Pengurusan Bilik Darjah Guru Baharu yang Mengikuti Program Pembangunan Guru Baharu (PPGB) (Classroom Management of New Teachers that Participate in the New Teacher Development Program)

ANEY MARINDA MUHAMMAD AMIN, NORASMAH OTHMAN

Abstract


Pengurusan bilik darjah merupakan salah satu elemen utama Program Pembangunan Guru Baharu (PPGB) yang bertujuan membantu guru baharu menyediakan dan mengekalkan bilik darjah sebagai persekitaran yang berkesan untuk pengajaran dan pembelajaran. Namun, persediaan dalam mengurus bilik darjah yang tidak mencukupi serta kesukaran yang dihadapi dalam mengawal tingkah laku pelajar pada tahun pertama perkhidmatan memberi kesan terhadap amalan pengajaran guru baharu dan seterusnya pembelajaran pelajar. Justeru, kajian ini dijalankan untuk mengenal pasti tahap pengurusan bilik darjah guru baharu yang mengikuti PPGB serta perbezaannya berdasarkan tahap sekolah. Reka bentuk kajian tinjauan telah dipilih dan soal selidik digunakan sebagai instrumen kajian. Data dianalisis secara kuantitatif untuk menentukan tahap pengurusan bilik darjah dari aspek persekitaran pembelajaran kondusif, hubungan dan kerjasama dengan pelajar, serta disiplin bilik darjah. Hasil kajian menunjukkan bahawa tahap pengurusan bilik darjah guru baharu dalam ketiga-tiga aspek tersebut adalah sangat tinggi. Selain itu, kajian mendapati tidak terdapat perbezaan yang signifikan tahap pengurusan bilik darjah guru baharu yang mengikuti PPGB berdasarkan tahap sekolah. Amalan pengurusan bilik darjah yang berkesan mampu meningkatkan disiplin pelajar dan menggalakkan penambahbaikan terhadap pelaksanaan pengajaran dan pembelajaran. Oleh itu, persediaan yang mencukupi di peringkat pra-perkhidmatan adalah penting bagi menyediakan pengetahuan dan peluang untuk guru baharu mengembangkan kemahiran mereka dalam pengurusan bilik darjah.

Key Words: Pengurusan bilik darjah; Program Pembangunan Guru Baharu; Guru baharu; Guru mentor; Pentadbir sekolah

 

Classroom management is one of the key elements of the New Teacher Development Program (PPGB) aimed at helping new teachers prepare and maintain classrooms as an effective environment for teaching and learning. However, the provision of inadequate classroom management and the difficulty faced in controlling student behaviour during the first year of service affects the practice of new teacher in teaching and subsequently student learning. Thus, this study was conducted to identify the level of new teacher classroom management in PPGB and the difference based on school level. The survey design was selected, and the questionnaire was used as a research instrument. The data are quantitatively analyzed to determine the level of classroom management interms of conducive learning environment, relationships and collaboration with students, as well as classroom discipline. The results show that the level of new teacher classroom management in these three aspects is very high. In addition, the study found that there was no significant difference in the level of classroom management of new teachers following PPGB based on school level. Effective classroom management practices can enhance student discipline and promote improvements in teaching and learning. Therefore, adequate preparation at the pre-service level is important to provide knowledge and opportunities for new teachers to develop their skills in classroom management.

Key Words: Classroom management; New Teacher Development Program; New teachers; Mentor teacher; School administrators


Keywords


Pengurusan bilik darjah; Program Pembangunan Guru Baharu; Guru baharu; Guru mentor; Pentadbir sekolah

Full Text:

PDF


DOI: http://dx.doi.org/10.17576/JPEN-2019-44.01-03

Refbacks

  • There are currently no refbacks.


....................................................................................................................................................................................................


Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License

© Jurnal Pendidikan Malaysia | Malaysian Journal of Education
ISSN 2180-0782 | eISSN: 2600-8823