Kecenderungan Guru Pertanian Terhadap Penggunaan Bahan Maujud dan Digital Bagi Bahan Bantu Mengajar

Agriculture Teachers' Tendencies towards the Use of Physical and Digital Materials for Teaching Aids

Abstract

Kajian ini bertujuan untuk meneroka kecenderungan guru pertanian terhadap penggunaan bahan bantu mengajar (BBM) maujud dan digital dalam proses pengajaran dan pembelajaran (PdP) di sekolah menengah. Fokus utama kajian ini merangkumi mengenal pasti jenis BBM yang dominan, persepsi guru terhadap keberkesanan, cabaran dan kelebihan yang dihadapi semasa pelaksanaannya. Keperluan penggunaan BBM yang berbeza mengikut subjek menimbulkan persoalan tentang jenis bahan yang paling bersesuaian bagi subjek Pertanian yang menititkberatkan keseimbangan antara kemahiran praktikal dan teori. Kajian ini menggunakan pendekatan kualitatif melalui kaedah temu bual separa berstruktur yang melibatkan lima orang informan dalam kalangan guru pertanian yang dipilih berdasarkan ketepuan data. Hasil kajian ini mendapati bahawa guru pertanian lebih cenderung menggunakan bahan maujud berbanding bahan digital namun gabungan kedua-dua jenis bahan turut dipratikkan secara seimbang bagi menyokong keperluan teori dan kemahiran. Persepsi guru terhadap keberkesanan BBM dinilai melalui keseimbangan pencapaian akademik (peperiksaan) dan kemahiran pelajar (Pentaksiran Bilik Darjah) yang mana pelaksanaanya diselaraskan melalui strategi pengajaran yang seragam namum responsif terhadap kekangan infrastruktur lokasi sekolah. Cabaran utama yang dikenalpasti bagi kedua-dua jenis bahan adalah kekangan masa, manakala dari aspek kelebihan bahan maujud didapati meningkatkan minat pelajar dan bahan digital menawarkan fleksibiliti akses. Secara keseluruhannya, keberkesanan BBM tidak bergantung kepada satu jenis bahan semata-mata, sebaliknya dipengaruhi oleh pemilihan bahan yang selari dengan objektif pembelajaran, kandungan pelajaran dan situasi semasa bagi memastikan proses PdP yang optimum.

This study aimed to explore the tendencies of agricultural teachers towards the use of tangible and digital teaching aids (teaching and learning aid, TLA) in the teaching and learning process (T&L) in secondary schools. The main focus of this study includes identifying the dominant types of TLA, teachers' perceptions of effectiveness, challenges and advantages faced during its implementation. The need for the use of TLA that differs according to the subject raises the question of the most appropriate type of material for the agriculture subject which emphasizes the balance between practical and theoretical skills. This study uses a qualitative approach through semi-structured interview methods involving five informants among agricultural teachers who were selected based on data saturation. The results of this study found that agricultural teachers are more likely to use tangible materials than digital materials, but a combination of both types of materials is also practiced in a balanced way to support theoretical and skill needs. Teachers' perceptions of the effectiveness of TLA are assessed through the balance of academic achievement (examinations) and student skills (classroom assessment) whose implementation is coordinated through a uniform teaching strategy but responsive to the constraints of the school's location infrastructure. The main challenge identified for both types of materials is time constraints, while in terms of the advantages of existing materials, it is found that it increases student interest and digital materials offer flexibility of access. Overall, the effectiveness of BBM does not depend on one type of material alone, but is instead influenced by the selection of materials that are in line with the learning objectives, lesson content and current situation to ensure an optimal T&L process.

KEYWORDS: Teaching Aids, Real Materials, Digital Materials, Agriculture Teachers