Persepsi dan Pelaksanaan Pendekatan Pengajaran Terbeza Dalam Kalangan Guru Prasekolah

Borneo International Journal

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Field Value
 
Title Persepsi dan Pelaksanaan Pendekatan Pengajaran Terbeza Dalam Kalangan Guru Prasekolah
 
Creator Mokhlis, Safiek
 
Description Perkembangan pendidikan abad ke-21 menuntut perubahan dalam pendekatan pengajaran dan pembelajaran daripada berpusatkan guru kepada berpusatkan murid. Murid digalakkan untuk melibatkan diri secara aktif dalam aktiviti pembelajaran mereka. Walau bagaimanapun, murid adalah berbeza dari segi minat, gaya pembelajaran, kebolehan serta kecenderungan. Kepelbagaian ciri ini merupakan tugas mencabar bagi guru ketika sesi pengajaran dan pembelajaran. Kertas ini melaporkan satu tinjauan awal terhadap persepsi dan pelaksanaan pendekatan pengajaran terbeza dalam kalangan guru prasekolah. Data tinjauan dianalisis dengan menggunakan analisis deskriptif, ujian-t sampel berpasangan dan ujian-t sampel bebas. Hasil analisis menunjukkan terdapat perbezaan di antara persepsi dan pelaksanaan pengajaran terbeza dalam kalangan guru prasekolah. Tahap persepsi guru terhadap kepentingan pengajaran terbeza adalah tinggi, akan tetapi dari segi pelaksanaannya berada pada tahap sederhana. Dapatan kajian ini juga menunjukkan bahawa persepsi dan pelaksanaan pengajaran terbeza dalam kalangan guru prasekolah adalah berbeza berdasarkan pengalaman mengajar.
Kata kunci: Pengajaran terbeza; Pendekatan pengajaran; Prasekolah; Pengalaman mengajar
 
Abstract
The development of 21st century education demands a change in teaching and learning approaches from teacher-centered to student-centered. Pupils are encouraged to be actively involved in their learning activities. However, pupils differ in terms of interests, learning styles, abilities and predispositions. The diversity of these features is a challenging task for teachers during teaching and learning sessions. This paper reports a preliminary survey of perceptions and implementation of differentiated teaching approaches among preschool teachers. Survey data were analyzed using descriptive analysis, paired sample t-test and independent sample t-test. The results of the analysis show that there are differences between the perception and implementation of differentiated teaching among preschool teachers. The level of teachers’ perception of the importance of differentiated teaching is high, but in terms of implementation, it is at a moderate level. The findings of this study also show that the perception and implementation of differentiated teaching among preschool teachers differ based on teaching experience.
Keywords: Differentiated teaching; Teaching approach; Preschool; Teaching experience
 
Publisher Majmuah Enterprise
 
Date 2021-09-27
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://majmuah.com/journal/index.php/bij/article/view/97
 
Source Borneo International Journal eISSN 2636-9826; Vol 4 No 3 (2021): September; 9-18
2636-9826
 
Language eng
 
Relation https://majmuah.com/journal/index.php/bij/article/view/97/59
 
Rights Copyright (c) 2021 Borneo International Journal eISSN 2636-9826
 

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