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Type :thesis
Subject :LC Special aspects of education
Main Author :Nur Fadhilah Mohd Shah
Title :Tahap penerimaan guru arus perdana terhadap pelaksanaan pendidikan inklusif
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2018
Notes :Pedagogi
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

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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