Perbezaan Pengetahuan Guru Tentang Kanak-kanak Autisme Berdasarkan Faktor Demografi
Abstract
Abstrak: Autism Spectrum Disorder (ASD) tidak mengenal perbezaan kaum, etnik atau tahap pendidikan tetapi boleh menjejaskan mana-mana keluarga dan kanak-kanak. Kajian ini bertujuan untuk menilai tahap pengetahuan guru tentang kanak-kanak autisme. Di samping itu, kajian ini juga mengkaji hubungan antara pengetahuan guru tentang ASD berdasarkan pengalaman mengajar dan taraf pendidikan mereka. Reka bentuk kajian keratan rentas deskriptif digunakan untuk mengkaji tahap pengetahuan berkaitan autisme. Saiz sampel seramai 355 orang guru aliran perdana telah dipilih secara persampelan rawak mudah dari 55 buah sekolah rendah terpilih di Kota Bharu, Kelantan. Data primer dikumpul menggunakan soal selidik dalam bentuk Google Form berdasarkan kajian lepas. Data yang dikumpul kemudiannya dianalisis dengan menggunakan Statistical Packages for The Social Sciences SPSS (Versi 26), menggunakan ujian Korelasi Pearson untuk mengkaji instrumen yang telah dibangunkan dengan nilai pekali Alpha Cronbach α = 0.629. Dapatan kajian ini merumuskan tahap pengetahuan adalah sederhana dengan skor min 7.65. Ini menunjukkan pengetahuan tentang ASD dalam kalangan guru perlu dipertingkatkan. Keputusan menunjukkan jumlah keseluruhan 355 orang guru, 87% (n=309) daripada semua responden pernah mendengar tentang autisme dan 31.3% (n=111) pernah mengajar kanak-kanak autisme di sekolah. Tetapi hanya 1.1% (n=4) guru pernah mendapat latihan formal melalui bengkel autisme. Majoriti guru (85.6%) mengatakan bahawa tidak berminat mengajar kanak-kanak autisme. Oleh itu, pengkaji mencadangkan bahawa adalah penting pada masa hadapan bagi setiap sekolah untuk melaksanakan kursus asas, latihan, bengkel atau seminar yang berkaitan untuk guru mereka.
Kata kunci: autisme, guru aliran perdana, pengetahuan guru, perspektif demografi
Abstract: Autism Spectrum Disorder (ASD) does not recognize race, ethnicity or educational level but can affect any family and child. This study aims to evaluate the knowledge level of teacher about autistic children. In addition, this study also examines the relationship between teachers' knowledge about ASD based on teaching experience and their education level. A descriptive cross-sectional study design was used to examine the knowledge level related to autism. A sample size of 355 teachers were selected by simple random sampling from 55 selected primary schools in Kota Bharu, Kelantan. Primary data was collected using a questionnaire in Google Form based on previous studies. The data collected was then analyzed using Statistical Packages for the Social Sciences SPSS (Version 26), the Pearson Correlation test was used to examine the instrument that has been developed with Cronbach's Alpha coefficient value α = 0.629. The findings of this study summarize the knowledge level is moderate with a mean score of 7.65. This shows that knowledge about ASD among teachers need to be improve. The results show a total of 355 teachers, where 87% (n=309) of all respondents had heard about autism and 31.3% (n=111) of them had taught autistic children at school. But only 1.1% (n=4) of teachers had ever received formal training through an autism workshop. The majority of teachers (85.6%) said that they were not interested in teaching autistic children. Therefore, the researcher suggests that it is important in the future for every school to implement basic courses, training, workshops or relevant seminars
Keywords: autism, mainstream teachers, teachers’ knowledge, demographic perspectives
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