyarah-pensyarah matematik di IPG Kampus Kent.
April 2013
PENYEBARLUASAN PROJEK INOVASI KEPADA MURID PEMULIHAN MATEMTIK TAHUN 6 Penyebarluasan projek inovasi kepada murid-murid pemulihan matematik Tahun 6 telah dilaksanakan.
Congkak Converter / Khoo Chwee Hoon
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7.0 INOVASI YANG DILAKSANAKAN
7.1 BENTUK BAHAN
Dalam melaksanakan projek inovasi ini, murid dibekalkan
dengan
i) Kertas soalan Ujian Pra
Kertas soalan Ujian Pra mengandungi 10 item
Item 1 hingga item 5 berkaitan dengan penukaran
pecahan tak wajar kepada bentuk nombor
bercampur.
Item 6 hingga item 10 berkaitan dengan penukaran
nombor bercampur kepada bentuk pecahan tak
wajar.
ii) Kertas soalan Ujian Pasca
Kertas soalan Ujian Pasca mengandungi 10 item
Item 1 hingga item 5 berkaitan dengan penukaran
pecahan tak wajar kepada bentuk nombor
bercampur.
Item 6 hingga item 10 berkaitan dengan penukaran
nombor bercampur kepada bentuk pecahan tak
wajar.
iii) 1 set Congkak Converter mengikut kumpulan
1 set Congkak Converter mengandungi
1 prosedur penggunaan congkak converter
1 batang pen whiteboard
Koleksi Inovasi Pedagogi Kent 2013
14
25 biji guli dalam satu mangkuk plastik besar yang
bertutup
1 ruangan kosong untuk pecahan tak wajar
(dilaminatekan)
1 ruangan kosong untuk nombor bercampur
(dilaminatekan)
5 mangkuk plastik kecil (mewakili Nombor Bulat)
1 mangkuk plastik besar (mewakili Pengangka
pecahan)
iv) 1 set kertas soalan untuk aktiviti kumpulan
7.2 PENGENDALIAN
National Policy on Education (1992, seperti dalam Manpal
Singh 2004) mementingkan penggunaan bahan maujud
dalam pengajaran dan pembelajaran. Hal ini bertepatan
dengan teori Jean Piaget (seperti dalam Haliza Hamzah &
Samuel, 2009) yang mengklasifikasikan kanak-kanak tujuh
hingga sebelas tahun memerlukan bahan konkrit dalam
memahami konsep-konsep yang abstrak.
Menurut Petit, Laird, dan Marsden (2010), terdapat
tiga jenis model yang boleh digunakan oleh murid untuk
menyelesaikan masalah dan memperkenalkan konsep
pecahan. Antaranya ialah model luas, model set, dan garis
nombor. Congkak converter adalah berdasarkan model set.
Petit et. al. (2010) menjelaskan bahawa model set
melibatkan pemikiran tentang bahagian pecahan daripada
satu set objek. Model set yang murid akan berinteraksi
selalunya berkaitan dengan koleksi objek-objek yang biasa
boleh dijumpai di dalam bilik darjah seperti butang, gula-
gula, dan guli.
Oleh itu, penyelidik telah menggunakan congkak
converter iaitu bahan konkrit yang dekat dengan kanak-
kanak agar kanak-kanak dapat menguasai konsep
penukaran pecahan tak wajar kepada bentuk nombor
bercampur dan sebaliknya serta melakukan proses-proses
tersebut. Projek Inovasi Congkak Converter dilaksanakan
melalui 6 fasa seperti berikut:
Congkak Converter / Khoo Chwee Hoon
15
Fasa 1: Tinjauan Awal
Dalam Fasa 1 ini, projek inovasi dimulakan dengan
mentadbir Ujian Pra kepada kumpulan sasaran pertama di
sebuah sekolah kurang murid. Kemudian hasil Ujian Pra
dianalisis secara terperinci untuk mengenal pasti
miskonsepsi-miskonsepsi yang dihadapi oleh murid-murid
ini (rujuk contoh 5, Contoh 6, Contoh 7, Contoh 8).
Fasa 2: Sesi Input
Satu sesi input telah dilaksanakan dalam Projek Inovasi ini.
Satu penerangan ringkas berkaitan prosedur penggunaan
Congkak converter dalam penukaran pecahan tak wajar
kepada bentuk nombor bercampur dan sebaliknya telah
dijalankan dalam kelas. Contoh 9 dan Contoh 10 di bawah
ini menerangkan bagaimana pengenalan konsep
penukaran pecahan tak wajar kepada bentuk nombor
bercampur dan sebaliknya mengikut langkah demi langkah
berserta dengan gambar-gambar yang berwarna-warni.
Contoh 9: Penukaran Pecahan Tak Wajar kepada Bentuk Nombor Bercampur
9
4
Langkah 1: Tuliskan soalan di tempat yang disediakan.
Koleksi Inovasi Pedagogi Kent 2013
16
Langkah 2: Letakkan guli yang sama bilangannya dengan pengangka pecahan tersebut ke dalam ruangan besar pada congkak converter iaitu “9 biji guli”
Langkah 3: Penyebut pecahan (nilai 4) menjadi bilangan guli yang akan dipindahkan dari ruangan besar ke ruangan-ruangan kecil sehingga terdapat baki (1) di ruangan besar.
Congkak Converter / Khoo Chwee Hoon
17
Langkah 4: Baki (1) di ruangan besar akan menjadi pengangka baru bagi pecahan pada nombor bercampur.
Langkah 5: Penyebut bagi pecahan pada nombor bercampur adalah
sama dengan penyebut pecahan tak wajar tadi (4).
Langkah 6: Bilangan ruangan kecil yang berisi guli (2) akan dijadikan sebagai nombor bulat pada nombor bercampur
1 + 1 = 2
1 1
Koleksi Inovasi Pedagogi Kent 2013
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Contoh 10 : Penukaran Nombor Bercampur kepada Bentuk Pecahan Tak Wajar
Langkah 1: Tuliskan soalan di tempat yang disediakan.
2 3
5
Langkah 2: Letakkan bilangan guli yang sama bilangannya dengan penyebut (penyebut pada pecahan nombor bercampur “5”) pada ruangan kecil congkak converter.
(Perhatian: Bilangan ruangan kecil yang perlu diisi dengan bilangan guli seperti yang di atas adalah bergantung pada nombor (nombor pada nombor bercampur). Pastikan bilangan ruangan kecil yang dimasukkan guli sama dengan nombor pada nombor bercampur.)
Congkak Converter / Khoo Chwee Hoon
19
Langkah 3: Masukkan bilangan guli yang sama bilangannya dengan pengangka (pengangka bagi pecahan nombor bercampur) pada ruangan besar (3).
Langkah 4: Kira bilangan guli yang ada pada congkak converter. Bilangan guli yang ada pada congkak converter akan menjadi pengangka bagi pecahan tak wajar (13).
Langkah 5: Gunakan penyebut pada pecahan nombor bercampur (5) sebagai penyebut pecahan tak wajar.
5 + 5 + 3 = 13
Koleksi Inovasi Pedagogi Kent 2013
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Fasa 3: Aktiviti Kumpulan – Penggunaan Congkak
Converter
Murid-murid menggunakan Congkak Converter untuk
melaksanakan aktiviti kumpulan yang diberikan oleh guru.
Fasa 4: Persediaan sebelum ujian pasca
Guru mengajar murid menukar pecahan tak wajar kepada
bentuk nombor bercampur tanpa menggunakan Congkak
converter.
Fasa 5: Ujian Pasca
Guru menilai penguasaan konsep Penukar pecahan tak
wajar kepada bentuk nombor bercampur dan sebaliknya
melalui Ujian Pasca.
Fasa 6: Penyebarluasan projek kajian di sekolah-
sekolah lain
Selepas projek inovasi telah dilaksanakan, penggunaan
congkak converter telah disebarluaskan ke sekolah lain dan
pensyarah-pensyarah matematik.
7.3 PERBELANJAAN
Jadual 5 menunjukkan anggaran perbelanjaan yang
digunakan dalam projek inovasi ini. Kos yang digunakan
adalah sederhana dan murah.
Jadual 5: Anggaran Perbelanjaan
Bil. Bahan Inovasi Harga perunit (RM)
kuantiti Harga (RM)
1 Congkak Converter 5.00 2 10.00
2 Pen whiteboard 1.50 2 3.00
3 kertas Ujian Pra 0.40 2 0.80
4 kertas Ujian Pasca 0.40 2 0.80
5 Pemadam 1.00 2 2.00
Jumlah Keseluruhan RM16.60
Congkak Converter / Khoo Chwee Hoon
21
8.0 BENTUK KEJAYAAN
8.1 MEMPERBAIKI MISKONSEPSI PECAHAN DAN
PENGUASAAN KEMAHIRAN PECAHAN MENINGKAT
Selepas inovasi dilaksanakan, satu Ujian Pasca telah
ditadbirkan kepada murid-murid tersebut. Analisis
keputusan Ujian Pasca sangat membanggakan kerana
ketiga-tiga orang murid dapat menyelesaikan semua item
dalam Ujian Pasca dengan betul dan tepat. Oleh yang
demikian, boleh dirumuskan bahawa Congkak Converter
telah memperbaiki miskonsepsi Pecahan dalam kalangan
murid. Seterusnya, murid-murid ini dapat menyelesaikan
semua item dalam Ujian Pasca dengan betul dan tepat
tanpa menggunakan Congkak Converter.
Melalui penggunaan bahan inovasi iaitu Congkak
Converter, keempat-empat jenis miskonsepsi murid dalam
penukaran pecahan tak wajar kepada bentuk nombor
bercampur dan sebaliknya telah dapat diperbaiki. Akhirnya,
penguasaan kemahiran murid dalam penukaran pecahan
tak wajar kepada bentuk nombor bercampur dan
sebaliknya telah meningkat.
8.2 AKTIVITI PENGAJARAN DAN PEMBELAJARAN YANG
UNGGUL DAN KREATIF
Congkak Converter merupakan satu aktiviti pengajaran dan
pembelajaran yang unggul dan kreatif. Bahan inovasi ini
khas direka bentuk untuk memperkenalkan konsep
penukaran pecahan tak wajar kepada bentuk nombor
bercampur dan sebaliknya dalam kalangan murid. Congkak
Converter ini direka khas kerana bahan inovasi seperti ini
jarang dilaksanakan di sekolah.
8.3 PENJIMATAN MASA
Congkak Converter dapat memanfaatkan kedua-dua pihak
murid dan guru.
8.3.1 Murid tidak perlu membuang masa membuat
pembetulan yang banyak akibat kesilapan yang
dihasilkan.
