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KEFAHAMAN TENTANG TEORI PSIKOLOGI DAN PEGANGAN AMALAN

PEDAGOGI DI DALAM KURIKULUM MATEMATIK KBSM

DI KALANGAN GURU PELATIH KPLD MATEMATIK

 

Oleh :

 Cik Tor Siok Tin

Unit Matematik MPKTBR


ABSTRAK

Kajian ini bertujuan untuk mengetahui kefahaman guru pelatih pengkhususan Matematik tentang beberapa istilah teori psikologi dan pegangan mereka terhadap amalan pedagogi di dalam Matematik Kurikulum Bersepadu Sekolah Menengah (KBSM). Sampel kajian terdiri daripada enam orang guru pelatih daripada guru-guru pelatih yang mengikuti Kursus Perguruan Lepas Diploma (KPLD) di Maktab Perguruan Kuala Terengganu. Guru-guru pelatih ini merupakan kumpulan pertama bagi kursus tersebut dijalankan di maktab ini. Instrumen, terdiri daripada soal selidik dan sesi temu bual, digunakan dalam kajian ini, masing-masing untuk mengumpul maklumat bagi profil guru-guru pelatih ini dan menjawab empat soalan kajian. Satu senarai semak dibina untuk memudahkan pencatatan maklumat berkaitan pegangan amalan pedagogi guru-guru pelatih ini. Pada asasnya, teori psikologi Matematik KBSM adalah berlandaskan teori konstruktivisme. Maka, kefahaman teori psikologi guru pelatih dianalisis dan banding bezakan dengan pendapat ahli-ahli konstruktivist, manakala pegangan amalan pedagogi mereka pula dianalisis dan banding bezakan dengan cadangan-cadangan Pusat Perkembangan Kurikulum, untuk menentukan kesejajarannya dengan kefahaman dan pegangan yang dihasratkan oleh kurikulum ini. Dapatan hasil kajian menunjukkan guru-guru pelatih ini mempunyai kefahaman tentang teori psikologi dan pegangan amalan pedagogi yang dapat dikatakan berkesejajaran dengan yang sepatutnya ada pada seseorang guru Matematik KBSM, walaupun pada tahap yang umum dan skop yang terhad. Penyataan yang umum dan contoh hanya terhad kepada beberapa topik dikemukakan oleh guru-guru pelatih ini untuk memperjelaskan kefahaman serta pegangan masing-masing. Dapatan hasil kajian juga menunjukkan wujud kekaburan di kalangan guru pelatih ini tentang makna setengah istilah teori psikologi dan amalan pedagogi. Memandangkan guru-guru pelatih KPLD pengkhususan Matematik adalah bakal guru Matematik KBSM yang akan mempengaruhi usaha menjayakan hasrat Kurikulum Matematik KBSM, kajian ini telah memgemukakan beberapa cadangan. Cadangan-cadangan ini bertujuan meningkatkan keberkesanan kursus ini di masa depan dan memperoleh maklumat yang lebih tepat dan berkebolehpercayaan yang lebih tinggi.

 


ABSTRACT

The study was seeking to investigate the pre-service teachers of Mathematics option on their conceptions on certain terminology of psychology theory and their beliefs in pedagogical practices with respect to Integrated Mathematics Secondary School Curriculum (KBSM). The sample of study consisted of six pre-service teachers taking up the Post Diploma Teachers’ Training Course (KPLD) in Kuala Terengganu Teachers’ Training College. These pre-service teachers were among those taking up the course conducted for the first time in the college. The instruments, a questionnaire and an interview schedule were administered to these pre-service teachers, to elicit the information necessary to construct a profile of these pre-service teachers and to answer four research questions, respectively. A checklist was constructed to facilitate the recording of the information on the pre-service teachers’ beliefs in pedagogical practices. Basically, the psychology theory of the Integrated Mathematics Secondary School Curriculum (KBSM) is based on constructivism theory. Hence these pre-service teachers’ conceptions of psychology theory were analized and compared with several contructivists’ viewpoints, while their beliefs in pedagogical practices were analized and compared with the Curriculum Development Centre’s suggestions, to look for congruence with conceptions and beliefs desired by the curriculum. The findings showed that these pre-service teachers’ conceptions of psychology theory and beliefs in pedagogical practices of these pre-service teachers had some congruence with that of desired by the Integrated Mathematics Secondary School Curriculum (KBSM), though at superficial level and restricted scope. The general statements and examples of only restricted topics were used to express their conceptions and beliefs. The findings also showed there was confusion among these pre-service teachers on certain terminology of the psychology theory and pedagogical practices. As these pre-service teachers are the teachers-to-be for the Integrated Mathematics Secondary School Curriculum (KBSM), who would play a vital role in achieving the desired goals of the curriculum, therefore the study makes several recommendations. The recommendations aim to increase the effectiveness of the training course in the future and to obtain more accurate information as well as higher reliability.

 


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