Persepsi Guru Pendidikan Khas Terhadap Persekitaran Fizikal Bilik Darjah Kelas Pendidikan Khas Pembelajaran

  • Nur Rohazirah Roslan STUDENTS
  • Mohd Mokhtar Tahar

Abstract

The physical environment is an important element to create a conducive classroom. This study was conducted to identify the perceptions of Special Education teachers towards aspects of the physical environment and the comfort level of the Special Education Class Learning Classroom. This study was also conducted to identify the relationship between aspects of the physical environment and the level of comfort in the classroom of the Special Education Class. This study is a quantitative design and uses a questionnaire as a data collection instrument. This study is based on Maslow's Theory of Needs and Universal Design Learning (UDL). This study has used instruments adapted from the Classroom Physical Environment Instrument (IPFBD) and the Classroom Physical Environment Impact Assessment Instrument on Students. This questionnaire was taken from previous studies and has Alpha Cronbranch reliability values ​​above 0.8 and 0.9. The study sample consisted of 37 Special Education teachers from three primary schools in Tuaran district. The findings of the study were analyzed in descriptive form and Pearson's correlation to see the relationship between the two study variables using the Statistical Package of Social Science (SPSS) software version 26. The results of the study show that teachers' perceptions are at a moderate level. The findings of the study also show that there is a significant relationship between aspects of the physical environment and the level of comfort. This study is expected to provide information regarding the actual situation of the classroom environment in Special Education Classes.


Keywords: teacher's perception, classroom physical environment, Special Learning Education Class

