Pengetahuan Guru Prasekolah Mengenai Ciri-Ciri Murid Masalah Pembelajaran
Knowledge of Preschool Teacher on Characteristics of Learning Difficulty
Total Views: 3410
| 
Total Downloads: 2752
DOI:
https://doi.org/10.33102/jqss.vol4no2.80Keywords:
Pengetahuan Guru, Ciri-Ciri Murid Masalah Pembelajaran, Masalah Pembelajaran, Guru PrasekolahAbstract
Abstrak
Ciri-ciri murid yang mempunyai masalah pembelajaran boleh dikenal pasti melalui perkembangan kemahiran membaca, mengira, kognitif dan sosio-emosi mereka. Guru prasekolah yang kurang berpengetahuan mengenai ciri-ciri murid bermasalah pembelajaran akan menghadapi pelbagai kesulitan dalam mengajar murid bermasalah pembelajaran. Ini termasuk kesukaran mengawal kelas, tidak dapat memberi perhatian kepada murid bermasalah pelajaran, kesukaran menggunakan bahan bantu mengajar visual atau maujud secara efektif dalam pengajaran dan pembelajaran murid bermasalah pembelajaran, dan tidak dapat berkomunikasi dengan murid tersebut. Tujuan kajian ini adalah until mengenal pasti tahap pengetahuan guru prasekolah mengenai ciri-ciri pelajar bermasalah pembelajaran. Kajian ini adalah sebuah kajian kes tunggal (single case) kualitatif. Kajian ini melibatkan 10 responden yang terdiri daripada guru-guru sebuah tadika swasta. Kajian ini hanya dijalankan satu tadika sahaja kerana kekangan Perintah Kawalan Pergerakan (PKP). Instrumen kajian ini diadaptasi mengikut kesesuaian kajian. Ujian pengetahuan iaitu satu set ujian dengan kaedah pengskoran. Setelah itu, pengumpulan data diikuti dengan penganalisisan data kajian. Dapatan kajian ini menunjukkan guru prasekolah mempunyai tahap pengetahuan yang sederhana mengenai ciri- ciri murid masalah pembelajaran. Oleh itu, guru-guru prasekolah perlu diberi pendedahan mengenai ciri-ciri murid bermasalah pembelajaran dan strategi untuk mengajar murid-murid tersebut melalui seminar, kursus atau bengkel. Pengetahuan mengenai ciri-ciri masalah pembelajaran, dapat membantu guru untuk mengawal tingkah laku murid tersebut, memberi perhatian yang sepatutnya, menggunakan bahan bantu mengajar yang efektif dan mendorong murid tersebut dalam komunikasi.
Abstract
Students with learning difficulties can be identified through their literacy, numeracy, cognitive, social and emotional developments. Preschool teachers without the sufficient knowledge on the characteristics of students learning difficulties will face problems in managing the class, paying less attention to the students’ needs and using less visual and realia teaching aids as parts of teaching and learning strategies as well as facing difficulties in communicating with the students. The purpose of this study was to examine the level of knowledge among preschool teachers on the characteristics of learning difficulties. . This study employed the qualitative case study design and involved only 10 participants from a private kindergarten during Movement Control Order (MCO). The instrument consists of a knowledge test which was adapted according to the objective of the study. The validity and reliability were evaluated according to the instrument used. The score of the knowledge test was used to measure the respondents ‘level of knowledge. The data were gathered and analysed. The findings indicate that preschool teachers have moderate knowledge on the characteristics of students with learning difficulties. Thus, teachers need to be given exposure in overcoming students’ learning difficulties through seminars, courses or workshops. Through exposure, teachers will be able to discover effective solutions and learning strategies for the students. The collaboration between teachers and parents is also necessary to cater for the needs of students with learning difficulties.
References
Abdul Halim Masnan. 2014. Amalan pedagogi guru prasekolah permulaan. Pulau Pinang: Universiti Sains Malaysia. Tesis Doktor Falsafah.
Biljana Pesovaa, Despina Sivevskab & Jadranka Runcevac. 2014. Early Intervention and Prevention of Students with Specific Learning Disabilities. Social and Behavioral Sciences 149: 701 – 708.
