Sumbangan Ciri-ciri Murid Berkeperluan Khas bermasalah Pendengaran Terhadap Pencapaian Matematik (Influences of Deaf Student’s Characteristics towards Mathematics Achievement)

LIONG KON THAI, MOHD HANAFI MOHD YASIN

Abstract


Pencapaian matematik Murid Berkeperluan Khas (MBK) bermasalah pendengaran masih berada pada tahap rendah. Ciri-ciri murid merupakan salah satu faktor yang mempengaruhi pencapaian matematik. Kajian ini bertujuan untuk mengenal pasti pemboleh ubah daripada ciri-ciri murid yang memberi sumbangan signifikan terhadap pencapaian matematik MBK bermasalah pendengaran. Kajian tinjauan ini menggunakan soal selidik dan ujian sumatif matematik. Jumlah responden kajian ini ialah 175 orang MBK bermasalah pendengaran yang terdiri daripada 92 orang lelaki dan 83 orang perempuan yang dipilih melalui pensampelan rawak dari 18 buah Sekolah Kebangsaan Pendidikan Khas (SKPK) program masalah pendengaran. Data telah dianalisis dengan menggunakan analisis regresi berganda. Dapatan kajian menunjukkan lima pemboleh ubah telah memberi sumbangan signifikan p=0.000 (p<0.05) sebanyak 55.1 peratus terhadap pencapaian matematik MBK bermasalah pendengaran iaitu motivasi kendiri (22.9%), pengalaman pembelajaran matematik (10.2%), penguasaan literasi (8.9%), penguasaan bahasa isyarat (7.3%) dan sikap terhadap matematik (5.7%). Justeru, ibu bapa dan guru perlu berkolaborasi serta mempunyai komitmen tinggi untuk mendorong MBK bermasalah pendengaran meningkatkan kecemerlangan pencapaian matematik daripada segi peningkatan motivasi kendiri, pengalaman pembelajaran matematik, penguasaan literasi, penguasaan bahasa isyarat dan sikap terhadap matematik.

Kata Kunci: Ciri-ciri Murid Berkeperluan Khas (MBK) bermasalah pendengaran, pencapaian matematik, motivasi kendiri, pengalaman pembelajaran matematik, penguasaan bahasa isyarat.

 

Mathematics achievement of deaf students is still weak. Students' characteristics are one of the factors that influence mathematics achievement. The purpose of this study was to identify the significant students' characteristics that influence mathematics achievement of deaf students. This survey study employs questionnaire and mathematics summative test. The total number of respondents in this study was 175 deaf students that comprised of 92 males and 83 females, who were selected by random sampling from 18 Special Education National Schools (SKPK) of deaf program. Data have been analysed with multiple regression analysis. The findings showed that five variables have contributed significantly p=0.000 (p <0.05) with 55.1 percent on mathematics achievement of deaf students namely self-motivation (22.9%), mathematics learning experience (10.2%), mastery of literacy (8.9%), mastery of sign language (7.3%) and attitudes towards mathematics (5.7%). An implication fo the study is that parents and teachers need to collaborate and have a high commitment to encourage deaf students in gaining an excellence mathematics achievement- in terms of increasing their self-motivation, mathematics learning experience, mastery of literacy, mastery of sign language and attitudes towards mathematics.

Key Words: Deaf student’s characteristics, Mathematics achievement, Self-motivation, Mathematics learning experience, Mastery of sign language.

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DOI: http://dx.doi.org/10.17576/JPEN-2019-44.01SI-02

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