Cabaran Pelaksanaan Mata Pelajaran Reka Bentuk dan Teknologi Sekolah Menengah (Challenges in the Implementation of Design and Technology Subject in Secondary School)

ZAMRI SAHAAT, NURFARADILLA MOHAMAD NASRI

Abstract


Pelaksanaan pengajaran dan pembelajaran Reka Bentuk dan Teknologi (RBT) sekolah menengah adalah berdasarkan sukatan kurikulum baharu KSSM. RBT dibahagikan kepada dua bahagian iaitu teori dan aplikasi. Faktor pengetahuan guru, penggunaan masa, keperluan modul tambahan, dan kesediaan peralatan serta bahan bantu mengajar memainkan peranan penting kepada tercapainya objektif pembelajaran mata pelajaran ini. Justeru, kajian ini meninjau pandangan 418 guru RBT di Sarawak tentang cabaran pelaksanaan pengajaran RBT berdasarkan faktor-faktor tersebut. Data dikutip menggunakan soal selidik atas talian dan dianalisis secara deskritif. Dapatan kajian menunjukkan bahawa keempat-empat konstruk adalah berada pada tahap sederhana, di mana guru mempunyai pengetahuan yang sederhana dalam melaksanakan kurikulum RBT, masa yang diperuntukkan untuk menghasilkan projek adalah rata-rata tidak mencukupi, terdapat keperluan mewujudkan modul tambahan sebagai bantuan pengajaran di dalam kelas, dan terdapat keperluan menambah bahan bantu mengajar untuk memudahkan pengajaran. Dapatan ini mengimplikasikan bahawa kurikulum RBT perlu dikembangkan dan diperkemaskan, di mana latihan dan kursus secara berterusan perlu dibekalkan kepada guru-guru RBT, serta kemudahan peralatan, bahan bantu mengajar, dan modul perlu disediakan di peringkat sekolah agar cabaran dalam melaksanakan pengajaran dan pembelajaran mata pelajaran RBT ini dapat diatasi.

 

Kata kunci: Pengetahuan guru, Penggunaan masa, Modul, BBM, Reka Bentuk dan Teknologi

 

The implementation of teaching and learning of Design and Technology (RBT) subject in secondary school is based on the new curriculum syllabus. RBT is divided into two parts: theory and application. Factors of teacher knowledge, use of time, the need for additional modules, and the availability of teaching aids and materials play an important role in the achievement of the subject’s learning objectives. Therefore, this study determined the views of 418 RBT teachers in Sarawak regarding their challenges in the implementation of RBT teaching based on these factors. Data were collected using online questionnaires and analyzed descriptively. The findings show that all four constructs are at a moderate level, where teachers have a modest knowledge of RBT curriculum implementation, the time allocated to develop projects is roughly not enough, there is a need to develop additional modules as a teaching aid in the classroom, and there is a need to add teaching aids to facilitate teaching. The findings imply that the RBT curriculum needs to be developed and streamlined, where ongoing training and courses should be provided to RBT teachers, as well as facilities, teaching aids, and modules to be provided at the school level so that the challenges in implementing teaching and learning of RBT can be overcome.

Keywords: Teacher knowledge, Time utilization, Module, teaching materials, Design and Technology


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DOI: http://dx.doi.org/10.17576/JPEN-2020-45.01SI-07

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