Ke arah kurikulum tersedia masa hadapan melalui pengajaran berasaskan pendekatan paragogi
DOI:
https://doi.org/10.37134/bitara.vol14.sp.5.2021Keywords:
Kurikulum Tersedia Masa Hadapan, Paragogi, Pembelajaran Matematik, Pengajian TinggiAbstract
Kurikulum pengajaran matematik peringkat pengajian tinggi perlu melalui suatu transformasi perubahan bagi melahirkan graduan yang berdaya saing dan seiring dengan perkembangan kepesatan ekonomi negara. Pelbagai konsep pedagogi muncul dan yang terkini adalah pendekatan paragogi. Walau bagaimanapun, sehingga kini tiada kriteria paragogi yang dapat dijadikan sebagai panduan dalam melaksanakan pedagogi matematik pada peringkat pengajian tinggi. Oleh itu, kajian ini bertujuan menghasilkan kriteria pendekatan paragogi untuk pengajaran dan pembelajaran matematik di Institusi Pengajian Tinggi (IPT). Melalui proses tinjauan literatur yang dilaksanakan secara insentif, tema dan ciri-ciri pendekatan paragogi ini ditentukan untuk panduan kegunaan para pendidik matematik dalam proses pengajaran dan pembelajaran dalam kelas. Proses ini turut merangkumi analisis model pengajaran dan pembelajaran dari aspek teori, model atau konsep, menelusuri beberapa dokumen dasar pendidikan yang berkaitan dengan pedagogi pengajian tinggi serta amalan terbaik dalam persekitaran pembelajaran yang efektif dalam dan luar negara melibatkan semua bidang termasuklah bidang matematik, serta analisis aspek yang menyumbang kepada pendekatan paragogi. Dapatan kajian menunjukkan lima tema telah dikenal pasti iaitu konteks sebagai pusat pengajaran dan pembelajaran, meta-pembelajaran sebagai punca pengetahuan, rakan sebaya memberikan maklum balas konstruktif; pembelajaran tersebar dan tidak linear, dan sokongan dan motivasi bersama. Setiap tema telah diperincikan kepada beberapa item yang berjumlah 34 kesemuanya serta dijelaskan secara mendalam untuk panduan pendidik matematik. Input bagi tema dan item pendekatan paragogi ini mampu menjadi dorongan dalam mentransfomasi pembelajaran matematik di peringkat IPT sekaligus menyumbang kepada Kurikulum Tersedia Masa Hadapan.
Higher education mathematics teaching curriculum requires a transformation of change to produce students who are competitive and in line with the development of the country's economic growth. Various pedagogical concepts emerged and the most recently introduced was the paragogy approach. However, until now there are no paragogy criteria that can be used as a guide in implementing mathematical pedagogy at the tertiary level. Therefore, this study aims to produce the criteria of a paragogy approach for the teaching and learning of mathematics in institutions of higher learning. Through the comprehensive literature review process, the theme and characteristics of this paragogy approach are determined the guidance of mathematics educators in the process of teaching and learning in the classroom. This process also includes the analysis of teaching and learning models from theoretical aspects, models or concepts, tracing some educational policy documents related to higher education pedagogy as well as best practices in an effective learning environment local and abroad involving all fields including mathematics which contributes to the paragogy approach. The findings have identified that there are five themes and each theme has been detailed into several items, resulted in the total sum of 34 items. The input for the themes and items of this paragogy approach can be an impetus in transforming mathematics learning at the tertiary level as well as contributing to the Future Ready Curriculum.
Keywords: Future Ready Curriculum, Paragogy approach, Mathematical learning, Higher education
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