Hubungan Tahap Pengetahuan, Amalan, dan Efikasi Diri Guru Matematik Sekolah Rendah tentang Pengajaran Terbeza

  • Stella Ann Oliver UNIVERSITI KEBANGSAAN MALAYSIA
  • Roslinda Rosli

Abstract

Abstrak: Salah satu keunikan yang terdapat pada negara Malaysia adalah kepelbagaian etnik, budaya dan bahasa. Kepelbagaian ini menyumbang kepada perbezaan yang wujud pada setiap pelajar di sekolah. Kajian ini dijalankan untuk menentukan tahap pengetahuan, amalan, dan efikasi diri guru matematik sekolah rendah terhadap pengajaran terbeza (PT). Hubungan antara tahap amalan dengan efikasi diri guru matematik terhadap PT juga telah dikenal pasti menggunakan stastitik inferensi. Responden kajian terdiri daripada 125 orang guru matematik sekolah rendah yang mengajar matematik di daerah Bau, Sarawak. Tinjauan korelasi adalah reka bentuk kajian yang dilakukan terhadap tahap amalan dan tahap efikasi diri guru matematik terhadap PT. Instrumen kajian berbentuk soal selidik yang terdiri daripada 44 item. Pengutipan data telah dilakukan menggunakan platform google form dengan data dianalisis menggunakan perisian Statistical Package for Social Science (SPSS) versi 27 secara deskriptif yang berfokus pada frekuensi, peratus, min dan sisihan piawai. Ujian Korelasi Pearson telah digunakan untuk melihat hubungan antara aspek yang dikaji. Dapatan kajian menunjukkan bahawa guru Matematik mempunyai tahap pengetahuan, tahap amalan dan tahap efikasi diri yang tinggi terhadap PT. Analisis kajian juga menunjukkan terdapat hubungan korelasi yang kuat antara aspek yang dikaji. Implikasi kajian ini menekankan bahawa guru perlu terus mengamalkan pengajaran terbeza bagi memenuhi keperluan setiap murid dalam bilik darjah. Amalan pengajaran terbeza bermula daripada kesanggupan dan dedikasi guru untuk mengubah dan menyesuaikan cara pengajaran bagi membantu murid.
Kata kunci: pengetahuan, amalan, efikasi diri, pengajaran terbeza, pengajaran dan pembelajaran

