Pengetahuan Pedagogi Kandungan (PPK) Guru Bukan Pengkhususan Reka Bentuk dan Teknologi (RBT) di Sekolah Menengah

  • Cathrine Binti Masingan Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS)
  • Sabariah Sharif Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS)
Keywords: pengetahuan kandungan, pengetahuan pedagogi, pengetahuan pedagogi kandungan, reka bentuk dan teknologi, guru bukan pengkhususan

Abstract

Kajian ini bertujuan untuk meneroka kefahaman Pengetahuan Pedagogi Kandungan (PPK) guru bukan pengkhususan mata pelajaran Reka Bentuk dan Teknologi (RBT) di Sekolah Menengah. Kajian ini adalah kajian kualitatif single case yang melibatkan dua orang guru bukan pengkhususan mata pelajaran RBT dipilih sebagai peserta kajian. Pengumpulan data menggunakan kaedah temu bual, pemerhatian dan juga analisis dokumen. Proses analisis data melibatkan tiga peringkat koding dalam Grounded Theory iaitu open coding, axial coding dan selective coding. Hasil kajian mendapati kedua peserta belum memahami dan menguasai sepenuhnya hala tuju, matlamat dan fokus KSSM RBT. Selain itu, mereka juga masih menghadapi masalah dalam menguasai isi kandungan mata pelajaran tersebut dengan baik. Dari aspek pengetahuan pedagogi, walaupun peserta kajian sedar tentang pendekatan-pendekatan PdPc yang dicadangkan dalam DSKP KSSM mata pelajaran RBT, namun mereka kurang menggunakan pendekatan tersebut dan masih cenderung menggunakan pendekatan pengajaran tradisional yang lebih berpusatkan kepada guru dan menggunakan kaedah syarahan semasa proses PdPc.

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Published
2019-10-22
How to Cite
Masingan, C. and Sharif, S. (2019) “Pengetahuan Pedagogi Kandungan (PPK) Guru Bukan Pengkhususan Reka Bentuk dan Teknologi (RBT) di Sekolah Menengah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(6), pp. 64 - 71. doi: https://doi.org/10.47405/mjssh.v4i6.279.
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