Pelaksanaan Pedagogi Inklusif bagi Murid Berkeperluan Khas Masalah Pembelajaran

  • Hazlin binti Haris Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
  • Khairul Farhah Khairuddin Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
Keywords: murid berkeperluan khas, pedagogi inklusif, pendidikan khas, program pendidikan inklusif

Abstract

Pedagogi inklusif merupakan amalan pengajaran yang melibatkan penyertaan semua murid tanpa mendiskriminasikan berdasarkan latar belakang sosioekonomi, tahap kognitif, gender, budaya dan gaya pembelajaran yang berbeza. Kajian ini bertujuan untuk meneroka pelaksanaan pedagogi inklusif dan meninjau kesan pedagogi inklusif kepada perkembangan sosial murid berkeperluan khas masalah pembelajaran. Reka bentuk kajian ini adalah kajian kes yang menggunakan kaedah kualitatif. Tiga orang guru aliran perdana ditemu bual dan data dianalisis menggunakan kaedah analisis tema berpandukan model pengajaran Le Francois. Dapatan kajian menunjukkan bahawa terdapat kepelbagaian kaedah yang digunakan iaitu pembelajaran secara koperatif, pembelajaran secara aktif, pembelajaran Non-Directive Teaching Model, kaedah bercerita dan kaedah pengajaran bersama (co-teaching). Antara kelebihan amalan pedagogi inklusif adalah peningkatan kemahiran sosial murid dari aspek keyakinan diri, bekerjasama, penyertaan bersama, perkongsian idea, dan berdikari. Kepentingan kajian ini telah memberi peluang kepada murid berkeperluan khas untuk mendapatkan pengalaman pembelajaran menerusi akomodasi persekitaran yang menyokong perkembangan kemahiran sosial murid berdasarkan peluang pembelajaran yang disediakan oleh guru.

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Published
2021-02-07
How to Cite
Haris, H. and Khairuddin, K. F. (2021) “Pelaksanaan Pedagogi Inklusif bagi Murid Berkeperluan Khas Masalah Pembelajaran”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(2), pp. 197 - 210. doi: https://doi.org/10.47405/mjssh.v6i2.666.
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Articles