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Action
5.2

5.2.1 Execution of Action
The action stage began from the third to the seventh week. The findings from the planning
stage indicated that students could not interpret the graph correctly as they could not link the
Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti
key features with information given. Students were also unable to describe the trend identified.
Action
5.2
The researcher thus introduced the ‘TIDY AS SOC or DOC’. The method is designed using
the first letter of the four key features found in a graph which are time, data, trend and items.
5.2.1 Execution of Action
The acronym was used as it is a learning strategy which can lead students to conceive the
The action stage began from the third to the seventh week. The findings from the planning
material by recognising the links amongst the to-be-learned ideas (Jurowski, Jurowska, &
stage indicated that students could not interpret the graph correctly as they could not link
the key features with information given. Students were also unable to describe the trend
Krzeczkowska, 2015). It is a way for students to be able to digest information as it helps in
identified. The researcher thus introduced the ‘TIDY AS SOC or DOC’. The method is
students’ recollections of previous lessons.
designed using the first letter of the four key features found in a graph which are time,
data, trend and items. The acronym was used as it is a learning strategy which can lead
The research introduced the ‘TIDY AS SOC or DOC’ method in four steps beginning f
students to conceive the material by recognising the links amongst the to-be-learned ideas rom the
(Jurowski, Jurowska, & Krzeczkowska, 2015). It is a way for students to be able to digest
third week. After each step, the researcher would reflect on the action that has been taken
information as it helps in students’ recollections of previous lessons.
and the results that can be seen.
The research introduced the ‘TIDY AS SOC or DOC’ method in four steps beginning from

the third week. After each step, the researcher would reflect on the action that has been
rd
3 Week
Step 1: Acquainted with the four key features in graph
i. taken and the results that can be seen.
It is important for students to become aware of the four key features found in any given graphs
3 Week
rd
as missing a feature would disqualify students from getting the analysis. During practice, the
i.
Step 1: Acquainted with the four key features in graph
It is important for students to become aware of the four key features found in any given
researcher went through the key features with students found in different graphs as shown in
graphs as missing a feature would disqualify students from getting the analysis. During
Figure 5.4.
practice, the researcher went through the key features with students found in different
graphs as shown in Figure 5.4.

DATA TIME
Key

Features

TREND
ITEMS

Figure 5.4 The four key features of a graph

Figure 5.4 The four key features of a graph

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