TO IMPROVE THE YEAR 5 STUDENTS TO DETERMINE THE DEFORMATION

OF THE PHASES OF THE MOON BY USING M16/4

By;

Faridah bt Bakar ( 2012617356 )

SK Convent Sentul 2 Kuala Lumpur

1.0 INTRODUCTION

As a teacher, I gained a lot of experience both in terms of students' knowledge or attitude

problems that students show little interest in a topic being studied. In DSKP Science Year 5,

there is the theme of Earth and Space Sciences. The theme is very interesting and is a theme

that is eagerly awaited by the students. Furthermore, if various teaching aids are used,

students will be more interested to know what is there in this universe.

The title "The phases of the moon" is a problem for many students. Thought to be dead figure

out how best to ensure that these skills can be mastered by the students 100%. Many students

try to understand but in reality they just memorize these phenomena. For decades teaching,

the problem remains the same. The results of the analysis questions prior years, the topic of

the phases of the moon, asked whether in Part A or Part B. Initial review proves students do

not understand the change phases of the moon and try to guess the shape created by a specific

date.

The use of teaching aids not only benefit the students, but also to the teachers

themselves. When the process of preparing teaching aids, teachers have to undergo various

studies as well as get a variety of information useful addition to itself as well as to improve

the knowledge and preparation for a topic to be taught.

1
Overall, through my experience, students in 5 very weak in answering questions related to the

topic phases of the Moon. Item phases of the moon is a must-have item in question UPSR

objectives. Such items could contribute a percentage of students achieving marks in the

examination. If this cannot be checked, this will cause students to understand difficult topics

related to phases of the moon. They consider this topic and so difficult to regard Science is

difficult to learn at the same time they cause less interest to continue learning.

To overcome this problem, the expected income M16 / 4 and their own income by pupils for

the teaching and learning phases of the Moon can attract and increase student mastery of

topics phases of the Moon.

2.0 RESEARCH OBJECTIVES

The general objective of this study is to generate and increase proficiency and interest of

students in Science subjects using M16 / 4 'for the topic phases of the Moon and to introduce

a fun and effective learning for students.

In particular, this study is to:

1. To help students master the phases of the Moon topic in Science subjects using M16 / 4 '.

2. To help improve student achievement in Science subjects using M16 / 4 '.

3. Increase students' interest in learning Science by using and also produces its own 'M16 / 4'.

3.0 LITERATURE REVIEW

Cognitive Development Theory pioneered by Jean Piaget (1926), divides children's cognitive

development into four levels, namely sensorimotor, pre-operational, concrete operations and

the fourth stage of formal operations. On a concrete level (7-11 years) and formal operational

2
stage (11-15 years old) pupils are able to think logically and solve problems but is still

limited to something that is real.

Therefore, in order to enhance their understanding of scientific concepts, the use of teaching

aids and materials realized in R & D activities and application usage is a very effective

method in the cognitive development of students, especially students of primary school

before they can think abstractly. According to Piaget, he suggested to the children who are

not mental maturity to understand more experience with using concrete materials and

drawings that can be held during the process of learning takes place. Based on this fact, the

pupils cannot understand clearly the concept of Science that teachers explain and teach

Science in theory. Students require the use of concrete materials which may be held in a real

and can attract students to the material when the P & P.

The paradigm shift in the education system demands and urged the teachers to make changes

where one of the key elements of the change is creativity. (Hj. Mohd Ali, 1994). A great

teacher is not measured in terms of teaching skills alone, but also the creativity that goes into

every session P & P delivered. Creative teaching methods and enjoyable not only can win the

hearts of students to learn, but also to help them strengthen comprehension and memory in

these subjects, consistent with the fact Yong & Biramiah (1996) on "A creative teacher will

act as a motivation in learning for students ".

Education is now more important and fun learning environment means a demanding teacher

to be an individual creative and innovative.

3
Noor Azmi (1998) noted that the development of creativity, which means that creative

activities logically, develop imagination and can give their views is the focus of the

curriculum of the 21st century other than the acquisition of knowledge and skills.

According to Gardner's Theory of Multiple Intelligences, which are set by Howard Gardner

(1983), states that every individual has a variety of intelligence that manifested at different

levels. The theory underlying the two basic principles of human intelligence has a diverse and

everyone can develop all this intelligence to a competent level.

There are nine types of multiple intelligences proposed by Gardner in a book called Frames

of Mind: The Theory of Multiple Intelligence (1983), namely linguistic, kinaesthetic

intelligence, naturalist intelligence, logical mathematical intelligence, visual and spatial

intelligence, musical intelligence, interpersonal intelligence , intrapersonal intelligence and

spiritual intelligence (Choong Keow Lean, 2011).

4.0 LIMITATIONS OF RESEARCH

There are several issues that need to be unlocked through this study, namely:

1. Are students able to master the phases of the Moon topic in Science subjects using M16 / 4

'?

