Pedagogi Terbeza Untuk Pengajaran Guru Terhadap Kepelbagaian Murid
Keywords:
pedagogi terbeza, kepelbagaian murid, kesediaan, minat, profil pembelajaran
Abstract
Beberapa kajian telah menunjukkan terdapat murid kurang menguasai isi pelajaran disebabkan faktor kepelbagaian murid di dalam bilik darjah. Dalam konteks pendidikan, hal ini tidak akan selesai sehingga wujudnya kaedah pengajaran yang baharu yang dapat membantu guru mempelbagaikan kaedah pengajaran yang sesuai untuk kepelbagaian murid di bilik darjah. Antara faktor yang menyumbang kepada murid tidak menguasai isi pelajaran ialah faktor gaya pengajaran guru yang mengajar dengan gaya “one-size-fits-all” tidak sesuai diguna pakai memandangkan murid yang mempunyai kepelbagaian gaya belajar, tahap penguasaan dan berlainan kecerdasan berada di dalam bilik darjah yang sama. Oleh itu, bagi membantu guru dalam menangani masalah murid yang pelbagai di dalam bilik darjah dan guru dapat mengaplikasikan satu bentuk pengajaran yang dapat melengkapi keperluan murid yang pelbagai, satu pendekatan baharu diperkenalkan iaitu melalui Pedagogi Terbeza (Differentiated Pedagogy). Pedagogi Terbeza (Differentiated Pedagogy) merupakan satu konsep pengajaran di mana guru mengubahsuai kandungan iaitu isi pelajaran yang disampaikan oleh guru, proses iaitu strategi pengajaran dan aktiviti pembelajaran, produk merujuk kepada hasil kemahiran yang murid dapat dan dinilai guru dan persekitaran merujuk kepada suasana persekitaran pembelajaran yang kondusif. Elemen-elemen ini akan diubah suai oleh guru mengikut kepelbagaian murid iaitu kesediaan belajar murid, minat murid terhadap pembelajaran dan profil pembelajaran di mana kecenderungan kecerdasan murid dikesan. Kertas konsep ini membincangkan Pedagogi Terbeza (Differentiated Pedagogy) untuk digunakan dalam membantu pengajaran guru mempelbagaikan kaedah pengajaran yang sesuai dengan kepelbagaian murid.
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References
Al-Quran
Abd. Khahar bin Saprani, Hapsah binti Majid, Zanariah binti Ibrahim, & Lokman bin Abd Wahid. (2018). Pedagogi terbeza : Keadilan dalam proses pengajaran dan pembelajaran. Jurnal Penyelidikan Pendidikan, 11, 1–17.
Abdul Razaq Ahmad, Anisa Saleha, Zalizan Mohd Jelas, & Ahmad Ali Seman. (2010). Kepelbagaian pelajar dan sekolah: satu kajian kes di negeri Pahang. Jurnal Pendidikan Malaysia, 35(2), 87–95.
Bahagian Pembangunan Kurikulum. (2018). Dokumen Standard Kurikulum Dan Pentaksiran Pendidikan Islam Tahun 4. In Kementerian Pendidikan Malaysia. Kementerian Pendidikan Malaysia.
Barrington, E. (2007). Teaching to student diversity in higher education: how Multiple Intelligence Theory can help. Teaching in Higher Education, 9(4), 421–434. https://doi.org/10.1080/1356251042000252363
Basirah binti Abu Bakar, Mohd Yakub@Zulkifli bin Mohd.Yusoff, & Muhamad Ali Hanafiah bin Norasid. (2018). Manhaj al-Quran Mengenai dakwah terhadap remaja: Satu kajian bibliomatrik. QURANICA - International Journal of Quranic Research, 10(2), 89–108.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How Does Changing “One-Size-Fits-All” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336–362. https://doi.org/10.3102/0091732X18821130
Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional development and differentiated instruction in an elementary school pullout program: A gifted education case study. Journal for the Education of the Gifted, 42(4). https://doi.org/10.1177/0162353219874418
Carol Ann Tomlinson. (2000). Differentiation of instruction in the elementary grades: differentiation of instruction in the elementary. Early Childhood Education, 7469(4), 1–7.
Cihad Senturk. (2018). Investigation of impacts of differentiated instruction applied in a primary school in attitudes of students towards the course. Cypriot Journal of Educational Sciences, 13(2), 487–505.
