Pengetahuan Guru Prasekolah Mengenai Murid Berkeperluan Pendidikan Khas
Abstract
Pendidikan prasekolah merupakan pendidikan asas untuk semua individu termasuk murid-murid berkeperluan pendidikan khas. Oleh itu, pengetahuan guru prasekolah merupakan antara aspek penting dalam membantu murid-murid berkeperluan pendidikan khas ini untuk menerima pendidikan yang berkualiti seawal usia 5-6 tahun lagi. Tujuan kajian ini dilaksanakan adalah untuk mengenal pasti tahap pengetahuan guru prasekolah terhadap murid berkeperluan pendidikan khas. Kajian ini merupakan kajian kuantitatif yang menggunakan reka bentuk kajian tinjauan. Sampel bagi kajian ini adalah terdiri daripada 80 orang guru prasekolah di daerah Kota Tinggi yang dipilih melalui teknik persampelan rawak mudah. Kajian ini menggunakan instrumen soal selidik yang di adaptasi daripada Senarai Semak Penerimaan Kepelbagaian yang kemudiannya diedarkan kepada responden melalui Google Form. Data yang diterima dianalisis dengan menggunakan perisian Statistical Package for the Social Science (SPSS) dan diterjemahkan di dalam bentuk frekuensi, peratus, min dan sisihan piawai. Hasil dapatan kajian menunjukkan tahap pengetahuan guru prasekolah terhadap murid-murid berkeperluan pendidikan khas adalah sederhana tinggi. Hasil daripada kajian ini dapat membantu memberikan maklumat mengenai kepentingan tahap pengetahuan guru prasekolah terhadap murid-murid berkeperluan pendidikan khas. Kesimpulannya, guru prasekolah haruslah berusaha dalam meningkatkan lagi tahap pengetahuan mereka agar dapat membantu menggalakkan lagi perkembangan murid-murid berkeperluan pendidikan khas ini semenjak peringkat prasekolah lagi.
References
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Ruwaida Rosli & Aliza Alias. (2020). Pengetahuan guru pra sekolah terhadap ciri-ciri murid berkeperluan khas. Journal of Quran Sunnah Education and Special Needs, 4(2), 92-100.
Sari Rudiyati, Mumpuniarti & Pujaningsih. (2017). Teacher’s knowledge and experience dealing with students with learning disabilities in inclusive elementary school. Advances in Social Science, Education and Humanities Research 66, 271-278.
Shari, M., &Vranda, M. N. (2016). Attitude of primary school teachers towards children with learning disabilities. Journal of Indian Association for Child and Adolescent Mental Health 12(4), 323-335.
Siti Fatimah Salleh & Mustafa Che Omar. (2018). Masalah pengajaran guru dalam program pendidikan inklusif di sekolah. Asian People Journal 1(2), 243-263.
Smith, M. K., & Smith, K. E. (2014). “I believe in inclusion, but ….” regular education early childhood teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education 14(2), 161– 180.
Stemberger, T. & Kiswarday, V. R. (2018). Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education 33(1), 47-58.
Suhaily Md Shamsudin & Siti Syuhada Abd Rahman. (2017). Public awareness on the characteristics of children with autism in Selangor. Malaysian Online Journal of Education 1(2), 73-81.
Tita Tri Utami Dewi, Sri Tiatri & Heni Mularsih. (2020). Peran pengetahuan awal tentang anak berkebutuhan khusus dan efikasi guru terhadap sikap guru pada pendidikan inklusif. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4(2), 304-314.
Tony, M. P. (2019). The Effectiveness of Assistive Technology to Support Children with Specific Learning Disabilities: Teacher Perspectives. A Systematic Literature Review. School of Education and Communication (HLK). [Tesis Sarjana, Jonkoping University].
Yasmin Ahmad Fuad & Mohd Mokhtar Tahar. (2021). Tahap pengetahuan dan sikap guru aliran perdana dalam mengenal pasti murid bermasalah pembelajaran. Jurnal Dunia Pendidikan 3(1), 696-706.