Koleksi Inovasi Pedagogi Kent 2013
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8.3.2 Congkak Converter ini berjimat masa guru kerana
tidak perlu membetulkan kesilapan yang banyak
dilakukan oleh murid.
8.4 PENINGKATAN KEBERKESANAN PENGAJARAN DAN PEMBELAJARAN
8.4.1 Penguasaan murid secara keseluruhannya dalam
ujian pasca adalah meningkat sebanyak 76.7%.
Hasil inovasi menunjukkan bahawa peratus
penguasaan murid dalam kemahiran penukaran
pecahan tak wajar kepada bentuk nombor
bercampur dan sebaliknya meningkat dari 23.3%
hingga 100%.
8.4.2 Pengajaran menjadi lebih menarik, mudah, dan
penguasaan murid lebih menyeluruh kerana ia
melibatkan “hand-on” murid dalam sesuatu topik.
8.5 PENINGKATAN KEPUASAN HATI MURID / GURU
8.5.1 Selepas murid diperkenalkan prosedur
penggunaan Congkak Converter, murid-murid
berasa bahan inovasi ini sangat menyeronokkan
dan menggembirakan.
8.5.2 Guru berpuas hati dengan pencapaian murid
kerana 100% murid telah menguasai kemahiran
penukaran pecahan tak wajar kepada bentuk
nombor bercampur dan sebaliknya dengan
sepenuhnya.
8.6 FAEDAH – FAEDAH LAIN
8.6.1 Congkak Converter dapat menghasilkan murid
yang berkemahiran penukaran pecahan tak wajar
kepada bentuk nombor bercampur dan sebaliknya.
Justeru mereka boleh menggunakan masa yang
selebihnya untuk aktiviti lain yang berfaedah.
8.6.2 Inovasi ini juga mengurangkan beban guru dari
segi memberi bimbingan secara individu atau
tunjuk ajar yang berulang-ulang.
9.0 KESIMPULAN
Secara keseluruhannya, Congkak Converter ini berjaya
menghasilkan intervensi yang memberi kesan positif kepada
Congkak Converter / Khoo Chwee Hoon
23
pengajaran dan pembelajaran bagi topik yang dipelajari. Tidak
dapat dinafikan pengenalan konsep penukaran pecahan tak wajar
kepada bentuk nombor bercampur dan sebaliknya dengan
menggunakan Congkak Converter dapat meningkatkan prestasi
pencapaian murid berbanding dengan kaedah pengajaran dan
pembelajaran secara tradisional (Chalk and talk). Program ini juga
berjaya menerapkan tiga domain utama iaitu kognitif, psikomotor
dan afektif di samping membentuk sahsiah dan keperibadian
unggul selaras dengan hasrat Falsafah Pendidikan Kebangsaan
dan seterusnya merealisasikan PIPP membangunan modal insan
kelas pertama. Oleh yang demikian, penyelidik telah
mencadangkan penggunaan “Congkak Converter” untuk mengajar
tajuk pecahan.
Rujukan
Bitter, G. G., Hatfield, M. M., & Edwards, N. T. (1989). Mathematics methods for the elementary and middle school: A comprehensive approach. United State of America: Ally and Bacon.
Haliza Hamzah & Samuel. (2009). Perkembangan kanak-kanak. Selangor
Darul Ehsan: UG Press. Manpal Singh. (2004). Modern teaching of mathematics. New Delhi: Anmol
Publications.
Mok. (2004). A prymary education course in mathematics for post graduate diploma (K. P. L. I.). Subang Jaya: Kumpulan Budiman.
Myrko Thum. (n. d.). Confucius says: The top 10 wise confucius quotes.
Dilayari Pada 12 Februari 2013 di URL http://www.myrkothum.com/confucius-says-the-top-10-quotes-by-confucius/
Petit, M. M., Laird, R. E., & Marsden, E. L. (2010). A focus on fractions:
Bringing research to the classroom. New York: Rautledge.
Koleksi Inovasi Pedagogi Kent 2013
24
Aktiviti Pengajaran dan Pembelajaran “Congkak Converter”
Murid-murid sedang
menggunakan
congkak converter
untuk menjalankan
aktiviti kumpulan.
Guru sedang memberi
tunjuk ajar prosedur
penggunaan congkak
converter kepada murid
pemulihan matematik
Tahun 5.
Murid menulis hasil
jawapan dalam kertas
aktiviti kumpulan yang
disediakan oleh guru.
Guru mengajar murid
menukar pecahan tak
wajar kepada bentuk
nombor bercampur
tanpa menggunakan
Congkak converter.
Murid sedang
menyelesaikan Ujian
Pasca tanpa Congkak
Converter.
Koleksi Inovasi Pedagogi Kent 2013
25
CODE-NAME “S”
Tan Mee Chin
1.0 INTRODUCTION
Code-name ‘S’ is an innovative strategy that has been carried out
during English Language Proficiency classes for students in IPGK
Kent who are weak in their basic understanding and awareness of
how English Language works in terms of form, function and
meaning. Data from a sample class showed that the innovative
strategy was successful in improving and reinforcing the trainees’
proficiency in subject-verb agreement in the written form.
2.0 CATEGORY
Individu
3.0 TARGET GROUP
PISMP Semester 3 students taking English Language Enrichment
(ELS) course.
4.0 BACKGROUND
4.1 BEFORE THE INNOVATION WAS IMPLEMENTED
4.1.1 In the course of teaching English Language proficiency to
the KDP (Kursus Diploma Perguruan Malaysia) groups of
students, it was found that despite 11 years of learning the
language (from the primary level to the secondary level),
many students seemed to be inadequate in their basic
understanding and awareness of how the English
Language works in terms of form, function and meaning.
4.1.2 Likewise, this semester,students taking ELS3101 English
Language Enrichment1 were also found to be lacking in
their language proficiency, especially in the area of subject-
verb agreement aspect.
4.1.3 In the Course ProForma for ELS3101 English language
Enrichment1 for undergraduate students, the course
Koleksi Inovasi Pedagogi Kent 2013
26
explores essential grammar and vocabulary to further
enhance learners’ awareness of English. This means that
learners will be reinforced with basic understanding and
awareness of how the English language works in terms of
form, function and meaning.
4.2 PROBLEMS STUDENTS ENCOUNTERED
4.2.1 Many students taking the ELS3101 and ELP courses are
confused in using auxillary verbs such as ‘is’ and ‘are’;
‘have and has’; as well as ‘do and does’. These occur not
only when they are conversing but also in their writing. This
results in students’ inability to use the language
competently as it shows their weakness in the area of
subject-verb agreement.
4.2.2 Students also do not know when to use ‘do’ and ‘does’
either in the negative statement or question form.
For example:
Does he like to eat ice-cream?
They do not like to play football.
4.2.3 Apart from these basic weakness in grammar usage,
frequently students are also found to be confused in
differentiating singular and plural verbs in the present
tense.
For example:
He runs home crying.
The cows moo in the field.
5.0 OBJECTIVES
This project was initiated to:
5.1 help overcome students’ confusion in using auxillary verbs
e.g. verb-to-be, verb-to-do and verb-to-have.
5.2 enable students to understand and recognise that verb
must agree with the subject noun in respect of grammatical
number, i.e. singular verb for singular noun, and plural verb
for plural noun.
Code – Name “S” / Tan Mee Chin
27
5.3 improve students proficiency in subject-verb agreement
either in the oral or written form.
6.0 DEFINITION: ‘singular’
The word ’singular’ according to the Merriam Webster’s dictionary is
defined as relating to, or being a word form denoting one person,
thing, or pronoun. It can also be related to a single instance or to
something considered by itself (eg abstract noun or group)
7.0 LITERATURE REVIEW
In a study by Stapa & Izahar (2010), the findings reveal that even
at the level of postgraduate studies (majoring in English) Malaysian
learners still face difficulties in subject-verb agreement. It is thus
important for remedial actions be taken to curb this problem.
According to Bock & Miller (1991),Studies of subject-verb
agreement errors frequently shows that errors in sentences that
speakers make are more likely to occur when a singular head noun
is followed by a plural, as in “The producer of the adventure movies
have arrived,than when a plural head is followed by a singular.
8.0 CODE-NAME “S”
What is code-name “S”? It is an innovative concept and it is
innovatively used for students who are weak in the basic
understanding of SVA (subject-verb agreement). Normally, students
will be taught a complex sub-rules of SVA that include the
agreement with coordinated subject and agreement with indefinite
expressions of amount.This approach causes confusion among the
weak students, therefore they will keep on committing errors either
orally or in the written form.
To overcome this confusion, Code-name “S” only focuses on the
singular form of the nouns, pronouns, verb and auxillary verbs in
the present tense. It also especially focuses on the pronouns ‘I &
you’, as this is also a cause of confusion to a majority of the
students.
Koleksi Inovasi Pedagogi Kent 2013
28
When students look at the subject or noun of the sentence, they will
only need to know if it is a singular noun (‘S’ acts as a reminder).
Then they will know that the verb or auxillary verb after the subject
would have to end with an “S” (“S” reminder for singular
nouns/pronouns). Students will then be able to distinguish verbs &
auxillary verbs between singular plural nouns.
9.0 DATE OF COMMENCEMENT
Date of
commencement:
Course
Target group
Jan 2013 –
March2013
ELS3101 English
Language Enrichment
1
PPISMP sem 3
10.0 MATERIALS: Experiment
In order to achieve the objectives for this subject innovatively,
students are required to sit for a :
pre-test – This consisted of a quiz. Students needed to
choose the correct auxillary verbs or verbs. (refer to
appendice)
a short course – Students were taught the methods of
using ‘Code-name “S”. (refer to procedures)
post- test – this consisted of the same quiz as the pre-
test.
11.0 PROCEDURES
Table 1: A Sample of the experimental procedure.
Steps Procedure Notes
Step 1
The lecturer administered a
pre-test to the students during
P&P. The test was based on
the basic subject-verb
agreement rule.
The pre-test consists
of a total of 20 filling-
in- the blanks
sentences and a short
paragraph for error
analysis.
Code – Name “S” / Tan Mee Chin
29
Step 2
i. A short course using
‘code-name ‘S’ was given
to the students during
teaching and learning
time. This went on for 2
weeks.
‘S’
singular special
ii. The students were given
a revision on :
Countable nouns
uncountable nouns
pronouns
auxillary verbs for
singular nouns
auxillary verbs for
plural nouns
‘S’ needs to be added
to the auxillary verbs,
(i.e. verb-to-be, verb-
to-do, verbs-to-have)
by identifying if the
subject noun is
singular or plural.
Example 1:
The
cat
i s here.
singular
noun + ‘s’
Example 2:
Ali run
s
home.
singular
noun + ‘s’
Example 3:
It doe s
not
sleep
here.
singular + ‘s’
noun
Students participated
actively and
enthusiastically.
