Page 9 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

JURNAL PENDIDIKAN TINGKATAN ENAM 2019 JILID 3

For this study, the researcher uses “Teknik Kecam” as a possible solution. One of the activities
in the technique is through guiding students through a more active process of addressing
their mistakes (Yerushalmi and Polingher, 2006). This activity is done to encourage students
to recognise and learn from their own mistakes. The activity is also done in a group setting
to generate interaction among students to maintain competitiveness to succeed. The group
effort would also help students break free from complete dependency on the teacher as a
guide and on teacher-guided materials. This change in teaching and learning behaviour
would also inspire students to be independent learners. However, the students must first
master the following knowledge before engaging in “Teknik Kecam”:
i) The position of elements in periodic table.
ii) Types of the element of either metal, non-metal or metalloid.
iii) Types of chemical bonding and the structure of the compound.

2.0 THE FOCUS OF ACTION PLAN

The study conducted is focused on the skills to explain the trend of melting point of elements
in period 2 and 3 in the periodic table. Students must master the melting point of elements
as it also appears in six different topics. In Semester 2 chemistry syllabus, students should
be able to master at least 29 skills out of 85 as part of their learning outcome. If students
could explain the trend of melting point of Period 2 and 3 elements, they would be able
to explain the melting point of elements in Group. Both elements in the Period of 2 and
3 consist of the same type of element whether they are metals, metalloid and non-metal
elements that require the same elaboration points. Students will be able to score nine marks
if they could explain the trend of melting point for the period.

“Teknik Kecam” is implemented to help students remember the points of elaboration
and correlate the points accurately. As a result, students would be able to write a more
structured explanation and meet the needs of the question. This technique can also be
used by students in their group discussion without guidance of a teacher. The idea of this
technique comes from the idea of the reverse osmosis concept that requires pressure to
produce good results. In “Teknik Kecam”, students will go through a higher-order thinking
process that requires them to identify mistakes and make corrections. The students would
do this exercise repeatedly as the repeat process has been proven effective to improve
memory (Mustafa & Basri, 2014). Incidentally, students would learn to be independent and
not rely on the notes provided in the class. In addition, students would feel more in control
of their own learning and limit the stress of a teacher-centred environment. The impact is
that the students would be able to remember the periodic elaborations better as they repeat
the learning process.

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