Tahap pengetahuan guru dalam pelaksanaan pendidikan inklusif di kelas TABIKA KEMAS
List of Authors
  • Suziyani Mohamed , Syakinah Towpek

Keyword
  • Pendidikan inklusif, pengetahuan, halangan, TABIKA KEMAS

Abstract
  • Guru memainkan peranan yang penting dalam memastikan keberkesanan pelaksanaan pendidikan iklusif. Kajian ini bertujuan untuk mengenalpasti tahap pengetahuan guru dalam pelaksanaan pendidikan inklusif di kelas TABIKA KEMAS. Untuk kajian ini, pengkaji menggunakan kaedah kuantitatif di mana borang soal selidik yang bertindak sebagai instrumen kajian diedarkan bagi mendapatkan maklum balas daripada responden. Kajian yang dijalankan melibatkan 40 orang guru TABIKA KEMAS di daerah Hulu Langat yang menjadi sampel kajian ini. Analisis deskriptif telah digunakan untuk menjawab persoalan kajian di mana perisian Statistical Package for Social Science (SPSS) digunapakai. Dapatan kajian menunjukkan bahawa tahap pengetahuan guru dalam melaksanakan pendidikan inklusif berada pada tahap sederhana. Berpandukan dapatan kajian yang dilaporkan, ianya memberikan gambaran yang jelas berkaitan dengan tahap pengetahuan guru dan halangan yang dihadapi oleh guru dalam melaksanakan pendidikan inklusif. Justeru, penambahbaikan boleh dilaksanakan untuk meningkatkan keberkesanan pelaksanaan pendidikan inklusif. Pelbagai kursus, latihan, bengkel serta penyediaan infrastruktur yang bersesuaian membolehkan pelaksanaan pendidikan inklusif dilaksanakan dengan jayanya.

Reference
  • 1. Ali, N., & Mohamad Nasri, N. (2021). Halangan Yang Dihadapi Oleh Guru Aliran Perdana Dalam Melaksanakan Program Pendidikan Inklusif. Jurnal Dunia Pendidikan, 3(3), 74-82. Retrieved from https://myjms.mohe.gov.my/index.php/jdpd/article/view/15130

    2. Biamba. C. (2016). Inclusion and classroom practices in a Swedish school: A case study of school in Stockholm. Journal of education and practice, 7(3), 119-124.

    3. Bruggink, M, Goei, S. L., & Koot, H. M. (2015). Teachers’ capacities to meet students’ additional support needs in mainstream primary education. Teachers and Teaching: Theory and Practices, 22(4), 448-460.

    4. Faiza Abbas, Aneeka Zafar, Tayyaba Naz dan Allama Iqbal (2016) Footsteps towards inclusive education. Journal of Education and Practise 7 (10), 48-52.

    5. Farah Farhana Jamil & Suziyani Mohamed. (2019). Tahap Kesediaan Guru Mengajar Kanak-kanak Berkeperluan Khas di Prasekolah Bahagian Bintulu. ICOFEA Conference Proceeding, 132-137.

    6. Farhana Najib & Mohd Mokhtar Tahar. (2019). Pelaksanaan Pendidikan Inklusif Dari Sudut Kesediaan Guru Aliran Perdana. International Conference on Global Education VII, 727- 740.

    7. Lee Kah Chian & Suziyani Mohamed. (2021). Tahap Pengetahuan Guru dalam Pelaksanaan Pendidikan Inklusif di Kelas Prasekolah. Jurnal Dunia Pendidikan, 3(2), 253-260,

    8. Leonila R. Baguisa & Karen Ang-Manaig. (2019). Knowledge, skills and attitudes of teachers on Inclusive Education and academic performance of children with special needs. International Journal of Social Sciences, 4(3), 1409-1425.

    9. Manimeegalai Govindasamy. (2018). Persepsi Terhadap Program Pendidikan Inklusif (PPI) Oleh Guru Aliran Perdana Dan Guru Pendidikan Khas di Daerah Seberang Perai Tengah, Jurnal Paradigma. Vol (17), 172-89.

    10. Manisah Mohd Ali, Ramlee Mustapha & Zalizan Mohd Jelas. (2006). An empirical study on teacher’s perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21 (3), 36-44.

    11. 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.

    12. Muhamad Khairul Anuar Hussin & Abdul Rahim Hamdan. (2016). Effect of knowledge, readiness and teaching technique in inclusive practices among mainstream teachers in Malaysia. International Journal of early childhood special education, 8(1), 1- 15.

    13. Muhammad Zulhilmi Hussein & Norshidah Mohammaed Salleh. (2020). Level of preparation of the inclusive program (Holistik Model) in three pilot school in Sabah state. Social Science, Education &Humanities, 3.