Koleksi Inovasi Pedagogi Kent 2013
30
Step 3 Students were taken through
an activity to convince them
that they are ‘special’.
Then they were taught that
even though ‘I’ and ‘you’ fall
under the singular category,
the auxillary verbs should be
under the ‘special’ case.
i.e. ‘I am...’, ‘You are...’,
‘I do not like to eat rice.’,
‘Do you come here everyday?’,
Activity using a mirror:
What do you think of
the person in the
mirror?
What do you think of
your best friend?
(pointing to each
other)
Expected answer:
‘special”
Step 4 After the short course, students
were given a post-test.
Post-test offers the
same test paper as in
pre-test
Step 5 Students discussed and
compared their pre-test and
post- test marks.Students
reflected orally on what they
have learnt.
Discussion on their
reflections.
12.0 DATA COLLECTED :
12.1 Pre-test
PRE TEST (QUIZ 1 – 50 MARKS)
Range of marks Percentage of students
0 – 10 0
11 -19 69.6%
20 – 25 26%
26 – 30 0
31 - 40 4.3%
41 - 50 0
N = 23
Code – Name “S” / Tan Mee Chin
31
12.2 Post-test
POST TEST (QUIZ 2)
Range of marks Percentage of students
0 – 10 0
11 -19 0
20 – 25 17.4%
26 – 30 21.7%
31 - 40 43.5%
41-50 17.4%
N = 23
0
10
20
30
40
50
60
70
80
0-10 11-20 21-30 31-40 41-50
Per
cen
tage
of
stu
den
ts
Range of marks
Pre and post test results
Pre-test
Post-test
Koleksi Inovasi Pedagogi Kent 2013
32
12.3 Results
Data from the pre and post tests show that the
undergraduate students achieved better understanding of
the basic subject –verb agreement concept. More than 17%
of students had above 41 marks out of a total of 50 marks
as compared to 0% from the pre-test.
69.6% or more than half of the students only obtained
below average results, i.e.from 0 – 20 marks in the pre-test.
However, in the post-test, 100% of the students obtained
above 21 marks out of the full 50 marks. This shows that
nearly 100% understood what was taught to them through
code- name ‘S’.
13.0 ADVANTAGES
13.1 FOR THE STUDENTS
13.1.1 Exciting Achievements
i. P & P will be interesting and students’ participation will be
eagerly awaited for.
ii. Students can practice their oral skills among themselves
actively as well as to correct and remind each other of the
“S’ factor. They will possess a sense of pride in their
achievements .
iii. Students can share this knowledge with other peers as
the ‘S’ factor
will be quite easy for the students’ to understand and
share
iv. There will be less confusion for the students to progress
from their
v. basic understanding of the subject to a more advance
level.
13.1.2 Time and Cost Saving
Students need not have to spend a lot of time to
understand the basic concept of subject-verb agreement.
13.1.3 A language bank
i. Students can easily practice using this innovation
repeatedly when they teach pupils during their practicum
or in their respective schools in future.
Code – Name “S” / Tan Mee Chin
33
13.2 PEDAGOGICAL SKILLS
i. Students will not be confused easily as they progress in
using the language accurately, when they can easily
understand the basic grammar concept first.
ii. Students can collaborate with each other to comment on
their
grammatical errors as they converse as it would be non-
threatening.
13.3 FOR THE LECTURER
i. P & P for teaching grammar, under the topic subject-
verb agreement makes lesson and task student-friendly
and interesting.
ii. Assessment of students’ work can be easily accessible to
the lecturer.
iii. English Language lecturer may use this innovation to
teach any students who may be weak in their basic
understanding of subject-verb agreement.
14.0 TIME MANAGEMENT
12.1 Students can practice using English Language competently
anywhere and anytime.
12.2 Groups can easily share their achievements among their
friends.
15.0 EXPENDITURE
NIL
16.0 OTHERS
Teaching grammar innovatively using simple concept like ‘code-
name “S” ‘ brings benefit to the present teaching and learning
environment in IPG.
Koleksi Inovasi Pedagogi Kent 2013
34
REFERENCE
‘singular’. (2011). In Merriam-Webster.com. Retrieved March 18, 2013,
from http://www.merriam-webster.com/dictionary/singular
Nicol, J.L., Forster & Veres.(1997). Subject–Verb Agreement Processes
in Comprehension , University of Arizona, Tucson.
Stapa & Izahar.(2010). Analysis of Errors in Subject-Verb Agreement
among Malaysian ESL learners. The Southeast Asian Journal of
English Language Studies vol. 16, Retrieved March 18,2013, from
http://journalarticle.ukm.my /1022/1/ Siti_Hamin_Stapa.pdf
Koleksi Inovasi Pedagogi Kent 2013
35
THE WONDER OF BEADS AND SPOKES:
THE USE OF INDEPENDENT
ABACUS IN THE TEACHING AND LEARNING
OF SUBTRACTION
Chiam Sun May
SYNOPSIS
This innovation uses modified abacus named Independent
Abacus to improve Year 3 pupils’ perfomance in
Subtraction. It was employed through a PISMP student
during her teaching practicum. The abacus was employed
as teaching and learning aids on the Year 3 pupils who
were identified as low achievers. Data was collected
through analysis of documents such as reflection from
record book and journal, pre-test and post-test. It was
analyzed by using quantitative and qualitative method. Data
showed that there were improvements on pupils’
perfomances after the use of the abacus in the teaching
and learning.
1. TITLE/THEME
The Wonder of Beads and Spokes: The Use of Independent
Abacus in Teaching and Learning of Subtraction
2. BEFORE THE IMPLEMENTATION OF THE INNOVATION
Baig and Halai (2006) say because of the abstract nature of
mathematics, the role of concrete materials obviously help children
to proceed from concretel to abstract thinking. Abacus is one of the
concrete materials which is commonly used in the teaching and
learning of Mathematics. The Russian abacus (tchoty/ schoty/
счёты) as shown inFigure 1 has a single slanted deck, with ten
beads on each rod, except one rod which is usually positioned near
the user, with four beads for quarter-ruble fractions (Wikipedia,
2005).
Koleksi Inovasi Pedagogi Kent 2013
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Figure 1: The Russian Abacus (Wikipedia, 2005)
The school abacus has a bead frame similar to the Russian abacus
but with straight wires and a vertical frame. It is often seen as a
plastic or wooden toy and usually used to represent numbers
without the use of place value. Each bead and each wire has the
same value and used in this way it can represent numbers up to
100 (Wikipedia, 2005) as shown in Figure 2.
Figure 2: The School Abacus (Wikipedia, 2005).
The Wonder of Beads and Spokes / Chiam Sun May
37
3. PROBLEMS ENCOUNTERED
Nina (Pseudonym) was one of the PISMP Mathematics student who
carried out her third teaching practicum under my supervision
during her semester 7. She was teaching the topic of subtraction in
Year 3 for her second and third teaching practicum as well.
3.1 NINA’S FRUSTRATION DURING TEACHING
PRACTICUM
Nina shared that her pupils faced difficulties in solving
problems from this topic. She has tried several methods
to assist her pupils but they still unable to master the basic
concept of subtraction. This situation made Nina very
unhappy and worry.
3.2 PUPILS HAVE DIFFICULTIES TO SBUTRACT TWO
NUMBERS UP TO 4-DIGIT WITH REGROUPING
When it cames to the subtopic of subtract two numbers up
to 4-digit, with regrouping, Nina needed longer time to
make the pupils understand.
3.3 PUPILS FAIL TO MASTER BASIC CONCEPT OF
SUBTRACTION
Nina believes that fail to master the basic concept of
subtraction is the main reason which caused difficulties
among her pupils. She believes that teaching and learning
aids are interesting stimulators which is able to attract
pupils’ attention. Teaching and learning aids is useful to
both the teachers and pupils, when it comes to basic
concept of Mathematics. She believes teacher who uses
teaching aids in their lesson could deliver basic concept to
the pupils effectively.
3.4 TO FIND OTHER ALTERNATIVES AS TEACHING AND
LEARNING ACTIVITIES
In her first attempt, Nina demonstrated to her pupils how to
do subtraction with regrouping by using different colours of
counters. She showed them how to answer the same
question by using standard method as the next step.
However, when she evaluated the pupils during group
activity and idependent practice, she found that most of
Koleksi Inovasi Pedagogi Kent 2013
38
them still fail to master the basic concept of subtraction.
Nina wanted to try Independent Abacus as her alternative.
4. THE INNOVATION
4.1 THE INDEPENDENT ABACUS
The Independent Abacus was adapted from the Russian
abacus, the school abacus and the innovation of Mr.
Suliman @ Ramuald Bin Muntiol, FasiLINUS Papar District.
It consists of independent rods where each rod has ten
beads. If the rod is used to represent ones, it will be used
as the ones column where each bead worths one and so
on.
The Independent Abacus
Example:
a) Subtract two numbers up to 4 digits without regrouping
1 356 – 44 = _____
i. moved the beads on the Abacus that represent 1356.
The Wonder of Beads and Spokes / Chiam Sun May
39
ii. Take away the beads that represent 44. The process of
taking away started from the place value of ‘ones’ (O),
following by the place value of ‘tens’ (T).
iii. 1 356 – 44 = 1 312, as represented by the beads on the
Abacus.
b) Subtract two numbers up to 4 digits with regrouping
1356 – 47 = ______
i. moved the beads on the Abacus that represent 1356.
Koleksi Inovasi Pedagogi Kent 2013
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ii. Take away the beads that represent 47. However, since the
quantity of the beads in the place value of ‘ones’ were only
six (which were less than 7), so the pupils need to take
away 1 bead from the place value of ‘tens’.
iii. Since each bead on the place value of ‘tens’ worth 10,
iv. pupils subtracted 7 from 10 which is equal to 3. Pupils need
to put another 3 beads on the place value of ones.
v. Take away 4 beads from the place value of ‘tens’ which is
worth 40.
The Wonder of Beads and Spokes / Chiam Sun May
41
vi. The quantity of the beads on the Abacus represented the
answer of 1356 – 47, which is 1309.
5. FOCUS OF THE INNOVATION
i. To identify pupils’ difficulties in performing subtraction.
ii. To study the effectiveness of Independent Abacus to
improve pupils’ performance in subtraction.
iii. To build a positive perception on the use of concrete aids in
teaching of basic concept of subtraction.
6. THE TARGET GROUP
The intervention of the innovation was crried out to a group of
school pupils through Nina. It involved 17 Year 3 pupils from a
primary school in Penampang area. They were 14 boys and 6 girls
who were identified as average and below average achievers
through their independent practise and indivual exercise given by
Nina.
