FAKTOR - FAKTOR YANG MEMPENGARUHI KUALITI RANCANGAN PENGAJARAN HARIAN (RPH) BAGI MURID BERMASALAH PENDENGARAN

FACTORS INFLUENCING THE QUALITY OF DAILY LESSON PLANS (RPH) FOR STUDENTS WITH HEARING IMPAIRMENTS

Abstract

Kajian ini bertujuan untuk mengenal pasti faktor-faktor yang mempengaruhi kualiti penyediaan Rancangan Pengajaran Harian (RPH) bagi sesi pengajaran dan pembelajaran murid bermasalah pendengaran. Kajian ini menggunakan reka bentuk kuantitatif deskriptif dan melibatkan seramai 10 orang guru pendidikan khas di sekolah rendah dan menengah yang sedang atau pernah mengajar murid bermasalah pendengaran. Instrumen kajian berbentuk soal selidik merangkumi skala Likert dan soalan terbuka, dan data dianalisis melalui statistik deskriptif serta analisis tematik. Dapatan kajian menunjukkan bahawa beberapa faktor utama mempengaruhi kualiti RPH, antaranya kekurangan latihan profesional, keterbatasan bahan bantu mengajar, pengurusan masa yang tidak mencukupi, kekangan penggunaan teknologi, dan tahap sokongan pentadbiran. Implikasi kajian mencadangkan keperluan kepada latihan guru yang berfokus, akses kepada sumber pengajaran yang sesuai, serta sistem sokongan yang menyeluruh di peringkat sekolah. Kajian ini menyumbang kepada penambahbaikan amalan perancangan pengajaran pendidikan khas, khususnya bagi meningkatkan keberkesanan PdP murid bermasalah pendengaran di Malaysia.

This study aims to identify the factors influencing the quality of Daily Lesson Plan (RPH) preparation in the teaching and learning process for students with hearing impairments. Employing a descriptive quantitative design, the study involved ten (10) special education teachers from primary and secondary schools who are currently teaching or have experience teaching students with hearing impairments. Data were collected using a structured questionnaire comprising Likert-scale items and open-ended questions. The responses were analyzed using descriptive statistics and basic thematic analysis. The findings revealed key factors influencing RPH quality, including inadequate professional training, limited access to appropriate teaching aids, insufficient time management, technological constraints, and a lack of administrative support. The study highlights the urgent need for focused professional development, access to tailored teaching resources, and stronger institutional support systems. This research contributes to improving instructional planning practices in special education, particularly in enhancing the teaching effectiveness for students with hearing impairments in the Malaysian context.