Amalan dan Faedah Guru Pelatih Pendidikan Khas terhadap Pendekatan Belajar melalui Bermain untuk Murid Masalah Pembelajaran

Practices and Benefits of Special Education Trainee Teachers in the Learning through Play Approach for Students with Learning Disabilities

Abstract

Pendekatan Belajar Melalui Bermain (BMB) menggalakkan murid masalah pembelajaran melakukan penerokaan, penemuan dan pembinaan kefahaman berdasarkan pengalaman dalam suasana yang gembira dan menyeronokkan. Kajian ini meneliti amalan guru pelatih pendidikan khas menggunakan pendekatan BMB dalam pengajaran dan pembelajaran (PdP) murid masalah pembelajaran di Program Pendidikan Khas Integrasi (PPKI) dan faedah yang diperoleh oleh murid masalah pembelajaran melalui pembelajaran menggunakan pendekatan BMB. Kajian ini menggunakan reka bentuk kuantitatif jenis kaedah tinjauan untuk mengumpul data. Seramai 68 orang responden dalam kalangan guru pelatih pendidikan khas di salah sebuah universiti awam dipilih. Instrumen kajian ini ialah borang soal selidik yang diadaptasi daripada kajian lepas. Data dianalisis dengan perisian Statistical Package for the Social Science (SPSS) versi 29.0 dengan statistik deskriptif. Dapatan kajian ini menunjukkan tahap amalan guru pelatih pendidikan khas berada pada tahap yang tinggi (M=3.52, SP=0.472). Manakala tahap faedah yang diperoleh oleh murid masalah pembelajaran melalui menggunakan pendekatan BMB berada pada tahap tinggi (M=3.69, SP=0.406). Kajian ini membuktikan bahawa pendekatan BMB berjaya meningkatkan kebolehan murid masalah pembelajaran dan pengaplikasian pendekatan BMB boleh diperlukan semasa proses PdP.

The Learning Through Play (BMB) approach encourages students with learning disabilities to engage in exploration, discovery, and the construction of understanding through joyful and enjoyable experiential learning. This study evaluates the practices of special education trainee teachers in implementing the BMB approach during teaching and learning (T&L) for students with learning disabilities in the Integrated Special Education Program (PPKI) as well as the benefits gained by these students through BMB-based learning. This study uses a quantitative research design through survey method to collect data. A total of 68 special education trainee teachers from a public university were selected as respondents. The research instrument was a questionnaire adapted from previous studies. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 29.0, employing descriptive statistics. The findings indicate that the level of practice among special education trainee teachers is high (M=3.52, SD=0.472). Meanwhile, the level of benefits gained by students with learning disabilities through the BMB approach is also high (M=3.69, SD=0.406). This study shows that the BMB approach successfully enhances the abilities of students with learning disabilities, and its application can be prioritized during the T&L process.