Coby Ka-Yau Wu, Sally Wai-Yan Wan, & Ylena Yan Wong. (2015). Exploring Hong Kong secondry school teachers’ teaching belief on differentiated instruction. In Teaching for Tomorrow Today (pp. 158–167).
Daniel Arif Abdul Muttalip. (2020). Pelaksanaan pendekatan pengajaran terbeza dalam kalangan guru Bahasa Melayu yang mengajar di sekolah rendah pedalaman Kategori 3. Jurnal Pendidikan Bahasa Melayu, 10(November), 29–42.
Eka Putri Azrai, Ernawati, & Gita Sulistianingrum. (2018). Ragam Gaya Belajar Siswa SMA Menurut David Kolb dalam Pembelajaran Biologi. Jurnal Al-Azhar Indonesia Seri Humaniora, 4(4), 251. https://doi.org/10.36722/sh.v4i4.302
Fairuz Adlidna Badrol Hissam, Mohd Hasrul Kamarulzaman, Nurul Suzaina Joli, & Noriah Mohd Ishak. (2017). Impak pengajaran terbeza ke atas motivasi pelajar pintar dan berbakat di dalam pengajaran dan pembelajaran subjek Biologi. E-Proceeding of the 6Th Global Summit on Education 2017, 2017(December), 174–185.
Fordyce, F. D. (2021). Teachers’ perceptions of differentiation and the struggle for consistent implementation. Walden University.
Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. Basic Book, New York.
Gardner, H. (1993). Multiple intelligences: The theory in Practice. Basic Book: A Division of HarperCollins Publishers, Inc.
Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a
Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies: One size doesn’t fit all (third Edit). SAGE Publications Ltd.
Habibah Elias, & Rahil Mahyudin. (1990). Psikologi Pembelajaran. Dewan Bahasa dan Pustaka.
Hall, T. (2002). Differentiated instruction: Effective classroom practices report. National Center on Accessing the General Curriculum, US Office of Special Education Programs.
Hamir Hamzah Jaafar, & Mohamad Hilmi Mat Said. (2019). Inovasi pengajaran untuk menarik minat pelajar menguasai ilmu tajwid. International Journal of Humanities Technology and Civilization, 1(6), 1689–1699.
Jacobs, G. (1997). Book reviews: Multiple intelligences in the classroom Thomas Armstrong Alexandria, VA: Association for supervision. RELC Journal, 28(2), 165–171. https://doi.org/10.1177/003368829702800210
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013 - 2025. In KPM, 27(1). https://doi.org/10.1016/j.tate.2010.08.007
Kementerian Pendidikan Malaysia. (2018a). Info media, menjana maklumat pendidikan (Issue 06).
Kementerian Pendidikan Malaysia. (2018b). Surat siaran Kementerian Pendidikan Malaysia bilangan 14 tahun 2018.
Kho Ai Peng, Mohd Asri Mohd Noor, & Nor Azrin Md Latip. (2020). Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar bagi subjek Pengajian Perniagaan di Larut Matang dan Selama, Perak. Akademika 90, 90(3), 115–130.
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161–164. https://doi.org/10.3200/tchs.81.4.161-164
Maker, C. J., & Shiever, S. W. (2005). Teaching models in education on the gifted (3rd edition). Pro Ed.
Mat Janudin Jamrin. (2002). Keberkesanan penggunaan teknik mengajar peta konsep dalam mata pelajaran Ekonomi Asas tingkatan empat. Universiti Kebangsaan Malaysia.
Mohamad Marzuqi Abdul Rahim, & Azmil Hashim. (2017). Pendekatan Pengajaran dalam Kalangan Pensyarah Tahfiz Al-Quran di Malaysia. Perspektif: Jurnal Sains Sosial Dan Kemanusiaan (Special Issue), 9(3), 79–88.
Muhamad Nanang Suprayogi, & Valcke, M. (2016). Differentiated instruction in primary schools: Implementation and challenges in Indonesia. PONTE International Scientific Researchs Journal, 72(6), 1–18. https://doi.org/10.21506/j.ponte.2016.6.1
Muzarina Juhari, Ku Suhaila Ku Johari, & MohdIzwan Mahmud. (2019). Kecerdasan Pelbagai dan Minat Kerjaya dalam Kalangan Pelajar Sekolah Menengah. Global Conferences Series: Social Sciences, Education and Humanities, 1(9), 133–141.
