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Teacher’s Perception on the Use of Gamification for Students with Learning Disabilities Ranjanie Karunamoorthy; Mohd Mokhtar Tahar; Ummi Kalthum Mohd Mokhtar
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 7, No 1 (2020): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v7i12020p30-36

Problems with the negative behaviours of special needs students cause special education teachers to experience stress in the classroom. The purpose of this study was to explore the perceptions of special education teachers on the use of ClassDojo application to reduce negative behaviours among students with special needs in learning. This study is based on the Behaviourist theory whereby the relationship between stimulus and response influences the individual learning process. This is a qualitative study that used structured interviews to obtain data from respondents. Interview questions were adapted and modified from Burger's (2015) study. This research question was reviewed and validated by 2 expert lecturers and 2 expert teachers. A total of 2 teachers, and 5 special needs children in Kluang district, Johor were selected as the study sample by means of sampling technique. The findings show that there is a significant change in learning behaviour during the ClassDojo application. The special education teachers feel that the ClassDojo application is very helpful in controlling the classroom while reducing the negative behaviours of the pupils during teaching and learning. Special education teachers also feel that the ClassDojo application creates collaboration and a positive relationships between teachers and parents to address learning behaviour issues. This study is a reference to future researchers in exploring other gamification applications for learning with special needs children.

The Use of Economy Token to Reduce Tantrum Among Autistic Students Mohamad Kassim Mohamed Yaseen; Mohd Mokhtar Tahar
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 5, No 1 (2018): July
Publisher : Department of Special Education

Token economy is one form of behavior modification in addressing the behavior problem among special education students. This study aims to see the effectiveness of using token economy in reducing the behavior of autism students. This study focuses on an autism student that studying in one of the primary school in Sentul District of Kuala Lumpur. The study uses the A-B-A Model design which encompasses three phases, baseline phase (A) observation of the behavior of the subject subject to the predetermined time. The intervention phase (B), the implementation of economic and phase token without intervention (A), is a phase without the application of token economy. Data were collected through observation on frequency of behavior of the study subject. The observation was conducted for 6 weeks involving three timelines of the study ie before, during and after intervention. Data obtained were analyzed by using descriptive statistic. Data then illustrated through frequency tables and line graphs to show the effectiveness of the economic token interventions implemented. The findings show that the use of token economy reduces the behavior of autism students. Future research can use the finding from this study as a guideline for special education teachers in addressing the problem of special needs students. In regard to this study, it will be a source of inspiration to the teacher that negative behavior can be changed when correct methods and technique are implemented.

BIMBINGAN DAN KAUNSELING MURID-MURID BERMASALAH PENDENGARAN Mohd Hanafi Mohd Yasin; Mohd Mokhtar Tahar; Abdul Rahim Razalli; Thor Phi Chee; Safani Bari
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 1, No 1 (2014): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v1i12014p74-82

This study aims to identify the implementation of guidance and counseling services for the hearing impaired students in the special education program integration (PPKI) hearing impaired in the secondary school. The qualitative case study method was used to obtain data on these aspects. The data was collected by using the interview techniques and all the data were analyzed with the aid of N’Vivo8. The participants consisted of six guidance and counseling teachers, six special education teachers and three hearing impaired students. The study found out that the implementation of guidance and counseling services is still a lack in PPKI hearing impaired. The guidance and counseling teachers were just only doing some individual counseling while group guidance were more frequently performed. The guidance and counseling teachers are still vague in performing these services because they have no clear guidelines from the Ministry of Education. The conclusions of this study have implications in terms of the practice in guidance and counseling in PPKI hearing impaired, the preparation of the guidance and counseling teachers, the Minstry of Education, and needs further study in this field.Kajian ini bertujuan untuk mengenal pasti pelaksanaan perkhidmatan bimbingan dan kaunseling terhadap murid bermasalah pendengaran di sekolah menengah program pendidikan khas integrasi (PPKI) bermasalah pendengaran. Kaedah kualitatif berbentuk kajian kes telah digunakan bagi memperolehi data berkaitan aspek tersebut. Data dikumpul menggunakan teknik temu bual dan semua data dianalisis dengan bantuan perisian N’Vivo8. Peserta kajian terdiri daripada enam guru bimbingan dan kaunseling, enam guru pendidikan khas dan tiga pelajar bermasalah pendengaran. Hasil kajian mendapati pelaksanaan perkhidmatan bimbingan dan kaunseling masih kurang di PPKI bermasalah pendengaran. Guru bimbingan dan kaunseling hanya menjalankan beberapa sesi kaunseling individu manakala bimbingan kelompok lebih kerap dilaksanakan. Guru bimbingan dan kaunseling masih kabur dalam melaksanakan perkhidmatan ini kerana mereka tiada garis panduan yang jelas daripada Kementerian Pelajaran. Kesimpulan kajian ini memberi implikasi dari segi amalan perkhidmatan bimbingan dan kaunseling di PPKI bermasalah pendengaran, kesediaan guru bimbingan dan kaunseling, Kementerian Pelajaran, serta keperluan kajian lanjutan.

