1. 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
2. ULASAN JURNAL 1: DALAM NEGARA Tajuk: “ BacalahCici ” Oleh: MamatAnakChunggat (2005) SekolahKebangsaan St. Jude Bunan, JalanMongkos, 94750 Serian, Sarawak.
4. PENGENALAN KajiantindakaninidijalankanolehMamatAnakChunggat yang mengajardiSekolahKebangsaan St. Jude Bunan, Jalan Mongkos,94750 Serian, Sarawak Mamatadalahseorang guru KemahiranHidup yang telahberpindahkesekolah lain danditugaskanmengajarkelaspemulihan. Di tugaskanuntukmemulihkanmurid-murid yang belummenguasai 3M iaitumembaca, mengiradanmenulis
7. Permasalahkajian 1. Guru yang membuatkajianinitelahditugaskanuntukmengajarkelaspemulihan. Terdapatsalahseorangpelajar yang bernamaCicitidakdapatmenguasai 3M iaitumembaca, menulisdanmengeja. 2. Pelajar yang lemahtersebutengganmembacaapabiladisuruhmembacasecaraindividusemasaprosespembelajaran. 3. Pelajar yang sudahberadaditahap 4 sekolahrendahmasihtidakmampumengenalhuruf ABC hingga Z dantidaktahulangsunguntukmembaca. 4. Pendekatan guru dalammemujukmuridtersebutuntukmembacamenghadapimasalahwalaupunpelbagaicaratelahdilakukansupayamuridtersebutminatuntukbelajarmembaca.
8. LANGKAH 1 :perancangantindakan PenyelidikcubamendekatiCicidancubabertanyapelbagaisoalantentanglatarbelakangnya. MengenalpastikeberaniandanketakutanCici. MemujukCicisupayaberanimencubamembaca. Mengumpandenganmemberikanupah. MengancamhendakmenghantarCicikebilik guru besar. = kesemuausaha yang dibuattidakmemperolehkejayaan.
9. LANGKAH 2: pelaksanaantindakan Penyelidikmendapat idea untukmemujukCicimembacadenganmegambilkesempatanterhadapkelemahanCiciiaitutakutkepadajururawat yang datangkesekolahuntukmemeriksagigi. Cara yang dilakukanpenyelidikialahdenganmembuatugutankepadaCicibahawaakanmenghantarnyakepadajururawatgigisekiranyaCicitidakmahumembaca.
12. LANGKAH 3: MEMERHATI PENERANGAN: Bahanmaujud yang digunakanadalahsepertikad-kadhuruf. Penyelidikhanyamengajar lima hurufsahajasupayasenanguntukCicimenghafaldanmengingatkannya. SetelahCicidapatmengenal lima huruf yang telahdiajarpenyelidikakanmenambah lima huruflagisehinggalahhuruf Z.
13. 2. Menggunakankadhuruf BagimenambahkaningatanCici, penyelidikmenggunakankadhuruf yang mempunyaigambar. Hal inibertujuanuntukmenarikperhatianCicibagimenambahkaningatannyaterhadaphuruf yang telahdipelajari.
18. LANGKAH 4: refleksi Ciciakhirnyatelahberjayamenguasaiperkaraasasiaitumembaca ABC sehingga Z dengantepat. PerubahanpositifCicijugadapatdilihatapabiladiasudahmempunyaikeberaniandankeyakinanuntukmembacasecaraindividudidalamkelas.
19. Kesimpulan Usaha yang dilakukanolehpenyelidikmengambilmasa yang lama danmemerlukanbimbingan yang intensif. Penyelidikjugaperlubekerjasamadengan guru-guru lain dalammerancangaktiviti yang bersesuaiandengankebolehanmurid.
20. 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
21. 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.
23. 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.
24. 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.
25. 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.
26. 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.
27. 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.
28. 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
29.
30. 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.
31. 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.
32. 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.
33. 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.