Noor Erma Abu, & Leong Kwan Eu. (2014). Hubungan antara sikap, minat, pengajaran guru dan pengaruh rakan sebaya terhadap pencapaian Matematik Tambahan tingkatan 4. Jurnal Kurikulum & Pengajaran Asia Pasifik, 2(1), 1–10. https://doi.org/10.1140/epjc/s10052-012-2241-5
Noraini Binti Omar, & Musliha Binti Ismail. (2018). Kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran berfokuskan kepelbagaian budaya murid sekolah rendah (KSSR). The 5th International Conference on Research in Isamic Education and Arabic Language 2018, 2(1), 72–87.
Norizah Tukiman, Abu Bakar Nordin, & Zaharah Hussin. (2014). Peningkatan Kemahiran Menghafaz Surah dan Doa Kanak-kanak Prasekolah melalui Pendekatan Berasaskan Teori Kecerdasan Pelbagai. The Online Journal of Islamic Education, 2(1), 114–129.
Nur Hanani Hussin, Mohd Aderi Che Noh, & Ab. Halim Tamuri. (2013). Elemen Mengenali Murid dalam Pengajaran Guru Cemerlang Pendidikan Islam. The Online Journal of Islamic Education, 1(2), 10–19.
Rahmita Noorbaiti, Noor Fajriah, & R.Ati Sukmawati. (2018). Implementasi Model Pembelajaran Visual-Auditori-Kinestetik (VAK) pada Mata Pelajaran Matematika di Kelas VII E MTsN Mulawarman Banjarmasin. EDU-MAT: Jurnal Pendidikan Matematika, 6(1), 108–116. https://doi.org/10.20527/edumat.v6i1.5130
Rasheed, F., & Wahid, A. (2018). The theory of differentiated instruction and its applicabilityan e-learning perspective. International Journal of Technical & Non Technical Researsch, 9(4), 193–202.
Renzulli, J. S., & M.Reis, S. (2014). The schoolwidw enrichment model, a how-to guide for talent development (3rd editio). Prufrock Press Inc.
Risky Setiawan, Djemari Mardapi, Aman, & Umum Budi Karyanto. (2020). Multiple intelligences-based creative curriculum: The best practice. European Journal of Educational Research, 9(2), 611–627. https://doi.org/10.12973/eu-jer.9.2.611
Roa’ani Mohamed, & Nor Rul Azlifah Zulkafali. (2019). Keberkesanan pendekatan pedagogi terbeza (PPT) dalam PdPc bahasa Melayu kelas peralihan : satu kajian tindakan di sebuah sekolah di Kuantan. Journal of Science and Management Research, 68–86.
Santangelo, T., & Tomlinson, C. A. (2008). The application of diffrentiated instruction ib postsecondry environments: Benefits, challenges, and future directions. International Journal of Teaching and Learning in Higher Education, 20(3), 307–323.
Scigliano, D., & Hipsky, S. (2010). 3 Ring Circus of Differentiated Instruction. Kappa Delta Pi Record, 46(2), 82–86. https://doi.org/10.1080/00228958.2010.10516699
Sharifah Nasyura. (2018). Hubungan Kecerdasan Pelbagai Guru Sains dengan Kemahiran Berfikir Pelajar. Universiti Putra Malaysia, 3(21), 51–63.
Silva, R. B. da, Moura, & Cestari, L. A. dos S. (2017). Learning at institution of higher education versus the teacher’s role in classroom. American Journal of Educational Research, 5(7), 762–769. https://doi.org/10.12691/education-5-7-11
Siti Nurliyana Ab Halim. (2015). Pengetahuan, sikap dan kesediaan pelajar terhadap Kemahiran Berfikir Aras Tinggi (KBAT) dalam pembelajaran pemahaman bacaan. Universiti Kebangsaan Malaysia.
Siti Rahayah Ariffin, T.Subhan Mohd Meerah, Norasmah Othman, & Ibrahim Mohamed Zin. (2004). Analisis Kecerdasan Pelbagai (Multiple Intelligences) di Kalangan Pensyarah di Sebuah Institusi Pengajian Tinggi (IPT). Jurnal Teknologi, 41, 33–41. https://doi.org/10.11113/jt.v41.725
Taylor, B. K. (2015). Content, process, and product: modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13–17. https://doi.org/10.1080/00228958.2015.988559
Tengku Sarina Aini Tengku Kasim, & Fatimah Sahida Abdurajak. (2018). Pengalaman pengajaran guru novis pendidikan Islam : Implikasi terhadap reka bentuk kurikulum latihan pendidikan guru. Jurnal Pendidikan Malaysia, 43(1), 59–66.