The Level of Knowledge and Skills of Special Education Teachers in Teaching with the use of Learning Through Play Method Munirah Mokhtar; Mohd Hanafi Mohd Yasin; Mohd Mokhtar Tahar
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 6, No 2 (2019): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v6i22019p1-6

Children construct knowledge through a meaningful play. Playing is a norm for each child; hence they are more inclined to learn through play. Children’s playing activities have to be significantly planned by teachers to obtain a quality product. Therefore, this study was conducted to identify the level of knowledge and skills in teaching with the use of learning through play method. The research samples consisted of 44 teachers from 9 schools with the Integrated Special Education Programme in the district of Kinta Selatan, Perak, Malaysia. This quantitative research used survey through a questionnaire that was adapted from Norhaya Isa. The questionnaire had 3 sections which were teachers’ demography, the level of knowledge in teaching using the learning through play method, and the level of skills in teaching using the learning through play method. The research findings were analysed descriptively using the Statistical Package for the Social Sciences (SPSS) Version 22.0. A pilot study was conducted and the coefficient value Alpha Cronbach was high which was 0.937. A descriptive analysis of the mean scores showed that the teachers’ levels of knowledge and skills were high. In conclusion, the research findings showed that teachers’ level of knowledge and skills in implementing teaching and learning through the learning through play method is vital in producing successful special needs pupils. Therefore, teachers need to improve their knowledge as well as to vary their skills in using the various methods of teaching and learning.

The Employability Skills Among Vocational School Students in the Final Year of Malaysian Skills Certificate Norzaina Rasit; Mohd Mokhtar Tahar
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 5, No 1 (2018): July
Publisher : Department of Special Education

Birth of highly-paid generation can happen through a vocational education system that emphasizes on comprehensive vocational training in addition to ample knowledge, immense skills, globally acknowledged certificate and strong employability skills. Thus, this study is done to identify the level of employability of students with disability whom already went through the training process. This study is also done to determine the difference between the level of employability skills between the gender of students as well as their specialty in their respective areas. This descriptive and quantitative study includes 60 students of Sekolah Menengah Pendidikan Khas Vokasional Indahpura who are in their final year of studying the Malaysian Skills Certificate. One set of questionnaire is adapted from the Employability Skills Model which is used as an instrument to analyze the statistics such as the frequency, mean score, standard deviation, T-Test and One-way ANOVA by using a computer programme known as Statistical Package for Social Science (SPSS). The result shows that the employability skills of the student are on the medium level. There are no coexistence differences proven between the level of employability skills with the gender of the students as well as none with the areas that they are specialized in. It is hoped that the analysis of the sample that had been used in this study will be used as guidance to improve the implementation of employability skills as well as teaching and learning process in Vocational school.

