Pedagogi Terbeza dalam Kalangan Guru Utama yang Mengajar Murid Bermasalah Pembelajaran di Kelas Inklusif

  • Lamyaa Saad Alfaiz
  • Hui Min Low

Abstract

Kajian kualitatif ini bertujuan untuk mengkaji persepsi pedagogi terbeza dalam kalangan guru aliran perdana yang mengajar murid bermasalah pembelajaran di sekolah inklusif di Arab Saudi. Temu bual individu separa berstruktur dijalankan dengan lapan guru aliran perdana yang mempunyai pengalaman mengajar di kelas inklusif. Hasil kajian menunjukkan bahawa kebanyakan guru memahami pedagogi terbeza dengan baik dan mempunyai sikap yang baik terhadap guruan inklusif. Selain itu, kebanyakan guru melaporkan amalan pedagogi terbeza dalam bilik darjah mereka. Tambahan pula, kesan positif dan fleksibiliti antara murid dan guru semasa melaksanakan pedagogi terbeza turut dilaporkan oleh guru. Walau bagaimanapun, terdapat beberapa guru yang tidak percaya bahawa adalah tanggungjawab mereka untuk mengajar murid bermasalah pembelajaran dan ada juga yang berasa kurang yakin untuk melakukan pedagogi terbeza. Kajian ini menekankan keperluan bagi guru untuk menerima latihan khusus dalam bidang guruan khas, agar mereka dapat mengembangkan strategi pengajaran yang efektif bagi murid bermasalah pembelajaran. Secara keseluruhan, kajian ini menggariskan implikasi yang menunjukkan bahawa pendekatan guruan yang efektif dan merangsang bagi murid bermasalah pembelajaran boleh dicapai melalui penyediaan sumber dan sokongan yang sesuai.

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Published
2023-12-31
How to Cite
SAAD ALFAIZ, Lamyaa; MIN LOW, Hui. Pedagogi Terbeza dalam Kalangan Guru Utama yang Mengajar Murid Bermasalah Pembelajaran di Kelas Inklusif. Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 4, p. 90-99, dec. 2023. ISSN 2682-826X. Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/25287>. Date accessed: 17 apr. 2024.
Section
Articles