PENERAPAN KEMAHIRAN KEUSAHAWANAN KEPADA MURID BEKEPERLUAN PENDIDIKAN KHAS DALAM MATA PELAJARAN KEMAHIRAN VOKASIONAL SPESIFIK: SATU KAJIAN KES
IMPLEMENTATION OF ENTREPRENEURIAL SKILLS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN SPECIFIC VOCATIONAL SKILLS SUBJECTS: A CASE STUDY
DOI:
https://doi.org/10.35631/IJEPC.1163032Keywords:
Kemahiran Keusahawanan (Entrepreneurial Skills), Kemahiran Vokasional Spesifik (Specific Vocational Skills), Pendidikan Khas (Special Education)Abstract
Pendidikan khas di Malaysia bermatlamat memberikan peluang saksama melalui Sekolah Pendidikan Khas, Program Pendidikan Khas Integrasi (PPKI), dan Program Pendidikan Inklusif. Walaupun subjek Kemahiran Vokasional Spesifik (KVS) diperkenalkan untuk memperkasakan potensi Murid Berkeperluan Pendidikan Khas (MBPK), namun sejauh mana elemen keusahawanan diterapkan secara holistik bagi menjamin kebolehpasaran mereka masih kurang diterokai. Terdapat jurang dalam literatur mengenai aplikasi praktikal elemen kompetensi kognitif, interpersonal, dan intrapersonal dalam pengajaran guru KVS yang menentukan hala tuju kerjaya murid. Kajian ini bertujuan untuk meneroka penerapan kemahiran keusahawanan oleh guru kepada MBPK dalam subjek KVS di PPKI sekolah menengah harian, Kajian kualitatif ini menggunakan reka bentuk studi kes yang melibatkan lima orang guru pendidikan khas subjek KVS di dua buah sekolah menengah di daerah Jeli. Peserta kajian dipilih melalui pensampelan bertujuan. Data dikumpul melalui teknik temu bual mendalam, pemerhatian di lapangan, dan analisis dokumen, seterusnya dianalisis secara bertema. Hasil kajian mendedahkan bahawa penerapan kemahiran keusahawanan merangkumi tiga dimensi utama iaitu kompetensi kognitif, interpersonal, dan intrapersonal. Kajian juga mengenal pasti cabaran kritikal dalam pengajaran vokasional serta strategi intervensi yang diambil oleh guru untuk memastikan MBPK menguasai kemahiran tersebut. Kajian ini menyumbang kepada pembangunan model pengajaran vokasional yang lebih komprehensif bagi MBPK dengan mengintegrasikan elemen keusahawanan sebagai pemacu kebolehpasaran. Implikasinya, dapatan ini menjadi panduan kepada pendidik dan penggubal dasar dalam mengoptimumkan potensi kendiri MBPK supaya mereka mampu berdikari, mencipta peluang pekerjaan, dan mencapai kualiti hidup yang lebih bermakna pada masa hadapan.
Special education in Malaysia aims to provide equitable opportunities through Special Education Schools, the Special Education Integrated Program (PPKI), and the Inclusive Education Program. Although the Specific Vocational Skills (KVS) subject was introduced to empower Students with Special Educational Needs (SEN), the extent to which entrepreneurial elements are holistically integrated to ensure their employability remains under-explored. There is a notable gap in the literature regarding the practical application of cognitive, interpersonal, and intrapersonal competencies in KVS teaching, which are critical in determining students' career trajectories. This study aims to explore the integration of entrepreneurial skills by teachers for SEN students within the KVS subject at secondary school PPKIs. This qualitative study employed a case study design involving five special education teachers teaching KVS at two secondary schools in the Jeli district. Participants were selected via purposive sampling. Data were collected through in-depth interviews, field observations, and document analysis, and subsequently analysed thematically. The results reveal that the application of entrepreneurial skills encompasses three main dimensions: cognitive, interpersonal, and intrapersonal competencies. The study also identifies critical challenges in vocational instruction and the intervention strategies adopted by teachers to ensure SEN students master these essential skills. This study contributes to the development of a more comprehensive vocational teaching model for SEN students by integrating entrepreneurship as a driver for employability. These findings serve as a guide for educators and policymakers in optimizing the self-potential of SEN students, enabling them to become self-reliant, create job opportunities, and achieve a more meaningful quality of life in the future.
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