Cabaran dan Keperluan Pengajaran Guru dalam Mata Pelajaran Grafik Komunikasi Teknikal di Sekolah Menengah Kebangsaan

Challenges and Teaching Needs for Technical Communication Graphics Teachers at National Secondary Schools

Authors

  • Tze Kiong Tee Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Batu Pahat, 86400, MALAYSIA
  • Chia Swee Yee Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia (UTHM), 86400 Pt Raja, Batu Pahat, Johor, MALAYSIA
  • Rizky Ema Wulansari Vocational Research Centre, Universitas Negeri Padang, INDONESIA
  • Charanjit Kaur Swaran Singh Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Perak, 35900, MALAYSIA
  • Nurul Wahida Azid School of Education and Modern Languages, Universiti Utara Malaysia, Kedah, MALAYSIA
  • Zaliza Hanapi Faculty of Technical and Vocational, Sultan Idris Education University, Tanjong Malim, 35900, MALAYSIA

Keywords:

Grafik Komunikasi Teknikal, cabaran, keperluan, pengajaran, Technical Communication Graphics, challenges, needs, teaching

Abstract

Mata pelajaran Grafik Komunikasi Teknikal (GKT) diperkenalkan bagi tujuan melahirkan pelajar yang berpengetahuan, berkemahiran, serta mengembangkan kebolehan imaginatif, kreatif, dan inovatif supaya mereka dapat berkomunikasi melalui grafik dalam pelbagai bidang teknologi dengan berkesan dan penuh keyakinan. Namun, kajian mengenai cabaran dan keperluan pengajaran guru dalam mata pelajaran GKT belum dijalankan dengan sepenuhnya selepas diperkenalkan mulai tahun 2017. Justeru, kajian ini dijalankan untuk mengenal pasti cabaran yang dihadapi oleh guru GKT dan keperluan mereka dalam pengajaran mata pelajaran ini. Responden kajian tinjauan ini terdiri daripada 217 orang guru GKT dari seluruh Malaysia. Kajian ini menggunakan instrumen borang soal selidik yang mengandungi soalan tertutup dan soalan terbuka. Maka, data yang dikumpulkan untuk soalan tertutup telah dianalisis dengan menggunakan perisian Statistical Package of Social Science (SPSS) versi 27 untuk memperoleh nilai skor min, sisihan piawai, kekerapan dan peratusan. Manakala, analisis tema telah dilakukan untuk soalan terbuka bagi cabaran pengajaran yang dihadapi dan keperluan guru dalam pengajaran GKT. Dapatan kajian menunjukkan cabaran pengajaran guru GKT adalah pada tahap sederhana rendah dengan skor min keseluruhan 3.17 dan sisihan piawai 0.659. Sebaliknya, tahap keperluan guru dalam pengajaran mata pelajaran GKT adalah tinggi dalam semua aspek termasuk alat bahan bantu mengajar, kursus pembangunan profesionalisme, kepelbagaian strategi pengajaran dan aktiviti pengajaran dan pembelajaran mengikut gaya pembelajaran dengan nilai min keseluruhan 4.31 dan sisihan piawai 0.634. Selain itu, analisis tema bagi soalan terbuka juga menunjukkan guru memerlukan kemudahan pengajaran asas yang mencukupi, alat bahan bantu mengajar yang menarik, kursus pembangunan profesionalisme, strategi pengajaran yang berkesan, serta peruntukan masa pengajaran dan bajet kewangan yang bersesuaian. Secara keseluruhan, pihak berkepentingan perlu memberi perhatian yang serius terhadap cabaran yang dihadapi oleh guru GKT dan memberi sokongan yang terbaik bagi keperluan guru GKT untuk meningkatkan kualiti pengajaran GKT dan prestasi pelajar dalam mata pelajaran ini.

 

The Technical Communication Graphics (GKT) course aims to produce knowledgeable, skilled, imaginative, creative, and innovative students so they can communicate effectively and confidently through graphics in various technological fields. However, the study on the challenges and teaching needs of GKT teachers has not been explored since its introduction in 2017. Therefore, this study aimed to determine the challenges faced by GKT teachers and their needs in teaching this subject. This survey received responses from 217 GKT teachers from across Malaysia. This study employs a questionnaire with both closed and open questions. The data collected for the closed questions were analysed with Statistical Package for the Social Sciences (SPSS) version 27 software to obtain the mean score, standard deviation, frequency, and percentage. In the meantime, a thematic analysis of open questions regarding teachers' teaching challenges and needs has been conducted. With an overall mean score of 3.17 and a standard deviation of 0.65, the study reveals that the level of teaching challenges faced by GKT teachers are moderately low. In contrast, the level of teachers' needs in teaching GKT subject is high in all aspects, including teaching aids, professionalism development courses, diversity of teaching strategies, and teaching and learning activities based on learning styles, with a mean value of 4.31 and a standard deviation of 0.63. In addition, theme analysis for open-ended questions reveals that teachers require adequate basic teaching facilities, engaging teaching aids, professionalism development courses, effective teaching strategies, as well as adequate teaching time allocation and budget. Overall, stakeholders must pay close attention to the obstacles faced by GKT teachers and provide the best support for their needs to enhance the quality of GKT instruction and student achievement in this subject.

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Published

05-10-2023

How to Cite

Tee, T. K., Swee Yee, C. ., Wulansari, R. E., Swaran Singh, C. K., Azid, N. W., & Hanapi, Z. . (2023). Cabaran dan Keperluan Pengajaran Guru dalam Mata Pelajaran Grafik Komunikasi Teknikal di Sekolah Menengah Kebangsaan : Challenges and Teaching Needs for Technical Communication Graphics Teachers at National Secondary Schools. Online Journal for TVET Practitioners, 8(2), 44–59. Retrieved from https://publisher.uthm.edu.my/ojs/index.php/oj-tp/article/view/14865

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