Teachers' Readiness in the Implementation of Life Skills (Cooking) Subject for Students with Learning Disabilities in Integration Special Education Program
Kesediaan Guru Terhadap Pelaksanaan Mata Pelajaran Kemahiran Hidup (Masakan) untuk Murid Bermasalah Pembelajaran dalam Program Pendidikan Khas Integrasi
DOI:
https://doi.org/10.37134/perspektif.vol14.sp.5.2022Keywords:
Special Education Teacher, Life Skills, Content Knowledge, Teachers’ ReadinessAbstract
This study aims to measure the readiness of special education teachers’ knowledge in the implementation of Life Skills (cooking) subject for students with learning difficulties in Pahang. The design of this study uses a correlation study of the Shulman Teacher Knowledge Model and the Grossman Teacher Knowledge Model. This study is quantitative in nature. The researcher selected a total of 200 special education teachers as the study sample at random. The questionnaire instrument was used in the form of a 5-point Likert scale to obtain empirical data on the readiness of teachers from the aspect of teaching knowledge of the special education teachers. Data were analyzed using descriptive and inferential analysis involving t-test, ANOVA and Pearson correlation which explained the differences as well as relationships between the study variables. Descriptive analysis showed that teachers agreed to have teachers ’knowledge readiness in seven dimensions with average values (M = 4.32, S.P = 0.240). Meanwhile, in the inference analysis four null hypotheses were tested and all four null hypotheses were rejected. As a result, it can be concluded that there are differences in the knowledge readiness of special education teachers in teaching Life Skills (Cooking) subjects to special education students with learning difficulties based on teacher gender, academic qualifications and teaching experience. Correlation analysis showed that there was a strong and significant relationship (r = 0.707; p <0.05) between teachers' readiness and teaching knowledge in the teaching life skills subjects in the Special Education Integration Program. In conclusion, it can be concluded that special education teachers who teach Life Skills believe that they are ready to teach culinary subjects. Implications from this study can help the Ministry of Education and the department to identify the readiness of teachers in terms of teaching knowledge of teachers.
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