References

Abdullah Sani, Y., Abdul Rashid, M., Abd. Ghani, A. (2007). Guru Sebagai Pemimpin. Kuala Lumpur: PTS Profesional Publishing Sdn. Bhd.
Ali, N., & Nasri, N. M. (2021). Halangan Yang Dihadapi Oleh Guru Aliran Perdana Dalam Melaksanakan Program Pendidikan Inklusif. Jurnal Dunia Pendidikan, 3(3), 74-82.
Amran, H. A., Majid, R. A., & Ali, M. M. (2019). Cabaran Guru Pendidikan Khas Pada Abad Ke-21. International Journal of Education, Psychology and Counseling, 4(26); 113-122.
Amirul, N. J., Ahmad, C. N., Yahya, A. F., Abdullah, M. F. N. L., Noh, N. M., & Adnan, M. (2013). The physical classroom learning environment. In Proceedings of the International Higher Education Teaching and Learning Conference (Vol. 2, No. 1, pp. 1-9).
Arzi, H. (2003). Enhancing science education laboratory environment: More than wall, benches and widgets. Dlm. Fraser, B.J., & Tobin, K.G. (Eds). International Handbook of ScienceEducation, Vol. (1), Netherlands: Kluwer Academic Publishers.
Azlinda Jaini. (2013). A Study on the Factors that Influence Employees Job Satisfaction at Scope International (M) Sdn. Bhd. Selangor Darul Ehsan: Universiti Teknologi Mara Shah Alam.
Barret, P., Davies, F., Zhang, Y., & Barret, L. (2015). The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment 89: 118-133
Caren S. Martin. (2014). Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder (ASD). Journal of Research in Special Educational Needs, 16(4), 1-19.
C. J. Eleweke. (2002). A Review of Issues in Deaf Education under Nigeria's 6-3-3-4 Education System. Journal of Deaf Studies and Deaf Education, 7(1), 74–82.
Che Nidzam, C.A., Asmayati, A., Mohd. Faizal Nizam Lee, A., Noraini, M. N., Mazlini, A., & Nurul Jannah, A. (2014). Instrumen Penilaian Kesan Persekitaran Fizikal Bilik Darjah terhadap Murid. Jurnal Pendidikan Sains & Matematik Malaysia,2. 1-12.
Che Nidzam, C.A., Asmayati, A., Mohd. Faizal Nizam Lee, A., Noraini, M. N., Mazlini, A., & Nurul Jannah, A. (2014). Pembinaan dan Pengesahan Instrumen Penilaian Persekitaran Bilik Darjah Sains (IPPFBDS). Jurnal Pendidikan Sains & Matematik Malaysia, 4(2). 14-26.
Che Nidzam, C.A., Asmayati, Y., Mohd Faizal Nizam Lee, A., Noraini, MN., & Mazlini, A. (2015). An Instrument To Assess Physical Aspects Of Classroom Environment In Malaysia. International Journal of Arts & Sciences, 08(02):1–12
Che Nidzam, C.A., & Nurul Jannah, A. (2017). The Effect of The Physical Learning Environment on Students’ Health, Enjoyment and Learning. Jurnal Pendidikan Sains & Matematik Malaysia, 7(1), 47-55
Choong Lean Keow. (2009). Pengurusan Bilik Darjah dan Tingkah Laku untuk Program Ijazah Sarjana Muda Perguruan. Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.
Creswell, J. W. (2005). Education Research-Planning, conducting and evaluating quantitative and qualitative research. 2nd Ed. University of Nebraska- Lincoln. Pearson Education International.
Darrow, A. A., & Adamek, M. (2018). Instructional Strategies for the Inclusive Music Classroom. General Music Today. 1–5.
Earthman, G. I. (2002). School Facility Conditions and Student Academic Achievement. Virginia: Virginia Polytechnic Institute and State University.
Elder-Hinshaw, R. Manset-Williamson, G., Nelson, J. M. & Dunn, M. W. (2006). Engaging Older Students With Reading Disabilities: Multimedia Inquiry Projects Supported by Reading Assistive Technology. Teaching Exceptional Children. 39 (1): 6-11.
Fauzi, H., Jamal, A., & Mohd Saifoul Zamzuri, N. (2014). Kaedah Penyelidikan & Analisis Data SPSS. Sintok: Universiti Utara Malaysia.
Farhan, M., Hamil, S. M., Azmi, N. N., Roslid, N. U. J., Zainal, N. N., Kamaruddin, N. B., ... & Husin, M. R. (2020). Masalah Pembelajaran untuk Pelajar Pendidikan Khas: Dana dan Prasarana. International Journal of Humanities, Management and Social Science, 3(1), 1-10.
Gargiulo, R. (2006). Special Education in Contemporary Society: An Introduction to Exceptionality. Belmont, CA: Wadsworth / Thomson Learning.
Ghafar, M. N., & Jahaya, S. (2006). Bias Pengajaran Guru Dalam Pelajaran Khas Dan Pelajaran Normal. In Teachers’ Bias in Special Education and Mainstream Setting. A paper presented at the Annual Conference on Teacher Education (pp. 6-8).
Goldsmith, J. & Goldsmith, L. (1998). Physical Management in Lacey, P.and Ocvry (Eds). People With Multiple Learning Disabilities. London: David Fulton Publishers.
Haliza, H., & Samuel, J.N. (2009). Siri Pendidikan Guru: Pengurusan Bilik Darjah Dan Tingkah Laku. Kuala Lumpur: Oxford Fajar Sdn. Bhd.
Hannah Aqilah, A., Rosadah, AM., & Manisah, MA. (2019). Cabaran Guru Pendidikan Khas Pada Abad Ke-21. International Journal of Education, Psychology and Counselling: 4(26):113-122
Kamisah, O., Che Nidzam, C.A., Lilia, H. (2010). Physical and psychosocial aspect of science Laboratory learning environment. Procedia social and Behavioral Sciences Journal, 9, 87-91.
Kamisah, O., Che Nidzam, C.A., Lilia, H. (2010). Hubungan ramalan persekitaran pembelajaran Makmal Sains dengan tahap kepuasan pelajar. Jurnal Pendidikan Malaysia, 35(2), 19- 30.
