Tahap Pengetahuan Dan Pelaksanaan Aktiviti Perbualan Pagi Oleh Guru Prasekolah Pendidikan Khas Bermasalah Pembelajaran (PPKBP) (Preschool Special Education with Learning Disabilities (PPKBP) Teachers' Knowledge and Practice of Morning Circle Activity)

Kamala Ratnam, Aliza Alias, Hasnah Toran

Abstract


Perbualan pagi merupakan satu aktiviti yang dijalankan di kelas Prasekolah Pendidikan Khas Bermasalah Pembelajaran. Pelbagai kemahiran dapat diterapkan melalui aktiviti perbualan pagi. Salah satu kemahiran yang diterapkan melalui aktiviti perbualan pagi ialah kemahiran sosial dan emosi. Kemahiran sosial dan emosi diperlukan oleh murid dalam menyesuaikan diri dengan persekitaran pembelajaran. Guru merupakan agen pelaksana dalam bilik darjah yang bertanggungjawab untuk menerapkan kemahiran sosial dan emosi melalui aktiviti perbualan pagi, walaupun menghadapi pelbagai cabaran. Justeru itu, guru perlukan pengetahuan dan kemahiran dalam melaksanakan aktiviti perbualan pagi dalam bilik darjah. Kajian ini bertujuan untuk mengenal pasti tahap pengetahuan guru serta amalan aktiviti perbualan pagi dalam proses pengajaran dan pembelajaran di bilik darjah. Kajian kuantitatif ini menggunakan kaedah tinjauan terhadap 120 orang guru Prasekolah Pendidikan Khas Bermasalah Pembelajaran dari seluruh Malaysia. Hasil dapatan yang dianalisis dengan menggunakan statistik deskriptif mendapati interpretasi skor bagi tahap pengetahuan guru adalah tinggi (min = 3.30, sisihan piawai = 0.40 ). Manakala bagi amalan aktiviti perbualan pagi pula, interpretasi skor adalah sederhana (min = 2.96, sisihan piawai = 0.36 ). Analisis statistik inferensi menunjukkan bahawa terdapat hubungan yang signifikan antara pengetahuan guru tentang perbualan pagi dan amalan aktiviti perbualan pagi. Hal ini memberikan kesimpulan bahawa walaupun guru mempunyai pengetahuan yang tinggi mengenai aktiviti perbualan pagi, namun amalan perbualan pagi didapati berada di tahap yang sederhana sahaja. Implikasi dapatan kajian ini, mencadangkan bahawa guru perlu diberikan latihan yang berterusan bagi membantu melaksanakan perbualan pagi dalam bilik darjah dengan berkesan.

Kata kunci: Pengetahuan guru, pelaksanaan, perbualan pagi, prasekolah pendidikan khas

 

The morning circle is an activity conducted in the Malaysian Integrated Preschools. Various skills can be applied through morning circle. One of the skills that can be inculcated in the morning circle activity is social and emotional skills. The students needs to aquire social and emotional skills to adapt in the learning environment. Teachers as agents of implemention in the classroom are responsible to inculcate the social and emotional skills in the morning circle, eventhough face various challenges. Therefore, teachers need to have knowledge and skills in carrying out morning circle in the classroom. The objective of this study is to identify the teachers’ knowledge and the practice of morning circle in the classroom. This quantitative study used survey method with sample of 120 Malaysia Integrated Preschool teachers from all over Malaysia. The findings were analyzed using descriptive statistic and it was found that, the score interpretation for teacher knowledge was high (mean = 3.30, standard deviation = 0.40). While the practice of the morning circle activity, interpretation score was moderate (mean = 2.96, standard deviation = 0.36). The inferential statistical analysis shows that there is a significant relationship between teachers’ knowledge on morning circle and the practice of morning circle activity. The implications of these findings suggest that teachers need an ongoing training to help them conduct the morning circle activity effectively in the classroom.

Keywords: Teachers’ knowledge, practice, morning circle, special education preschool


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DOI: http://dx.doi.org/10.17576/JPEN-2018-43.03-07

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