Page 8 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

ENHANCING THE SKILL TO EXPLAIN
THE MELTING POINT OF ELEMENTS IN PERIOD 2 AND 3
AMONG STUDENTS OF 6 UNISZA 1
USING “TEKNIK KECAM”

Sharifah @ Aziah Binti Ahmad
Kolej Tingkatan Enam Hulu Terengganu, 21700 Kuala Berang, Terengganu

Abstract 1

This study was conducted to help students improve their skills to explain the melting point of elements
in period 2 and 3 using “Teknik Kecam”. The preliminary review analysis has shown that students
were unable to identify the trends that exist in the melting point graph; unable to remember the correct
terminology; and unable to elaborate correctly. To overcome the issues identified, “Teknik Kecam”
was used. “Teknik Kecam” is a combination of two activities, which are “Kenal dan Cam” where the
points of the elaborations of melting point are detected and identified, and “Mengecam” where the
points for elaborations are correlated accurately. The study conducted involved five students and a
teacher in the span of five weeks. The post-test result showed significant improvement in students’
writing and delivery.
Keywords: “Teknik Kecam”, identify and detect, melting trend, physical properties, performance in
writing, chemistry subject.

1.0 REFLECTION OF TEACHING AND LEARNING

The chemistry subject offered in Semester 2 is inorganic chemistry where students need
to analyse the elements in the periodic table. Students must also be able to explain the
physical properties of the elements learnt. Throughout the researcher’s experience of
teaching inorganic chemistry, students have been shown to perform poorly in Semester 2
STPM Examinations. Nevertheless, the researcher has high expectations for the students
and wants to change students’ perception that learning science is difficult. The researcher
has continuously modified teaching materials and method in the effort to find better ways to
teach students.

It is clear that giving explanations and checking students’ answers in given exercises were
not enough to help students achieve expected learning objectives. Despite adequate
material for reference, students’ writing performance were still poor thus affecting their
scores. Students have been found to be completely dependent on the material distributed
and unable to answer the questions without them. In spite of this, students seem to forget
the points of elaborations; unable to use exact terminology; could not detail the relationship
between the points of elaborations; and occasionally mixed up the points of elaboration
completely.

Kementerian Pendidikan Malaysia 7