Amalan pengajaran pendidikan alam sekitar di Institut Pendidikan Guru, Kampus Pulau Pinang (The practice of environmental education at the Penang’s Teachers Training Institute)

Abstract

Pendidikan Alam Sekitar (PnAS) merentas kurikulum telah dilaksanakan sejak 1996 di dalam kurikulum pendidikan kebangsaan. Matlamat PnAS adalah untuk melahirkan masyarakat yang prihatin dan cinta akan alam sekitar demi masa depan yang mapan. Namun timbul persoalan sejauhmana guru-guru sekolah komited melaksanakan PnAS merentas kurikulum semasa proses pengajaran dan pembelajaran. Sehubungan itu, kajian dijalankan terhadap guru pelatih KPLI ambilan Januari 2010 daripada Institut Pendidikan Guru, Kampus Pulau Pinang. Kajian adalah untuk melihat hubungan tahap pengetahuan dengan amalan pengajaran pendidikan alam sekitar mengikut jantina. Analisis kebolehpercayaan terhadap instrumen amalan pengajaran PnAS mencatat nilai Cronbach Alpha 0.819. Analisis diskriptif, dan ujian-t dijalankan bagi melihat perbezaan yang signifikan antara pengetahuan pendidikan alam sekitar dalam kalangan guru pelatih mengikut jantina. Hasil analisis menunjukkan terdapat kesignifikan iaitu terdapat perbezaan tahap pengetahuan PnAS dan amalan pengajaran PnAS mengikut jantina dalam kalangan guru pelatih. Namun bagi memperolehi kajian yang komprehensif, kaedah kualitatif dicadangkan disamping mengambilkira faktor-faktor efikasi guru, pengalaman lepas dan sikap guru pelatih dalam melihat amalan pengajaran dan pembelajaran PnAS.

Katakunci: amalan alam sekitar, guru pelatih, kursus perguruan lepas ijazah, pendidikan alam sekitar, pendidikan rentas kurikulum, pengetahuan alam sekitar

Cross-curriculum environmental education (EnE) had been implemented since 1996 in Malaysia’s national education. The objective of the EnE was to give rise to an environmentally friendly and caring society capable of setting the country towards a sustainable future. The question arises as to the actual extent school teachers are committed to implement the EnE through out the teaching and learning process. This study seeks to answer this question with regard to the January 2010 intake of trainees at the Penang’s Teachers Training Institute. The specific aim was to examine the relationship of knowledge with practice according to gender. Statistical analyses of the confidence in the EnE instrumentation of the trainees’ environmental practice registered a Cronbach Alpha value of 0.819. Further t-tests found significant differences between genders with respect to the trainees’ level of environmental knowledge and practice. The findings point to the need for a more comprehensive study involving the utilisation of qualitative methods and the examination of factors such as teachers’ efficacy and previous experience as well as their attitude towards the practice of EnE.

Keywords: cross-curriculum education, environmental education, environmental knowledge, environmental practice, postgraduate teachers’ training, teacher trainees