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Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

longer need to draw a table and write FeMCI again. All they have to do is just present the
working steps without a table as guide.

In the post-test, the researcher had also analysed the post-test scripts using the student
answering behaviour checklist. The summary of the checklist is shown in Table 5.9.

Table 5.9 Summary of Student Answering Behaviour in Post-test Scripts

Answering Behaviour A B C D E F G H I

Students choose the right method / / / / / / / / /
Students write correct equation and choose the / / / / / / / / /
right integrating factor

Students are be able to find the integrating factor / / / / / / / / /

Students show working steps multiplying equations / / / / / / / / /
by the integrating factor
Students can show the merge step / / / / / / / / /

Students can integrate on both sides / / / / / / / / /

Based on the summary of the checklist in Table 5.9, it can be concluded that 100% of
students are able to choose the right method and show all the important work that needs
to be done in solving the first order linear differential equations by using integrating factor.
Students only lose scores through inaccuracy of answers, rather than lose points through
mistakes of working. In conclusion, it can be said that the “KIMCI CERIA” intervention
improves students' skills in solving first order linear differential equations.

6.0 CONCLUSION AND SUGGESTION FOR FUTURE ACTION

The ‘KIMCI CERIA’ technique has been a successful technique for the students of 6AS4.
This technique is easy to understand and can be utilised by other Mathematic teachers for
their students. Nevertheless, the researcher is aware that improvements should always
continue so that teachers can improve their teaching methods and ensure students can
truly master and enjoy Mathematics. The researcher would also suggest further action for
improvement such as the following:

Kementerian Pendidikan Malaysia 217