Kajian sistematik: Pendekatan pengajaran dan impak khazanah pengetahuan dalam pembelajaran sains
Systematic research: Approaches to teaching and the impact of treasuring knowledge in science learning
DOI:
https://doi.org/10.37134/jpsmm.vol10.1.4.2020Keywords:
Sains, Pembelajaran Relevan Budaya, Pembelajaran Responsif Budaya, Kongruen Budaya, Khazanah PengetahuanAbstract
Jurang pencapaian pelajar dalam pendidikan antara pelajar di bandar dan luar bandar meyakinkan bahawa perlunya usaha yang berterusan bagi mencapai ekuiti dalam pendidikan di Malaysia. Pendidikan Sains sering dikatakan tidak relevan dengan kehidupan pelajar khususnya pelajar luar bandar membuatkan pelajar berasa tidak terikat, kurang berminat serta kurang menyerlah dalam pencapaian Sains. Masih kurang kajian mengenai khazanah pengetahuan pelajar dalam pembelajaran Sains di Malaysia walaupun ia mampu untuk menghubungkan pengalaman, pengetahuan, dan kemahiran pelajar di luar sekolah dengan konteks Sains sekolah. Kajian sistematik ini dijalankan bagi menganalisis secara kritikal dan sintesis trend terkini, pendekatan pengajaran dan impak kajian yang menggunakan khazanah pengetahuan pelajar dalam pembelajaran Sains. Tiga pangkalan data iaitu SCOPUS, Social Sciences Citation Index (SSCI) dan SCIENCE DIRECT digunakan untuk mencari artikel dari tahun 2010-2019. Sebanyak 307 artikel yang menggunakan kata kunci khazanah pengetahuan dan Sains telah dijumpai namun hanya 17 sahaja artikel yang dianalisis selepas melepasi proses saringan. Dapatan analisis menunjukkan bahawa kajian khazanah pengetahuan dalam pembelajaran Sains adalah antara kajian yang terbanyak pada tahun terkini dengan berfokus pada pelajar di bandar. Sampel kajian iaitu pelajar dan guru serta tahap pendidikan iaitu rendah dan menengah adalah seimbang. Selain itu, temu bual merupakan instrumen kajian yang sering digunakan diikuti pemerhatian dalam kelas, analisis nota lapangan, analisis rancangan pengajaran dan penilaian pelajar. Penggunaan wacana merupakan pendekatan yang paling kerap digunakan dalam mendapatkan khazanah pengetahuan pelajar, diikuti penghasilan artifak, pendekatan inkuiri dan penggunaan teknologi. Impak penggunaan khazanah pengetahuan termasuklah pelajar lebih terikat, berminat, aktif, berasa relevan dengan kehidupan, meningkatkan pencapaian, dan dapat memahami konsep Sains. Implikasi kajian adalah 1) mengimplementasikan khazanah pengetahuan dalam pengajaran dan pembelajaran Sains terutama pada pelajar luar bandar dan 2) keperluan latihan perguruan membentuk pengetahuan, kemahiran dan sikap guru dalam ilmu dan amalan pengintegerasaian khazanah pengetahuan dalam pengajaran dan pembelajaran sains.
The gap of student achievement in education between urban and rural student suggests that continuous effort is required to achieve equity in Malaysian Education. Science education is often said as not relevant with students’ lives especially rural students, resulting students felt not engaged, less interested, and does not performed in Science. There is little research about students’ funds of knowledge (FOK) in Science learning in Malaysia even though FOK is able to connect students experience, knowledge, and skills out of school with school science learning. This systematic review is done to analyse critically and synthesis trends, instructional approach and impact of research that used funds of knowledge in Science learning. Three databases were used which are SCOPUS, Social Science Citation Index (SSCI) and SCIENCE DIRECT to determine articles from 2010-2019. The search resulted 307 articles using funds of knowledge and science as the keywords but only 17 articles were analysed after the screening process. The analysis showed that research about funds of knowledge in Science learning has gained in number but mostly focused on urban students. Studies revolved around students and teachers, also are focussed at primary and secondary schools. In addition, interview is the common research instrument used in the research followed by observation, field note analysis, and lesson plan analysis including students’ assessment. Discourse analysis was the most common approach used to obtain student funds of knowledge followed by production of artefact, inquiry approach and use of technology. The impacts of using student’s funds of knowledge is that students are more engaged, interested, active, found relevancy with life, improve achievement, and able to understand the science concept. Implications of the study are 1) to implement FOK in the teaching and learning of science especially for rural students, and 2) the need for teacher education to develop teachers’ knowledge, skills and attitudes in the content and practice integrating FOK in the teaching and learning or science.
Keywords: science, culturally relevant learning, culturally responsive learning, culturally congruent, funds of knowledge
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