Pengetahuan Guru Prasekolah Mengenai Ciri-Ciri Murid Masalah Pembelajaran
Knowledge of Preschool Teacher on Characteristics of Learning Difficulty
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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.
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