Aspek Kolaborasi dalam Melaksanakan Rancangan Pendidikan Individu (RPI) dengan Membina Sahsiah dan Kerohanian Murid Bekeperluan Pendidikan Khas (MBPK)

Abstract

ABSTRAK

Kolaborasi guru dalam membina sahsiah dan kerohanian Murid Berkeperluan Pendidikan Khas (MBPK) adalah penting semasa melaksanakan Rancangan Pendidikan Individu (RPI) bagi membentuk perwatakan MBPK dan identiti yang baik. Kajian ini dijalankan untuk mengkaji aspek kolaborasi guru dari segi kemahiran, penerimaan dan alat bantu di sekolah rendah dan menengah untuk membina karakter MBPK berpandukan Rancangan Pendidikan Individu (RPI). Reka bentuk penyelidikan adalah berdasarkan pendekatan kuantitatif melalui tinjauan secara rawak. Pengumpulan data melalui soal selidik dilakukan untuk mendapatkan maklumat demografi responden, serta data tentang aspek kolaborasi guru. Seramai 153 orang guru sekolah rendah dan menengah di daerah Larut, Matang & Selama, Perak, Malaysia terlibat dalam kajian sebagai responden kajian. Data yang dikumpul telah diproses dan dianalisis menggunakan pakej statistik untuk sains sosial (SPSS) melalui kekerapan, min, sisihan piawai, dan ujian Maan-Whitney U bagi mencari perbezaan pembolehubah dengan jantina. Kajian mendapati aspek kolaborasi guru dari segi kemahiran, penerimaan dan alat bantu guru dalam kalangan guru adalah tinggi. Dapatan kajian juga mendapati terdapat hubungan positif antara aspek kolaborasi iaitu kemahiran dan penerimaan guru dengan alat bantu guru. Selain itu, dimensi kerjasama guru didapati mempunyai pengaruh yang signifikan terhadap kemahiran dengan penerimaan serta alat bantu yang digunakan guru. Justeru, dapatan kajian jelas menunjukkan kepentingan mengamalkan aspek kolaborasi antara guru dalam mempengaruhi penerimaan  guru dalam membina sahsiah dan kerohanian MBPK.

Katakunci: kolaborasi guru, murid berkeperluan khas, Rancangan Pendidikan Individu, sahsiah dan kerohanian

ABSTRACT

Teachers’ collaboration in building the character and spirituality of Special Needs children is important in implementing Individual Education Plan to shape the children’s good character and identity. This research is conducted to explore teachers’ collaboration in terms of skills, acceptance, and teaching aids in both primary and secondary schools to build the character of MBPK based on the Individual Education Plan. The research design is based on a quantitative approach through a random survey. Data collection through questionnaires was done to obtain demographic information of the respondents and data on aspects of teacher collaboration. A total of 153 primary and secondary school teachers in the districts of Larut, Matang & Selama and Perak, Malaysia, were involved in the study as respondents. The collected data were processed and analyzed using the statistical package for social sciences (SPSS) through frequency, mean, standard deviation, and the Maan-Whitney U test to find differences in variables with gender. The study found that teacher collaboration in terms of skills, acceptance and teacher aids among teachers is high. The findings of the study also found that there is a positive relationship between aspects of collaboration, namely the skills and acceptance of teachers with teaching aids. In addition, the dimension of teacher collaboration was found to be a tool used by teachers. Thus, the study's findings clearly show the importance of practising collaboration between teachers in influencing the teacher's acceptance of building the personality and spirituality of MBPK.

Keywords: character and spirituality, children with special needs, Individual Education Plan, teachers’ collaboration