PELAKSANAAN KSSR PENDIDIKAN KHAS (PENDIDIKAN JASMANI)

BERMASALAH PEMBELAJARAN

ABSTRAK

Kajian ini bertujuan untuk menilai tahap pengetahuan guru terhadap Kurikulum Standard
Sekolah Rendah Pendidikan Khas (KSSRPK) Pendidikan Jasmani Pendidikan Khas
Bermasalah Pembelajaran daripada empat aspek utama iaitu aspek kurikulum, aspek
kemahiran dan pengendalian, aspek pentaksiran dan tahap pelaksanaan aktiviti jasmani suaian
terhadap KSSRPK. Seramai 122 orang guru Program Pendidikan Khas Integrasi di Daerah
Larut Matang dan Selama dipilih secara persampelan rawak. Data dianalisis menggunakan
statistik deskriptif dan inferens. Hasil kajian mendapati pengetahuan adalah tinggi dengan nilai
min 4.13, tahap pengetahuan guru terhadap kemahiran dan keupayaan pengendalian adalah
tinggi dengan nilai min 3.94 dan tahap pengetahuan guru terhadap pentaksiran tahap yang
tinggi dengan nilai min 3.94 dan tahap pelaksanaan aktiviti jasmani suaian terhadap KSSRPK
Pendidikan Jasmani Pendidikan Khas juga tinggi dengan nilai min adalah 4.21.Dapatan kajian
juga mendapati terdapat perbezaan skor min yang signifikan (p=0.841; p > 0.05) pada nilai F
=0.173 bagi perbezaan antara tempoh pengalaman mengajar guru dengan pelaksanaan aktiviti
jasmani suaian. Manakala bagi perbezaan antara latihan pendidikan khas guru dengan aktiviti
jasmani suaian tidak terdapat perbezaan skor min yang signifikan (p=0.531 ; p > 0.05) pada
nilai F = 0.886. Kajian juga mendapati wujud hubungan tahap pengetahuan guru terhadap
kurikulum KSSRPK Pendidikan Jasmani Pendidikan Khas Bermasalah Pembelajaran dengan
pelaksanaan aktiviti jasmani suaian, nilai korelasi diperoleh adalah r = 0.456 dengan nilai
signifikan p = 0.000, terhadap kemahiran dan keupayaan pengendalian KSSRPK Pendidikan
Jasmani Pendidikan Khas dengan pelaksanaan aktiviti jasmani suaian, dapatan nilai korelasi
adalah r = 0.532 dengan nilai signifikan p = 0.000 dan tahap pengetahuan guru terhadap
pentaksiran KSSRPK Pendidikan Jasmani Pendidikan Khas Bermasalah Pembelajaran dengan
pelaksanaan aktiviti jasmani suaian, dapatan nilai korelasi adalah r = 0.606 dengan signifikan
p = 0.000. Implikasi kajian ini menunjukkan bahawa tahap pengetahuan guru mempengaruhi
pelaksanaan KSSRPK dalam aspek kurikulum,kemahiran,pentaksiran dan pelaksanaan aktiviti
jasmani suaian dalam kalangan murid Bermasalah Pembelajaran.

Rustam bin Siis

M20132002316
 THE IMPLEMENTATION OF KSSR SPECIAL EDUCATION (PHYSICAL
EDUCATION) FOR LEARNING DIFFICULTIES

ABSTRACT

This study aims to assess the level of teacher’s knowledge about KSSRPK Physical Education
for Special Education Learning Disabilities. This study will discuss the teacher's knowledge
from four main aspects that consists of the curriculum, the skills and control, aspects of the
assessment and the implementation of physical education adapted to KSSRPK Physical
Education Special Education Learning Disabilities. Total of 122 teachers from Special
Education Integration Program in Larut Matang and Selama chosen randomly in this
study. The reliability obtained for these instruments is high at 0.95. The study found that
knowledge about KSSRPK Physical Education Special Education Learning Disabilities is high
with a mean of 4.13. The research also showed that the level of teacher’s knowledge, skills and
the ability to control towards the KSSRPK Physical Education Special Education Learning
Disabilities is high with a mean of 3.94. In addition, the levels of knowledge about the
assessment of Physical Education KSSRPK Special Education Learning Disabilities are at a
high level with a mean value of 3.94. While the study found that the level of implementation
of physical activity to the KSSRPK Physical Education Special Education is also high with the
mean value is 4.21. The study also discussed the difference between the period of teaching
experience with the implementation of physical activity and as well as to find the differences
between the training of special education teachers with the implementation of adapted physical
activity. ANOVA -Data analysis One-way test. The study found that there were significant
differences in mean scores (p = 0.841; p> 0.05) on the value of F = 0.173 for the difference
between the period of teaching experience with the implementation of adapted physical
activity. As for the differences between the training of special education teachers in adapted
physical activity, there was no significant difference in mean score (p = 0.531; p> 0.05) on the
F = 0.886. Besides, this study also discusses the relationship of the level of knowledge of
teachers on curriculum KSSRPK Physical Education Special Education Learning Disabilities
with the implementation of adapted physical activity, the correlation was r = 0.456 and p =
0.000 significant value. For the relationship between the teacher’s knowledge and skills of
handling capacity KSSRPK Physical Education Special Education with the implementation of
adapted physical activity, the findings of the correlation is r = 0532 with a significant value of
p = 0.000. While the contact of the teachers knowledge on the assessment of Physical Education
KSSRPK Special Education Learning Disabilities with the implementation of adapted physical
activity, the findings of the correlation is r = 0.606 with significant p = 0.000.