7. THE STEPS OF THE INNOVATION
Step Purpose
To Identify the pupils’ problems
Instrument employed:
Reflective log
Pre-test
To assess the
pupils’ mastery of
basic concept in
subtraction.
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Teaching and learning session using the
Independent Abacus as teaching aids
1. Show pupils to do subtraction by using Abacus
2. Pupils answer questions by using the
Independant Abacus
Week 1: (2 hours)
Subtract two numbers up to 4 digits without
regrouping
Week 2: (2 hours)
Subtract two numbers up to 4 digits without
regrouping.
Week 3: (2 hours)
Subtract three numbers up to 4 digits with
regrouping.
Week 4: (2 hours)
Subtract three numbers up to 4 digits with
regrouping.
Instrument employed:
To reinforce the
mastery of
subtraction
through the
Independent
Abacus
To evaluate if the
Independent
abacus was
effective to master
the concept of
subtraction.
The Wonder of Beads and Spokes / Chiam Sun May
43
Journal Writing
Record book
Post test
Questionnaire
8. BENIFITS FROM THE INNOVATION
8.1. REDUCE OPERATIONAL COST
The raw material consists of beads and spokes. The cost of
the innovation is minimum.
8.2. TIME AND SPACE SAVING
Time taken to prepare teaching material is ignorable. The
beads and the spokes require minimum space for storage
and handy to be carried to the classroom by teachers.
8.3. EASILY AVAILABLE
Beads are available in various colours and various sizes. It
can be easily obtained from most handicarft shops. The
spokes are one of the common items available in most
bicycle shops.
8.4 HANDS-ON EXPERIENCE FOR PUPILS
As the Independent Abacus has the benefits as stated in
8.1, 8.2, and 8.3, it does not burden teachers who wish to
employ it as a teaching and learning aids. It is possible for
the teachers to provide individual hands-on experience to
the pupils.
8.5 INCREASE IN PERFORMANCE IN THE PUPILS AND
THE WORK SATISFACTION OF NINA
The Independent Abacus has impacted Nina’s perceptions
of teaching and learning aids; and gave her confident in
teaching. It also showed that pupils have a better mastery
in subtraction after the intervention with the Independent
Abacus.
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9. SUPPORTING DOCUMENTS
i. Appendix A - The Comparision of the Pre Test and the Post
Test
ii. Appendix B - Pupils’ Responses from the Questionnaire
iii. Appendix C: Analysis of Record Book and Journal Writing
10. REFERENCES
Baig, S. & Halai, A. (2006). Learning Mathematical Rules with Reasoning. Eurasia Journal of Mathematics, Science and Technology
Education. (2): 2.
Nina (Pseudonym). 2010. The Wonder of Beads: The Use of Abacus in Teaching and Learning of Subtraction. Dissertation PISMP. IPGK Gaya. Wikipedia, the free encyclopedia. (2005). Abacus. http://en.wikipedia.org/wiki/Abacus#Russian. Downloaded 25 May 2011.
11. ACKNOWLEDGEMENT
Special appreciation for they are generous in knowledge, material
and information sharing.
i. Miss Nina (Pseudonym), PISMP (MT) Jan 2009 Intake
Student of IPGK Gaya.
ii. Mr.Suliman @ Ramuald Bin Muntiol, FasiLINUS Papar
District. Mr. Suliman @Ramuald Bin Muntiol is also a
student of PGSR (MT) Nov 2008 Intake Student of IPGK
Gaya.
The Wonder of Beads and Spokes / Chiam Sun May
45
Appendix A: The Comparision of the Pre Test and the Post Test
Figure 1: The Summary of the Mean of the Pre Test and the Post Test
The mean of the pupils’ scores in the pre-test was 13.53 and it was
increased to 51.18 in the post-test. It showed improvement on the pupils’
achievement after using the Independent Abacus in teaching and learning
process.
Figure 2 : The Pupils’ Scores in the Pre Test and Post Test
0
20
40
60
80
100
120
P1 P3 P5 P7 P9 P11 P13 P15 P17
Pre test (%)
Post test (%)
0
10
20
30
40
50
60
PRE - TEST POST - TEST
ME
AN
TESTS
MEAN
Koleksi Inovasi Pedagogi Kent 2013
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Figure 2 showed that all of the pupils obtained less than 50% in the pre
test. Only 1 pupil scored 40%, which was the highest score, 4 pupils scored
30%, two pupils scored 20% and three pupils scored 10%. There were
seven pupils with 0%. The range for the pupils’ score in the pretest was
between 0 to 40%.
Figure 2 also showed the pupils’ scores in the post test. The highest score
in the post test was 100%, and the lowest score was 0%. There were two
pupils scored 100%, one pupil scored 80% and four pupils scored 70%.
There was one pupil scored 60%, three pupils scored 50% and one pupil
scored 40% in the post test. There was one pupil who scored 30%, 20%
and 10% respectively in the post test. There were also 2 pupils who scored
0% in the test. So the range of the pupils’ scores in the post test was 0 to
100%.
Based on the data analysis from the pre test and post test, it is concluded
that 15 pupils scored higher scores in the post test as compared to their
have pre test scores. One pupil remained with 0% and one of them did not
improve. It is concluded that the Independent Abacus assisted the pupils to
improve their overall performance in Subtraction.
The Wonder of Beads and Spokes / Chiam Sun May
47
Appendix B: Pupils’ Responses from the Questionnaire
Items
FREQUENCY (%)
Strongly
Disagree
Disagree Not sure Agree Strongly
Agree
Pre Post Pre Post Pre Post Pre Post Pre Post
I really like
Mathematics
when my
Mathematics
teacher
used
Abacus to
teach us.
F 1 - 1 2 2 2 1 - 12 13
% 5.8 - 5.8 11.8 11.8 11.8 5.8 - 70.6 76.5
I know how
to use
Abacus to
perform
Subtraction.
F 2 - 2 4 4 4 4 - 5 9
% 11.8 - 11.8 23.5 23.5 23.5 20 - 29.4 53
I know how
to perform
Subtraction
when
Abacus is
provided.
F 1 - 2 3 1 1 6 - 7 13
% 5.8 - 11.8 17.6 5.8 5.8 35.3 - 41.2
76.5
Abacus
helps me to
perform
Subtraction.
F 2 - 1 3
2 2
3 - 9 12
% 11.8 - 5.8 17.6
11.8 11.8 17.6 - 52.9 70.6
After I learnt
Subtraction
by using
Abacus, I
know how
the
‘borrowing’
process
happens.
F 1 - 1 2 2 2 8 - 5 13
% 5.8 - 5.8 11.8
11.8 11.8 47.1 - 29.4 76.5
After I learnt
Subtraction
by using
F
2
-
0 2
2 2
8
-
5 13
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Abacus, I
know how
the
‘regrouping’
process
happens
% 11.8 - 0 11.8
11.8
11.8
47.1 - 29.4
76.5
When I use
Abacus to
do
Subtraction,
I will get
correct
answer.
F
2
-
1 3
1 1
8
-
5 13
% 11.8 - 5.8 17.6 5.8 5.8 47.1 - 29.4 76.5
Table 1: The Comparision of the Pupils’ Responses on the
Questionnaire Before the Pre Test and After the Post Test
Based on the data analysis, it is concluded that most of the pupils shown
positive attitude towards the useof the Independent Abacus in teaching and
learning of Subtraction. Most of the pupils agreed that the Independent
Abacus helped them to understand the concept of subtraction and also
helped them to improve their performance in subtraction.
The Wonder of Beads and Spokes / Chiam Sun May
49
Appendix C: Analysis of Record Book and Journal Writing
Data Resource Conclusion
Week 1
...and the lesson was so
unsuccessfully done. I used
Abacus as my teaching
kit.....however the pupils really
think the Abacus as a ‘toy’ for
them to play, not use the abacus
for the counting purpose...they
moved the beads and really
enjoy the Abacus but they were
unable to answer the questions.
(JRNL/R/18 Feb 2010)
I am so unsatisfied with the
lesson process....it seems like
the pupils plays with the Abacus,
not using it for the counting
purpose...
(RCBK/R/18 Feb 2010)
Journal
Record book
On the first week of the
implementation, the
Independent Abacus
managed to attract their
attention. However, they
did not use the
Independent Abacus as
a learning tool.
Week 2
...I spent longer time to explain
to them on how to use the
Abacus to answer the
Record book
Nina still faced
difficulties in teaching
the pupils to use the
Independent Abacus to
Koleksi Inovasi Pedagogi Kent 2013
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questions...
( RCBK/R/26 Feb 2010)
perform Subtraction.
She spent longer time to
make her pupils to
understand what she
have planned. However,
it showed that her pupils
began to accept the
Independent Abacus as
a learning tool which
could help them in
performing subtraction.
Week 3
I can see that I* have improve
his performance. He is a fast
learner...
(JRNL/R/29 Feb 2010)
...When I walk around the class
and observed the pupils, I
noticed that F* got the right
answer (in his Abacus) he didn’t
know how to write the process
(algorithm) in his book.
(JRNL/R/1 March 2010)
Journal
Journal
Some of the pupils have
improved their
performance in
Subtraction in the third
week after used the
Abacus in the
Mathematics class.
The pupils’ performance
in perform subtraction
were getting better.
However they still have
problem in writing the
algorithm in their
exercise book.
The Wonder of Beads and Spokes / Chiam Sun May
51
Week 4
...I am so glad that pupils’
performances are getting better.
Pupils were able to understand
how to perform Subtraction with
regrouping. They even help their
friends (explain to them) how the
process occurred. ...
(RCBK/R/1 March 2010)
Record book
The pupils’
performances in
Subtraction were getting
better. Some of the
respondents also tried to
help their friends to
solve the questions by
using the Independent
Abacus.
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VISUALIZING STANDARD DEVIATION BY POLYHEDRAL
Benny Kong Tze Loong Teh Ah Huat Ng Lee Fong
1.0 INTRODUCTION
Learning Mathematics is something difficult for a lot of student, they
cannot visualize those abstract concepts. One of it is standard
deviation. The most common teaching and learning activity is
usually just a mechanical ways of memorizing with little
understanding of the abstract concept. By exploring the outcome of
polyhedral, where content will be delivered through activities by
referring learning theories (Cognitive “Bruner”- Constructivist
“Piaget”) create a more contextual, meaningful and fun ways of
learning. This innovation was involved PPISMP semester three
students from IPG Kampus Kent.
2.0 CATEGORY
Group
3.0 SAMPLE OF POPULATION
Students of PPISMP GSTT Dec 2011 intake are taking basic
mathematics now in the third semester are studying Smart Statistic
(MT3311D1). They were given the change to comparing standard
deviations for a few sets of data in group. After given short briefing
by the lecturer, they managed to explain the concept of standard
deviation.