    14. Muna Amir, Mayada Al-Natour & Bassam Al-Abdallat. (2016). Primary school teachers’ knowledge, attitudes and views on barriers to inclusion in Jordan. International journal of special education, 31(1), 67-77.

    15. Noorafiza Abd Wahab & Rosadah Abd Majid. (2017). Kolaborasi Guru Dalam Pendidikan Inklusif. International Conference on Special Education in Southeast Asia Region. 7th Series 2017. Pg 487 – 494.

    16. Norfishah Mat Rabi & Mohd Yusof Zulkefli. (2018). Mainstream teachers’ competency requirement for inclusive education program. International journal of academic research in business and social sciences, 8(11), 1779-1791

    17. 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), e001280. https://doi.org/10.47405/mjssh.v7i2.1280

    18. Norliah Mohd Amin & Mohd Hanafi Mohd Yasin. (2016). Pelaksanaan Program Pendidikan Inklusif Murid Berkeperluan Khas dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2015. Seminar Antarabangsa Pendidikan Khas Rantau Asia Tenggara Siri Ke 6.

    19. Nurul Izzah Yusof dan Hazhari Ismail. (2020). Kekangan guru tadika untuk menerima kanak-kanak berkeperluan khas. Southeast Asia Early Childhood Journal, 9 (2), 120-131. http://ejournal.upsi.edu.my/index.php/SAECJ

    20. Palaniandy, N., & Mohd Hanafi, M. Y. (2021). Tahap kesediaan guru arus perdana terhadap pelaksanaan Program Pendidikan Inklusif: Tinjauan di Sekolah Menengah Daerah Gombak. Jurnal Dunia Pendidikan, 3(1), 633-644.

    21. Pino-James, N., Shernoff, D. J., Bressler, D. M., Larson, S. C., & Sinha, S. (2019). Instructional interventions that support student engagement: An international perspective. Handbook of Student Engagement Interventions, 103-119.

    22. Portal rasmi Jabatan Kemajuan Masyarakat Kementerian Pembangunan Luar Bandar. Diakses pada 1 Mei 2022 di laman web https://www.kemas.gov.my/tabika/”

    23. Program Pendidikan Inklusif (PPI) (Sumber: Data Pendidikan Khas 2020 dari laman sesawang kementerian pendidikan Malaysia. https://www.moe.gov.my/en/muat-turun/pendidikankhas/buku-data-pendidikan-khas/3993-buku-data-pendidikan-khas-tahun-2020/file

    24. Rohaizat Ibrahim. (2019). Pengetahuan guru perdana terhadap Program Pendidikan Inklusif. Special Education International Conference (SEIC), 25-27 September 2019.

    25. Richard Rose & Marie Howley. (2007). The practical guiede to special educational needs in inclusive primary classrooms. SAGE Publications Ltd. https://doi.org/10.4135/9781446213865.

    26. Richels, C., Bobzien, J., Raver, S. A., Schwartz, K., Hester, P., & Reed, L. (2014). Teaching emotion words using social stories and created experiences in group instruction with preschoolers who are deaf or hard of hearing: An exploratory study. Deafness & Education International, 16(1), 37-58.

    27. Lee S. Shulman. (1986). Those Who Understand: Knowledge Growth in Teaching. American Educational Research Association. Educational Researcher, 15 (2), 4-14. http://www.jstor.org/stable/1175860.

    28. Siti Fatimah Salleh & Mustafa Che Omar. (2018). Masalah pengajaran guru dalam program pendidikan inklusif di sekolah. Asian People Journal, 1(2), 243-263.

    29. Smith, M. K., & Smith, K. E. (2000). “I Believe in Inclusion, but…”: Regular Education Early Childhood Teachers’ Perceptions of Successful Inclusion. Journal of Research in Childhood Education, 14, 161-180. https://doi.org/10.1080/02568540009594761

    30. Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif dan R&D. PT Alfabet.

    31. Timo Saloviita. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282.

    32. Tina Stemberger & Vaja Riccarda Kiswarday. (2017). Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education 2017, 1-12.

    33. Traci-Ann Garrad, Christopher Rayner & Scott Pedersen. (2019). Attitudes of Australian primary school teachers towards the inclusion of students with autism spectrum disorders. Journal of research in Special Educational Needs, 19(1), 58-67.

    34. Zawawi Zahari. (2017). Pelaksanaan Pendidikan Inklusif Bagi Murid-Murid Masalah Pembelajaran Di Sekolah Rendah. Bangi: Penerbit UKM.