Tomlinson, C. A. (1999). Mapping a route toward a differentiated instruction. Educational Leadership, 57(1), 12.
Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3), 26–30.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd Edition). ASCD.
Tomlinson, C. A. (2017). Differentiate instruction in academically diverse classroom (3rd edition). Alexandria,VA USA.
Tomlinson, C. A., & B.Imbeau, M. (2014). Leading and managing a differentiated classroom. In Alexandria, Virginia YSA.
Yulianingsih, D., & Lumban Gaol, S. M. (2019). Keterampilan guru PAK untuk meningkatkan minat belajar murid dalam proses pembelajaran di kelas. FIDEI: Jurnal Teologi Sistematika Dan Praktika, 2(1), 100–119. https://doi.org/10.34081/fidei.v2i1.47
Abd. Khahar bin Saprani, Hapsah binti Majid, Zanariah binti Ibrahim, & Lokman bin Abd Wahid. (2018). Pedagogi terbeza : Keadilan dalam proses pengajaran dan pembelajaran. Jurnal Penyelidikan Pendidikan, 11, 1–17.
Abdul Razaq Ahmad, Anisa Saleha, Zalizan Mohd Jelas, & Ahmad Ali Seman. (2010). Kepelbagaian pelajar dan sekolah: satu kajian kes di negeri Pahang. Jurnal Pendidikan Malaysia, 35(2), 87–95.
Bahagian Pembangunan Kurikulum. (2018). Dokumen Standard Kurikulum Dan Pentaksiran Pendidikan Islam Tahun 4. In Kementerian Pendidikan Malaysia. Kementerian Pendidikan Malaysia.
Barrington, E. (2007). Teaching to student diversity in higher education: how Multiple Intelligence Theory can help. Teaching in Higher Education, 9(4), 421–434. https://doi.org/10.1080/1356251042000252363
Basirah binti Abu Bakar, Mohd Yakub@Zulkifli bin Mohd.Yusoff, & Muhamad Ali Hanafiah bin Norasid. (2018). Manhaj al-Quran Mengenai dakwah terhadap remaja: Satu kajian bibliomatrik. QURANICA - International Journal of Quranic Research, 10(2), 89–108.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How Does Changing “One-Size-Fits-All” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336–362. https://doi.org/10.3102/0091732X18821130
Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional development and differentiated instruction in an elementary school pullout program: A gifted education case study. Journal for the Education of the Gifted, 42(4). https://doi.org/10.1177/0162353219874418
Carol Ann Tomlinson. (2000). Differentiation of instruction in the elementary grades: differentiation of instruction in the elementary. Early Childhood Education, 7469(4), 1–7.
Cihad Senturk. (2018). Investigation of impacts of differentiated instruction applied in a primary school in attitudes of students towards the course. Cypriot Journal of Educational Sciences, 13(2), 487–505.
Coby Ka-Yau Wu, Sally Wai-Yan Wan, & Ylena Yan Wong. (2015). Exploring Hong Kong secondry school teachers’ teaching belief on differentiated instruction. In Teaching for Tomorrow Today (pp. 158–167).
Daniel Arif Abdul Muttalip. (2020). Pelaksanaan pendekatan pengajaran terbeza dalam kalangan guru Bahasa Melayu yang mengajar di sekolah rendah pedalaman Kategori 3. Jurnal Pendidikan Bahasa Melayu, 10(November), 29–42.
Eka Putri Azrai, Ernawati, & Gita Sulistianingrum. (2018). Ragam Gaya Belajar Siswa SMA Menurut David Kolb dalam Pembelajaran Biologi. Jurnal Al-Azhar Indonesia Seri Humaniora, 4(4), 251. https://doi.org/10.36722/sh.v4i4.302
Fairuz Adlidna Badrol Hissam, Mohd Hasrul Kamarulzaman, Nurul Suzaina Joli, & Noriah Mohd Ishak. (2017). Impak pengajaran terbeza ke atas motivasi pelajar pintar dan berbakat di dalam pengajaran dan pembelajaran subjek Biologi. E-Proceeding of the 6Th Global Summit on Education 2017, 2017(December), 174–185.
Fordyce, F. D. (2021). Teachers’ perceptions of differentiation and the struggle for consistent implementation. Walden University.
Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. Basic Book, New York.
Gardner, H. (1993). Multiple intelligences: The theory in Practice. Basic Book: A Division of HarperCollins Publishers, Inc.
Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a
Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies: One size doesn’t fit all (third Edit). SAGE Publications Ltd.
Habibah Elias, & Rahil Mahyudin. (1990). Psikologi Pembelajaran. Dewan Bahasa dan Pustaka.
Hall, T. (2002). Differentiated instruction: Effective classroom practices report. National Center on Accessing the General Curriculum, US Office of Special Education Programs.
Hamir Hamzah Jaafar, & Mohamad Hilmi Mat Said. (2019). Inovasi pengajaran untuk menarik minat pelajar menguasai ilmu tajwid. International Journal of Humanities Technology and Civilization, 1(6), 1689–1699.
Jacobs, G. (1997). Book reviews: Multiple intelligences in the classroom Thomas Armstrong Alexandria, VA: Association for supervision. RELC Journal, 28(2), 165–171. https://doi.org/10.1177/003368829702800210
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013 - 2025. In KPM, 27(1). https://doi.org/10.1016/j.tate.2010.08.007
Kementerian Pendidikan Malaysia. (2018a). Info media, menjana maklumat pendidikan (Issue 06).
Kementerian Pendidikan Malaysia. (2018b). Surat siaran Kementerian Pendidikan Malaysia bilangan 14 tahun 2018.
Kho Ai Peng, Mohd Asri Mohd Noor, & Nor Azrin Md Latip. (2020). Pengaruh kecerdasan pelbagai terhadap pencapaian akademik pelajar bagi subjek Pengajian Perniagaan di Larut Matang dan Selama, Perak. Akademika 90, 90(3), 115–130.
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161–164. https://doi.org/10.3200/tchs.81.4.161-164
Maker, C. J., & Shiever, S. W. (2005). Teaching models in education on the gifted (3rd edition). Pro Ed.
Mat Janudin Jamrin. (2002). Keberkesanan penggunaan teknik mengajar peta konsep dalam mata pelajaran Ekonomi Asas tingkatan empat. Universiti Kebangsaan Malaysia.
Mohamad Marzuqi Abdul Rahim, & Azmil Hashim. (2017). Pendekatan Pengajaran dalam Kalangan Pensyarah Tahfiz Al-Quran di Malaysia. Perspektif: Jurnal Sains Sosial Dan Kemanusiaan (Special Issue), 9(3), 79–88.
Muhamad Nanang Suprayogi, & Valcke, M. (2016). Differentiated instruction in primary schools: Implementation and challenges in Indonesia. PONTE International Scientific Researchs Journal, 72(6), 1–18. https://doi.org/10.21506/j.ponte.2016.6.1
Muzarina Juhari, Ku Suhaila Ku Johari, & MohdIzwan Mahmud. (2019). Kecerdasan Pelbagai dan Minat Kerjaya dalam Kalangan Pelajar Sekolah Menengah. Global Conferences Series: Social Sciences, Education and Humanities, 1(9), 133–141.
Noor Erma Abu, & Leong Kwan Eu. (2014). Hubungan antara sikap, minat, pengajaran guru dan pengaruh rakan sebaya terhadap pencapaian Matematik Tambahan tingkatan 4. Jurnal Kurikulum & Pengajaran Asia Pasifik, 2(1), 1–10. https://doi.org/10.1140/epjc/s10052-012-2241-5
Noraini Binti Omar, & Musliha Binti Ismail. (2018). Kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran berfokuskan kepelbagaian budaya murid sekolah rendah (KSSR). The 5th International Conference on Research in Isamic Education and Arabic Language 2018, 2(1), 72–87.
Norizah Tukiman, Abu Bakar Nordin, & Zaharah Hussin. (2014). Peningkatan Kemahiran Menghafaz Surah dan Doa Kanak-kanak Prasekolah melalui Pendekatan Berasaskan Teori Kecerdasan Pelbagai. The Online Journal of Islamic Education, 2(1), 114–129.
Nur Hanani Hussin, Mohd Aderi Che Noh, & Ab. Halim Tamuri. (2013). Elemen Mengenali Murid dalam Pengajaran Guru Cemerlang Pendidikan Islam. The Online Journal of Islamic Education, 1(2), 10–19.