4.0 BACKGROUND
4.1 Cognitive Learning Theories
Cognitivism is a theory which looks into how people learn
by attributing the process to in cognitive or mental activity.
Learning can be seen as a change in individuals’ mental
structures enabling them to gain new knowledge.
Knowledge can be seen as schema or symbolic mental
constructions. The implication of this theory for the teacher
is that they could use various techniques such as
structuring and meaningful organization of content and give
practice for storing and retrieving information.
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
53
Jean Piaget was primarily interested in how
knowledge developed in human organisms. Cognitive
structuring of the knowledge was fundamental in his theory.
According to his theory, cognitive structures are patterns of
physical or mental action that underlie specific acts of
intelligence and correspond to stages of child development
(McLeod, 2012).
He put forward four primary developmental stages.
They are sensorimotor, preoperations, concrete operations,
and formal operations. In the sensorimotor stage,
intelligence takes the form of motor actions. Intelligence in
the preoperation period is intuitive in nature. The cognitive
structure during the concrete operational stage is logical but
depends upon concrete referents. In the final stage of
formal operations, thinking involves abstractions. Cognitive
development consists of a constant effort to adapt to the
environment in terms of assimilation and accommodation.
McLaughlin (1992) reports that “Accommodation is an
important idea that has been taken into second language
learning under the label ”restructuring” used to refer to the
re-organization of mental representations of a language. In
this sense, Piaget’s theory is similar in nature to other
constructivist perspectives of learning.
Jerome Bruner (1915) was one of the co-founders
of cognitive learning theory (CLT). Cognitive learning theory
is a broad conceptual framework with numerous
perspectives. Bruner’s theoretical framework is based on
the theme that learners construct new ideas or concepts
based upon existing knowledge. Learning is an active
process. Facets of the process include selection and
transformation of information, decision making, generating
hypotheses, and making meaning from information and
experiences. Bruner was influenced by Piaget’s ideas about
cognitive development in Learner (Culatta, 2013).
4.2 Teaching approach
Comparing the normal practical teaching and learning
activities with Constructivist Approach shown in Figure 1
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Figure 1: Comparing the Normal Practices and Constructivist Approach in
Teaching and Learning.
Normally teacher will use a top-down approach with
start from a common idea, formula or algorithm then let the
students follow where can consider as a deductive learning.
The student will do a lot of practices until they seems
master the idea, where they actually master the algorithm
or formula and may be do not understand the concept at all.
Teacher play the main role here and student are very
passive and experiencing meaningless learning.
Constructivist approach will be a bottom-up
approach where student are usually start to make some
real life observations then were asked to make some own
predictions or make some concluding statement base on
their prior knowledge or experience. They have to take part
actively in the learning and the might discover something
related to their old knowledge and construct new
knowledge after investigation (Dougiamas,1998).
Comparing the normal practical teaching and
learning activities with Contextual learning was shows in
Figure 2.
Normal Practice
Top-Down Learning
Teacher Centered
Passive Learning
Start From Common Formula/Algorith
Deductive
Constructivist Approach
Bottom-Up Learning
Student Centered
Active Learning
Start From Real Life Observations
Inquiry Discovery
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
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Figure 2: Comparing the Normal Practices and Contextual
Approach in Teaching and Learning.
Normally teacher can introduce any topic at any
time as they like and it can be tough by showing all the
formula and symbols and the operations of them. Again, the
normal classroom activities are very teacher centred and
meaningless for the students. There are no or very
minimum of things that related to the students daily life or
their experience. They also sit passively in class to receive
whatever given by the teacher.
Contextual approach will be more meaningful
learning for students. Based on the REACT module, where
activities must be related to daily life, have contact of
student’s experience, it can be apply in real life problem
and students will working together and build some new
knowledge based on the knowledge they already have
(Cord Communications, 2003).
Normal Practice
Stand Alone and Mechanical Process
Symbolic and Abstrct representation
Apply in drill exercises
Passive LearningStudying by ownself
Any new topic can be tough
Teacher Centered
Contextual Approach
Relating: Daily Life, anything meaniful
Experiencing: Hand-ons Activities, Manipulative
Applying: in a real situation
Cooperating : Working with peer
Transferingife: Building new experience on what the knew
Student Centered
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4.3 Situation Before Innovation
Most of the teacher may choose the following prove
or diagram to show the Standard Deviation as shown in
Figure 3, Figure 4 and Figure 5:
Figure 3: Typical formula of standard deviation
Figure 4: Typical calculation of standard deviation
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
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Figure 5: Typical calculation of standard deviation with the
help of a diagram
Lectures used expository and discussion as
teaching method. Students just listen, take notes and
occasionally give opinions and solve some example of
questions related to standard deviation when requested to
do so. To deliver teaching topic, the lecture method is less
effective because the students are not able to experience
how the data can transform and analyse to be a meaningful
data. Thus approach "hands-on" is more effective and
able to help students better understand how a method is
implemented.
4.4 Problem Before Innovation
Table 1 shows The learning through text or symbolic diagram is very ineffective in learning abstract concepts (Bruner, Piaget Cognitive Learning Theory). Student will leave to memorizing those meaningless text and symbol or mechanical steps of formula.
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Table 1: Bruner, Piaget Cognitive Learning Theory (Culatta, 2013)
Jean
Piaget Key Principles Remarks
Adaptation
Of Schema
New Schema by Adaptation of assimilation and accommodationbased on existing schema
New Schema (knowledge) will fit into existing schema by adaptation. Adaptation is either or both assimilation and accommodation. Assimilation is the process by which a person takes new things into their mind from the environment, which may fit in which make senses to them. Accommodation is the process which make change in the schema after
assimilation
Jean Piaget Key
Principles Remarks
Cognitive
Development
Stages
Sensorimotor
Preoperational
Concrete-
operational
Formal- operational
Sensorimotor: Infants use sensory and motor capabilities to explore and gain understanding of their environments Preoperational: Learner begin to respond to objects and events according to how they appear to be.
Piaget Cognitive Development
Stages
Sensorimotor
Pre-Operational
Concrete-Operational
Formal-Operational
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
59
Concrete-operational: Learner begins to think logically. Formal- operational: Learner begins to think about systematic and abstract.
Classroom teaching method implemented traditionally listed
in Table 2.
Table 2: Steps of traditional classroom approches.
Few questions
will be asked.
1) Without
showing the table
a) The mean of 5
subjects for 3
students was
show. What can it
tell?
b) The mean and
standard
deviation of 5
subjects for 3
students was
show.
What does it
mean?
Student Mean StDev
A 50.0 0.0
B 50.0 15.8
C 50.0 31.6
A mean of a set
of data without
standard
deviation does
not tell much
about the data,
but what is
standard
deviation.
Student ML EL CL MT SC Mean StDev
A 50 50 50 50 50 50.0 0.0
B 30 40 50 60 70 50.0 15.8
C 10 30 50 70 90 50.0 31.6
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Normally teacher
will explain
standard
deviation with the
help if a bell
shape diagram
1) Both formula (calculations) and even the diagram (explanations) are too
abstract for students, do not make sense because not related to daily
experience (contextual learning) nor active learning theory
5.0 OBJECTIVES
5.1 To define the meaning of standard deviation.
5.2 To understand the impact of data dispersion from the
standard deviation value.
6.0 IMPLEMENTATION SCHEDULE
Date Method Implemantation
6-7 Feb
2013
Presentation
from lecturers
Interpretation data to standard
deviation and variance. Lecturers
will use a top-down approach with
start from a common idea and
formula of the standard deviation.
The students will do a lot of
practices until they seems master
the idea, where they actually
master the algorithm or formula and
may be do not understand the
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
61
concept at all.
27 Feb
2013
Constructivism
of ideas
Students set the number for the
Polyhedral given by teacher. They
have to set the min for each dice.
They construct their knowledge
while collaborate in groups about
the standards deviation made by
each dice.
28 Feb
2013
Demonstration
and
presentation
The idea take to test the PISMP
students about the standard
deviation.
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7.0 IMPLEMENTATION OF INNOVATION
The FIVE Platonic Polyhedral (DICE) Each with 4,6,8,12 and
20 faces
Real Objects (Polyhedral)
Tetrahedron 4 Faces
Octahedron 8 Faces 5 6 7 8 5 6 7 8
3 4 5 6 7 8 9 10
5 6 7 8 5 6 7 8
3 4 5 6 7 8 9 10
5 6 7 8 5 6 7 8
3 4 5 6 7 8 9 10
5 6 7 8 5 6 7 8
3 4 5 6 7 8 9 10
5 6 7 8 5 6 7 8
3 4 5 6 7 8 9 10
5 6 7 8 5 6 7 8
3 4 5 6 7 8 9 10
𝒙=6.5, = 1.13
𝒙=6.5, = 2.316
Cube 6 Faces
Dodecahedron 12 Faces
4 5 6 7 8 9 4 5
1 2 3 4 1 2 3 4
4 5 6 7 8 9 6 7
5 6 7 8 5 6 7 8
4 5 6 7 8 9 8 9
9 10
11
12
9 10 11 12
4 5 6 7 8 9 4 5 1 2 3 4 1 2 3 4
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
63
4 5 6 7 8 9 6 7
5 6 7 8 5 6 7 8
4 5 6 7 8 9 8 9
9 10
11
12
9 10 11 12
𝒙=6.5, = 1.726 𝒙=6.5, = 3.489
7.1 Innovation implementation schedule
Step Process Remarks
Step 1
Inductio
n
(5
minutes)
Lecturers ask students to write the meaning of
standard deviation from their previous knowledge
(Or meaning in context).
Relating,
Comparin
g
Sample of
student’s
definition
in
appendix
1
Step 2
(45
minutes)
1. Students divided into groups of 5.
2. Each group was given a polyhedral dice.
3. Lecturers discuss what number should be
given to each dice so they will get the same
mean.
4. Students write the dices with a set of numbers
on it.
5. Students will throw the polyhedral dice 120
times and record the number on the face up
will be recorded.
6. Students will count the mean and the standard
deviation.
Hands-on
Minds-on
Learning
Active
Learning
Contextual
Learning
Koleksi Inovasi Pedagogi Kent 2013
64
Step 3
(45
minutes)
1. Comparing the value of mean and standard
deviation from each group.
2. Discussion on the outcomes.
3. Make generalization of the outcomes.
Hands-on
Minds-on
Learning
Constructi
vist
Learning
Step 4
(15
minutes)
4. Writing reflection
a. Student write their experiance from the
activities
b. Students rewrite their meaning of standard
deviation. The new understanding of
standard deviation not by calculation of
formula and ilustration from diagram.
