Matlamat Pembangunan Lestari (SDGs) - Tahap amalan pengajaran guru-guru geografi (Sustainable Development Goals (SDGs) - Levels of teaching practice of geography teachers)

Abstract

Agenda Matlamat Pembangunan Lestari (SDGs) telah menjadi cabaran kepada bidang pendidikan untuk bergerak seiring dengan keperluan global. Di Malaysia, kurikulum Geografi telah berubah seiring dengan keperluan global dan menjadi cabaran baharu kepada guru-guru Geografi bagi membawa agenda SDGs ke dalam bilik darjah melalui amalan pengajaran. Justeru, kajian ini dijalankan bertujuan untuk mengukur tahap amalan pengajaran guru Geografi dan mengkaji perbezaan guru opsyen dan bukan opsyen berdasarkan amalan pengajaran tentang SDGs. Seramai 252 sampel terlibat berdasarkan populasi guru Geografi di Pulau Pinang kira-kira seramai 350 orang. Kajian ini menggunakan kaedah kuantitatif dengan menggunakan instrumen soal selidik. Kajian mendapati 18.3% responden tidak pernah melakukan pendekatan membawa pakar mahir dan 17.5% responden tidak pernah melaksanakan projek kewarganegaraan global berbanding pendekatan lain. Responden kerap mengamalkan pendekatan bercerita (M=4.0, SP=0.771), penekanan tentang kehidupan lestari (M=4.12, SP=0683), memupuk perasaan menghargai makhluk (M=4.4, SP=0.621) dan mempromosikan nilai (M=4.28, SP=0.680). Dapatan kajian menunjukkan pendekatan pembelajaran aktif berada pada tahap kerap diamalkan berbanding pendekatan pembelajaran dunia sebenar dan pembelajaran penyelesaian masalah kritikal. Selain itu, dapatan daripada ujian-t juga telah membuktikan wujudnya perbezaan yang signifikan antara guru opsyen dan bukan opsyen (t=4.703, p<0.005). Oleh itu, dapatan kajian menunjukkan guru-guru Geografi mempunyai tahap amalan pengajaran SDGs yang kerap bagi pendekatan aktif atau berpusatkan guru dan guru opsyen Geografi menunjukkan amalan yang lebih tinggi daripada guru bukan opsyen.

Katakunci: Matlamat Pembangunan Lestari, Pendidikan untuk Pembangunan Lestari, pembelajaran aktif, pembelajaran dunia sebenar, pembelajaran penyelesaian masalah kritikal

The Sustainable Development Goals (SDGs) have been a challenge for the field of education to keep up with the global needs. In Malaysia, the Geography curriculum has changed along the global needs by placing new challenges on Geography teachers to bring the SDGs agenda into the classroom. Thus, the purpose of this study was to measure the level of teaching practices of Geography teachers and to examine the differences between option and non-option teachers based on teaching practices on SDGs. A total of 252 samples were involved based on 350 Geography teachers in Penang. This study employs a quantitative approach by utilizing a questionnaire instrument. The study found that 18.3% respondents had never taken the approach of bringing in skilled experts and 17.5% respondents had never implemented a global citizenship project compared to other approaches. Respondents often adopt a storytelling approach (M=4.0, SD=0.771), emphasis on sustainable living (M=4.12, SD=0.683), cultivate a sense of appreciation for the creature (M=4.4, SD=0.621) and promote values (M=4.28, SD=0.680). When compared to the real-world learning method and critical problem-solving learning, the findings reveal that the active learning technique is at a level that is often performed. In addition, the findings from the t-test also proved the existence of significant differences between option and non-option teachers (t=4.703, p <0.005). As a result of the findings, Geography teachers have a high level of SDGs teaching practice for an active or teacher-centered approach, and Geography option teachers had greater practice than non-option teachers.

Keywords: Sustainable Development Goals, Education for Sustainable Development, active learning, real-world learning, critical problem-solving learning