Pengajaran Pendidikan Kesihatan Berasaskan Pendekatan Pendidikan Luar: Satu Analisis Kualitatif (Teaching Health Education through an Outdoor Education Approach: A Qualitative Analysis)
Abstract
Isu keberkesanan pengajaran Pendidikan Kesihatan di sekolah rendah terus menjadi wacana penting dalam konteks pembangunan murid secara holistik. Kekangan masa pengajaran, pendekatan berpusatkan guru, serta kurangnya eksplorasi pembelajaran kontekstual luar bilik darjah telah menimbulkan keperluan terhadap strategi alternatif yang lebih autentik dan bermakna. Justeru, kajian ini dijalankan bagi meneroka secara mendalam keperluan pengintegrasian pendekatan pendidikan luar dalam pengajaran pendidikan kesihatan. Kajian ini menggunakan reka bentuk kualitatif dengan pendekatan kajian kes dan strategi pensampelan bertujuan. Seramai tujuh orang guru berpengalaman dalam bidang Pendidikan Jasmani dan Kesihatan sekolah rendah telah dipilih sebagai informan kajian. Data dikumpul melalui temu bual separa struktur dan dianalisis menggunakan kaedah analisis tematik secara induktif. Hasil kajian membongkar lima tema utama yang mencerminkan amalan sedia ada, cabaran pelaksanaan, serta potensi besar pendidikan luar sebagai pemangkin kepada pengajaran kesihatan yang lebih interaktif, reflektif dan berasaskan pengalaman langsung. Informan menyatakan tahap kesediaan yang tinggi terhadap pelaksanaan pendidikan luar secara sistematik, namun menzahirkan kebimbangan terhadap isu masa, logistik, bahan bantu mengajar dan pelan sokongan institusi. Kajian ini memberikan justifikasi kukuh terhadap keperluan membangunkan satu model pengajaran pendidikan kesihatan berasaskan pendekatan pendidikan luar sebagai panduan komprehensif kepada guru. Dapatan kajian ini menjadi asas penting kepada fasa pembangunan model dalam penyelidikan seterusnya.
Abstract: The effectiveness of Health Education teaching in primary schools continues to be a crucial discourse in the context of holistic pupil development. Constraints such as limited instructional time, teacher-centred approaches, and the lack of contextual outdoor learning experiences have highlighted the need for more authentic and meaningful teaching strategies. Therefore, this study aimed to deeply explore the necessity of integrating an outdoor education approach into the teaching of Health Education. Employing a qualitative case study design with purposive sampling, seven experienced primary school teachers specialising in Physical and Health Education were selected as the study’s participants. Data were collected through semi-structured interviews and analysed inductively using thematic analysis. The findings revealed five major themes that reflect existing practices, implementation challenges, and the significant potential of outdoor education as a catalyst for more interactive, reflective, and experiential health teaching. The participants demonstrated a high level of readiness to implement outdoor education systematically, yet expressed concerns regarding time constraints, logistical issues, teaching aids, and institutional support systems. The study provides strong justification for developing a comprehensive Health Education teaching model based on the outdoor education approach as a pedagogical guide for teachers. The findings form an essential foundation for the subsequent phase of model development in this ongoing research.
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DOI: http://dx.doi.org/10.17576/ebangi.2026.2301.03
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