Rahmita Noorbaiti, Noor Fajriah, & R.Ati Sukmawati. (2018). Implementasi Model Pembelajaran Visual-Auditori-Kinestetik (VAK) pada Mata Pelajaran Matematika di Kelas VII E MTsN Mulawarman Banjarmasin. EDU-MAT: Jurnal Pendidikan Matematika, 6(1), 108–116. https://doi.org/10.20527/edumat.v6i1.5130
Rasheed, F., & Wahid, A. (2018). The theory of differentiated instruction and its applicabilityan e-learning perspective. International Journal of Technical & Non Technical Researsch, 9(4), 193–202.
Renzulli, J. S., & M.Reis, S. (2014). The schoolwidw enrichment model, a how-to guide for talent development (3rd editio). Prufrock Press Inc.
Risky Setiawan, Djemari Mardapi, Aman, & Umum Budi Karyanto. (2020). Multiple intelligences-based creative curriculum: The best practice. European Journal of Educational Research, 9(2), 611–627. https://doi.org/10.12973/eu-jer.9.2.611
Roa’ani Mohamed, & Nor Rul Azlifah Zulkafali. (2019). Keberkesanan pendekatan pedagogi terbeza (PPT) dalam PdPc bahasa Melayu kelas peralihan : satu kajian tindakan di sebuah sekolah di Kuantan. Journal of Science and Management Research, 68–86.
Santangelo, T., & Tomlinson, C. A. (2008). The application of diffrentiated instruction ib postsecondry environments: Benefits, challenges, and future directions. International Journal of Teaching and Learning in Higher Education, 20(3), 307–323.
Scigliano, D., & Hipsky, S. (2010). 3 Ring Circus of Differentiated Instruction. Kappa Delta Pi Record, 46(2), 82–86. https://doi.org/10.1080/00228958.2010.10516699
Sharifah Nasyura. (2018). Hubungan Kecerdasan Pelbagai Guru Sains dengan Kemahiran Berfikir Pelajar. Universiti Putra Malaysia, 3(21), 51–63.
Silva, R. B. da, Moura, & Cestari, L. A. dos S. (2017). Learning at institution of higher education versus the teacher’s role in classroom. American Journal of Educational Research, 5(7), 762–769. https://doi.org/10.12691/education-5-7-11
Siti Nurliyana Ab Halim. (2015). Pengetahuan, sikap dan kesediaan pelajar terhadap Kemahiran Berfikir Aras Tinggi (KBAT) dalam pembelajaran pemahaman bacaan. Universiti Kebangsaan Malaysia.
Siti Rahayah Ariffin, T.Subhan Mohd Meerah, Norasmah Othman, & Ibrahim Mohamed Zin. (2004). Analisis Kecerdasan Pelbagai (Multiple Intelligences) di Kalangan Pensyarah di Sebuah Institusi Pengajian Tinggi (IPT). Jurnal Teknologi, 41, 33–41. https://doi.org/10.11113/jt.v41.725
Taylor, B. K. (2015). Content, process, and product: modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13–17. https://doi.org/10.1080/00228958.2015.988559
Tengku Sarina Aini Tengku Kasim, & Fatimah Sahida Abdurajak. (2018). Pengalaman pengajaran guru novis pendidikan Islam : Implikasi terhadap reka bentuk kurikulum latihan pendidikan guru. Jurnal Pendidikan Malaysia, 43(1), 59–66.
Tomlinson, C. A. (1999). Mapping a route toward a differentiated instruction. Educational Leadership, 57(1), 12.
Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3), 26–30.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd Edition). ASCD.
Tomlinson, C. A. (2017). Differentiate instruction in academically diverse classroom (3rd edition). Alexandria,VA USA.
Tomlinson, C. A., & B.Imbeau, M. (2014). Leading and managing a differentiated classroom. In Alexandria, Virginia YSA.
Yulianingsih, D., & Lumban Gaol, S. M. (2019). Keterampilan guru PAK untuk meningkatkan minat belajar murid dalam proses pembelajaran di kelas. FIDEI: Jurnal Teologi Sistematika Dan Praktika, 2(1), 100–119. https://doi.org/10.34081/fidei.v2i1.47
Published
2021-09-10
How to Cite
Mustaffa, Z., Hussin, Z. and Sulaiman, A. M. (2021) “Pedagogi Terbeza Untuk Pengajaran Guru Terhadap Kepelbagaian Murid”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(9), pp. 202 - 214. doi: 10.47405/mjssh.v6i9.997.
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