PELAKSANAAN PENDEKATAN PENGAJARAN TERBEZA DALAM KALANGAN GURU BAHASA MELAYU YANG MENGAJAR DI SEKOLAH RENDAH PEDALAMAN KATEGORI 3 (The Implementation Ddiffrentiated Instruction Approaches among Malay Language Teachers’s in Rural Elementary School Category 3)

Abstract

Abstrak: Kajian ini bertujuan untuk mengkaji persepsi guru Bahasa Melayu yang mengajar di sekolah rendah pedalaman kategori di daerah Beluran, Sabah.  Persepsi guru dilihat dari tiga aspek, iaitu pengetahuan, penerimaan dan amalan guru Bahasa Melayu terhadap pelaksanaan pendekatan pengajaran terbeza yang diperkenalkan oleh Kementerian Pendidikan Malaysia pada tahun 2019.  Seramai 36 guru Bahasa Melayu dipilih sebagai responden kajian. Soal selidik digunakan sebagai alat pengumpulan data. Data dianalisis secara deskriptif dengan mencari kekerapan, peratusan, min dan sisihan piawai. Dapatan kajian menunjukkan bahawa guru Bahasa Melayu yang mengajar di sekolah pedalaman kategori 3 kurang pengetahuan pendekatan pengajaran terbeza, tetapi penerimaan terhadap pendekatan pengajaran terbeza adalah tinggi. Kurang Bahasa Melayu juga menunjukkan minat mendalam untuk mengamalkan pendekatan pengajaran terbeza dalam pengajaran mereka. Kesimpulannya, pihak KPM perlu memberi pendedahan meluas melalui kursus, bengkel dan sebagainya supaya pengetahuan pedagogi pengajaran terbeza dapat dikuasai oleh guru Bahasa Melayu dan mengaplikasinya dalam pengajaran mereka di dalam bilik darjah.

Kata Kunci: Pengajaran terbeza, sekolah pedalaman kategori 3, sekolah rendah, guru Bahasa Melayu, pengetahuan, penerimaan, amalan pengajaran

Abstract: This study aimed to investigate the perception of Malay Language teachers who teach in rural schools in rural areas category 3 in Beluran, Sabah.  Teachers' perceptions of three aspects, namely knowledge, acceptance and practice of Malay Language teachers in the implementation of differentiated teaching approaches introduced by the Ministry of Education (MoE) in 2019. A total of 36 Malay Language teachers selected to participate in the study. Questionnaires were used as data collection tools. Data were analyzed descriptively by frequency, percentage, mean and standard deviation. The results showed that the Malay Language teachers who teach in rural schools category 3 less differentiated approach to teaching knowledge, but the acceptance of differentiated teaching approach is high. Less Malay Language teachers also shown keen interest to adopt a differentiated approach in their teaching. In conclusion, the MOE should give wide exposure through courses, workshops and the like that can be differentiated teaching pedagogy dominated by Malay Language teachers and apply it in their teaching in the classroom.

Keywords: Difrentiated instruction, rural elementary school category 3, Malay Language teacher, knowledge, acceptance and teaching practice