Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah

Murid Berkeperluan Pendidikan Khas (MBPK) kategori Kurang Upaya Intelektual (KUI) boleh mendapat manfaat jika mereka dibenarkan belajar mengikut gaya pembelajaran pilihan mereka. Kajian ini bertujuan meneroka kefahaman Guru Sekolah Menengah di bahagian Kuching, Sarawak untuk menangani kepelbagaian g...

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Main Author:	MOHAMAD TAHA, ABOL
Format:	Thesis
Language:	English
Published:	2024
Subjects:	L Education (General) LB Theory and practice of education
Online Access:	http://ir.unimas.my/id/eprint/46431/1/Thesis%20Mohamad%20Taha%2018010120.pdf
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id	my-unimas-ir.46431
record_format	uketd_dc
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English
topic	L Education (General) LB Theory and practice of education L Education (General)
spellingShingle	L Education (General) LB Theory and practice of education L Education (General) MOHAMAD TAHA, ABOL Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah
description	Murid Berkeperluan Pendidikan Khas (MBPK) kategori Kurang Upaya Intelektual (KUI) boleh mendapat manfaat jika mereka dibenarkan belajar mengikut gaya pembelajaran pilihan mereka. Kajian ini bertujuan meneroka kefahaman Guru Sekolah Menengah di bahagian Kuching, Sarawak untuk menangani kepelbagaian gaya pembelajaran MBPK KUI di Program Pendidikan Khas Integrasi (PPKI) dan seterusnya membina model pengajaran dan pembelajaran yang boleh menangani pelbagai gaya pengajaran MBPK KUI di Program Pendidikan Inklusif (PPI) Kemahiran Vokasional Spesifik Asas Roti. Pendekatan kualitatif dipilih bagi melaksanakan kajian melalui analisis dokumen berkaitan dan temu bual separa berstruktur yang telah dilaksanakan terhadap 10 orang guru di kelas PPI di 5 buah sekolah menengah kebangsaan terpilih di bahagian Kuching. Manakala, pemerhatian dilaksanakan untuk melihat keberkesanan terhadap model pengajaran yang telah dibina. Analisis tematik digunakan untuk menganalisis data. Dapatan kajian menunjukkan guru tidak mempunyai kefahaman yang jelas mengenai kepelbagaian gaya pembelajaran MBPK KUI di PPKI. Malah, kaedah pengajaran yang digunakan juga lebih tertumpu kepada kerja berkumpulan dan perbincangan yang lebih memberi manfaat kepada murid auditori berbanding murid membaca/menulis, kinestetik dan visual. Peserta kajian juga mengakui kelebihan penggunaan pelbagai kaedah pengajaran boleh membantu lebih ramai murid menguasai sesuatu aktiviti atau topik, namun, ia menuntut masa dan membebankan guru untuk merangka dan merancang pengajaran. Manakala, teknik pengajaran yang digunakan oleh guru bagi menyesuaikan kepelbagaian gaya pembelajaran pula lebih cenderung memberi manfaat kepada murid kinestetik dan murid auditori berbanding murid visual. Akhir sekali, pemerhatian menunjukkan bahawa model pengajaran yang dibina berkesan dalam menangani kepelbagaian gaya pembelajaran. Kajian menunjukkan kepentingan untuk menangani keperluan gaya pembelajaran yang pelbagai dalam kalangan MBPK KUI di PPI.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	MOHAMAD TAHA, ABOL
author_facet	MOHAMAD TAHA, ABOL
author_sort	MOHAMAD TAHA, ABOL
title	Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah
title_short	Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah
title_full	Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah
title_fullStr	Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah
title_full_unstemmed	Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah
title_sort	kefahaman guru dan gaya pembelajaran dan teknik pengajaran untuk murid berkeperluan khas di kelas program pendidikan khas integrasi sekolah menengah
granting_institution	University Malaysia Sarawak
granting_department	Faculty of Cognitive Sciences
publishDate	2024
url	http://ir.unimas.my/id/eprint/46431/1/Thesis%20Mohamad%20Taha%2018010120.pdf
_version_	1818611699276578816