Enhancing Learning Readiness and Interest of Special Education Students by Using Recreational Therapeutic Activities through Observation Methods Mohd Izzat Syafiq Ramlan; Mohd Mokhtar Tahar; Norhidayah Abu Yamin; Juwaidah Rani
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 5, No 2 (2018): December
Publisher : Department of Special Education

Learning readiness and interest is an important element that has become an indicator for success in the learning process for special education students. Therefore, this research is conducted to study the effectiveness of Recreational Therapeutic Activities as an alternative method to enhance learning readiness and interest for special education students. Five special education students with learning problems and five teachers were chosen at a school in Tampin District, Negeri Sembilan, Malaysia. This research was conducted with action research using a qualitative approach which adapted the Honet & Mumford cycle model and the Herman Witkins Model. The data collection method is observation checklist adapted from The Taylor Academic Problem Indentification Checklist. Data were collected for 8 weeks in two cycles to see the effects of therapeutic recreational towards cognitive, emotional and social domains. The data were analyzed and explained qualitatively by theme. The findings show that the effects of recreational therapeutic activities can enhance the readiness and interest in learning of special education students with learning problems in the aspects of cognitive, emotional and social domains. The most dominant domains are cognitive and emotional domains. The findings of this research can be used as a guideline by special education teachers to enhance learning readiness and interest of special education students.

MENGESAN JENIS-JENIS PERMASALAHAN GENGGAMAN PENSEL KANAK-KANAK BERMASALAH PEMBELAJARAN Mohd Mokhtar Tahar; Mohd Hanafi Mohd Yasin; Safani Bin Bari; Lim Chen Yin
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 1, No 1 (2014): July
Publisher : Department of Special Education

This study is carried out to highlight the types of pencil grips among KKBP , types of pencil grip level students with learning disabilities in primary schools. Study is to determine differences by category KKBP pencil grip . This study involves taking a pencil grip when writing by 225 respondents from seven primary schools Special Education Program Integration with learning disabilities in primary schools . A pilot study was conducted on 36 respondents in a school. The result shows students with learning disabilities Specific category recorded the highest percentage of the three types of pencil grip level of 8.4 % ( 19 students ) in mature stage , 51.6 % ( 116 students ) of the immature stage and 1.8 % ( 4 students ) for the others. Hopefully, this research can provide knowledge to educators to be more focused on how to grip a pencil when writing and occupational therapists to design more effective intervention programs and provide feedback to curriculum planners about the curriculum more effective to KKBP . The use of adaptive devices can enhance the ability of grasping the pencil pencil pencil grip towards maturity.Kajian tinjauan ini dijalankan untuk mengetengahkan jenis-jenis genggaman pensel dalam kalangan KKBP, jenis-jenis peringkat genggaman pensel murid-murid bermasalah pembelajaran di peringkat sekolah rendah. Kajian ini juga ingin menentukan perbezaan genggaman pensel mengikut kategori KKBP. Kajian ini melibatkan pengambilan cara genggaman pensel semasa menulis oleh 225 orang responden dari tujuh buah sekolah rendah yang mengikuti Program Pendidikan Khas Integrasi Bermasalah Pembelajaran di Sekolah Rendah. Kajian rintis telah dijalankan terhadap 36 orang responden di sebuah sekolah. Dapatan kajian menunjukkan kategori murid Bermasalah Pembelajaran Spesifik mencatatkan peratusan tertinggi bagi ketiga-tiga jenis peringkat genggaman pensel iaitu 8.4% (19 orang murid) bagi peringkat matang, 51.6% (116 orang murid) bagi peringkat tidak matang dan 1.8% (4 orang murid) bagi peringkat lain-lain. Diharapkan hasil kajian ini dapat memberi pengetahuan kepada pendidik untuk lebih berfokus kepada cara menggenggam pensel semasa menulis dan ahli terapi cara kerja untuk merancang program intervensi yang lebih berkesan serta memberi maklum balas kepada perancang kurikulum pendidikan tentang penggubalan kurikulum yang lebih berkesan untuk KKBP. Penggunaan alat adaptif pensel boleh meningkatkan keupayaan menggenggam pensel ke arah genggaman pensel peringkat matang.

