KEPERLUAN MENANGANI GAYA PEMBELAJARAN VISUAL, AUDITORI DAN KINESTETIK (VAK) MURID BERKEPERLUAN PENDIDIKAN KHAS DI PROGRAM PENDIDIKAN INKLUSIF SEKOLAH MENENGAH DI MALAYSIA

Abstract

(The Need to Address the Visual, Auditory and Kinesthetic Learning Styles (VAK) of Students with Special Education Needs in Inclusive Secondary Education Programs in Malaysia)

ABSTRAK

Guru aliran perdana di Malaysia sering menghadapi masalah dengan perlaksanaan pendidikan inklusif. Perkara ini berlaku disebabkan guru aliran perdana kurang didedahkan dengan amalan pengajaran dan pembelajaran pelajar pendidikan khas. Kajian ini bertujuan untuk mengidentifikasi keperluan mendesak dalam menangani gaya pembelajaran visual, auditori, dan kinestetik (VAK) dalam konteks program pendidikan inklusif bagi murid berkeperluan pendidikan khas (MBPK) sekolah menengah di Malaysia. Gaya pembelajaran VAK telah lama diakui sebagai faktor penting dalam memahami bagaimana individu memproses dan menyerap maklumat. Bagi MBPK, pengenalan dan penggunaan strategi pembelajaran yang bersesuaian dengan VAK dapat memberikan pengalaman pembelajaran yang lebih berkesan dan memenuhi keperluan kepelbagaian profil pembelajaran mereka. Penelitian ini dilakukan melalui analisis terperinci terhadap keadaan dan keperluan khusus MBPK di konteks pendidikan inklusif Malaysia. Kajian ini juga melibatkan tinjauan literatur menyeluruh tentang teori-teori dan amalan terkini dalam mengakomodasi gaya pembelajaran VAK dalam proses pengajaran dan pembelajaran inklusif. Terdapat keperluan yang mendesak untuk mengintegrasikan strategi pembelajaran yang menitikberatkan pada gaya pembelajaran VAK dalam program pendidikan inklusif. Pengajaran yang mengambil kira preferensi VAK mampu meningkatkan proses pemahaman, penghayatan, dan penyampaian maklumat kepada MBPK. Oleh itu, penyediaan usaha, latihan, dan sokongan kepada guru dan pendidik inklusif untuk memahami dan melaksanakan strategi VAK adalah penting. Kajian ini memberikan sumbangan penting dalam memperkukuhkan pendekatan inklusif dalam sistem pendidikan Malaysia dengan menekankan keperluan untuk mengakomodasi kepelbagaian gaya pembelajaran dalam proses pengajaran dan pembelajaran. Diharapkan hasil kajian ini dapat memberikan panduan praktikal kepada pihak terlibat dalam penyediaan pendidikan inklusif bagi murid berkeperluan khas di Malaysia.

Kata kunci: gaya pembelajaran VAK, pendidikan inklusif, murid berkeperluan pendidikan khas

ABSTRACT

Mainstream teachers in Malaysia often face problems with the implementation of inclusive education. This happens because mainstream teachers are less exposed to the teaching and learning practices of special education students. This study aims to identify the urgent need to address visual, auditory, and kinesthetic learning styles (VAK) in the context of inclusive education programs for students with special needs in Malaysia. VAK learning style has long been recognized as an important factor in understanding how individuals process and absorb information. For students with special needs, the introduction and use of learning strategies that are compatible with VAK can provide a more effective learning experience and meet the needs of their diverse learning profiles. This research was conducted through a detailed analysis of the conditions and specific needs of students with special needs in the context of inclusive education in Malaysia. This study also involves a comprehensive literature review on the latest theories and practices in accommodating VAK learning styles in the inclusive teaching and learning process. The results of the study show that there is an urgent need to integrate learning strategies that focus on VAK learning styles in inclusive education programs. Teaching that takes into account VAK's preferences is able to improve the process of understanding, appreciating, and presenting information to students with special needs. Therefore, providing resources, training, and support to inclusive teachers and educators to understand and implement VAK strategies is essential. This study provides an important contribution in strengthening the inclusive approach in the Malaysian education system by emphasizing the need to accommodate the diversity of learning styles in the teaching and learning process. It is hoped that the results of this study can provide practical guidance to those involved in the provision of inclusive education for students with special needs in Malaysia.

Keywords: VAK learning style, inclusive education, special education needs students