I teach Mathematics for the first and peralihan classes in secondary school.

My good students

have no problem scoring in exams, but all my students struggle with HOTS questions and all

of them are bored of Mathematics. Commented [DLJY1]: Statement of the problem PAK21 is
trying to solve

To bring PAK21 into my algebra classes, I start by playing a game. The class is divided into

two groups, and I draw a graph on our whiteboard. First, I explain the basics of algebraic

functions – how linear, quadratic, power, exponential, and sinusoidal graphs look like. Next,

one of the groups will challenge the other group by placing three points on the graph. The other

group must draw a graph connecting the points and provide the formula that corresponds to the

graph within the time limit – 5 minutes. Once the time is up, the groups are given points on

how quickly they managed to solve the problem, and the group that did the solving now will

create the challenge. To add extra difficulty later in the game, the groups can add extra points

to connect, or obstacles that they must avoid! Commented [DLJY2]: Explanation of PAK21 teaching
method

This game has helped my students communicate critically with each other by thinking about

what graph can connect the points. Some of them have thought very creatively and learned how Commented [DLJY3]: Example of communication

to change the algebraic properties of graphs to reach different points. Others have even gone Commented [DLJY4]: Example of creativity

beyond the syllabus and learned about polynomial functions! As a result, my students from the

top class have scored an average of 10 points better in the recent TIMSS assessment. Commented [DLJY5]: Quantitative impact

I also work with the peralihan class teachers to combine Mathematics classes and allow my

top students to facilitate the same activity in the peralihan classes. This is to encourage the Commented [DLJY6]: Example of values and ethics

development of values and ethics, to remind them to help their friends who are less

academically-inclined.

(300 words)