Pantun Buat Anak Didikku

Pantun ini adalah pantun yang dicipta untuk menceritakan pengalaman semasa berada di zaman persekolahan dahulu sebagai pedoman kepada anak-anak didikku.

Keris Damak keris berseni
Seni tampak si emas putih
Dengarlah anak kisahku ini
Jadikan tapak tempat bertatih

Pencak Tuah pencak laksamana
Pencak Jebat selaku pembela
Dahi basah lutut entah ke mana
Melihat kelibat di balik jendela

Anak serindit terbang berkawan
Singgah berehat di rumpun kayu
Serak dan sakit bukan halangan
Suaranya kuat memarah aku

Buah langsat masak menguning
Habis dikebas anak si nyonya
Berkening lebat misai melenting
Sekali dilibas hilanglah nyawa

Anak kelicap ditelan sawa
Sawa meniti menyusur ladang
Kerja tak siap buku tak bawa
Junjunglah kerusi di tengah padang

Kurung bertanda pakaian Hang Li Po
Bersama Hang Nadim asyik menyanyi
Guru tiada akulah sang romeo
Guru berdehem aku pun sembunyi

Ketupat palas di dalam belanga
Daging rendang pembuka selera
Di dalam kelas engkaulah sang singa
Di tengah padang engkaulah saudara

Buah labu dimakan kambing
Labu baru masak sesuku
Ketika ibu tiada di samping
Tanganmu guru menyuap aku

Anak badak terkena peluru
Peluru batu bucu berseni
Jikalau tidak keranamu guru
Tidaklah aku berada di sini

Cindai lama kainnya licin
Dilipat kemas di hujung almari
Guru berjasa umpama lilin
Biarpun panas membakar diri

Kalau mengajar anak kedidi
Biarkan makan si buah langsat
Guru mengajar membentuk budi
Agar perjalanan tidak tersesat

Kalau ke laut susur gelombang
Jangan kemudi patah hulunya
Usahlah menyahut umpama kompang
Kuat berbunyi tiada isinya

Kuatnya guruh membelah awan
Bunyinya dekat di samping aku
Kalau disuruh usahlah melawan
Semoga berkat segala ilmu

Sungguh ayu anak Pak Manan
Matanya galak menjeling manja
Segala ilmu perlulah diamalkan
Barulah anak dipandang mulia

Awan bergulung di senja hari
Hitamnya jelas tanda nak hujan
Gurulah gunung gurulah mentari
Berkhidmat ikhlas membentuk insan

Berdendang unggas di hati hutan
Jalan direntas jangan berliku
Dilambung emas bertatahkan intan
Belum terbalas jasanya guru

Sirih junjung di dalam gagang
Gagang disimpan di atas para
Agama dijunjung adat ditatang
Akhlak mampan maruah terpelihara

Cincin suasa penghias diri
Cincin berseni hilang di laman
Sampailah masa mengundur diri
Pesananku ini jadikan pedoman

Air embun menitis di dahan
Jatuh ke atap tumpah merata
Jari disusun mohon kemaafan
Andai tersilap tutur dan kata

~ Ibnu Zahr, Mei 2007

  Sempena hari Guru SK Selancar 1

Math Education / Teaching & Learning Tips and Strategies

Implementation of Investigative Approaches: 

Challenges, Opportunities and Strategies

Many research have proven that investigative approaches play a very important role in the development of mathematics education. The argument that investigative approaches consume much planning and implementation time, therefore reined teacher from completing the contents was first discussed and evaluated by this article. Small survey has been conducted to assist in the evaluation of the argument. The purposes of this article is (a) to review possible reasons for integrating constructivist and traditional approaches into mathematics class and (b) to review the strategies that have been used to implement the investigative approaches into everyday classroom teachings in order to help teachers plan their teaching and adapt those strategies into their classrooms. Obviously, although investigative approaches are excellent in promoting meaningful mathematics, a bit of traditional touch is useful (in term of its legitimate nature and its firm procedural knowledge and behavioural towards mathematics) to elevate mathematics education in general.  

Introduction

“I don’t have time to try group work or investigative approaches in my classroom.
I’m flat out covering the content so the kids will be properly prepared for the test.”

             It is believed that the National Council of Teachers of Mathematics (NCTM) had published the Principles and Standards for School Mathematics at the right time. It was published while a growing worrisome was emerged about the failure of school mathematics in inducing the meaningful learning and the ability to confidently use mathematics among the school leavers. Bunch of research arose to support and elaborate the investigative, exploratory, open-ended activities which underpin the active learning environment suggested by NCTM and constructivism. However, constructivism theory only provides description on how students learn and understand mathematics but do not configure how teachers should act to induce active learning in their classroom (Draper, 2002). As the result, the statement excerpted above is maybe one of examples of teacher’s gambits when the implementation of the investigative approach is discussed. This statement will be evaluated and discussed critically in this article due to the fact that it becomes among the most popular reasons for not implementing investigative approaches and for the sake of excelling mathematics reforms, it must not simply be ignored (Norton, McRobbie, & Cooper, 2002; Walle, 1999). This article then argues that the investigative approaches shall be integrated with the content-based approach at least in the transition period. Several rationales based on article, journal and book reviews will be provided along with the discussion. Later, several strategies on implementation of investigative learning will be listed and discussed.

MEANINGFUL LEARNING Part One

Is Meaningful Learning Essential?

Recent studies from mathematics' researchers promote the application of constructivism theory. It is a theory where meaningful understanding is become the most important aspect in education especially in mathematics' education. Due to this theory, children should actively involve in the learning process in order to construct their new knowledge based on their prior knowledge. Although it is believed to consume much time due to the so-called 'active activities', it is worth it due to the fact that meaningful learning is essential for strong understanding.

There are many children who do mathematics without knowing the real concept behind the calculations and computations. Many children answer question based on 'knowing' without 'understanding' the real context. Is it different between 'knowing' and 'understand'? Yes, of course! Take this as an example. Can you differentiate these two conditions?

a) Nani has 18 marbles. Raju gave her 12 more marbles. How many marbles Nani has now?
b) Nani has 18 marbles. How many marbles does she need to make it 30 marbles?

Many students able to answer (a) but unable to answer (b). Why? Most teacher understood (b) as a subtraction problem. Is it true? Let's see next example.

a) Nani had a cake. She cut it into 8 equal parts. She ate 3 parts of the cake.
b) Nani had 12 oranges. 8 of the oranges had rotten.

What is the difference? Some will see it as same. Indeed, (a) is pure fraction but (b) is about ratio but most teacher (even our ministry) treat it as the same. That is the reason why many questions on ratio being asked in UPSR under the title "high level fraction". Many children answered (a) successfully but some unable to answer (b).

Therefore, understanding is essential in mathematics education. It is a shame when student at high school unable to answer fraction successfully (happened to many of my PMR and SPM tuition participants).