Persepsi Pendekatan Pembelajaran Terbeza: Solusi Dinamik untuk Kepelbagaian Tahap Pencapaian Murid di Bilik Darjah untuk murid PLaN
DOI:
https://doi.org/10.70148/rise.6Kata kunci:
Pembelajaran Terbeza; Pencapaian Murid; Murid PLaN; Kepelbagaian Murid; MatematikAbstrak
Kajian ini bertujuan untuk meneroka persepsi keberkesanan inovatif pendekatan Pedagogi Terbeza dalam mengatasi cabaran pengajaran matematik kepada pelajar lemah di Batu Pahat, Johor. Dalam kajian ini, 60 pelajar dari tiga sekolah dipilih berdasarkan prestasi rendah mereka dalam matematik, menjadikan sampel ini ideal untuk menilai keberkesanan strategi pengajaran adaptif. Objektif utama adalah untuk mengkaji persepsi minat dan motivasi pelajar terhadap keberkesanan pendekatan pembelajaran terbeza dalam meningkatkan penguasaan matematik di kalangan murid PLaN (Program Literasi dan Numerasi). Kajian kuantitatif ini menggunakan pendekatan kuantitif iaitu menggunakan instrumen soal selidik dengan skala Likert 5 mata untuk mengukur persepsi dan respons pelajar terhadap pendekatan pengajaran pedagogi terbeza. Prosedur kajian merangkumi pengedaran soal selidik, pengumpulan data secara sistematik, dan analisis statistik deskriptif. Dapatan kajian menunjukkan, persepsi pelajar adalah positif terhadap pendekatan Pedagogi Terbeza iaitu dapat meningkatkan prestasi akademik dan merangsang minat, motivasi serta penglibatan pelajar dalam proses pembelajaran. Kesimpulannya, kajian ini menunjukkan bahawa persepsi terhadap Pedagogi Terbeza adalah strategi pengajaran yang efektif, dan sesuai diperkembangkan secara meluas di sekolah-sekolah untuk meningkatkan penguasaan matematik di kalangan pelajar dengan latar belakang dan keperluan pembelajaran yang berbeza. Kajian ini juga penting mengenai potensi transformasi pendidikan melalui pendekatan pengajaran yang lebih fleksibel dan responsif.
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