Page 20 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

Step 1 : Reasoning and Correlating
In step 1, students are given a set of students’ answers in hardcopy form. Students are
required to present and explain their own answers.

Diagram 5.10: Reasoning and Correlating

Diagram 5.10 shows that students take turns to present their respective answer. Meanwhile,
other students will suggest corrections and improvements. For this step, the researcher
chose the first presenter. The student with a modest achievement score presented first and
the student with the lowest score presented last. This allows the weaker students to learn
from their peers whilst keeping track of their weaknesses and make quick corrections.

Students were seen to be excited by the activity and gave positive feedback. Students
were able to clearly learn their own mistakes and confidently suggest improvements to
their friends’ answers as they present. The repetitive process of presenting, reasoning
and suggesting allows students to see and correct their mistakes which will strengthen
their memory. Most importantly, during this activity researcher found that weaker students
were able to identify their own mistakes and rectify them. The activity was a great success
as students obtain knowledge, develop awareness and hopefully remember the lessons
learnt.

Step 2: Conclusion
The second step in the ‘Mengecam’ is the conclusion. This step is to allow the students
to reiterate and revisit what they have learnt in the lesson. Table 5.3 shows the points of
elaborations for melting points of elements in period 3.

Kementerian Pendidikan Malaysia 19