Constructi
vist
Learning
Sample of
student’s
definition
in
appendix
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
65
2
Step 5
(10
minute)
Sharing Section
Sharing of reflection
Cooperati
on
Learning
7.2 The outcomes
All of them will be having the same mean of 6.5 but with different
standard deviation. The dice (polyhedral) with few faces will has a
smaller standard deviation which have less different outcome. The
dice (polyhedral) with more faces will have a bigger standard
deviation which have more different outcome.
8.0 BUDGET
Colour paper : RM2.00
Molting board : RM4.50
Glue / sellotape : RM2.00
Marker pen : RM3.70
Total : RM12.20
9.0 SUCCESS
9.1 Visualizing standard deviation by polyhedral dice
Improving the effectiveness of learning process for abstract
formula concepts by using concrete material (contextual
learning) and calculation of mean and standard deviation
by students based on own understanding (active learning
and constructivism learning) with polyhedral dices
(tetrahedron, cube, octahedron, dodecahedron and
icosahedron).
9.2 Time effectiveness
Time for a lecturer to explain, clarify and elaborate on the
student can be saved because students learn in groups.
Koleksi Inovasi Pedagogi Kent 2013
66
Evaluation can be carried out concurrently with the lecture
time.
9.3 Perception from lecturers
Lecturers was very satisfied with the lesson carried out
because it involved student’s active learning and
constructivism where students conduct the learning
activities where they generated their own data (Active
Learning). It is real data can they compare the outcome
among them (Contextual Learning). It is also very concrete
that what make the standard deviation different even with
the same mean (Constructivism Learning).
9.4 Perception from students
Table 3: The data collected from respondent before inovation
Define clearly Not Clear Wrong defination
5 17 8
Table 3 shows the data collected from respondent before
innovation. There were only five students able to do
reflection about the student’s definition on standard
deviation using their previous knowledge correctly. Most of
them not clear what is means by standards deviation and
were defining the standard deviation as square root of two
for variance and a few of them claim that they only used the
formula given to solve questions. The students’ reflection
samples were shown in Appendix 1.
Table 4: The data collected from respondent after
innovation
Define clearly Not Clear Wrong definition
17 11 2
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
67
Table 4 shows the data collected from respondent after
innovation. After the innovation using the polyhedral dice,
there was an increase on number of students able to define
the definition of standard deviation correctly. This means
student enhance their knowledge and able to make general
definition of standard deviation. However, there were two
students still unable to define the correct definition of
standard deviation. The students’ reflection on this activity
was shown in Appendix 2.
Students also being asked about the effect of the
activity they did. Students stated that they have a very good
understanding or mastering the abstract concept such as
standard deviation where usually calculated from formula
without much meaning to them. Through hands on such as
generating their own data with simple and concrete
materials is very helpful (Contextual Learning). It is more
fun and enjoyable activities (hand-on) compare to lecture. A
few of them state they this innovation help them to
understanding better and they able to join the relation
among the mean of data and the standard deviation. The
visual innovation help them to gain more knowledge and a
clear concept of standard deviation compare to lecture
before by using formula and doing some example of
questions. The students’ reflection on this activity was
shown in Appendix 3.
10.0 CONCLUDING REMARKS
The measurement of dispersion of the data set is necessary for
clear description. The most common measures of dispersion are
variance and standard deviation. Both are using all the data for
computation and measured the degree of dispersion of all
observations from the mean. Traditionally students will being teach
how to derive the formula from set of data and use to calculate the
dispersion. Students don’t understand the dispersion value counted
is for what purposes. This innovation shows to students that data
normally from in disperse. The polyhedral dice represent data
dispersion with the same mean of value. After the activity students
able to relate the situation with the actual data collection for the
research done for this semester. At the end of the activity most of
Koleksi Inovasi Pedagogi Kent 2013
68
them agree they gain knowledge and deeper their understanding
about standard deviation meaning and usage.
REFERENCE
Cord Communications. (2003). What Is Contextual Learning. Retrieved
5/2/2103 from
http://www.cordcommunications.com/Contextual_Learning/What_Is
_Contextual_Learning.asp
Culatta, R. (2013). Constructivist Theory (Jerome Bruner). Retrieved 28/1/
2013 from
http://www.instructionaldesign.org/theories/constructivist.html
Dougiamas, M. (1998). A journey into Constructivism. Retrieved 7/2/2013
from http://dougiamas.com/writing/constructivism.html
McLeod, J. (2012). Jean Piaget _ Cognitive Theory. Retrieved 2/2/2103
from
http://www.simplypsychology.org/piaget.html#sthash.TQu6uzqe.dpb
s
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
69
Appendix 1
Sample of statement question2: Define standard deviation according to
your prevoius knowledge.
Student 1: Clearly defined definition
Student 2: Not clearly defined definition
Student 3: Not clearly defined definition
Student 4: Wrong definition
Koleksi Inovasi Pedagogi Kent 2013
70
Appendix 2
Sample of statement question2: Define standard deviation according to
your knowledge after the innovation activity.
Student 1: Clearly defined definition
Student 2: Clearly defined definition
Student 3: Wrong definition
Student 4: Not clearly defined definition
Visualizing Standard Deviation by Polyhedral / Kong, Teh, & Ng
71
Appendix 3
Sample of statement question3: Give your opinion about this activity
enhances your understanding and effectively delivering the lesson.
Student 1:
Student 2:
Student 3:
Student 4:
Koleksi Inovasi Pedagogi Kent 2013
73
VISUALIZING IRRATIONAL NUMBER BY TECHNOLOGICAL
PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) MODEL
BENNY KONG TZE LOONG TEH AH HUAT
Dr. KOK BOON SHIONG 1.0 INTRODUCTION
Learning Mathematics is something difficult for a lot of
student, they cannot visualize those abstract concepts. One
of it is irrational numbers. The most common teaching and
learning activity is usually just a mechanical ways of
memorizing with little understanding of the irrational concept.
By using TPACK where content will be delivered through
activities designed by referring learning theories (Cognitive -
Constructivist) with the support of technology such as
Geometer Sketchpad (GSP) may create a more contextual,
meaningful and fun ways of learning.
2.0 BACKGROUND
2.1 Before innovation implemented
Students learnt the concept of mathematics by
directed instruction. Usually lecturer would deliver
note in MS PowerPoint format. After listened to the
explanation from the lecturer, students were given
time to complete the assignment given. In this
innovation, the topic focus on was irrational numbers.
Irrational Numbers are the most difficult and
abstract set in Real Number Set. It cannot be exactly
put the number line easily because it’s not rational.
Complex number can be visualized easier in the plane
exactly. Irrational Numbers usually was introduced to
student as a nominal or symbolic icon than a cardinal
number. The researcher would like to help the
students to visualize the irrational numbers then have
Koleksi Inovasi Pedagogi Kent 2013
74
better understanding the irrational numbers with more
meaningful by using TPACK model.
2.2 Problem faced
When the students asked to respond what is π and
2, they managed give a nominal number where were
with minimum understanding and contextual meaning
shown as in Table 1.
Table 1: Students’ Work before innovation
Before Innovation
What is π? What are 2?
10students(45.46%) :
22/7
14students(63.64%) :
1.41
8students(36.36%) :
3.14
4students(18.18%) :
3.142
8students(36.36%) :
1.414
3.0 OBJECTIVE
Learning through text or symbolic diagram is very ineffective
in learning abstract concepts.
The main objective of the innovation is to transform
this abstract concept learning into something more concrete
and more meaningful for the students by THREE ideas.
3.1 Students actively involved in the learning processes
where they will be asked to create their own learning
objects or own model.
3.2 Learning through Animated and Interactive Software
such as Geometer Sketchpad (GSP) will bring better
TPACK Model / Kong, Teh, & Kok
75
understanding of the concepts compare to abstract
text or formula or symbol.
3.3 Presentation of the simulation of the irrational
numbers pi and square root of 2 to 17 or more by
using the learning object created they will give
students better master of the concepts compare to
using text or symbolic explanation by teacher.
4.0 SCHEDULE
The innovation has been started since January 2012. 22
students from the PISMP Mathematics Semester 1 taking the
Knowing Number (MTE3101) course were involved in the
innovation project. Below is the summary of the project:
Table 2: Schedule
Date Instructional Design
Implementation
Jan 2012
Directed instruction
Students learnt the topic of irrational number by directed instruction.
Jan 2012
Directed instruction
Quiz (Pretest) was given to test the students on the topic.
Feb 2012
TPACK introduced
Students were introduced with the concept of TPACK. They started to use the TPACK in learning irrational number. They were asked to create the Learning Objects by using Geometer Sketchpad (GSP)
Koleksi Inovasi Pedagogi Kent 2013
76
Mac 2012
TPACK Students again were given another quiz (Posttest) to test their performance on the topic.
Nov 2012
Presentation and sharing
Presented and sharing in the International Convention in Teacher Learning and Development (IICTLD), 19-21 November 2012.
Apr 2013
Workshop Sharing and introduce the idea to the new lecturer in the New Lecturer Induction Course.
5.0 IMPLEMENTATION OF INNOVATION
All the 22 students were asked to state what is π and √2 at
first then the students were guided to investigate the value of
pi by drawing inscribed and circumscribed polygon within a
circle by using Geometer Sketchpad (GSP) for exploring π
concept.
They were also asked to construct a right angle
triangle with height of one unit for exploring the √2 concept.
These were done within a week of four interactions hours by
using GSP. These students’ works were checked by the
researcher. An adapted TPACK survey instruments which
was created by Schmidt, Baran, Thompson, Koehler, Mishra,
& Shin were used to get the students’ perception.
Table 3: Pretest Result
What is π? What are√𝟐?
10 students (45.46%)
: 22
7
14 students (63.64%)
: 1.41
TPACK Model / Kong, Teh, & Kok
77
8 students (36.36%)
: 3.14
4 students (18.18%)
:3.142
8 students (36.36%)
: 1.414
Table 3 are the result from the pretest. Most of the
students can only answer is 22
7 (10 students) and √2 is 1.41
(14 students). The responses from the students showed that
they are lack of understanding the concept of irrational
numbers.
Table 4: Posttest Result
What is π? What are√𝟐 ?
All of them can draw
inscribed and circumscribed
polygon within a circle by
hand for n=3,4,6,8
All of them construct and
measure √2, √3, √4,.... √16,
√17,...in GSP.
