Gaya pengajaran dalam kalangan guru tabika Kemas di Kelantan
Teaching styles among teachers Kemas in Kelantan
DOI:
https://doi.org/10.37134/jpak.vol6.sp.1.2017Keywords:
pengajaran, gaya pengajaran guru, gaya pengajaran GrashaAbstract
Kajian ini bertujuan untuk mengenal pasti gaya pengajaran yang diamalkan oleh guru-guru di Tabika Kemas di negeri Kelantan. Lima puluh buah Tabika Kemas yang telah terlibat dalam kajian ini yang dipilih secara persampelan strata dan guru-guru memenuhi kriteria yang ditetapkan. Instrumen kajian yang digunakan adalah soal selidik yang telah diubahsuai daripada Grasha (1996) iaitu Inventori Gaya Mengajar Guru Teaching Styles Inventory. Seramai 50 orang guru-guru Kemas telah terlibat sebagai sampel kajian. Semua data yang diperolehi dianalisis dengan menggunakan perisian komputer Statistical Package for Science Social (SPSS) Version 22.0. Hasil kajian yang dipraktikkan oleh guru-guru dalam kajian ini adalah gaya pengajaran pakar (min 3.5), autoriti formal (min 3.37), model interpersonal (min 3.5), fasilitator (min 3.88) dan juga gaya pengajaran delegator (min 4.06). Kebanyakan guru menggunakan gaya pengajaran delegator iaitu nilai min 4.06 manakala gaya pengajaran yang kurang digunakan ialah gaya pengajaran fasilitator nilai min 3.38. Kesimpulannya guru-guru di Tabika Kemas menggunakan gaya pengajaran secara delegator, ini kerana latar belakang pendidikan mereka bukan secara formal dalam pendidikan awal kanak-kanak.
This study aims to identify the teaching styles practiced by teachers in the Tabika Kemas in Kelantan state. Fifty Tabika Kemas were selected via stratified sampling and the teacher selected met the required criteria in this study. The teaching styles studied are expert teaching styles, formal authority, personal model and delegate teaching style. The instrument used in this research is a modified Teaching Styles Inventory questionnaire from Grasha (1996). A total of 50 Kemas teachers were involved as a sample of the study. All data obtained were analyzed using Statistical Packages for Social Science (SPSS) Version 22.0. The results of this study were teachers' teaching style (min 3.5), formal authority (min 3.37), interpersonal model (min 3.5), facilitator (min 3.88) and delegate teaching style (min 4.06). The findings show that most teacher use delegate teaching style ( mean 4.06) while the lest teaching style is the facilitator teaching style (mean 3.38). In summary, teachers in Tabika Kemas use delegate teaching styles, as their educational background is not formal in early childhood education.
Keywords: teaching, teaching style, teaching style Grasha
Downloads
References
Chua Yan Piaw. (2011). Kaedah dan Statistik Penyelidikan Buku 1 Kaedah Penyelidikan. Ed.2. Kuala Lumpur: Mc Graw Hill Education.
Fries, C. F. (2017). Teaching style preferences and educational philosophy of teacher education faculty at a State University. Oklahoma State University.
Beers, C. (2016). Early childhood preservice teachers’ knowledge of children’s cognitive development and developmentally appropriate pedagogical practices: Understanding the role of clinical experiences. Florida Atlantic University Boca Raton, Florida: Published.
Mazlini Adnan, Aminah Ayob, Ong Eng Tek, Mohd Nasir Ibrahim, Noriah Ishak & Jameyah Sheriff.(2016). Memperkasa pembangunan modal insan Malaysia di peringkat kanak-kanak: Kajian kebolehlaksanaan dan kebolehintegrasian pendidikan STEM dalam kurikulum PERMATA Negara. GEOGRAFIA OnlineTM Malaysian Journal of Society and Space 12 issue 1 (29 - 36) 29 © 2016, ISSN 2180-2491
Fairfield, R. (2011). Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for. Preschool Teachers in a Southern California School District. College of Education: Walden University.
Roslind Anak Mawing. (2003). Hubungan antara gaya pengajaran guru dengan sikap pelajar terhadap Bahasa Melayu. Kertas Projek Sarjana Pendidikan, Fakulti Pendidikan, Universiti Kebangsaan Malaysia.
Siti Maria Ibrahim & Zamri Ariffin. e-Jurnal Penyelidikan dan Inovasi Vol. III, No. I (April 2016) 43–60 e-ISSN 2289-7909
Wastin, Ellie and Han, H. Sophia. (2017). Action research and project approach: Journey of an early childhood pre-service teacher and a teacher educator, Networks: An Online Journal for Teacher Research, 16(2).
