Persepsi Guru Terhadap Pelaksanaan Modul Numerasi untuk Murid Bekeperluan Khas: Satu Analisis Keperluan
Teachers' Perceptions of the Implementation of Numeracy Modules for Students with Special Needs: A Needs Analysis
DOI:
https://doi.org/10.37134/ejoss.vol12.Sp.16.2026Keywords:
Kemahiran numerasi, Murid bekeperluan Pendidikan khas (MPPK) , Kaedah pengajaran Pop It, Pembelajaran matematik, Persepsi guruAbstract
Kemahiran numerasi memainkan peranan penting dalam perkembangan kognitif murid, termasuk murid berkeperluan khas (MBPK). Walau bagaimanapun, mereka sering menghadapi cabaran dalam menguasai konsep nombor dan operasi asas, yang boleh memberi kesan terhadap pencapaian akademik serta kehidupan harian mereka. Sehubungan itu, kaedah pengajaran yang lebih interaktif dan menggunakan alat bantu seperti Pop It semakin mendapat perhatian dalam pendidikan khas. Kajian ini bertujuan untuk mengkaji persepsi guru terhadap keberkesanan kaedah numerasi Pop It dalam meningkatkan pemahaman Matematik dalam kalangan MBPK. Pendekatan kuantitatif digunakan dalam kajian ini melalui soal selidik yang diedarkan kepada 100 orang guru pendidikan khas. Hasil analisis menunjukkan bahawa min keseluruhan adalah 4.44, yang mencerminkan tahap persetujuan yang tinggi terhadap keberkesanan kaedah ini. Item dengan min tertinggi ialah “Kaedah numerasi Pop It membantu MBPK memahami konsep asas Matematik” (min = 4.6). Selain itu, nilai korelasi (>0.75) menunjukkan hubungan positif antara keberkesanan Pop It dengan motivasi serta pemahaman murid. Kesimpulannya, guru secara keseluruhan bersetuju bahawa kaedah Pop It berkesan dalam meningkatkan pemahaman Matematik MBPK, di samping menjadikan pembelajaran lebih mudah dan menyeronokkan. Kajian ini mencadangkan agar kaedah ini diperluaskan dalam pendidikan khas dengan sokongan latihan yang mencukupi kepada guru bagi memastikan penggunaannya lebih efektif.
Numeracy skills play a crucial role in the cognitive development of students, including those with special educational needs (SEN). However, they often face challenges in mastering number concepts and basic operations, which can impact their academic performance and daily life. Therefore, interactive teaching methods that incorporate teaching aids such as Pop It are gaining attention in special education. This study aims to examine teachers’ perceptions of the effectiveness of the Pop It numeracy method in enhancing the understanding of Mathematics among SEN students. A quantitative approach was employed in this study through a survey distributed to 100 special education teachers. The analysis revealed that the overall mean score was 4.44, indicating a high level of agreement among teachers regarding the effectiveness of this method. The highest-rated item was “The Pop It numeracy method helps SEN students understand basic mathematical concepts” (mean = 4.6). Additionally, the correlation values (>0.75) indicated a strong positive relationship between the effectiveness of Pop It and students’ motivation and comprehension. In conclusion, teachers generally agree that the Pop It numeracy method effectively improves SEN students’ mathematical understanding, while also making the learning process easier and more engaging. This study suggests that the implementation of this method should be expanded in special education, with adequate teacher training support to ensure its effective use.
KEYWORDS: Numeracy skills, Students with special educational needs (MBPK), Pop It teaching method, Mathematics learning, Teacher perceptions
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