spelling	my-unimas-ir.464312024-10-21T02:54:10Z Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah 2024-10-18 MOHAMAD TAHA, ABOL L Education (General) LB Theory and practice of education LB1603 Secondary Education. High schools Murid Berkeperluan Pendidikan Khas (MBPK) kategori Kurang Upaya Intelektual (KUI) boleh mendapat manfaat jika mereka dibenarkan belajar mengikut gaya pembelajaran pilihan mereka. Kajian ini bertujuan meneroka kefahaman Guru Sekolah Menengah di bahagian Kuching, Sarawak untuk menangani kepelbagaian gaya pembelajaran MBPK KUI di Program Pendidikan Khas Integrasi (PPKI) dan seterusnya membina model pengajaran dan pembelajaran yang boleh menangani pelbagai gaya pengajaran MBPK KUI di Program Pendidikan Inklusif (PPI) Kemahiran Vokasional Spesifik Asas Roti. Pendekatan kualitatif dipilih bagi melaksanakan kajian melalui analisis dokumen berkaitan dan temu bual separa berstruktur yang telah dilaksanakan terhadap 10 orang guru di kelas PPI di 5 buah sekolah menengah kebangsaan terpilih di bahagian Kuching. Manakala, pemerhatian dilaksanakan untuk melihat keberkesanan terhadap model pengajaran yang telah dibina. Analisis tematik digunakan untuk menganalisis data. Dapatan kajian menunjukkan guru tidak mempunyai kefahaman yang jelas mengenai kepelbagaian gaya pembelajaran MBPK KUI di PPKI. Malah, kaedah pengajaran yang digunakan juga lebih tertumpu kepada kerja berkumpulan dan perbincangan yang lebih memberi manfaat kepada murid auditori berbanding murid membaca/menulis, kinestetik dan visual. Peserta kajian juga mengakui kelebihan penggunaan pelbagai kaedah pengajaran boleh membantu lebih ramai murid menguasai sesuatu aktiviti atau topik, namun, ia menuntut masa dan membebankan guru untuk merangka dan merancang pengajaran. Manakala, teknik pengajaran yang digunakan oleh guru bagi menyesuaikan kepelbagaian gaya pembelajaran pula lebih cenderung memberi manfaat kepada murid kinestetik dan murid auditori berbanding murid visual. Akhir sekali, pemerhatian menunjukkan bahawa model pengajaran yang dibina berkesan dalam menangani kepelbagaian gaya pembelajaran. Kajian menunjukkan kepentingan untuk menangani keperluan gaya pembelajaran yang pelbagai dalam kalangan MBPK KUI di PPI. University Malaysia Sarawak 2024-10 Thesis http://ir.unimas.my/id/eprint/46431/ http://ir.unimas.my/id/eprint/46431/1/Thesis%20Mohamad%20Taha%2018010120.pdf text en public phd doctoral University Malaysia Sarawak Faculty of Cognitive Sciences Abdullah, N.H.L., Mohd Jamil, S. F., Ibrahim Mukthar, M., Paimin, A. N., & Mohamed, M. (2021). Persepsi Bakal Guru Pendidikan Khas Terhadap Pendidikan Khas di Malaysia. USIM Research Repository System. Abol, M. T. (2023). 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(2022). Examining teachers' views on the use of technology in special education. International Journal of Research in Education and Science, 8(1), 167-179. Baker, K. S. (2019). Perceptions of educators regarding specialized instruction for students with learning disabilities: A case study. In Dissertation Abstracts International: Section A. Humanities and Social Sciences (Vol. 81, Issue /5(E)). http://search.proquest.com/docview/2318674805/abstract%0Ahttps://commons.cu-portland.edu/edudissertations/329/ Banas, R. A. (2018). Perceptual Learning Styles of Students and its Effect to Their Academic Performance. International Journal of Trend in Scientific Research and Development, 3(1), 401–409. https://doi.org/10.31142/ijtsrd18992 Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. M. (2020). Teachers' mathematical knowledge, cognitive Azman, N., Ali, M.M. & Jelas, Z.M. (2003). Student teachers’ knowledge of and attitudes toward inclusive education. International Journal of Learning, 10, 3374-3384. Azmi, N., Mat Basir, S., & Basir, S. M. (2020). Ratifikasi Konvensyen Pertubuhan Bangsa-Bangsa Bersatu terhadap Hak Orang Kurang Upaya: Implikasi dan Realiti dari Dimensi Perundangan dan Kesamarataan. Kanun: Jurnal Undang-Undang Malaysia, 32(2), 297–319. https://doi.org/10.37052/kanun.32(2)no6 Baglama, B. (2023). Teachers’ View on the Method used in Teaching Reading and Writing to Students with Learning Disability. International Journal of Education Technology and Science, 3(2), 209-230. Baglama, B., Demirok, M. S., & Yikmis, A. (2022). Examining teachers' views on the use of technology in special education. International Journal of Research in Education and Science, 8(1), 167-179. Baker, K. S. (2019). Perceptions of educators regarding specialized instruction for students with learning disabilities: A case study. In Dissertation Abstracts International: Section A. Humanities and Social Sciences (Vol. 81, Issue /5(E)). http://search.proquest.com/docview/2318674805/abstract%0Ahttps://commons.cu-portland.edu/edudissertations/329/ Banas, R. A. (2018). Perceptual Learning Styles of Students and its Effect to Their Academic Performance. International Journal of Trend in Scientific Research and Development, 3(1), 401–409. https://doi.org/10.31142/ijtsrd18992 Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. M. (2020). Teachers' mathematical knowledge, cognitive BP Khas, & KPM. (2022). Buku Data Pendidikan Khas 2022. In Data Pendidikan Khas 2022. https://www.moe.gov.my/en/muat-turun/pendidikankhas/buku-data-pendidikan-khas/5570-buku-data-pendidikan-khas-tahun-2022/file BP Khas. (2013). Garis Panduan Program Pendidikan Inklusif Murid Berkeperluan Khas. In KPM. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Brinkmann, S., & Kvale, S. (2018). Doing Interviews. In Sage Publication (2nd ed.). Busetto, L., Wick, W. & Gumbinger, C. How to use and assess qualitative research methods. Neurological Research and Practice, 2(14). https://doi.org/10.1186/s42466-020-00059-z Busilaoco, F. C., & Lao, S.R. (2014) Learning style and students’ achievement in science. IAMURE International Journal of Multidisciplinary Research, 7(1), 83-92. Cabual, R. A. (2021). Learning Styles and Preferred Learning Modalities in the New Normal. OALib, 08(04), 1–14. https://doi.org/10.4236/oalib.1107305 Cakiroglu, U. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. The International Review of Research in Open and Distributed Learning, 15(4). https://doi.org/10.19173/irrodl.v15i4.1840 Cardino Jr., J. M., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 19-43. https://doi.org/10.31129/LUMAT.8.1.1348 BP Khas, & KPM. (2022). Buku Data Pendidikan Khas 2022. In Data Pendidikan Khas 2022. https://www.moe.gov.my/en/muat-turun/pendidikankhas/buku-data-pendidikan-khas/5570-buku-data-pendidikan-khas-tahun-2022/file BP Khas. (2013). Garis Panduan Program Pendidikan Inklusif Murid Berkeperluan Khas. In KPM. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Brinkmann, S., & Kvale, S. (2018). Doing Interviews. In Sage Publication (2nd ed.). Busetto, L., Wick, W. & Gumbinger, C. How to use and assess qualitative research methods. Neurological Research and Practice, 2(14). https://doi.org/10.1186/s42466-020-00059-z Busilaoco, F. C., & Lao, S.R. (2014) Learning style and students’ achievement in science. IAMURE International Journal of Multidisciplinary Research, 7(1), 83-92. Cabual, R. A. (2021). Learning Styles and Preferred Learning Modalities in the New Normal. OALib, 08(04), 1–14. https://doi.org/10.4236/oalib.1107305 Cakiroglu, U. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. The International Review of Research in Open and Distributed Learning, 15(4). https://doi.org/10.19173/irrodl.v15i4.1840 Cardino Jr., J. M., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 19-43. https://doi.org/10.31129/LUMAT.8.1.1348 BP Khas, & KPM. (2022). Buku Data Pendidikan Khas 2022. In Data Pendidikan Khas 2022. https://www.moe.gov.my/en/muat-turun/pendidikankhas/buku-data-pendidikan-khas/5570-buku-data-pendidikan-khas-tahun-2022/file BP Khas. (2013). Garis Panduan Program Pendidikan Inklusif Murid Berkeperluan Khas. In KPM. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Brinkmann, S., & Kvale, S. (2018). Doing Interviews. In Sage Publication (2nd ed.). Busetto, L., Wick, W. & Gumbinger, C. How to use and assess qualitative research methods. Neurological Research and Practice, 2(14). https://doi.org/10.1186/s42466-020-00059-z Busilaoco, F. C., & Lao, S.R. (2014) Learning style and students’ achievement in science. IAMURE International Journal of Multidisciplinary Research, 7(1), 83-92. Cabual, R. A. (2021). Learning Styles and Preferred Learning Modalities in the New Normal. OALib, 08(04), 1–14. https://doi.org/10.4236/oalib.1107305 Cakiroglu, U. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. The International Review of Research in Open and Distributed Learning, 15(4). https://doi.org/10.19173/irrodl.v15i4.1840 Cardino Jr., J. M., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 19-43. https://doi.org/10.31129/LUMAT.8.1.1348

Kefahaman Guru dan Gaya Pembelajaran dan Teknik Pengajaran untuk Murid Berkeperluan Khas Di Kelas Program Pendidikan Khas Integrasi Sekolah Menengah

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