KAJIAN TINDAKAN DALAM PENDIDIKAN (KPR 4063)

PENSYARAHPROF. MADYA DR ABDUL HALIM LATIF BIN ABDUL GAPOR

NAMA AHLI KUMPULAN:

NUR SHAHRULAKMA BINTI ARIFIN L20111006577

MAIZATUL AZIEMAH BINTI MOHD TALIB L20111006529

RASHIDAH BINTI ABDUL WAHED L20111006650

ULASAN JURNAL 1: DALAM NEGARA

Tajuk: “ Bacalah Cici ”

Oleh: Mamat Anak Chunggat (2005)

Sekolah Kebangsaan St. Jude Bunan, Jalan Mongkos, 94750 Serian, Sarawak.

JURNAL ADALAH BERDASARKAN MODEL KAJIAN TINDAKAN KEMMIS

PENGENALAN

Kajian tindakan ini dijalankan oleh Mamat Anak Chunggat yang mengajar di Sekolah Kebangsaan St. Jude Bunan, Jalan Mongkos,94750 Serian, Sarawak

Mamat adalah seorang guru Kemahiran Hidup yang telah berpindah ke sekolah lain dan ditugaskan mengajar kelas pemulihan.

Di tugaskan untuk memulihkan murid-murid yang belum menguasai 3M iaitu membaca, mengira dan menulis

MEMULAKAN KAJIAN/ PERMASALAHAN

Kajian tindakan ini di lakukan ke atas seorang pelajar yang di panggil Cici.

Cici seorang murid tahun 4 yang belum menguasai 3M dan enggan membaca bersendirian apabila diarahkan.

OBJEKTIF KAJIAN

Kajian ini dibuat oleh pengkaji supaya dapat membantu Cici:

a) Berani membaca seorang diri seperti diarahkan sama seperti orang murid lain.

b) Meningkatkan keupayaannya membaca.

PERMASALAH KAJIAN 1. Guru yang membuat kajian ini telah ditugaskan

untuk mengajar kelas pemulihan. Terdapat salah seorang pelajar yang bernama Cici tidak dapat menguasai 3M iaitu membaca, menulis dan mengeja.

2.    Pelajar  yang lemah tersebut enggan membaca apabila disuruh membaca secara individu semasa proses pembelajaran.

3.    Pelajar yang sudah berada di tahap 4 sekolah rendah masih tidak mampu mengenal huruf ABC hingga Z dan tidak tahu langsung untuk membaca.

4.    Pendekatan guru dalam memujuk murid tersebut untuk membaca menghadapi masalah walaupun pelbagai cara telah dilakukan supaya murid tersebut minat untuk belajar membaca.

LANGKAH 1 :PERANCANGAN TINDAKAN

Penyelidik cuba mendekati Cici dan cuba bertanya pelbagai soalan tentang latar belakangnya.

Mengenal pasti keberanian dan ketakutan Cici. Memujuk Cici supaya berani mencuba membaca. Mengumpan dengan memberikan upah. Mengancam hendak menghantar Cici ke bilik

guru besar.

= kesemua usaha yang dibuat tidak memperoleh kejayaan.

LANGKAH 2: PELAKSANAAN TINDAKAN

Penyelidik mendapat idea untuk memujuk Cici membaca dengan megambil kesempatan terhadap kelemahan Cici iaitu takut kepada jururawat yang datang ke sekolah untuk memeriksa gigi.

Cara yang dilakukan penyelidik ialah dengan membuat ugutan kepada Cici bahawa akan menghantarnya kepada jururawat gigi sekiranya Cici tidak mahu membaca.

Langkah-langkah

yang digunakan

Menggunaka

n bahan mauju

d

Menggunaka

n carta

Menggunakan kad huruf

1. MENGGUNAKAN BAHAN MAUJUD

Rajah 1 : Huruf-huruf mengikut peringkat pengajaran

LANGKAH 3: MEMERHATI

PENERANGAN: Bahan maujud yang digunakan adalah seperti

kad-kad huruf.

Penyelidik hanya mengajar lima huruf sahaja supaya senang untuk Cici menghafal dan mengingatkannya.

Setelah Cici dapat mengenal lima huruf yang telah diajar penyelidik akan menambah lima huruf lagi sehinggalah huruf Z.

2. MENGGUNAKAN KAD HURUF

Bagi menambahkan ingatan Cici, penyelidik menggunakan kad huruf yang mempunyai gambar.

Hal ini bertujuan untuk menarik perhatian Cici bagi menambahkan ingatannya terhadap huruf yang telah dipelajari.

3. MENGGUNAKAN CARTA

LANGKAH 3: MEMERHATI

PENERANGAN: Setelah Cici mengenal huruf dengan baik,

penyelidik mendapati Cici belum menguasai susunan huruf.

