PELAKSANAAN MATA PELAJARAN VOKASIONAL MURID

BERMASALAH PEMBELAJARAN UNTUK TRANSISI KERJAYA

DARI PERSPEKTIF GURU: SATU KAJIAN KES

ABSTRAK

Kajian ini bertujuan meneroka pelaksanaan Mata Pelajaran Vokasional Khas (MPV
Khas) murid bermasalah pembelajaran (MBP) untuk transisi kerjaya dari perspektif
guru dalam Program Pendidikan Khas Integrasi (PPKI). Kajian ini menggunakan Teori
Maslow dan Teori Behaviorism manakala model-model yang digunakan adalah Model
Program Transisi Taksonomi, Model Transisi ke Alam Dewasa dan Model Kemahiran
Generik (The Conference Board of Canada). Kajian ini menggunakan pendekatan
kualitatif. Reka bentuk kajian menggunakan kaedah kajian kes iaitu multiple cases dan
multiple sites. Seramai lapan orang guru yang mengajar MPV Khas di PPKI telah dipilih
berdasarkan teknik pensampelan bertujuan daripada empat buah sekolah menengah.
Pengumpulan data dilakukan melalui protokol temu bual, pemerhatian dan analisis
dokumen. Data dianalisis secara deskriptif dan dipersembahkan dalam bentuk naratif.
Dapatan kajian menunjukkan MPV Khas MBP untuk transisi kerjaya telah dilaksanakan
di PPKI dari aspek struktur program, persediaan pengalaman kerjaya, penerapan
kemahiran generik, penglibatan ibu bapa dan kolaborasi antara agensi. Pelaksanaan dari
aspek struktur program merangkumi polisi program, penilaian program, pembangunan
sumber manusia dan kemudahan infrastruktur. Pelaksanaan dari aspek persediaan
pengalaman kerjaya melibatkan kesedaran kerjaya, aktiviti pengalaman kerjaya dan
pendekatan pengajaran guru. Kajian turut mendapati penerapan kemahiran generik telah
diterapkan oleh guru dalam pengajaran dan pembelajaran seperti kemahiran asas,
pengurusan diri dan kerja berpasukan. Selain itu, penglibatan ibu bapa dan aktiviti
kolaborasi antara agensi turut dilaksanakan. Walau bagaimanapun terdapat beberapa
kekangan dalam melaksanakan MPV Khas MBP untuk transisi kerjaya di PPKI. Di
antara kekangan dalam aspek struktur program ialah masalah kurikulum, kekurangan
guru yang berkelayakan dan sumber kewangan. Manakala kekangan dalam aspek
aktiviti persediaan pengalaman kerjaya ialah sikap murid, ketidakupayaan murid dan
guru kurang pengetahuan dan kemahiran tentang MPV Khas MBP. Kekangan juga
didapati daripada aspek penerapan kemahiran generik, penglibatan ibu bapa dan
kolaborasi antara agensi. Berdasarkan hasil kajian, satu kerangka baharu telah
dibangunkan sebagai cadangan penambahbaikan dalam melaksanakan MPV MBP
untuk transisi kerjaya di PPKI.
 THE IMPLEMENTATION OF VOCATIONAL SUBJECT (MPV) FOR
STUDENTS WITH LEARNING DISABILITIES (MBP) AS CAREER
TRANSITION FROM A TEACHER’S PERSPECTIVE: A CASE STUDY

ABSTRACT

The study aims to explore the implementation of Special Vocational Subjects (MPV
Khas) for students with learning disabilities (MBPs) as career transition from a
teacher‟s perspective in the Special Education Integration Programme (PPKI). This
study uses Maslow's Theory and Behaviorism whereas the models used are Taxonomy
for Transition Programming, Transition to Adult Living and the Generic Skills model
(The Conference Board of Canada). This study uses a qualitative approach. . The
research design used was a case study method, multiple cases and multiple sites. A total
of eight teachers teaching Special Vocational Subject (MPV Khas) at Special Education
Integration Programme (PPKI) were selected based on purposive sampling techniques
from four secondary schools. Data collection was conducted through interview
protocol, observation and document analysis. The data were analyzed descriptively and
presented in narrative form. The findings showed that the Special Vocational Subject
(MPV Khas) for students with learning disabilities as career transitions has been
implemented at Special Education Integration Programme (PPKI) in terms of program
structure, career experience preparation, application of generic skills, parental
involvement and inter-agency collaboration. Implementation of the structure aspects
includes programme policy, programme evaluation, human resource development and
infrastructure facilities. Implementation of aspects career experience preparation
involves career awareness, career experience activities and teaching approaches. The
study also found that the application of generic skills has been applied by teachers in
teaching and learning such as basic skills, self-management and teamwork. In addition,
parental involvement and inter-agency collaboration activities are also being
implemented. However there are some constraints in implementing Special Vocational
Subject (MPV Khas) for students with learning disabilities (MBP) for career transition
in Special Education Integration Programme (PPKI). Among the constraints in the
aspect of program structure are curriculum problems, lack of qualified teachers and
financial resources. While constraints in aspects of preparatory career preparation
activities are student attitudes, disability students and teachers lacked the knowledge
and skills of Special Vocational Subject (MPV Khas) students with learning disabilities
(MBP). There were also constraints found in terms application of generic skills, parental
involvement and inter-agency collaboration. Based on the findings, a new framework
has been developed as a proposed improvement in the implementation the Special
Vocational Subject (MPV Khas) for students with learning disabilities (MBP) as career
transition in the Special Education Integration Program (PPKI).