HUBUNGAN ANTARA LOKASI SEKOLAH RENDAH DAN PENGALAMAN MENGAJAR GURU BAHASA MELAYU SEKOLAH RENDAH DENGAN AMALAN PENGAJARAN MEREKA (The Relationship between School Location and Malay Language Teachers’ Teaching Experiences with Their Teaching Practices)

Abstract

Abstrak: Amalan Terbaik Pengajaran (ATP) merupakan amalan pengajaran guru yang memberi penekanan terhadap pengajaran berpusatkan murid. Kajian ini penting dijalankan kerana selaras dengan kehendak Dokumen Standard Kurikulum Sekolah Rendah KPM. Namun, kajian terhadap ATP guru, khususnya guru Bahasa Melayu kurang dilaksanakan. Tujuan kajian ini dijalankan adalah bagi mengkaji hubungan antara ATP guru Bahasa Melayu dengan lokasi sekolah dan pengalaman guru. Bagi memperoleh data, kajian ini menggunakan kaedah tinjauan yang melibatkan 160 guru Bahasa Melayu yang dipilih melalui teknik persampelan rawak berstrata berkadar. Soal selidik digunakan bagi mengkaji hubungan antara lokasi sekolah dan pengalaman guru dengan ATP guru Bahasa Melayu. Hasil kajian mendapati tidak terdapat hubungan yang signifikan antara lokasi sekolah dengan keempat-empat prinsip ATP kecuali ATP berpusatkan murid berasaskan Pendekatan Autentik pada aras signifikan 0.01. Dapatan juga mendapati tidak terdapat hubungan yang signifikan antara pengalaman mengajar guru dengan keempat-empat ATP berpusatkan murid kecuali Pendekatan Holistik pada aras signifikan 0.01.Kajian ini  menunjukkan bahawa pelaksanaan ATP dalam kalangan guru Bahasa Melayu sekolah rendah tidak berhubungan secara langsung dengan lokasi sekolah dan pengalaman mengajar guru, kecuali dua jenis pendekatan sahaja, iaitu Pendekatan Autentik dan Pendekatan Holistik. Kajian ini menunjukkan bahawa ATP tidak dipengaruhi oleh lokasi dan pengalaman guru. 

Kata Kunci: Amalan terbaik pengajaran,  pengajaran berpusatkan murid,  pendekatan autentik; pendekatan holistik.

Abstract:  Best teaching practices (BTP) are the teaching practices employed by teachers that focus on student-centered teaching. This study was carried out in line with the requirements prescribed by the Primary School Curriculum Standard Document, which was rolled out by Malaysia’s Ministry of Education in 2010. However, studies on teachers’ BTP have, thus far, been seriously lacking, especially among Malay Language teachers. The aim of this study was to examine the relationships between Malay Language teachers’ BTP and their school locations and teaching experiences. For the purpose of collecting data, this study used a survey method involving 160 Malay Language teachers, who were selected through the proportionately stratified random sampling technique. A survey questionnaire was used to examine the relationships between school location and teaching experience with Malay Language teachers’ BTP. The research findings showed that the relationships between school locations and the four BTP principles were not significant (at the significance level of 0.01), except for the student-centered BTP based on the authentic teaching approach. Likewise, the same findings showed that the relationships between teachers’ teaching experiences and the four student-centered BTP principles were not significant (at the significance level of 0.01), except for the student-centered BTP based on the holistic teaching approach. The research findings showed that the implementation of BTP among Primary School Malay Language teachers did not have significant relationships with their school locations and teaching experiences, except for two teaching approaches, namely the authentic and holistic teaching approaches. This study suggests that teachers’ best teaching practices are not influenced by their school locations and teaching experiences.

Keywords: authentic teaching, best teaching practices, holistic teaching, schools’ locations, teachers’ teaching experiences, student-centric teaching.