All of them can draw
inscribed and circumscribed
polygon within a circle by
GSP for n = 12,16 or any
odd sides’ polygon such as
seven or eleven sides.
sqrt17 = 4.12311 cm
L
KO
Koleksi Inovasi Pedagogi Kent 2013
78
PCK without TK (GSP) Team Teaching
Diagram 1: Teaching with Convention Strategy
Applying TPACK (with GSP)
√2
√3
O O
TPACK Model / Kong, Teh, & Kok
79
√4
√10
Diagram 2: TPACK with Geometer's Sketchpad (GSP)
6.0 ACHIEVEMENT
6.1 Students learnt to create LO
Students can create a high level learning objects by
using GSP compare to just manage to memorize the
value of π and √2. This is in line with Kong (2012)
findings on the higher level of learning object created
by students which show the higher level of revised
Bloom Taxonomy which also mean they have a better
understanding of the concept. By constructing a
concrete objects (in GSP) also show they have a
more meaningful experience.
O
O
Koleksi Inovasi Pedagogi Kent 2013
80
Active Learning New Bloom Taxonomy
Diagram 3: Level of Learning Objects Created vs. Level of
Revised Bloom Taxonomy
6.2 Students Perception On The Effectiveness of
combining T-C-P for the Lecturer
Table 5: Students’ Perception On The Effectiveness of
combining T-C-P for the Lecturer
Range Frequency Percentage,%
Cumulative
Percent
>76% 18 81.8 100.0
51%-75% 4 18.2 18.2
Total 22 100.0
Based on Table 5, 81.8% or 18/22 students strongly
agree on the combining of T-C-P or TPACK model did
make the lesson or learning mre effective. They also
stated that by using GSP to create the Learning
Objects did help them have a better understanding of
the irrational number concepts such as π and √2.
Creating
Doing by Ownself
Doing by Following
Manipulating
Watching
Listening
Creating
Synthesising
Analysisng
Applying
Understanding
Remembering Lectur
e
Demo
Static
Interactive
Dynamic
Interactive
create
Input
Output
TPACK Model / Kong, Teh, & Kok
81
6.3 Students Perception On The Importance of
Lecturer and Lesson with TPACK
Table 6: Students’ Perception On Importance of
Lecturer and Lesson with TPACK
TPACK Mean Standard Deviation
CK for Teacher 4.82 0.395
PK for Teacher 4.50 0.598
TK for Teacher 4.00 0.976
TPACK for Teacher 4.73 0.436
CK for a good lesson 4.82 0.395
PK for a good lesson 4.45 0.739
TK for a good lesson 4.32 0.839
TPACK for a good
lesson 4.68 0.482
N = 22
Based on Table 6 (Attachment), students’ perception
show Content Knowledge (CK) has the highest mean.
This also shown that the combination of Content
Knowledge, Pedagogical Knowledge and
Technological Knowledge also give a better score
both for the lecturer and also the lesson planning.
6.4 Cost
Geometer Sketchpad (GSP) is software with a
national license which covers by Ministry Of Education
so there are no extra cost was used for this
innovation. Students also have the opportunity to
explore GSP during their class so no extra time was
used.
Comparing the normal practicle teaching and learning
activities with Constructivist Approach
Koleksi Inovasi Pedagogi Kent 2013
82
Diagram 4: Advantages of Constructivist Approach
Normally theacher will use a top-down
approach with start from a common idea, formula or
algorithm then let the students follow where can
consider as a deductive learning. The student will do a
lot of practices until they seems master the idea,
where they actually master the algoritm or formula
and may be do not understand the concept at all.
theacher play the main role here and student are very
passive and experincing meaningless learning.
Constructivist approach will be a bottom-up
approach where student are usually start to make
some real life observations then were asked to make
some own predictions or make some concluding
statement base on thier prior knowledge or experince.
They have to take part actively in the learning and the
might discover something related to their old
knowledge and construct new knowledge after
investigation.
Normal Practice
Top-Down Learning
Teacher Centered
Passive Learning
Start From Common Formula/Algorith
Deductive
Constructivist Approach
Bottom-Up Learning
Student Centered
Active Learning
Start From Real Life Observations
Inquiry Discovery
TPACK Model / Kong, Teh, & Kok
83
7.0 CONCLUDING REMARKS
With the advanced in technology, technology in education
may play an important role in making sure the success of the
learning process. TPACK, builds on Shulman’s idea of PCK,
and attempts to capture some of the essential qualities of
knowledge required by teachers for technology integration in
their teaching, while addressing the complex, multifaceted
and situated nature of teacher knowledge (Mishra 2006 &
2008).
It might be conclude CK as what are going to be
deliver, PK as how to be deliver and TK as how to be deliver
well or effectively. TPACK might be making sure right thing to
be deliver in right way effectively.
REFERENCES
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 1–29). New York: Routledge.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Kong, B. (2012). Visualizing Mathematics Concept By Creating Learning Objects With Geometer’s Sketchpad [Research Journal]. Tuaran, Sabah: Teacher Training Institute, Mathematics Department.
Koleksi Inovasi Pedagogi Kent 2013
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Koleksi Inovasi Pedagogi Kent 2013
85
e-SEJARAH: PENGAJARAN DAN PEMBELAJARAN TEKNIK
PENULISAN SEJARAH MELALUI FACEBOOK
Lisa Yip Shukye dan Linah Bagu
SINOPSIS
e-Sejarah merupakan satu kaedah pengajaran dan pembelajaran dalam dan di luar bilik kuliah. Dalam e-Sejarah, facebook dibina dan digunakan sebagai salah satu alternatif untuk menjadikan pengajaran dan pembelajaran sejarah lebih interaktif dan efektif berdasarkan model The Learning Pyramid. Model tersebut menjelaskan bahawa kaedah pengajaran secara penglibatan aktif lebih berkesan. Penggunaan facebook ini juga sejajar dengan Anjakan 7 dalam Pelan Pembangunan Pendidikan Malaysia (2013 – 2025) iaitu memanfaatkan ICT bagi meningkatkan kualiti pembelajaran di Malaysia. Kajian Internet World Stats: Usage and Population Statistics telah menunjukkan sehingga 31 Disember 2011, sejumlah 13,589,520 (46.6%) daripada pengguna internet di Malaysia adalah pengguna facebook. Oleh itu facebook dipilih untuk melaksanakan e-Sejarah berbanding dengan media digital yang lain. e-Sejarah terbukti berjaya mewujudkan ruang kepada guru pelatih untuk mengalami sendiri pengalaman pembelajaran praktikal dan membuat pembetulan kesilapan secara on-the-spot. Pensyarah juga dapat memantau proses pembelajaran bersama-sama guru pelatih yang lain. Cara ini memberi peluang kepada guru pelatih untuk belajar secara berkolaboratif seterusnya meningkatkan minat terhadap mata pelajaran Sejarah. Selain itu, e-Sejarah juga dapat mengurangkan kos operasi dan menjimatkan ruang penyimpanan bahan rujukan yang boleh dirujuk pada bila-bila masa di pelbagai tempat. Kaedah ini telah diperluaskan kepada kumpulan PPISMP Bahasa Kadazandusun dalam pengajaran dan pembelajaran penulisan bibliografi dan terbukti amat berkesan.
1. PENDAHULUAN
Penulisan sejarah merupakan satu bentuk penulisan yang
bersandarkan kepada penyelidikan. Ia bertindak sebagai satu alat
pengkajian mengenai fenomena-fenomena masa lampau yang
mempunyai pendekatan serta kaedah-kaedah saintifiknya
Koleksi Inovasi Pedagogi Kent 2013
86
tersendiri. Justeru itu penulisan sejarah harus dilakukan mengikut
teknik-teknik yang betul dan ilmiah supaya ia bermutu tinggi. Di
antara teknik yang biasa digunakan untuk menghasilkan sebuah
karya yang objektif adalah pembentukan ayat, petikan, nota kaki
dan bibliografi. Di samping itu, simbol dan singkatan juga harus
digunakan secara sistematik seperti sic., ibid., op.cit., loc.cit.,
passim., pengikat kata, titik, coma, kurungan, tanda kutipan, nama
tempat dan penerbit sumber, tarikh terbitan, halaman sumber yang
dirujuk atau dikutip.
e-Sejarah merupakan satu kaedah pengajaran dan pembelajaran
dalam dan di luar bilik kuliah. Dalam e-Sejarah, facebook dibina
dan digunakan sebagai salah satu alternatif untuk menjadikan
pengajaran dan pembelajaran sejarah lebih interaktif dan efektif
berdasarkan model The Learning Pyramid . Penggunaan facebook
ini juga sejajar dengan Anjakan 7 dalam Pelan Pembangunan
Pendidikan Malaysia (2013 – 2025) iaitu memanfaatkan ICT bagi
meningkatkan kualiti pembelajaran di Malaysia. Kajian Internet
World Stats: Usage and Population Statistics.
http://www.internetworldstats.com/asia.htm telah menunjukkan
sehingga 31 Disember 2011 terdapat 17,723,000 (60.7%)
pengguna internet di Malaysia. Daripada jumlah bilangan ini
13,589,520 (46.6%) adalah pengguna facebook. Oleh itu facebook
dipilih untuk melaksanakan e-Sejarah berbanding dengan media
digital yang lain seperti You Tube, Twitter, email, Blog, Friendster
dan sebagainya.
2. KATEGORI
Kumpulan
3. KUMPULAN SASARAN
PPISMP Ambilan Jun 2011 (sekarang PISMP Ambilan Januari
2013)
4. LATAR BELAKANG
4.1 KEDUDUKAN SEBELUM INOVASI DILAKSANAKAN
e-Sejarah / Lisa Yip Shukye & Linah Bagu
87
4.1.1 Sebahagian besar guru pelatih menganggap
penulisan nota kaki dan rujukan tidak penting.
Mereka tidak sedar penulisan rujukan sangat
dititikberatkan oleh semua institusi pengajian tinggi
terutamanya dalam penulisan ilmiah dan laporan
penyelidikan.
4.1.2 Guru pelatih merasakan penulisan nota kaki dan
rujukan susah hendak dikuasai.
4.1.3 Pemeriksaan terhadap tugasan yang dihantar
mendapati guru pelatih tidak boleh menulis senarai
rujukan mengikut format APA (American
Professional Association) dengan betul. Ramai
yang melakukan kesilapan dari segi penulisan
rujukan dalam tugasan yang dihantar.
5. MASALAH YANG DIHADAPI
5.1 Pensyarah menghadapi masalah untuk menjelaskan
penulisan nota kaki yang betul. Penulisan nota kaki hanya
untuk penulisan Sejarah dan tidak wujud dalam penulisan
bidang ilmu yang lain.
5.2 Guru pelatih menghadapi masalah untuk menterjemahkan
penulisan rujukan dengan betul semasa melaksanakan
projek sejarah. Guru pelatih juga tidak tahu kesalahan
yang dilakukan oleh mereka kerana tugasan kerja kursus
tidak dipulangkan kepada mereka.
