Under the morning sun, the air around Sekolah Menengah Kebangsaan (SMK) Cherang Ruku is filled with the earthy scent of soil and the gentle rustle of leaves.
Neatly lined rows of golden melon plants stretch across the school compound, their vines heavy with ripening fruit — each one cared for by the steady hands of students who are quietly defying expectations.
The golden melon fertigation project, run by 18 Special Education Needs (MBPK) students from Form Two and Three — most of whom have learning difficulties — is more than just an agricultural initiative. It is a lesson in confidence, self-reliance, and the possibilities of modern farming.
The students have taken charge of every step of the process, from sowing seeds and nurturing seedlings to fertilising and even cross-pollinating the flowers. Their dedication is now bearing fruit — quite literally — as the muskmelon variety thrives and produces impressive harvests.
For 16-year-old Muhammad Jannatul Firdaus Abdullah, the project has been a journey of discovery.
“I sow the seeds, transfer the seedlings, fertilise daily, then cross-pollinate the flowers before selecting the best fruits… I’ve learned all this, but the best part is watching the fruit grow bigger each day, knowing I planted it myself,” he said with pride.
Before joining the project, Muhammad admitted he knew nothing about planting. Now, his days are filled with routines that bring him both knowledge and joy.
His classmate, Ahmad Azfar Atiqullah Abdullah, also 16, takes equal pride in his role. His daily tasks include fertilising and inspecting the plants to ensure they remain healthy — a responsibility he carries out with commitment and care.
For these students, the project is more than farming; it is about proving to themselves and others that with the right guidance and opportunities, they are capable of standing tall, nurturing growth, and shaping their own future.
FROM CHILLIES TO GOLDEN MELON
The project is spearheaded by teacher Nor Azman Zakaria under the school’s Special Education Integrated Programme (PPKI). It began back in 2013 with various crops, particularly chillies.
“In the early days, we carried out open fertigation projects focused on chili plants. But in 2022, the then Senior Assistant for Special Education, the late Wan Muhammad Hafiz Wan Mohamad Ali, introduced the idea of a Rain Shelter System (SPH). After discussions with crop consultants, we decided to switch from chillies to golden melons,” he told Bernama.
The decision, he explained, was both practical and forward-looking.
“Why golden melon? Because it’s in high demand but not widely grown. Still, our aim is not profit — it’s to expose students to the future potential of such crops.”
(The SPH is a structure that shields crops grown via fertigation or hydroponics from heavy rain and harsh sunlight, while also helping to control pests, weeds, and diseases.)
Nor Azman, who also teaches the Specific Vocational Skills (KVS) Plant Production Operations subject, said the project was fully implemented in 2024 with encouraging results.
“This year, we expanded from one plot to three fertigation plots, accommodating nearly 400 polybags of golden melon,” he added.
The initiative is also backed by MCG Fertigation & Training, which provides technical guidance and advisory services to ensure the project’s success.
A LEARNING MODULE
At SMK Cherang Ruku, every stage of cultivation has been carefully transformed into a learning module for the students.
“Students are exposed to the entire cycle — from seed sowing, daily care, fertiliser mixing, and irrigation systems to harvesting. They even learn flower pollination techniques to ensure better fruit quality,” explained Nor Azman, noting that the golden melons can be harvested within 62 to 65 days.
For now, the project runs once a year, but there are plans to double the cycle in the future. Each module is integrated into the curriculum to fulfil the requirements of the Malaysian Skills Certificate (SKM) Modular in plant production operations.
“Students learn according to the National Occupational Skills Standard (NOSS) set by the Department of Skills Development (JPK). They gain both theoretical knowledge and practical training, which will later be formally assessed,” he said.
Assessment takes various forms, including written assignments, photographic documentation, and hands-on tasks. Once the students reach the age of 19, JPK officers conduct practical evaluations before awarding them the nationally recognised SKM certificate.
Unlike their mainstream peers, MBPK students do not sit for the Sijil Pelajaran Malaysia (SPM). Instead, the SKM certification provides them with a structured pathway into vocational skills.
SMK Cherang Ruku is also recognised as an Accredited Branch Centre, placing it on par with Industrial Training Institutes (ILP).
“To achieve this recognition — which enables our students to receive SKM Modular certification — the Special Education Division worked closely with JPK to ensure the school meets the necessary equipment standards,” added Nor Azman.
STUDENT TRANSFORMATION
For Nor Azman, the true success of the golden melon fertigation project lies not only in its harvests but in the remarkable transformation of the students themselves.
He said the programme has helped build their self-confidence, discipline, independence, and social skills.
“They’re not just learning farming but also responsibility and teamwork. The pride they feel when their harvests are bought and well-received by teachers, parents, and the local community is invaluable,” he shared.
Although the project involves MBPK students, Nor Azman emphasised that it has run smoothly, as the participants are moderately able and capable of following instructions.
“If they can master these skills, we believe they can join career transition programmes, venture into agriculture, or even manage their own crops after leaving school.
“The Golden Melon Fertigation Project at SMK Cherang Ruku is proof that special needs students should never be sidelined,” he stressed.
With the right guidance, support, and opportunities, he believes special needs students can live independently, produce quality work, and, most importantly, develop the self-confidence they need for a brighter future.
“My hope is that this project not only continues to grow at this school but becomes a core PPKI initiative in Pasir Puteh — and ultimately recognised by the Ministry of Education as a national model,” he said.
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