References

Akhtar, M. (2008). What is Self - Efficacy? Bandura's 4 Sources of Efficacy Beliefs. Retrieved from Positive Psychology.org.uk: http://positivepsychology.org.uk/self-efficacy-definition-bandura-meaning/
Asian Development Bank. (2022). Inclusive Education with Differentiated Instruction for Children with Disabilities: A Guidance Note.
Awofala, A. O. A., & Lawani, A. O. (2020). Increasing Mathematics Achievement of Senior Secondary School Students through Differentiated Instruction. Journal of Educational Sciences, 4(1), 1. https://doi.org/10.31258/jes.4.1.p.1-19
Blessing, A., Emmanuel, N., & Chinyere, E. (2021). Effect of Differentiated Instruction on Students’ Achievement in Geometry. International Journal for Research in Applied Sciences and Biotechnology, 8(3). https://doi.org/10.31033/ijrasb.8.3.2
Caspari-Sadeghi, S., & König, J. (2018). On the adequacy of expert teachers: From practical convenience to psychological reality. International Journal of Higher Education, 7(5), 1–19. https://doi.org/10.5430/ijhe.v7n5p1
Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived Causes of Students’ Poor Performance in Mathematics: A Case Study at Ba and Tavua Secondary Schools. Frontiers in Applied Mathematics and Statistics, 7. https://doi.org/10.3389/fams.2021.614408
Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227–243. https://doi.org/10.1348/000709902158865
Faizal, M. N. , L., & Leow, T. , W. (2017). Kesahan dan Kebolehpercayaan Instrumen Penilaian Kendiri Pembelajaran Geometri Tingkatan Satu. Journal of Learning and Instruction, 211–265.
Fernandez, L. (2020). Effects of differentiated instruction on the grade 11 students’ academic performance in mathematics. International Journal of Advanced Research in Engineering and Technology (IJARET).
Geel, V. , M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education: Leadership and Professional Development, 1, 100007. https://doi.org/10.1016/j.tatelp.2022.100007
Gibbs, K., & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101799
Hackenberg, A. J., Creager, M., & Eker, A. (2021). Teaching practices for differentiating mathematics instruction for middle school students. Mathematical Thinking and Learning, 23(2), 95–124. https://doi.org/10.1080/10986065.2020.1731656
Hidayati, F. H. (2020). Differentiated instruction in the mathematics classroom: Teachers’ teaching experience in a teacher professional development. International Journal on Teaching and Learning Mathematics, 3(1), 37–45. https://doi.org/10.18860/ijtlm.v3i1.9699
Jaremus, F., Gore, J., Prieto-Rodriguez, E., & Fray, L. (2020). Girls are still being ‘counted out’: teacher expectations of high-level mathematics students. Educational Studies in Mathematics, 105(2), 219–236. https://doi.org/10.1007/s10649-020-09986-9
Kementerian Pendidikan Malaysia. (2019). Senarai Sekolah Sarawak . In Kementerian Pendidikan Malaysia. Kementerian Pendidikan Malaysia.
Kyeremeh, P., Adzifome, N. S., & Amoah, E. K. (2022). In-service mathematics teachers’ knowledge of differentiated instruction. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 7(2), 64–76. https://doi.org/10.23917/jramathedu.v7i2.16863
Lindner, K. T., Alnahdi, G. H., Wahl, S., & Schwab, S. (2019). Perceived differentiation and personalization teaching approaches in inclusive classrooms: Perspectives of students and teachers. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00058
Liou, S.-R., Cheng, C.-Y., Chu, T.-P., Chang, C.-H., & Liu, H.-C. (2023). Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence-based nursing course: Empirical research quantitative. Nursing Open, 10(10), 6615–7101.
Mangwende, E., & Maharaj, A. (2020). Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. Eurasia Journal of Mathematics, Science and Technology Education, 16(1). https://doi.org/10.29333/ejmste/109198
Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education, 16(3), em0657. https://doi.org/10.29333/iejme/11198
Mengistie, S. M. (2020). A Primary School Teachers’ Knowledge, Attitude and Practice of Differentiated Instruction: The Case of In-Service Teacher-Trainees of Debre Markos College of Teacher Education, West Gojjam Zone, Amhara Region, Ethiopia. In International Journal of Curriculum and Instruction.
Mustaffa, Z., Hussin, Z., & Sulaiman, A. M. (2021). Pedagogi Terbeza Untuk Pengajaran Guru Terhadap Kepelbagaian Murid. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(9), 202–214. https://doi.org/10.47405/mjssh.v6i9.997
Notarte-Alburan, J. (2021). Differentiated Instruction in Plane Trigonometry Class. Asian Research Journal of Mathematics, 65–73. https://doi.org/10.9734/arjom/2020/v16i1230254
Patnode, H. L., & Lee, H.-J. (2021). Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching. In Mathematics Teacher Education and Development (Vol. 23, Issue 6).
Pozas, M., Letzel, V., Lindner, K. T., & Schwab, S. (2021). DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.729027
Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217–230. https://doi.org/10.1111/1471-3802.12481
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54, 22–34. https://doi.org/10.1016/j.learninstruc.2018.01.009
Ramli, R., & Mohd, Y. N. (2020). Self-efficacy and differentiated instruction: A study among Malaysian school teachers. Universal Journal of Educational Research, 8(4), 1252–1260. https://doi.org/10.13189/ujer.2020.080416
Simpson, B. S. (2018). ScholarWorks Descriptions of Differentiated Instruction in Mathematics in a Title 1 School District [Walden University]. https://scholarworks.waldenu.edu/dissertations
Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the brain : how neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development.
Zelalem, A., Melesse, S., & Seifu, A. (2022). Teacher educators’ self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs: Teacher education colleges in Amhara regional state in focus. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2018909
Published
2024-03-31
How to Cite
OLIVER, Stella Ann; ROSLI, Roslinda. Hubungan Tahap Pengetahuan, Amalan, dan Efikasi Diri Guru Matematik Sekolah Rendah tentang Pengajaran Terbeza. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 1, p. 443-456, mar. 2024. Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/25852>. Date accessed: 19 may 2024.
Section
Malay Section