Feng Liang dan Panpan Li 2019. Characteristics of Cognitive in Children with Learning Difficulties. Translational Neuroscience 10: 141-146.
Kementerian Pendidikan Malaysia. 2014. Kod Amalan Pendidikan Berkeperluan Khas (Pendidikan
Khas). Wilayah Persekutuan Putrajaya: Bahagian Pendidikan Khas.Kementerian Pendidikan
Malaysia. 2017. Standard Kurikulum Prasekolah Kebangsaan Malaysia [National Preschool Curriculum Standard of Malaysia]. Kuala Lumpur, Malaysia: Kementerian Pendidikan Malaysia.
Mammarella, I. C., Ghisi, M., Bomba, M., Bottesi, G., Caviola, S., Broggi, F., & Nacinovich, R. 2016. Anxiety and depression in children with nonverbal learning disabilities, reading disabilities, or typical development. Journal of learning disabilities, 49(2), 130-139.
Manisah Mohd. Ali & Norizza Sahal. 2016. Intervensi Meningkatkan Tumpuan dalamPembelajaran Murid Bermasalah Pembelajaran. Jurnal Pendidikan Malaysia. 41(1): 1-6.
Michelle C. St Clair, Claire L. Forrest, Shaun Goh Kok Yew, dan Jenny L. Gibson. 2019. Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. Journal of Speech, Language, and Hearing Research. 62:27502771.
Onukwufor, Jonathan N. 2016. Learning Problems of Children and Adolescents in Nigeria and Intervention Strategies. International Journal of Education and Evaluation ISSN 2489-0073. 2(7): 41-48.
Raquel Caroline Ferreira Lopes & Patrícia Abreu Pinheiro Crenitte. 2013. Analytical Study Of Teachers’ Knowledge About Learning Disorders. Study of teachers’ knowledge. 15(5):12141226.
Sari Rudiyati, Pujaningsih & Mumpuniarti. 2017. Teachers’ Knowledge and Experience Dealing With Students with Learning Disabilities in Inclusive Elementary School. Advances in Social Science, Education and Humanities Research (ASSEHR). Volume 66: 272-278.
Sasmita Ghimire. 2017. Knowledge of Primary School Teacher Regarding Learning Disabilities in School Children. Journal of Nobel Medical College. Volume 6, Number 1, Issue 10, JanuaryJune 2017, 29-35.
Shanker D. 2015. Education and academic entrepreneurship in India. IIM Bangalore Research Paper No. 494.
Shari Moothedath & Mysore Narasimha Vranda. 2015. Knowledge of Primary School Teachers in Identifying Children with Learning Disabilities. Disability, CBR & Inclusive Development. 26(3): 68-76.
Shukla P. & Agrawal G. 2015. Awareness of Learning Disabilities among Teachers of Primary Schools. Open Journal of Medical Research 1:33-38.
Soekidjo Notoatmodjo. 2014.Ilmu Perilaku Kesehatan (Cet. Ii.). Jakarta :: Rineka Cipta.
Stephen M. Lange & Brent Thompson. 2006. Early Identification And Interventions For Children At
Risk For Learning Disabilities. International Journal Of Special Education. Vol 21 No.3. 108-119.
Vasiliki Ioannidi & Elli Samara. 2019. Children with Learning Difficulties and Conditions of School Inclusion - A Brief Report and a Constant Challenge of Inclusive Education. European Journal of Education Studies. 6(3):1-7.
Vyvey, E., Roose, R., De Wilde, L., & Roets, G. (2014). Dealing with Risk In Child And Family Social Work: From An Anxious To A Reflexive Professional? Social Sciences, 3(4), 758– 770.
Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F.2011. Colorado Learning Difficulties Questionnaire: Validation of a Parent-Report Screening Measure. Psychological Assessment. 23(3):778–791.
Yahya, B., & Ahamad, L. 2011. Inovasi pengajaran dan pembelajaran dalam kalangan guru-guru teknikal di sekolah menengah teknik dari perspektif guru.
Published
How to Cite
Issue
Section
Copyright (c) 2020 Nusaibah Wan Fatul, Aliza Alias
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published by USIM Press. If the article is accepted for publication, the copyright of this article will be vested to author(s) and granted the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
