CABARAN PELAKSANAAN PENGAJARAN TERBEZA DALAM PENDIDIKAN [CHALLENGES IN IMPLEMENTING DIFFERENTIATED TEACHING IN EDUCATION]
Keywords:
pengajaran terbeza, cabaran, strategi, Model Pengajaran Terbeza, Teori Kecerdasan Pelbagai, differentiated teaching, challenges, strategy, Differentiated Teaching Model, Theory of Multiple IntelligenceAbstract
Abstrak Pelaksanaan pengajaran terbeza bukanlah suatu pendekatan yang asing dalam dunia pendidikan global. Pendekatan ini wujud bagi memenuhi keperluan murid yang berbeza-beza dalam sesebuah bilik darjah selaras dengan pembelajaran abad ke-21. Pelbagai kajian telah dijalankan bagi mengenal pasti keupayaan murid berdasarkan minat, kecenderungan serta gaya pembelajaran murid. Model Pengajaran Terbeza menekankan kandungan, proses, produk dan persekitaran yang berperanan dalam membentuk pembelajaran murid. Teori Kecerdasan Pelbagai menyokong prinsip asas pengajaran terbeza yang menumpukan kepada sembilan aspek utama seperti intrapersonal, kinestetik, verbal-linguistik, naturalis, eksistensial, logik-matematik, visual-ruang, muzik dan interpersonal. Namun, keberkesanan pendekatan ini bergantung kepada tahap pengetahuan dan kesediaan guru untuk melaksanakannya terhadap kepelbagaian murid. Cabaran yang timbul menyukarkan proses pengajaran dan pembelajaran berlaku secara menyeluruh. Sehubungan itu, objektif kertas konsep ini adalah untuk membincangkan cabaran yang dihadapi guru dalam melaksanakan pengajaran terbeza serta mencadangkan strategi yang bersesuaian bagi menangani isu-isu yang telah dikenal pasti.
Abstract: Differentiated instruction is not a foreign concept in today’s global education scene. It has become an essential approach to meet the varied needs of students in the classroom to support the demands of 21st-century learning. Every student learns differently through different interests, strengths and learning styles. Many studies have explored how to support these differences effectively. The Differentiated Teaching Model focuses on four aspects that are content, process, product and learning environment to help teachers truly engage all types of learners. Supporting this model is Howard Gardner’s Theory of Multiple Intelligences which highlights nine distinct ways people learn including intrapersonal, bodily-kinesthetic, linguistic, naturalist, existential, logical-mathematical, visual- spatial, musical and interpersonal. These intelligences remind us that there’s no one-size-fits-all in education. However, putting differentiated instruction into practice isn’t always easy. Its success depends heavily on how well teachers understand the concept and how ready they are to adapt their teaching. Therefore, this concept paper aims to explore the challenges teachers face in implementing differentiated instruction into practice and to suggest practical strategies that can help overcome these challenges effectively.
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