INSTITUT PENDIDIKAN GURU KAMPUS ILMU KHAS

56000 KUALA LUMPUR

JABATAN SAINS, TEKNOLOGI, KEJURUTERAAN, KESENIAN DAN

MATEMATIK
TUGASAN KERJA KURSUS
(INDIVIDU)
SEMESTER: 3 TAHUN: 2020

KOD KURSUS SCES3073

KURSUS KEMAHIRAN SAINTIFIK DAN PENGURUSAN MAKMAL SAINS

Nama Pelajar MUHAMMAD IRFAN DANIAL BIN ARIS

Angka Giliran 2019172340052

No Kad Pengenalan 991021026059

Kumpulan/Unit G3.8

Nama Pensyarah PUAN ZURAIDA BINTI YAZID

Tarikh Hantar 30 OKTOBER 2020

Pengesahan Pelajar:

Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya rujuki
dan fahami.

Catatan (jika ada)

Tanda tangan Pelajar: Tarikh:

 MODULE JUSTIFICATION

NAME: MUHAMMAD IRFAN DANIAL BIN ARIS

GROUP: G3.8

1.0 MODULE TITLE

HUMAN RESPIRATORY SYSTEM (SCIENCE YEAR 4)

2.0 OBJECTIVE
This online learning platform was created to attract students to encourage them to be
actively involved in Science subjects during Movement Control Order (MCO). In addition,
this module was created to increase knowledge about the human respiratory system
according to the content standards and learning standards that have been set.

3.0 PROBLEM FACED

With the increase in Covid-19 cases nationwide, parents are increasingly taking
precautions by not sending their children to school. Concerned about the spread of the
virus and the lack of enforcement of standard operating procedures (SOPs), they took a
"wait and see" approach before sending their children back to school. This has had a
huge impact on the Teaching and Learning (T&L) process in schools, especially on
Science subjects. Teachers in schools find it difficult to implement activities (T&L) among
students in the school as a whole because the attendance of students declines to be
only half or less. In fact, the issue of Science learning objectives is less achieved and
ineffective for student learning because it is necessary to learn online. In short, as
educators, we need to choose the appropriate teaching tools to get effective learning
outcomes.

4.0 INNOVATION THAT HAS BEEN IMPLEMENTED

4.1 Target group.

The innovation produced is targeting Year 4 students for Science subjects.

4.2 In accordance with the Curriculum and Assessment Standard Document.

Implementation (T&L) should lead to the achievement of learning standards
based on 21st century learning methods. Activities (T&L) should emphasize
student-centred learning. This Science subject module focuses on thoughtful
learning involving scientific skills and thinking for the acquisition of knowledge
 through inquiry as a key approach in educational science. In addition, this online
module also aims to prepare students to face the rapid development of
technology and various challenges in the 21st century. In obtaining effective
learning outcomes, the teaching process and learning activities are designed to
provide ideas and encouragement to students to understand concepts, solve
problems and make decisions.

4.3 Module Description.

This module is a fun learning and teaching material that suits the nature of
students who like fun graphics and audio. This online Science module is a
teaching aid used to make learning Science at home more interesting and easier.
The “Powerpoint” platform has been used to produce this Science module in
order to provide facilities for students and parents to access it. This is because
this “Powerpoint” platform does not require internet access if you want to use it.
Students only need to download the ‘Powerpoint’ file provided by the teacher for
the first time and can be used at any time without the need for internet access. In
this module there are three parts, namely the learning part, the exercise part, and
the fun game part. In order to achieve content standards as well as learning
standards on the human respiratory system, students are required to understand
all the information provided by the study partner of their choice either
"Spongebob" or "Patrick".

During the learning phase, mastery learning can be applied among students.
Mastery learning is an approach that ensures that all students can master the
learning objectives to be achieved. One of them is that students can identify the
organs involved in the respiratory process. In addition, students are given space
and time to learn to their own pace. With the presence of various graphics and
animations in the learning material they will be easy to explain the process of
respiration in terms of airway and gas exchange in the lungs. Simple briefing
explanations table can also help students to understand and differentiate the
content of oxygen and carbon dioxide during inhalation and exhalation. In
addition, students will be able to describe chest movements during inhalation and
exhale easily when they successfully scan the “QR” provided. The QR code will
take them to the "Youtube" site which provides a very clear explanation through
animated video. The information provided by their "study partners" will also help
in generalizing that the rate of respiration depends on the type of activity carried
out.
 In the exercise section, the questions posed are also aims to produce pupils
with 21st century skills, focusing on thinking and living skills as well as able to
inculcate noble values in their careers. A variety of questions can help students to
face and overcome difficulties and challenges with wisdom, as well as
confidence. This is because, the learning process takes place individually due to
the absence of teachers to be facilitators as in the classroom. As such, the
questions given are to ensure that students can identify problems, make
descriptions, compare differences, and make generalizations. With this, learning
objectives can be achieved when they successfully answer all the questions that
have been given in the module. Finally, the games produced in the module aim to
sharpen their memory to be sharper. In the game students are required to find
similar diagrams in the scattered puzzle cards. Students need to "click" on the
circle on the right when they successfully find the same pair of diagrams. At the
same time, this game can provide fun to students after successfully completing
the learning process provided.

5.0 BENEFITS OF INNOVATION

5.1 Increased level of satisfaction.

The implementation of innovations that we carry out indirectly has improved
the quality of Science teaching and learning at home. The innovations that have been
produced can meet the satisfaction of the users and are also easily mastered by the
users in (T&L). Students will be more motivated to do activities because there are
musical and graphic elements that attract the teaching and learning materials.

5.2 Improved work output.

Based on our experience in producing these innovations, we can think more
creatively and innovatively to produce materials (T&L) that are more fun even when
done online. The results of this work also make us aware that the “Powerpoint”
platform can provide various facilities in producing a teaching material. “Powerpoint”
can not only be used to produce simple slides for (T&L),but can also be used as a
more fun teaching material as well as produce an interactive and fun game for the
process (T&L) if we study more about it.

5.3 Potentially used by others directly or modified according to need.

This innovation is potentially used by others directly or modified as needed.
This is because the innovations created can modify the teaching materials in the
template to meet the needs of teachers. In fact, this game can be used in various
 subjects. Teachers only need to think of appropriate activities to achieve a learning
objective. Furthermore, this module has the potential to be used by all parties
including normal students and students with special needs or modified according to
their respective needs.

5.4 Over time.

This teaching material was created over time. This is because it can be used
anytime and anywhere without restrictions. All students need is a mobile phone or
computer to implement this (T&L) process.

6.0 CONCLUSION
In conclusion, interesting modules can also design fun and effective learning
situations. In my opinion, with the changes and innovations in this teaching can also
overcome problems in implementing processes (T&L) face to face and can save energy
and time. All the needs that were difficult to provide by teachers before can be replaced
with the use of technologies such as the use of appropriate software and also through
computer animation that can help students feel and imagine that they have never been
through. Therefore, as educators, we should be wise in using technology in
implementing processes (T&L) that suit the needs of students. Teachers should not
make this Covid-19 pandemic an obstacle in implementing an effective process (T&L) for
students. The ongoing learning process is important to enhance skills, instil confidence
and form a positive self-concept in children so that they are successful and ready to deal
with challenges and responsibilities in school in the future.