Isu-isu dan Keperluan Semasa Melaksanakan Intervensi Matematik Terhadap Murid Bermasalah Pembelajaran (Issues and Needs in Implementing Mathematics Intervention for Students with Learning Disabilities)

Abstract

Kajian lepas berpendapat bahawa murid-murid belajar dengan lebih baik apabila modul pengajaran disesuaikan dengan gaya pembelajaran mereka, sama ada visual, pendengaran, atau kinestetik. Kajian kes ini meneroka isu-isu dan keperluan semasa melaksanakan intervensi matematik terhadap murid bermasalah pembelajaran serta keperluan intervensi matematik berasaskan gaya pembelajaran berdasarkan pandangan enam orang guru-guru pendidikan khas prasekolah dari daerah Seremban, Negeri Sembilan yang berpengalaman dalam intervensi matematik murid bermasalah pembelajaran. Temu bual dan analisis dokumen digunakan sebagai data. Kajian mendapati bahawa terdapat sembilan isu utama, di mana tiga yang paling utama ialah: i) Pelbagai kategori murid; ii) Arahan guru yang bersesuaian; dan iii) Hubungan guru, ibu bapa dan profesional. Dapatan juga menunjukkan guru-guru berpendapat bahawa terdapat empat aspek keperluan, iaitu: i) saringan; ii) pemantauan kemajuan; iii) keputusan berdasarkan data; dan iv) gaya pembelajaran. Akhir sekali, keenam-enam guru didapati telah bersetuju bahawa gaya pembelajaran murid masalah pembelajaran harus dipertimbangkan semasa intervensi matematik, dan mencadangkan tiga aspek keperluan, iaitu: i) Arahan intervensi, ii) Belajar sambil bermain, dan iii) Sistem sokongan. Kesimpulannya, faktor gaya pembelajaran perlu dipertimbangkan semasa merancang dan melaksanakan intervensi matematik terhadap murid bermasalah pembelajaran agar dapat memenuhi keperluan murid di samping membantu mereka menguasai kemahiran matematik melalui intervensi yang berkesan dan terancang.  Kata Kunci: Penyaringan Akademik; Gaya Pembelajaran; Murid Masalah Pembelajaran; Intervensi Matematik; Pendidikan Khas; Pendidikan MatematikPrevious studies have argued that students learn better when teaching modules are tailored to their learning style, whether visual, auditory, or kinesthetic. This case study explores the issues and needs when implementing mathematics interventions for students with learning disabilities and the need for mathematics interventions based on learning styles based on the views of six preschool special education teachers from Seremban, Negeri Sembilan who are experienced in mathematics interventions for students with learning disabilities. Interviews and document analysis were used as data. The study found that there are nine main issues, of which the three most important are: i) Various categories of students; ii) Appropriate teacher instruction; and iii) Teacher, parent and professional relationships. Findings also show that teachers think that there are four aspects of needs, namely: i) screening; ii) monitoring progress; iii) results based on data; and iv) learning style. Finally, all six teachers were found to have agreed that learning style should be considered during mathematics interventions for students with learning difficulties, and suggested three aspects of the need, namely: i) Intervention instruction, ii) Learning while playing, and iii) Support system. In conclusion, learning styles need to be considered when planning and implementing mathematics interventions for students with learning difficulties in order to meet the needs of students while helping them master mathematical skills through effective and planned interventions.Keywords: Academic Screening; Learning Style; Student with Learning Disability; Mathematics Intervention; Special Education, Mathematics Education