Kajtar L, Herczeg L, Lang E, Hrustinszky T, Banhidi L. (2006). Influence of carbon dioxide pollutant on human well being and work intensity. Lisbon, Portugal. In: Healthy Buildings.
Kekare, S. H. (2015). Classroom Physical Environment and Academic Achievement of Students. The International Journal of Indian Psychology, 2(3), 116-120
Khadijah, K. & Azimin Samsul, MT. (2013). Thermal comfort assessment of a classroom in Tropical climate conditions. Recent Advances in Energy, Environment & Development, 30(1), 87-91.
Khatimah, H. (2021). Major Impact of Classroom Environment in Students’ Learning. Journal of Education Review Provision, 1(1), 12-17.
Kopec, D. A. (2012). Environmental Psychology for Design. New York: Fairchild Books
Kuller R, Mikellides B, Janssens J. (2009). Color, arousal, and Performanced - A comparison of Three experiments. Colour Res Appl 2009;34(2):141-52.
Marzita, P., Che Nidzam, CA., Noraini, MN., Mazlini, A., & Mohd. Hairy, I. (2015). The Classroom Physical Environment and Its Relation to Teaching and Learning Comfort Level. International Journal of Social Science and Humanity, Vol. 5, No. 3. 237-240.
Mihat, N., Yassin, M. H. M., & Tahar, M. M. (2019). Teachers’ Views on Classroom Infrastructure Facilities in Special Education Integration Program in Primary School. Journal of ICSAR, 3(1), 54-57.
Milheim, K. L. (2012). Toward a Better Experience: Examining Student Needs in the Online Classsroom through Maslow’s Hierarchy of Needs Model. MERLOT Journal of Online Learning and Teaching. 8(2)
Mohd. Majid, K.. (2005). Kaedah Penyelidik Pendidikan. Edisi Kelima. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Mohd Hanafi, MH., Hasnah, T., Mohd Mokhtar, T., Safani, B., Siti Nur Nadirah, I., & Rozniza, Z. (2013). Bilik darjah pendidikan khas pada masa kini dan kekangannya terhadap proses pengajaran. Asia Pacific Journal of Educators and Education 28: 159-171.
Mohd Zailani, I., & Mohamad Khairi, O. (2017). Amalan Pedagogi Abad Ke-21 dalam Kalangan Guru Pelatih Program Ijazah Sarjana Muda Perguruan (PISMP) Pendidikan Islam di Institut Pendidikan Guru Malaysia. Jurnal Penyelidikan Dedikasi, 13, 54–71.
Mohd Razimi Bin Husin, Muhammad Farhan Bin Suhaimi, Suhailah Binti Md Hamil, Nurul Natasha Binti Azmi, Nurul Umaira Juliana Binti Roslid, Nur Nabilah Binti Zainal, Nor Balqis Binti Kamaruddin, Nur Izzsufi Binti Hamizi & Nurul Zulaikha Binti Ismawi. (2020). Masalah Pembelajaran untuk Pelajar Pendidikan Khas: Dana dan Prasarana. International Journal of Humanities, Management and Social Sciences, 3 (1)
Najafabadi, F.A. (2015). An investigation on natural lighting levels in students’ dormitories at EMU in Famagusta , North Cyprus. Kertas kerja The Annual International Civil, Architecture and Urbanism Conference (ICAUC 2015). Kharazmi Higher Institute of Science & Technology. Shiraz, Iran, 22 September.
Noraini, I., & Shukri, O. (2009). Pengajaran dan Pembelajaran: Teori dan Praktis. Kuala Lumpur: Mc Graw Hill.
Noriati, AR., Boon, PY., & Sharifah Fakhriah, SA. (2017). Murid dan Pembelajaran. Oxford Fajar Sdn. Bhd. Selangor.
OSHA. (1999). In: Indoor Air Quality, Section 3, Chap. 2. Technical Manual, Occupational Safety And Health Administration. US: TED 01-00-015 Preeti, T., & Kiran, U. V. (2012). Infrastructural Facilities for Differently Abled Students-A
Comparative Study of Government and Non-Government Institutions. International Research Journal of Social Sciences, 1(3), 21-25.
Ramli, N. H., Ahmad, S., & Masri, M. H. (2013). Improving the classroom physical environment: Classroom users’ perception. Procedia-Social and Behavioral Sciences, 101, 221-229.
Wan Nur ‘Amirah, I., Zainora, M., Norliza, MF., Sumithira, N., & Mohd ‘Izzuddin, H. (2018). Perubahan Tahap Pencahayaan dalam Bilik Darjah di Sebuah Sekolah Pendidikan Khas Cacat Penglihatan dan Perbandingan Tahap Pencahayaan di bawah Keadaan Pencahayaan yang Berbeza. Sains Malaysiana 47(8):1835–1842
Yasin, M. H. M., Toran, H., Tahar, M. M., & Bari, S. (2010). Special education classroom infrastructure: Teacher's views. Procedia-Social and Behavioral Sciences, 7, 601-604.
Yasin, M. H. M., Salleh, N. M., Toran, H., Tahar, M. M., & Ibrahim, S. N. N. (2012). Perspektif Tenaga Pengajar Program Integrasi Pendidikan Khas Terhadap Infrastruktur di Sekolah. Sains Humanika, 57(1).
Zainuddin, MI. (2004). Peranan Masyarakat dalam mempertingkatkan kerjaya golongan berkeperluan khas. Seminar Kebangsaan Pendidikan Khas, 2, 402-406.
Zalika, A., Faridah, K., & Mohamad Johari, S. (2009). Memperkasakan pendidikan luar Bandar. Prosiding “Persidangan Kebangsaan Pendidikan Luar Ba
Published
2022-09-01
How to Cite
ROSLAN, Nur Rohazirah; TAHAR, Mohd Mokhtar. Persepsi Guru Pendidikan Khas Terhadap Persekitaran Fizikal Bilik Darjah Kelas Pendidikan Khas Pembelajaran. Jurnal Dunia Pendidikan, [S.l.], v. 4, n. 3, p. 69-81, sep. 2022. ISSN 2682-826X. Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/18904>. Date accessed: 02 dec. 2022.
Section
Articles