Maka penyelidik telah menggunakan carta yang mengandungi huruf-huruf mengikut urutannya

Langkah ini diambil supaya Cici lebih mudah mengingati dan memahaminya.

PENERANGAN :

Cici diminta untuk menyusun taburan kad yang tidak tersusun.

Setelah berulang kali membuat dan menyusun, akhirnya Cici telah berjaya menyusun kad huruf dengan sempurna dan betul.

LANGKAH 4: REFLEKSI

Cici akhirnya telah berjaya menguasai perkara asas iaitu membaca ABC sehingga Z dengan tepat.

Perubahan positif Cici juga dapat dilihat apabila dia sudah mempunyai keberanian dan keyakinan untuk membaca secara individu di dalam kelas.

KESIMPULAN

Usaha yang dilakukan oleh penyelidik mengambil masa yang lama dan memerlukan bimbingan yang intensif.

Penyelidik juga perlu bekerjasama dengan guru-guru lain dalam merancang aktiviti yang bersesuaian dengan kebolehan murid.

ULASAN JURNAL 2 : LUAR NEGARA

Title : Engaging Learners in Cooperative Learning Through

Environmental and Cross-cultural Activities

By:Soula Mitakidou and Konstantia Tamoutseli

Aristotle University of Thessaloniki, Greece

RESEARCH FIELD

The study was conducted at a public primary school in Toumba, Thessaloniki, Greece.

The group of participants included (25) nine years old children. 18 children of the class were boys and 7 children were girls.

BASED ON STRINGER MODEL

Design

CollectingData

DataAnalysis

Deliverresult

Take action

STEP 1: DESIGN to explore the possibilities of cooperative

learning to effectively promote the aims of both Education for Sustainable Development (ESD) and Cross- cultural Education (CDE) .

to explore the option of promoting cooperative learning in a diverse classroom through topics related to sustainable and cross- cultural education.

STEP 2: DATA COLLECTED

The method of collecting data was by using questionnaire.

Questionnaire was distributed to the students to explore their views towards cooperation and group work and their previous experience with it.

The students were involved in a discussion and they were asked to be divided into groups of five.

STEP 3: DATA ANALYSIS

Before and after the intervention, working in groups was not a usual teaching routine in the class.

The students thought that, by working in groups, work became a joyful play, and they liked the fact that different ideas were expressed and taken into consideration.

In class observation showed that the children willingly participated in all activities related to the project.

In session, intending to stimulate the children’s interest for the selected topic when the children were asked to describe their neighborhood, they mostly used positive characteristics for instance, amazing, good, green, love, pleasure that probably attributed to the children’s emotional relationship with their neighborhood.

The chosen image of the neighborhood as it emerged from the children’s drawings included mainly homes, large streets, lots of trees, a lot of green, flowers, playgrounds and no cars. It was impressive that only one picture showed a car, which was parked in a designated parking space and apartment buildings appear in only two of the drawings.

During the field trip, they completed the environmental evaluation cards very carefully and their comments in the walk mapping were accurate and critical. In their evaluation of the project, the children described as “very positive” the fact that they observed things they had not seen before.

As a result of their walk and the discussion that followed in class, the children decided to put together a list of actions, both personal and family, as well as to write and address a letter to the local authorities in an effort to contribute to improving their environment.

STEP 4: DELIVER RESULT

The children’s reactions to all fields of inquiry were very positive.

The children’s views regarding cooperation were recorded in the final questionnaire but there was also a final discussion where the children were invited to evaluate the experience of their participation in the study, their opinion about the types of activities as well as their work in groups

The researchers also asked the teachers of the school to complete the questionnaires expressing their opinions in cooperative learning.

The teachers who responded to the questionnaire admitted that they hardly ever used cooperative learning. Their reasons were in a descending order such as the suffocating curriculum, the load of syllabus and the time restriction that allow no time for such approaches to learning, difficulty in assessing children in the various subjects individually and loss of control in class management.

By the research, one of the teacher asserted that collaboration with the two researchers through a practical in class make her confidence in her abilities to use cooperative learning.

She also confirmed and agree that ESD and CCE activities carried out in the flexible zone where there are no strict curriculum restrictions, may help the teacher realize and be persuaded about the efficacy of cooperative learning and thus decide to apply it across the curriculum.

STEP 5: TAKE ACTION

The choice of topic that concerned the immediate environment of children helped them realize the need for cooperative and participation activities for improving their quality of life not only at the school but also at the social level.

This constitutes a common approach in most ESD programme that focus on closing the gaps between knowledge and attitudes aiming at the development of active citizens.

A welcome development could be the cooperation among student teachers, their university supervisors and classroom practitioners in the framework of CCE and ESD cooperative projects that, among other benefits, would serve as a model of cooperation for children.

This substantiates the need for a change of the overly structured curriculum that limits initiatives for creative development of a school programme, so that the school caters to the multiple needs and possibilities of all children.