Pengetahuan pengajaran dalam kalangan guru prasekolah

The knowledge of teaching among preschool teachers

  • Abdul Halim Masnan Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Nur Ellina Anthony Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
  • Nur Arifah Syahindah Zainudin Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
Keywords: pengetahuan pengajaran, guru prasekolah, teaching knowledge, preschool teachers

Abstract

Model pengajaran berkualiti guru mengandungi beberapa elemen yang penting seperti pengetahuan, kemahiran dan sikap pengajaran. Kajian ini bertujuan untuk mengetahui pengetahuan pengajaran dalam kalangan guru prasekolah. Reka bentuk kajian yang digunakan ialah kajian campuran kuantitatif dan kualitatif. Intrumen yang digunakan ialah soal selidik, temu bual berstruktur dan analisis dokumen. Seramai 50 orang guru prasekolah merangkumi 25 orang guru prasekolah dari tadika swasta dan 25 orang guru prasekolah dari tadika kerajaan menjawab soal selidik, dan dua orang guru prasekolah terlibat dalam sesi temu bual. Responden kajian diperoleh menggunakan persampelan rawak bertujuan. Dapatan kajian menunjukkan 56% guru prasekolah memberi penekanan kepada sesuatu kaedah pengajaran, dan 44% guru prasekolah mempelbagaikan kaedah pengajaran untuk membantu kanak-kanak memahami isi pelajaran. Selain itu, guru prasekolah memilih kaedah pengajaran yang sesuai bagi memenuhi keperluan pembelajaran kanak-kanak (56%), dan memenuhi keperluan pembelajaran secara berkumpulan (54%). Kaedah pengajaran yang sesuai digunakan oleh guru prasekolah supaya dapat merangsang dan mengekalkan perhatian kanak-kanak (56%), serta meningkatkan prestasi pencapaian kanak-kanak (60%). Hasil temu bual mendapati pengetahuan guru prasekolah semakin bertambah seiring dengan jangka masa pengalaman mereka menceburi bidang pendidikan awal kanak-kanak. Dari segi analisis dokumen, pengkaji mendapati rancangan pengajaran harian guru prasekolah adalah kemas, menarik dan ringkas. Secara keseluruhannya, guru prasekolah mempunyai pengetahuan pengajaran yang baik, dan  seterusnya dapat memberi impak yang positif dalam pelaksanaan pengajaran dan pembelajaran di prasekolah.

The quality teaching model of teachers contains several important elements such as knowledge, skills and teaching attitudes. This study aimed to gain knowledge of teaching among preschool teachers. The study design used was a quantitative and qualitative mixed study. The instruments used were questionnaires, structured interviews and document analysis. A total of 50 preschool teachers consisted of 25 preschool teachers from private kindergarten and 25 preschool teachers from government kindergarten answering the questionnaire, and two preschool teachers were involved in interview session. The respondents of the study were obtained using random sampling. The findings showed that 56% of preschool teachers emphasized a teaching method, and 44% of preschool teachers used a variety of teaching methods to help children understand the content. In addition, preschool teachers choose appropriate teaching methods to meet the learning needs of children (56%), and to meet the learning needs of group (54%). Appropriate teaching methods were used by preschool teachers to stimulate and maintain children's attention (56%), and to improved children's achievement (60%). The results of the interviews showed that preschool teachers' knowledge were increasing over the course of their experience in early childhood education. In terms of document analysis, researchers had found that preschool teachers' daily lesson plans were neat, interesting and simple. Overall, preschool teachers had a good teaching knowledge, which in turn can gave a positive impact on the implementation of teaching and learning in preschool.

References

Abdul Halim Masnan. (2014). Amalan pedagogi guru prasekolah permulaan. Pulau Pinang: Universiti Sains Malaysia. Tesis Doktor Falsafah.

Abdul Halim Masnan, & Nor Mashitah Mohd Radzi. (2016). Pengetahuan persediaan pengajaran guru prasekolah baru. International Journal of Early Childhood Education and Care, 5.

Abdul Rahim Hamdan, Mohd Najib Ghafar, & Lily Ting Hwa Li. (2010). Teaching competency testing among Malaysian school teachers. European Journal of Social Sciences, 12(4), 611-617.

Eggen, P. D., & Kauchak, D. P. (2012). Strategies and models for teachers: Teaching content and thinking skills (6th ed.). Boston, MA: Allyn & Bacon.

Kementerian Pelajaran Malaysia. (2009). Standard Guru Malaysia, Kementerian Pelajaran Malaysia. Diperoleh semula daripada http://www.ipislam.edu.my/index.php/page/sgm/116/Standard-Guru-Malaysia-SGM.

Kementerian Pelajaran Malaysia. (2010). Standard Kualiti Pendidikan Malaysia (SKPM). Putrajaya: Penulis.

Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Prasekolah Kebangsaan: Pendidikan Prasekolah. Putrajaya: Bahagian Pembangunan Kurikulum, Penulis.

Maimun Aqsha Lubis, Wan Nurul Syuhada’ Wan Hassan, & Mohd Isa Hamzah. (2017). Tahap pengetahuan dan kesediaan guru-guru Pendidikan Islam sekolah menengah di Selangor terhadap penggunaan multimedia dalam pengajaran Pendidikan Islam. Asean Comparative Education Research Journal on Islam and Civilization (ACER-J), 1(1), 1-13.

Muhammad Taufiq. (2010). Asal-usul pengetahuan dan hakikat pengetahuan. Program pasca siswazah manajemen dan bisnis. Indonesia: Bogor.

National Association or the Education of Young Children. (2011). Teaching: Accreditation of programs for young children, standard 3. Washington, DC: NAEYC Accreditation.

Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Educational Research, 62(1), 1–35.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Published
2019-12-27
How to Cite
Masnan, A. H., Anthony, N. E., & Zainudin, N. A. S. (2019). Pengetahuan pengajaran dalam kalangan guru prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 8, 33-41. Retrieved from http://ejournal.upsi.edu.my/index.php/JPAK/article/view/3156