5.3 Pensyarah mengambil masa yang lama memberi respon ke
atas kesalahan yang dilakukan oleh setiap orang guru
pelatih. Biasanya selepas tempoh sebulan selepas tugasan
selesai disemak.
Koleksi Inovasi Pedagogi Kent 2013
88
6. OBJEKTIF
Pengajaran dan pembelajaran teknik penulisan sejarah melalui
facebook dilaksanakan untuk:
6.1 memupuk minat guru pelatih terhadap mata pelajaran
sejarah
6.2 mengikis mentaliti guru pelatih yang menganggap
penulisan nota kaki dan rujukan sukar serta tidak penting
6.3 mewujudkan semangat pembelajaran kolaboratif dalam
kalangan guru pelatih
6.4 melibatkan pembelajaran secara hands-on oleh guru
pelatih
6.5 membetulkan kesalahan penulisan rujukan guru pelatih on-
the-spot
6.6 mewujudkan pengajaran dan pembelajaran yang interaktif
di antara pensyarah-guru pelatih dan guru pelatih-guru
pelatih tanpa batasan dari segi waktu (sepanjang masa)
dan tempat
6.7 memberi keseronokan dan kepuasan kepada pensyarah
dan guru pelatih
7. TARIKH MULA DAN TARIKH SIAP PELAKSANAAN
Berikut merupakan rumusan proses pelaksanaan pengajaran dan
pembelajaran teknik penulisan nota kaki Sejarah melalui facebook:
Masa
Pelaksanaan
Kaedah
P&P
Pelaksanaan
Mac 2012 Ekspositori
(kuliah)
Secara Tradisional
Penggunaan Chalk dan Talk
13 September
2012
Create facebook
group oleh admin
facebook PPISMP
Semua guru pelatih dikehendaki
memberi alamat facebook kepada
e-Sejarah / Lisa Yip Shukye & Linah Bagu
89
Sejarah Ambilan
Jun 2011
admin.
15 September
2012
e-Sejarah:
Mengaplikasikan sepenuhnya
penggunaan facebook sebagai
media pengajaran dan
pembelajaran untuk
menyampaikan teknik penulisan
sejarah.
8. INOVASI YANG DILAKSANAKAN
8.1 Bentuk Bahan
e-Sejarah hanya menggunakan laptop dan perkhidmatan
internet. Semua pelajar memiliki laptop dan mampu
mengakses facebook menggunakan broadband pada bila-
bila masa tidak kira semasa di IPGK atau di asrama atau di
rumah. Guru pelatih hanya perlu Log In ke dalam Facebook
Group PISMP Ambilan Januari 2013 yang telah
dibangunkan.
Koleksi Inovasi Pedagogi Kent 2013
90
8.2 Pengendalian
Secara on-line menggunakan perkhidmatan internet.
Facebook Group PISMP Ambilan Januari 2013 digunakan
oleh pensyarah dan guru pelatih berinteraksi secara maya
tanpa mengira masa dan tempat. Pensyarah
menyampaikan pengajaran teknik penulisan Sejarah iaitu
nota kaki dan bibliografi kemudian post latihan secara
hands-on kepada guru pelatih. Guru pelatih memberi
jawapan dan sama-sama membuat pembetulan sekiranya
terdapat kesilapan jawapan rakan-rakan guru pelatih yang
lain. Pensyarah juga dapat membuat pembetulan on-the-
spot dan secara real time. Berikut adalah perincian proses
pengendalian e-Sejarah:-
Langkah Proses Catatan
Pengenalan
(5 minit)
Pensyarah menerangkan
topik pengajaran dan isi
pengajaran yang perlu
dikuasai
Guru pelatih diminta Log In
dalam facebook
Langkah 1
(1 jam)
Pensyarah menerangkan
teknik penulisan sejarah
berdasarkan format APA.
Teknik penulisan rujukan:
nota kaki, bibliografi, simbol
dan singkatan
Buku Panduan
Pelaksanaan dan
Penilaian Kerja
Kursus Berasaskan
Ilmu Edisi Pelajar
Mulai Januari 2006.
Langkah 2
(5 minit)
Pensyarah post latihan di
Langkah 3
(2 jam)
Sesi hand-on dengan latihan
kepada guru pelatih.
Pembetulan secara on-the-
spot oleh pensyarah
Guru pelatih juga diminta
untuk sama-sama
Hand-on,on-the-
spot dan real time
Pembelajaran
kolaboratif
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91
membetulkan kesilapan
yang dilakukan oleh rakan
mereka.
Penutup
(20 minit)
Refleksi
8.3 Perbelanjaan (Sekiranya berkenaan)
Tiada. Menggunakan pasarana yang sedia ada.
8.4 Peningkatan dalam aspek kepuasan hati pensyarah dan
guru pelatih. Pensyarah amat berpuas hati kerana berjaya
menyampaikan e-Sejarah khususnya penulisan nota kaki
dan bibliografi yang lebih mudah difahami dan dikuasai
oleh guru pelatih dalam tempoh masa yang singkat.
8.5 Faedah-faedah lain yang telah diperolehi adalah
meningkatkan minat guru pelatih terhadap mata pelajaran
Sejarah dan meningkatkan kemahiran mereka dalam aspek
penulisan Sejarah.
9. BENTUK KEJAYAAN
9.1 Penguasaan Kemahiran dan Aplikasi Teori
Pengajaran dan pembelajaran teknik penulisan sejarah
melalui facebook adalah alternatif terbaik untuk
meningkatkan kemahiran penulisan rujukan dan interaksi
sesama guru pelatih. Ini kerana berdasarkan pemerhatian
yang dilakukan mendapati cara ini mengandungi beberapa
ciri yang dapat menarik minat guru pelatih untuk belajar
antaranya:
Cara ini memberi motivasi kepada guru pelatih untuk terus
berusaha dan mencuba yang terbaik bagi meningkatkan
kemahiran penulisan rujukan dengan wujudnya persaingan
yang sihat di antara mereka. Ini kerana melalui facebook
segala yang di”post” dan komen-komen dapat lihat oleh
semua ahli dalam group.
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Cara ini memberi ruang kepada guru pelatih untuk
mengalami sendiri pengalaman berpraktikal sebenar (hand-
on) berbanding berlatih menggunakan papan putih (white
board) atau tulis di kertas.
Cara ini membolehkan kesalahan guru pelatih
diperbetulkan on-the-spot oleh pensyarah dan guru pelatih
yang lain oleh itu menjimatkan masa.
Cara ini juga memberi peluang kepada guru pelatih untuk
belajar secara berkolaboratif.
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93
Cara ini memberi peluang kepada penglibatan guru pelatih
dalam aktiviti dengan lebih aktif dan menyeluruh
Cara ini memberi kelainan kepada kaedah pengajaran dan
pembelajaran tradisional yang sering digunakan oleh
pensyarah.
9.2 Peningkatan dalam Tahap Kepuasan Hati Pensyarah dan
Guru Pelatih
Pensyarah berpuas hati dengan komen dan maklum balas
yang diberikan oleh guru pelatih.
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9.3 Peningkatan Kesedaran Kepentingan Penulisan Rujukan
Guru pelatih sedar kepentingan penulisan rujukan
merupakan tuntutan oleh institusi pengajian tinggi
terutamanya dalam penulisan ilmiah dan laporan
penyelidikan. Mereka juga sedar pentingnya memberi
penghargaan dan pengiktirafan kepada penulis asal serta
mengelakkan daripada melakukan plagiat.
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9.4 Pengurangan Kos Operasi dan Ruang Penyimpanan
Penggunaan nota bercetak berjaya dikurangkan. Bahan-
bahan yang di”post” dan comments boleh disimpan secara
maya (jimat ruang) dan boleh access (dirujuk) pada bila-
bila masa dan tempat.
9.5 Penjimatan Masa
Masa untuk pensyarah mengajar dan respon dapat
dijimatkan. Penggunaan komputer memudahkan kerja
editing dan memperbetulkan kesilapan yang dilakukan oleh
guru pelatih. Bergantung kepada kelajuan internet, respon
boleh mencapai real time.
9.6 Faedah-Faedah Lain
Minat guru pelatih terhadap mata pelajaran Sejarah dapat
ditingkatkan.
Latihan penulisan rujukan boleh diteruskan di antara
pensyarah-guru pelatih dan guru pelatih-guru pelatih tidak
kira masa dan tempat
10. KETERANGAN LAIN YANG BERKAITAN
10.1 e-Sejarah juga dapat digunakan untuk memantau aktiviti
pembelajaran guru pelatih semasa ketiadaan pensyarah.
Guru pelatih diminta merakamkan aktiviti mereka
menggunakan aplikasi video dalam handphone
memandangkan semua guru pelatih mempunyai smart
phone. Video ini kemudian dimuat naik dalam facebook
untuk ditonton bersama. Pensyarah dan guru pelatih boleh
sama-sama memberi respon terhadap video tersebut.
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10.2 Recapability e-Sejarah. Teknik e-Sejarah telah diadaptasi
oleh pensyarah Bahasa Kadazandusun untuk
menyampaikan pengajaran penulisan bahan
rujukan/bibliografi. Teknik ini dikenali sebagai e-BKD dan
telah berjaya memberi kemahiran kepada guru-guru pelatih
Bahasa Kadazandusun menguasai penulisan bahan
rujukan/bibliografi.
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Masa
Pelaksanaan
Kaedah
P&P
Pelaksanaan
2 April 2013 e-BKD Penggunaan facebook sebagai media
pengajaran dan pembelajaran untuk
menyampaikan teknik penulisan bahan
rujukan/bibliografi dalam Bahasa
Kadazandusun.
10.3 Berikut adalah proses pengendalian e-BKD oleh pensyarah
dan guru pelatih Bahasa Kadazandusun dalam menguasai
kemahiran penulisan bibliografi Bahasa Kadazandusun.
Teknik pengajaran tersebut terbukti berkesan sehingga
guru pelatih berjaya menulis bibliografi dengan betul
mengikut susunan.
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11. KESIMPULAN
Secara keseluruhannya e-Sejarah ini berjaya menghasilkan
intervensi yang memberi kesan positif terhadap pengajaran dan
pembelajaran Sejarah. Tidak dapat dinafikan e-Sejarah dapat
meningkatkan kemahiran penulisan rujukan dalam sejarah
berbanding dengan kaedah pengajaran dan pembelajaran secara
tradisional. e-Sejarah telah memberi satu pengalaman baru
kepada pensyarah dan guru pelatih dalam pengajaran dan
pembelajaran sejarah. e-Sejarah juga telah memberi inspirasi
kepada pensyarah-pensyarah mata pelajaran lain untuk
mengendalikan pengajaran dan pembelajaran khususnya dalam
penulisan bahan rujukan/bibliografi.