Alfaro, V., Kupczynski, K. & Mundy, M. A. (2015). The relationship between teacher knowledge and skills and teacher attitude towards students with disabilities among elementary, middle, and high school teachers in rural Texas schools. Journal of Instructional Pedagogies 16, 1-8.
Bhardwaj, P. (2019). Types of sampling in research. Journal of the Practice of Cardiovascular Sciences 5, 157-163.
Bond, T. G. & Fox, C. M. (2015). Applying the Rasch Model Fundamental Measurement in the Human Sciences. London: Routledge.
Cohen, L., Manion, L., & Morrison, K. (2001). Research Methods in Education (5th ed.). Oxford: Routledge Falmer Publisher.
Cretu, D. M. & Morandau, F. (2020). Initial teacher education for inclusive education: a bibliometric analysis of educational research. Sustainability 12(12), 1-27.
Ghazali Darusalam & Sufean Hussin. (2016). Metodologi Penyelidikan Dalam Pendidikan: Amalan dan Analisis Kajian. Kuala Lumpur: Penerbit Universiti Malaya.
Ghimire, S. (2017). Knowledge of primary school teacher regarding learning disabilities in school children. Journal of Nobel Medical College 6(1), 29-35.
Gyasi, M. N. K., Okrah, A. K., & Anku, J. S. A. (2020). Teachers’ knowledge of special educational needs and disability students and their classroom management approaches. World Journal of Education 10(4), 160-172.
Hashimah Hussein, Suppiah Nachiappan, Md Nasir Masran & Syaza Syafeeqah Mohammad Khasnan. (2020). Analisis pemupukan kemahiran berfikir dalam kalangan murid prasekolah pendidikan khas masalah pembelajaran. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan 9(2), 34-47.
Hifzan Mat Hussin & Kamarulzaman Abdul Ghani. (2022). Pengetahuan dan kemahiran guru pendidikan islam pendidikan khas masalah pendengaran dalam pengajaran iqra’. International Conference On Teacher Education, 133-149.
Holmberg, J. B., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal Of Special Education 31(1), 119-134.
Khalsa, S.S. & Miyake, Y. (2006). Inclusive Classroom: A Practical Guide for Educators. Tucson: Good Year Books.
Mariani Majin, Shazia Iqbal Hashmi & Agnis Sombuling. (2017). Kesedaran guru di Kota Kinabalu, Sabah dalam pengetahuan dan persepsi terhadap autism spectrum disorder (ASD). Jurnal Psikologi Malaysia 31(3), 56-63.
Mary Minolin, Meena, Beautily & U Karthikeyan. (2020). A study to assess the knowledge, attitude and compliance regarding specific learning disabilities (SPLD) among school teachers. International Journal of Academic Research and Development 5(2), 20-22.
Mazarul Hasan Mohamad Hanapi, Norazimah Zakaria, Norida Basran & Kama Shaffei. (2022). Tahap pengetahuan guru aliran perdana dalam pelaksanaan program pendidikan inklusif sekolah Rendah di Sabak Bernam. Jurnal Dunia Pendidikan 4(1), 512-518.
Mensah, P. A., Gyamfi, A., & Agbezudor, T. (2022). The teacher’s knowledge about special needs learners: a fundamental element for the implementation of inclusive education. International Journal of Arts and Social Science 5(7), 1-10.
Mohd Faeez Ilias, Kalthom Husain, Mohd Amin Mohd Noh, Zetty Nurzuliana Rashed & Murihah Abdullah. (2016). Sumber bahan bantu mengajar dalam kalangan guru pendidikan Islam sekolah bestari. E-Academia Journal UiTMT 5(2), 106-114.
Muhamad Hafizan Mohd Suhairi & Anuar Ahmad. (2017). Pengaruh pengetahuan isi kandungan terhadap aplikasi pengajaran yang berkesan dalam kalangan guru-guru Sejarah. International Conference on Global Education V, 2457-2473.
