Page 41 - JURNAL PENYELIDIKAN AKADEMIK IPGM 2021

JURNAL PENYELIDIKAN AKADEMIK IPGM
JILID 6/2021

ABSTRACT

The mathematics achievement of primary school hearing impaired students in
Malaysia today is still at a weak level. Teachers are one of the significant factors
in influencing the level of students’ mathematics achievement. Therefore, this
research aims to find out the extent of implementation of teachers’ pedagogy in
mathematics teaching of deaf students from five aspects, namely teaching
approach, teaching strategy, teaching method, mathematical content knowledge
and its pedagogy, and teaching media. A random sampling was used to choose a
total of 34 mathematics teachers as respondents from nine Special Education
National Schools of deaf programs in Malaysia. The mix method of explanatory
was used to collect data through questionnaire and interview protocol. Data
were analyzed by using Statistical Package for the Social Science (SPSS) and
theme analysis. Overall, findings showed that teachers have a high level of
content and pedagogical knowledge (mean=4.13, sp=0.41) in mathematics
teaching of hearing impaired students, in particular items of teaching
modification in approaches (88.2%), strategies (94.1%), and methods (94.1%)
according to students’ ability. However, item analysis found that most teachers
practiced conventional teaching by using whiteboard and pen maker (91.2%) as
well as memorization (82.4%) at a high level. The results of the study also found
that teachers infrequently used computers in mathematics teaching (47.1%). The
findings of the interviews have provided justification of implementation of
teacher pedagogy in mathematics teaching. As a result, students' mathematical
achievement can be affected if teachers still practise conventional teaching,
memorization and less apply of information technology tools.

Keywords: teachers’ pedagogy, mathematics, mathematics achievement, students,
teaching of deaf students

PENDAHULUAN

Matematik merupakan mata pelajaran teras yang perlu dikuasai kerana
keperluannya dalam aktiviti kehidupan harian, merentasi pelbagai mata
pelajaran yang lain, melanjutkan pelajaran ke peringkat tinggi dan kriteria dalam
permohonan kerjaya (Mohd. Hanafi Mohd. Yasin et al., 2013; Marschark &
Hauser, 2012). Oleh itu, murid harus menguasai kemahiran asas matematik
semasa di peringkat sekolah rendah supaya mereka boleh mempelajari topik-
topik pelajaran yang lebih mendalam apabila berada di sekolah menengah.

PERNYATAAN MASALAH

Pada masa kini, pencapaian matematik murid ketidakupayaan pendengaran
sekolah rendah di Malaysia masih berada pada tahap lemah (Lembaga

36