UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan meninjau tahap penerimaan guru arus perdana terhadap
pelaksanaan pendidikan inklusif di sekolah rendah. Kajian ini menggunakan
teori penerimaan tiga komponen iaitu penerimaan pengetahuan, afektif dan
tingkah laku (Breckler). Selain itu, kajian ini juga melihat faktor-faktor yang
mempengaruhi penerimaan guru. Reka bentuk penyelidikan adalah kuantitatif
yang menggunakan kaedah tinjauan. Instrumen kajian ialah soal selidik yang
diubahsuai daripada Haniz Ibrahim. Penetapan sampel kajian menggunakan
teknik strata, kluster dan rawak. Sampel kajian yang digunakan adalah seramai
213 orang guru dari sekolah rendah. Kajian menunjukkan tahap penerimaan
guru secara keseluruhan adalah tahap neutral (M=3.27±0.38). Antara 3
komponen penerimaan, komponen pengetahuan (M=3.38±0.53) dan afektif
(M=3.00±0.54) berada tahap neutral, manakala komponen tingkah laku berada
tahap positif (M=3.45±0.56). Faktor yang mempengaruhi penerima guru adalah
faktor kaum, jenis sekolah dan sekolah yang ada dan tiada PPKIBP adalah
signifikan. Kesimpulannya, tahap penerimaan guru adalah neutral dan
komponen yang paling positif adalah komponen tingkah laku. Guru -guru juga
tidak menunjukkan sikap positif mahupun negatif terhadap pelaksanaan
pendidikan inklusif. Implikasi dapatan kajian menunjukkan bahawa guru arus
perdana tidak mempunyai penerimaan yang negatif terhadap pendidikan
inklusif. Justeru, pelbagai usaha perlu dilaksanakan untuk meningkat
penerimaan guru dalam melaksanakan pendidikan inklusif. Peningkatan
penerimaan ini boleh dilakukan dengan mengadakan kursus, bengkel dan
Latihan Dalam Perkhidmatan (LADAP) di pelbagai peringkat seperti sekolah,
Pejabat Pendidikan Daerah (PPD), Jabatan Pendidikan Negeri (JPN) dan
kementerian pendidikan. Tumpuan latihan haruslah untuk meningkatkan
pengetahuan dan perasaan empati guru terhadap pelaksanaan inklusif. |
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