Transition Program in Malaysia: The Challenges for Students with Special Needs in the Workplace Mohd Syazwan Zainal; Mohd Hanafi Mohd Yassin; Mohd Mokhtar Tahar
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.547 KB)

The transition of career begins with vocational skills training conducted in schools according to the capabilities special needs students. Then, the process goes on with a workplace training program. The transition program is able to provide students with special needs to improve their working skills as well as gain initial experience at the workplace. This case study was conducted on 5 Master of Special Education from Universiti Kebangsaan Malaysia. This student has implemented a career transition program for students with special needs in their respective areas. Semi-structural interviews were conducted using instruments constructed based on past studies. Findings show that there are various challenges faced by students with special needs while undergoing training at the workplace. Among the challenges face by students with special needs are problem of adapting to the working environment, communication skills, difficulty to understand instruction, students’ attitude completing task, relationships at the workplace and perception towards special needs students. However, through this career transition program, it can provide students with special needs with the initial experience of work skills required at the workplace. This program is able to contribute to a better quality of life after completing their education at the school level.

Teacher Readiness towards the Offer of Malaysian Skills Certificate in Special Education Integration Programme in Secondary Schools Suhaina Suriman; Mohd Mokhtar Tahar
Journal of ICSAR Vol 2, No 1 (2018): January
Publisher : Department of Special Education

The Malaysian Skills Certificate (SKM) is a skill certificate awarded to the students with special needs (MBK) who learn in Special Education Integration Program (PPKI) in secondary schools after 5 years of learning duration beginning the year 2017. This certification is to provide opportunities for more MBK to be recognised in terms of skills that they possess and to produce more skillful learners among MBK. Therefore, the purpose of this study is to identify the level of teacher readiness in the aspects of knowledge, skills and attitude of secondary PPKI teachers towards SKM offerings. This study is based on the Thorndike theory by modifying the Shullman PKIK Model, Katz Model and ABC Attitude Model. This descriptive and inference review study uses a five-point Likert scale questionnaire as an instrument. A total of 30 special PPKI Special Education teachers were purposely selected in the Petaling Perdana district. The data obtained were analyzed using SPSS software. The findings show that teachers’ knowledge level is high, skills are moderate, and teachers’ attitude is high. The independent T-test shows no significant difference between teachers’ level of knowledge based on gender. One-way ANOVA test shows that there is no significant difference between teachers’ skills and teaching experience and there is no difference between teachers’ attitude based on teacher’s academic qualification. The researcher hopes that the findings would help the Ministry of Education to improve the skills of the teachers by giving SKM recognition to them before conducting vocational teaching. The success of teachers in training MBK students in vocational fields can produce students who are competitive, skillful and have a career that can contribute to themselves, families, communities and the country

Mathematical Learning Approach for Special Education Pupils: The Effectiveness of Mauselis Board in Improving Adding Skills Ali Imran Mad Amin; Mohd Mokhtar Tahar; Aina Hafizah Zakaria
Journal of ICSAR Vol 4, No 2 (2020): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Mathematic learning difficulties are common, significant, and worthy of serious attention. Many issues that have had an impact on bilingual education have also had an impact on Special Education. One of the issues is, adding skill. Adding skill is one of the most crucial skills that every pupil needs to acquire with learning disabilities. The use of ‘MauSeLis Board’ (Maujud-Sebut-Tulis) which means ‘Concrete-Pronounce-Write’ in the classroom has been an effective tool for helping Special Education pupils in building up their skills in adding and reading the numbers aloud. This study investigates the improvement of the pupils with learning disabilities’ adding skill in Mathematic subject at school. The study's sole objective was (i) to identify the Mauselis board's effectiveness in Mathematical subjects among Special Education pupils. The MauSeLis board was invented for teaching and learning purposes based on the Bruner Theory and CRA Model (Concrete-Pictorial-Abstract). The data collection was conducted through pre-test and post-test conducted on 20 pupils with learning disabilities as respondents in Negeri Sembilan, Malaysia. The study found significant differences in terms of their adding-questions scores before and after using MauSelis Board in teaching and learning sessions. Quantitative data were analyzed using descriptive statistics such as frequency and percentage to describe the Pre and Post Test results. The research study's finding showed a positive result as the Special Education pupils who involved in the study showed consistent improvement throughout the sessions. This study also found that MauSeLis Board in teaching and learning sessions is a highly effective approach that develops a deep and better understanding of mathematic skill among the Special Education pupils as well as contributing to active, fun, and meaningful learning session. In conclusion, this study summarises that the teaching and learning approach among special needs pupils should emphasize effective hands-on activities rather than rote learning.

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