2. Does the use of M16 / 4 'can help improve student achievement in Science subjects?

3. Does the use of M16 / 4 'can enhance students' interest in studying Science?

4
5.0 METHODOLOGY

5.1 RESEARCH DESIGN

The design of this research is the study of the qualitative and quantitative measures

where the instrument is analysing documents, student interest survey , Pre-Test and

Post-Test.

TIME FRAME

5.2 SAMPLE SIZE (SCHOOL)

The study will be conducted at the National School Convent Sentul Dua, Kuala

Lumpur. In this study, a total of five students from Year 5 IRIS will be selected to

participate. They were selected based on their low performance in the pre-2015.

5
 5.3 INSTRUMENTS

Teachers will use three instruments, namely, document analysis, and Pre and Post-

Tests, and questionnaires( student interest survey). Instrument analysis of documents were

distributed prior to the intervention and will be redistributed after the intervention. Teachers

will evaluate these documents to assess student mastery by looking at changes to the marks

on the document before and after the intervention. In addition, pre-test will be performed on

the respondent before the intervention is implemented. While the post-test will be given to the

achievement of the respondents see the difference before and after the

intervention. Questionnaire will be given to each respondent after the use of teaching aids'

M16 / 4 'to measure the respondents' interest in Science subjects.

I will use the model Kemmis & Mc Taggert (1988) conducted a study in this action.

MEREFLEK

MEMERHATI MERANCANG

BERTINDAK

Figure 1: The circle of research actions carried out (Model Kemmis & Mc Taggert)

6
5.3.1 REFLECTION

The process begins with a process of action research which recall the reflections made by me

in carrying out everyday tasks. The objective of this reflection is to identify the strengths and

weakness of self-practices in teaching and learning process.

Reflect process begins by analysing student test scores obtained from Test 1. Next, the

teacher provides a worksheet to individual phases of the Moon topic to identify weaknesses

in students where they cannot identify the phases of the moon, drawing and name them. After

that I have planned to seek solutions to the problems faced by students.

5.3.2 PLANNING

The second step is carried out after further reflection is designing strategies and methods to

be used to overcome the problem of poor students in the topic of the phases of the

Moon. After analysing and identifying the main problems faced by students, teaching

methods and teaching aids 'M16 / 4' as well as its own production activities 'M16 / 4' by

pupils with the help of a teacher.

5.3.3 ACTION

Based on the model used, the third step of the plan is the implementation phase of the act

or a series of R & D using methods that have been planned to be carried out. Phase act also

includes document analysis, pre and post-tests, using teaching aids 'M16 / 4' during P & P,

questionnaires, and analysing the work of the respondents in each session P & P conducted.

7
5.3.4 WATCH

From the resulting intervention of teaching aids 'M16 / 4', the teacher will make observations

of respondents to evaluate the effectiveness of teaching aids 'M16 / 4' is produced. Teachers

will monitor the effectiveness of the method used after the intervention sessions. If the use of

teaching aids is less effective or fail, teachers must repeat loop model above to compare

findings.

5.4 INTERVENTION / TREATMENT

Teaching by using the M16 / 4

5.5 DATA COLLECTION

Data will be collected before and after the use of M16 / 4 in form;

i. Schedule (Analysis of interest in student survey before and after the session of

intervention)

ITEMS BEFORE AFTER

TREATMENT TREATMENT

YES NO YES NO

(%) (%) (%) (%)

Q1 80 % 20 %

Q2 60 % 40 %

Q3 100 % 0%

Q4 0% 100 %

Q5 100 % 0%

8
 Q6 40 % 60 %

Q7 80 % 20 %

Q8 60 % 40 %

Q1. Saya sangat minat mata pelajaran Sains.

Q2. Sains adalah mata pelajaran yang membosankan dan sukar.

Q3. Saya merasakan tajuk Fasa-fasa Bulan adalah tajuk yang sukar.

Q4. Saya sering memerhati bentuk bulan di langit dan dapat mengetahui

tarikh berdasarkan pemerhatian pada bulan.

Q5. Saya tidak faham kebanyakan tajuk dalam Sains.

Q6. Sains adalah mata pelajaran yang seronok dan mudah.

Q7. Saya minat dan suka belajar Sains dengan menggunakan alat bantu

mengajar.

Q8. Saya rasa sangat teruja apabila saya dapat menghasilkan sendiri alat

bantu mengajar yang boleh digunakan dalam tajuk-tajuk Sains.

9
ii. Graf (ie achievements)

70

60

50

40
Mark %

30 Pre-Test
Post-Test
20

10

0
ALYA MURNI NURALIA NISA RAJA
Responden

* Post-Test has not been carried out due to time constraints. Further action will be carried

out next year by more careful planning.

5.6 DATA ANALYSIS

Teachers make the analysis of tables and graphs for further action.

10