Nirmala Palaniandy & Mohd Hanafi Mohd Yassin. (2021). Tahap kesediaan guru arus perdana terhadap pelaksanaan program pendidikan inklusif: tinjauan di Sekolah Menengah Daerah Gombak. Jurnal Dunia Pendidikan 3(1), 633-644.
Noor Syahira Jalaluddin & Mohd Mokhtar Tahar. (2022). Pelaksanaan Pendidikan Inklusif dalam kalangan Guru Arus Perdana. Malaysian Journal of Social Sciences and Humanities (MJSSH) 7(2), 1-11.
Nurul Izzah Yusof & Hazhari Ismail. (2020). Kekangan guru tadika untuk menerima kanak-kanak berkeperluan khas. Southeast Asia Early Childhood Journal, 9(2), 120-131.
Nusaibah Wan Fatul & Aliza Alias. (2020). Pengetahuan guru prasekolah mengenai ciri-ciri murid masalah pembelajaran. Journal of Quran Sunnah Education and Special Needs 4(2), 45-53.
Pau Swee Lin & Mohd Hanafi Mohd Yasin. (2021). Pengetahuan dan sikap guru aliran perdana terhadap program pendidikan inklusif di daerah Sibu. Jurnal Dunia Pendidikan 3(1), 515-529.
Ruwaida Rosli & Aliza Alias. (2020). Pengetahuan guru pra sekolah terhadap ciri-ciri murid berkeperluan khas. Journal of Quran Sunnah Education and Special Needs, 4(2), 92-100.
Sari Rudiyati, Mumpuniarti & Pujaningsih. (2017). Teacher’s knowledge and experience dealing with students with learning disabilities in inclusive elementary school. Advances in Social Science, Education and Humanities Research 66, 271-278.
Shari, M., &Vranda, M. N. (2016). Attitude of primary school teachers towards children with learning disabilities. Journal of Indian Association for Child and Adolescent Mental Health 12(4), 323-335.
Siti Fatimah Salleh & Mustafa Che Omar. (2018). Masalah pengajaran guru dalam program pendidikan inklusif di sekolah. Asian People Journal 1(2), 243-263.
Smith, M. K., & Smith, K. E. (2014). “I believe in inclusion, but ….” regular education early childhood teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education 14(2), 161– 180.
Stemberger, T. & Kiswarday, V. R. (2018). Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education 33(1), 47-58.
Suhaily Md Shamsudin & Siti Syuhada Abd Rahman. (2017). Public awareness on the characteristics of children with autism in Selangor. Malaysian Online Journal of Education 1(2), 73-81.
Tita Tri Utami Dewi, Sri Tiatri & Heni Mularsih. (2020). Peran pengetahuan awal tentang anak berkebutuhan khusus dan efikasi guru terhadap sikap guru pada pendidikan inklusif. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4(2), 304-314.
Tony, M. P. (2019). The Effectiveness of Assistive Technology to Support Children with Specific Learning Disabilities: Teacher Perspectives. A Systematic Literature Review. School of Education and Communication (HLK). [Tesis Sarjana, Jonkoping University].
Yasmin Ahmad Fuad & Mohd Mokhtar Tahar. (2021). Tahap pengetahuan dan sikap guru aliran perdana dalam mengenal pasti murid bermasalah pembelajaran. Jurnal Dunia Pendidikan 3(1), 696-706.
Published
2024-03-31
How to Cite
HUSIN, Nur Haziqah; MOHAMED, Suziyani.
Pengetahuan Guru Prasekolah Mengenai Murid Berkeperluan Pendidikan Khas.
Jurnal Dunia Pendidikan, [S.l.], v. 6, n. 1, p. 488-499, mar. 2024.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/25807>. Date accessed: 21 mar. 2025.
Section
Articles
